BBS Quality, Learning and Teaching

Supporting best practice in BBS

Annual Staff Development Conference online 18th June 2020

We have moved the annual conference online.

BBS Staff Development Conference Teams Link

Planning group members, Asher Rospigliosi, Sue Greener, Paul Levy,, Chris Matthews, Marion Curdy, Nick Feather, Fiona Handley and Fiona Macneill


Programme for the conference, we will allocate participants to Hot topic groups so that you have an opportunity to work in smaller groups.

The conference  gives us an opportunity to consider planning for 2020/21 and how we need to think about continuing remote teaching but also take into the key considerations of:

  • Closing the degree awarding gap
  • Inclusivity of teaching materials
  • Innovative assessment design

The aim of the conference is to support the development for the “essentials” of our transition in BBS to implement a blended learning approach to the next academic year and beyond. The key concepts will be the balance between asynchronous and synchronous modes of delivery and the move from transferring to transforming our learning and teaching practices.

There will be a small amount of time together as a whole group for sharing updates on the essentials and any news going forward.

The day will interactive, working around your questions, problems and concerns. There will be breakout sessions to share key experience and knowledge that can help us all feel more confident and know where else to look for further development.

You can go to at least four hands-on workshops/sessions where you can learn specific, relevant, helpful new things to help you teach remotely or in a blended way.

The conference will be screen time-sensitive with the chance for a break and an invite for us all to go for a walk, get fresh air and maybe share pictures.

By the end of the conference, key questions and concerns will have been acknowledged, identified, some addressed and others collected to be reviewed further down the line. I hope that we all can feel less anxious and have a realistic and practical sense of what we need to do at a baseline to be able to teach this coming year.

Please register here

Annual Staff Development Conference booking form - 2020

This form is protected by reCAPTCHA and the Google Privacy Policy and Terms of Service apply.



The student Learning Dashboard is now live

All of your students will have access to their Learning Dashboard from first thing this morning. When they login to studentcentral they will see the following on their Home Tab. Please make sure you make your students aware of the ability for them to see this data.

Student Learning Dashboard

Student Learning Dashboard

Learning Dashboard 19-20

The Learning Dashboard 19/20 will be launched on Tuesday 5th  Nov

Here are few slides so that you can introduce it to your students. When Marion and the team gathered feedback a large majority of students had no idea what this was so it would be great for you to be aware of the project.

Student will get access via a Dashboard widget, staff can get direct access or access via the PAT dashboard if personal tutors.

Placements Supervision Support DB319 Placement Project

Following the CDI changes have been made to DB319 Placement Project and the supervision.

Module Aims

  • Enable students to organise and conduct an agreed project in an organisational context.
  • Develop competencies in the use of appropriate analytical frameworks for critical analysis and problem solving in an organisational setting.
  • Encourage students to reflect on their placement role and experiences and on how these have contributed to their personal development, shaped their thinking about future careers and enhanced their employment prospects.

Learning Outcomes

LO1:   Identify a specific business project and frame an appropriate aim and set of objectives.

LO2:   Review and summarise an appropriate, focused range of published data (e.g. academic literature, company, trade and government publications).

LO3:   Propose a valid/feasible project design demonstrating a critical understanding of primary research techniques and research ethics.

LO4:   Analyse results and draw valid conclusions.

LO5:   Propose appropriate recommendations to the company or propose further investigation.

LO6:   Analyse and discuss personal strengths and weaknesses in relation to core competencies required by graduate employers (CMI award).

First Placement Conference – 8th November 2019

Proposal Formative Submission (please note this will be to be agreed/signed off by you as the supervisor before the student can progress to complete the project) – 20th  Jan 2020

Second Placement Conference (to include formative project presentation) – 1st May 2020

Project Submission – 30th October 2020 word count now 5000

Based on a great notes from Linda Health here are a few powerpoint slides “Set Expectations Early”

Placement Supervisor Briefing Meeting 2019-2020

More information is available in the placement handbook


  • Business Management + withs have an opportunity to register to recive Chartered Management Institute CMI Level 5 diploma in Leadership and Management which would enable them to add MCMI after their name on graduation (at an agreed fee)
  • If they do not complete the project will not be able to register for this award
  • The reflective element LO6 is completed in folio all students taking DB319 are encouraged to complete this element whatever the degree stream.
  • DB319P on studentcentral has a useful range of resources to support students (please let the UG office know if you are a supervisor but DB319P does not appear as one of your modules)

Do not forget to complete Vist Report Form and the Health & Safety Form and return them to the Placement Office


Information about Personal Tutoring & Placement Supervision

This is an example of ensuring that you are able to view the most recent documents,  links to documents are enbedded in the BBS Quality, Learning & Teaching Blog. This allows the links  to remind “live” if the document itself changes.  You can find the link to the blog on the main menu of My School: Business School Staff Area on studentcentral. The blog has a search function to help you locate information.

Personal Tutoring @BBS

Placement Supervison

Academic Calendar 19-20

Important news about inclusive practice & accessibility

Under the Accessibility Directive new rules have been put in place to ensure websites and mobile apps are accessible to as many users as possible. As a result it is important to ensure the materials you upload to studentcentral fit within this. You can find more info about accessibility requirements here and you can also find out more about accessible communication formats (e.g. PDFs, videos, use of subtitles etc) here. We will also be putting up posters around the School as reminders.

Staff Development Conference (Previously Learning & Teaching) 10th July 2019

Due to extending the exam board schedule we need to move the date of the newly renamed Staff Development Conference to Weds 10th July.

The conference is building on the new vision for BBS:

We are renowned for making a real difference to people, practice, and society

We will be using the wonderful facilities of Mithras House (Chris and Max have promised to make the rooms attractive) and the multi storey car park should be open by then. We will follow the conference with a get together in the Bevy .

The agenda is broadening out to include more than just developments in Learning and Teaching this year.

Staff will be presented with the Annual Learning & Teaching and Professional Staff awards 2019.

We will also be welcoming members of SASM who will be service teaching Events and Tourism at BBS from next academic year.

Provision Programme with confirmed sessions, in no particular order:

Responsible Enterprise Exchange – launch

Research @BBS supporting staff

Planning Primary Research: New Requirements for students and staff 

Chartered Association of Business Schools (CABS) Introducing its New Certified Management & Business Educator (CMBE) Scheme  

LinkedIn Learning opportunities for staff and teaching

NUMBAS? – Integrating a versatile e-assessment platform with StudentCentral for mathematical and financial modules

Gamification can it support Engagement?

Identifying and Embedding Value: The Value Process

My Department Home page 2019 – finding/storing information

Understanding our Metrics the good, bad and the ugly

Student panel discussion


Annual Staff Development (L&T) conference booking form - 2019

This form is protected by reCAPTCHA and the Google Privacy Policy and Terms of Service apply.


Links to some new pages:

BBS Policies and Procedures Updates

Documenting Moderation on Submitted Work


BSS & NSS Launch: Developmental Feedback and more…..

The BSS and NSS launch on the 4th Feb. It is vitally important that as a school we pull together to support these important surveys. The result of the NSS will feed into the subject level TEF.

The first three weeks of the NSS are critical as after that time Ipsos will then start to call our students and we know that frustrates them, however it is out of our control. The Student Engagement Champions have organised 3 NSS Pizza Nights to encourage students to come and complete the survey. These will be on 5th, 12th and 19th Feb from 5-7 in Mithras Canteen.

If you are teaching a level 6 module during this time please take a few minutes before you begin to acknowledge that the survey is happening (this is what our students tell us makes the difference). Use these slides as a guide NSS intro slides

If you can not open the link please me me know and I will send them by email.

More details about the BSS and NSS questions and university guidance can be found here

If you were unable to make the session of Developmental Feedback Made Simple please see the information here

We want to encourage all staff to engage with Professional Development therefore we have decided to rename the Learning and Teaching Conference  to the Staff Development Conference to broaden its appeal. Please hold the date 5th July 2019 – if you have any suggestions for sessions please email

Supporting this theme BBS now has a Volunteer Teaching Observation Process more details   here

Finally for now following a very successful 2018 Graduation Ball the tickets for 2019 Graduation Ball will be on sale very soon. The ball will be @The Grand Hotel on 7th June.


BBS Volunteer Peer Teaching Observation

Why is peer observation so beneficial?

The purposes of peer observation include:
• providing us with opportunities, both through observing and being observed in teaching sessions, to reflect on and review our teaching skills with the assistance of our colleagues
• identifying good practice, and needs which we can address, to ensure our ongoing personal and professional development
• helping us to continue to learn from each other, towards developing shared understandings of best practices in assessment, learning and teaching
• giving us continuing opportunities to observe students as they learn in colleagues’ teaching sessions, and reflect on how we can enhance their learning in our own sessions
• allowing us to gain from mutually beneficial learning experiences through the processes of observing colleagues and being observed ourselves
• helping us to learn new tricks from one another (old colleagues learn much from new staff and they in turn can teach new colleagues old tricks!)
• identifying generic development needs, to feed into ongoing and future staff development activities.

Adapted from: Race, P. et al. (2009) Using peer observation to enhance teaching.
Leeds Met Press. ISBN 978-0-9560099-7-5 also available here


We were fortunate to have Dr. R. Warhurst come and present his research on the broader topic of learning from observation. It is well worth a view

Engaging in peer observation is also benefical for obtaining Fellowship of The High Education Academy (HEA)

How confidential is it?

Essentially, it’s confidential between you and your observer. The  scheme for peer review is not connected with the formal process of a Staff Development Review (SDR). That said, you may well wish to use feedback from your observer as evidence of your good practice in your SDR the choice remains yours and as noted above as part of a HEA Fellowship or promotion application.

How to organise peer observation

1  Pre-observation meeting

A pre-observation meeting enables the observed member of staff to identify the aims and context of the session. In addition; this meeting cam be used to agree the specific aspects of the session the observer will focus on – and whether they will also comment on other aspects not specified in advance.

The main purpose of teaching is that the students attain the intended learning outcomes (LOs), it is  recommended that it concentrates on the extent to which the students achieve the various outcomes

During the pre-observation meeting also agree:

  • the best way to introduce the observer and explain their presence
  • where they will position themselves (at the back, to the side or among the students)
  • whether or not they will interact with the students at any point (we recommend that normally they don’t take an active part in the session).

2  The Observation

Normally, during the observation, you should run the event as any other, and it is recommended that the observer does not take an active part. This ensures the observer is able to give close attention to the way you and the students are behaving, making brief notes using the template.

3  The post-observation discussion

This is a vital part of the peer observation because, as explained earlier, the purpose of the process is to enable both of you (observer and observed) to gain insights from a discussion of your shared experience.

Begin by discussing the specific aspects you selected as the focus of the observation, using the observer’s notes to start the conversation.

  • identify how the effective aspects of the observed session could be incorporated into future teaching
  • consider how any constraints on learning could be avoided or overcome.
  • summarise what you have learned from this shared experience
  • consider whether there are things you need to learn and, if so, how you could

 Peer observation template.

Adapted from CLT LT725 Handbook 2018-19



Attendance Registration19/20

Colleagues we have some exciting developments  following the installation of student card readers as shown below for all teaching rooms with a capacity of over 25.  Students will be able to test registering their attendance using their student card (including lectures) from 3rd Feb 2020.  No data is being collected yet, however will be shortly.

The Business School has been at the forefront of influencing university policy and we have been chosen as the pilot for this project, it will have a phased implementation over the coming months.



Timeline for phased introduction

From 3rd Febuary please ask students to tap on the card readers out side each room including lectures.

Please continue to use the  photoregisters for each seminar you teach. This will enable the system to be fully tested before we use the data, and still have attendance data available.


There will information displayed on the card readers with a QR code to more information Brighton Business School AM Pilot Details

It is hoped that the students will get used to using the system whilst it is being tested. It will be fully operational by the beginning of 20/21 academic year.


When it is fully operational we will be able to:

  • Display what is timetabled for that room
  • Intervene when a student has not been attending
  • Access data when rooms are used for extra curricula activities
  • Use a portable card reader for activities not in rooms e.g Mitras House Canteen
  • There will also be capacity for further marketing messages to be displayed (we hope to able to display NSS messages).

Please help us to make this be a success





« Older posts
Skip to toolbar