Developing Action Research in the Classroom: Undergraduate students' adoption of assessment

Abstract

The proliferation of event management subjects/courses offered at tertiary level in Australia and overseas has grown dramatically over the last 10 years. Of the 27 universities offering tourism and hospitality education within Australia approximately 93% of these (25) are offering at least one subject focusing on event management. Additionally, 37% (10) of universities are offering specific programs majoring in event management. However, the theoretical nature of university education is often perceived by the industry as lacking a practical edge and focus. There is a need to address this imbalance, particularly as universities are aiming to provide 'job ready graduates'.

This paper reports on the implementation of assessment which focuses on experiential and deep learning outcomes over a six month period in 2004. The research was designed using an action research approach consisting of three phases. This paper discusses the results of the first two phases of this approach. Findings indicate that assessment which is designed to incorporate theory combined with industry experiences was perceived by students as adding value to their learning experience. The use of experiential design in assessment also contributed to enhancing the networks between the university as a tertiary institute, the events industry and students. Therefore, designing assessment which contains experiential learning objectives has the potential of enhancing students learning, maintaining industry links and developing future professional event practitioners.