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Business and Management
Oxford Brookes Business School
+44 (0) 1865 485746
CLC 1.27, Headington
I am a Principal Lecturer Student Experience, in this role I have led a number of institutional and school projects focused on improving the student experience including enhancing online feedback and student engagement. I am a National Teaching Fellow and a Principal Fellow of the Higher Education Academy and have been centrally involved in a number of national pedagogy projects funded by the Higher Education Academy (HEA) and the Higher Education Funding Council England (HEFCE). My research into teaching and learning, project management and teaching practice come together to give a coherent focus on enhancing the experience of students at Brookes and beyond.
My teaching centres on synoptic learning in management education in which the learning of students from across diverse modules is brought together in relatively large-scale projects and case studies.
u51016 Introduction to Business and Management (undergraduate first year)
u51073 The Business and Management Synoptic (undergraduate honours module)
P58897 Synoptic Research Project (postgraduate)
I research into the pedagogy of higher education, within this my current focus is on the nature of assessment and feedback in higher education and the intellectual development of students.
2014 Visiting International Scholar, Australian Business Deans Council
2012 Oxford Brookes Team Teaching Fellowship
2009 UK National Teaching Fellowship
2003 Oxford Brookes Teaching Fellowship
My current research project investigates how students and academics view 'intellectual challenge' in management education. This project is funded by the British Academy and is a two-year project due for completion in January 2019.
It is clear from the literature that feedback is potentially the most powerful and potent part of the assessment cycle when it comes to improving further student learning. However, for some time, there has been a growing amount of research evidence that much feedback practice does not fulfil this potential to influence future student learning because it fails in a host of different ways. This dilemma of the disjuncture between theory and practice has been increasingly highlighted by the UK National Student Survey results. This paper uses a model of the assessment process cycle to frame understandings drawn from the literature, and argues that the problem with much current practice resides largely in a failure to effectively engage students with feedback. The paper goes on to explore how best to effectively engage students with assessment feedback, with evidenced examples of feedback strategies that have successfully overcome this problem.
Assessment is currently in the spotlight for its poor ratings in student satisfaction surveys and"under performance" in quality reviews. Consequently, a variety of initiatives and projects are being undertaken aimed at improving assessment. However, many of the concepts and theories underpinning assessment practice are complex and interrelated, which can mean that relatively simple and apparently minor changes can have major, and often unintended, consequences. This paper was initially prepared to foreground an internal document providing diagnosis and recommendations for change to assessment strategy and policy in a post-1992 university. It draws on a wide body of literature and research studies to distil and discuss key issues, which should inform assessment decisions. These key issues provide a framework to examine assessment policy and practice and enable the alignment of assessment policy with the beliefs and values of an institution.
Constraints in resourcing and student dissatisfaction with assessment feedback mean that the effectiveness of our feedback practices has never been so important. Drawing on findings from a three-year study focused on student engagement with feedback, this paper reveals the limited extent to which effectiveness can be accurately measured and challenges many of the assumptions and beliefs about effectiveness of feedback practices. Difficulties relating to multiple purposes of feedback, its temporal nature and the capabilities of evaluators reveal that measuring effectiveness is fraught with difficulty. The paper argues that the learner is in the best position to judge the effectiveness of feedback, but may not always recognise the benefits it provides. Therefore, the pedagogic literacy of students is key to evaluation of feedback and feedback processes.
Assessment and feedback in higher education
Intellectual development in higher education
2014 July/Aug Visiting Scholar at the invitation of Australian Business Deans Council, funded to give workshops at 10 Business Schools in Australia and New Zealand on ‘Taking a program approach to assessment and feedback’.
2012 - 2014 Lead for the National Development Programme for Directors of Teaching and Learning, Association of Business Schools
2012 to date Chartered Association of Business Schools Learning and Teaching Committee
2011 Principal Fellow of the UK Higher Education Academy
2009 - 2011 BMAF Advisory Board
2003 - 2010 Business Studies AQA ‘A’ Level Advisory Board
2017 to date Academic Consultant Higher Education Academy (Advance HE) on the national Degree Standards Project.
Prior to my academic career my management experience was in the United States where I worked in the field of commercial property investment and development in New York.
I am a National Teaching Fellow, University Teaching Fellow and a Principal Lecturer for the Student Experience. I lead the ASKe research cluster for management and entrepreneurship education.