Managing the New University Student Experience in Marketing Education
View/ Open
File version
Version of Record (VoR)
Author(s)
Miller, Dale
Fisher, Ron
Year published
2005
Metadata
Show full item recordAbstract
This paper reports on two processes used with one first year cohort, with the aim of enhancing
the teaching-learning partnership. Managing the new university experience by obtaining
meaningful feedback from students, acting to address student needs, and giving students early
feedback on writing provide the impetus for this study. The researchers ‘broadened the
boundaries’ in student-lecturer interactions by two means. The first was to use a recently
developed instrument to understand student expectations at the start of a semester-based first
year business core course. The second process was to provide pre-submission feedback ...
View more >This paper reports on two processes used with one first year cohort, with the aim of enhancing the teaching-learning partnership. Managing the new university experience by obtaining meaningful feedback from students, acting to address student needs, and giving students early feedback on writing provide the impetus for this study. The researchers ‘broadened the boundaries’ in student-lecturer interactions by two means. The first was to use a recently developed instrument to understand student expectations at the start of a semester-based first year business core course. The second process was to provide pre-submission feedback for the first essay. The qualitative data showed how students perceived their ways of learning, their potential contributions to small groups, and that appropriate student contributions to lectures, tutorials and assignments are important to the learning process. The study also investigates the effectiveness of providing structured feedback about draft assessment to students before the submission of their first university assignment, showing that a statistically significant improvement in assessment marks results from allowing students to submit a draft of their first university assignment, provided that they receive constructive feedback. Together, these processes contribute to broadening the boundaries for effective teaching and learning.
View less >
View more >This paper reports on two processes used with one first year cohort, with the aim of enhancing the teaching-learning partnership. Managing the new university experience by obtaining meaningful feedback from students, acting to address student needs, and giving students early feedback on writing provide the impetus for this study. The researchers ‘broadened the boundaries’ in student-lecturer interactions by two means. The first was to use a recently developed instrument to understand student expectations at the start of a semester-based first year business core course. The second process was to provide pre-submission feedback for the first essay. The qualitative data showed how students perceived their ways of learning, their potential contributions to small groups, and that appropriate student contributions to lectures, tutorials and assignments are important to the learning process. The study also investigates the effectiveness of providing structured feedback about draft assessment to students before the submission of their first university assignment, showing that a statistically significant improvement in assessment marks results from allowing students to submit a draft of their first university assignment, provided that they receive constructive feedback. Together, these processes contribute to broadening the boundaries for effective teaching and learning.
View less >
Conference Title
ANZMAC 2005: Broadening the Boundaries : Conference Proceedings
Publisher URI
Copyright Statement
© The Author(s) 2005. The attached file is reproduced here in accordance with the copyright policy of the publisher. For information about this conference please refer to the conference’s website or contact the author(s).