LTSE is the UK's leading gathering of business and management educators
The Chartered ABS's annual LTSE conference is a highly supportive and collegiate event. Each year it brings together over 400 participants representing 90% of the UK's business schools.
This year's conference will explore latest innovations in business and management education; how educators are supporting the health and wellbeing of students and fellow educators; how sustainability and climate action goals are being reflected in business & management education; and how business schools are tackling inequalities and working to support disadvantaged and underrepresented staff and students.
Join us at the ICC Wales on 22-23 May for in-depth learning, idea-sharing, personal development and networking.
Keynote Speakers include:
Professor Liz Bacon
Principal and Vice-Chancellor, Abertay University
Dr Harriet Dunbar-Morris
Dean of Learning & Teaching, University of Portsmouth
Professor Ram Gopal
Professor of Information Systems Management, Warwick Business School
Professor Christopher Millward
Professor of Practice in Education Policy, University of Birmingham
Explore the programme
08:40 - 09:20
Registration and refreshments
09:20 - 09:40
Welcome
Flora Hamilton, Chief Executive, Chartered ABS
Professor Robert MacIntosh, Faculty Pro Vice Chancellor - Business and Law, Northumbria University; Chair, Chartered ABS
09:40 - 10:20
Keynote Address: The digital revolution: implications for education and the future world of work
Professor Liz Bacon, Principal and Vice-Chancellor, Abertay University
Moderator: Dr Adam Shore, Director, Liverpool Business School, Liverpool John Moores University; Chair, Chartered ABS LTSE Committee
Breakout Sessions
10:20 - 10:50
Supporting disadvantaged and underrepresented students
From Spark to Fire: Fostering Student Citizenship for Underrepresented Groups
This session presents a toolkit to enable undergraduate students gain a sense of agency, act as co-creators of their university experience and develop the skills necessary to become leaders in their field of specialisation and communities
This case study will be presented by:
Dr Samar Gad
Associate Professor in Accounting and Finance, Kingston University London
Dr Becky Lees
Head of Accounting, Finance and Informatics, Kingston University London
Delivering positive student outcomes
Building future business minds brick by brick.
As students’ attention span has been decreasing, educators must be interesting and facilitate learning rather than teaching, preparing students for the workplace, through nurturing soft skills. Students value interaction and want to be challenged. LEGO Serious Play (LSP) is being used in universities to generate engagement and imagination, as well as enabling understanding of diversity and supporting mindfulness and wellbeing.
This case study will be presented by:
Claire Hobson
Lecturer, University of Surrey
Effective assessment & constructive feedback
Language Metacognition in Rubric Design: Facilitating the Development of Teacher and Student Assessment and Feedback Literacies
This case study summarises an evaluation of students’ understanding of assessment language. Findings reveal the importance of teachers’ metacognition of language in facilitating the development of teacher and student assessment and feedback literacy. A glossary approach to fostering shared understanding, its challenges and potential for wider adoption will be discussed. The glossary will be shared.
This case study will be presented by:
Dr Chahna Gonsalves
Lecturer in Marketing (Education), King's College London
Effective assessment & constructive feedback
The Impact of AI writers on Higher Education Assessments
Generative AI Writers are already impacting the way assessments are developed and administered in the higher education sector. However, ChatGPT or similar software affects some types of assessment quite irreversibly. For the design of effective assessment, we will explore how generative AI impacts on assessment design and suggest means of mitigating against the misuse of this technology
This workshop will be presented by:
Dr Alexander Kofinas
Head of the Graduate School of Business, University of Bedfordshire
Dr Suzanne Dowse
Head of Quality and Practice, University of Bedfordshire
Leading learning & teaching teams
Developing a support system for 100+ Teaching Assistants, and the value of a Design Thinking mindset
This presentation considers the value of a design-thinking inspired approach for developing systems for Teaching Assistant support. In particular, it focuses on my role as a new entrant to the organisation and culture, and the value of understanding contextual factors and collective iterative ideation, rather than adopting a more top-down approach.
This case study will be presented by:
Dr Neil Sutherland
Associate Professor / Director of TA experience, UCL
Responsible management education
Delivering responsible risk management education for tomorrows managers : Evidenced by authentic pedagogy
This case study is the result of developing and delivering a Level 7 Strategic Risk Management module. The case study is innovative, interdisciplinary, authentic, and business focused. It integrates theory, and practitioner knowledge and replicates the authentic delivery of a strategic risk report. Testing interdisciplinary knowledge and the ability to provide evidenced-based responses to impromptu questions from the client c-suite.
This case study will be presented by:
Dr Ann Parchment
Deputy Head Strategy and International Business, Surrey Business School
Delivering positive student outcomes
Is it the time to reach out? – Managing student wellbeing using formative assessments: A disruptive intervention in an unconventional setting
This presentation is in the context of embedding mental wellbeing into curriculum with an emphasis on assessment for a large student cohort. It focuses on use of technology in an online environment to address some of the common challenges faced by students and provides a way to target support for achieving holistic student experience.
Dr Lovleen Kushwah
Lecturer, University of Glasgow
Supporting disadvantaged and underrepresented students
Supporting students with BTEC entry qualifications in developing quantitative skills through Peer-led Team and Learning (PLTL)
To improve students’ data analytical skills, we integrated peer-led team and learning (PLTL) workshops to provide additional support to those students who have underdeveloped statistical and/or numerical skills. In particular, we will explore to what extent PLTL could support students with BTEC entry qualification, who have markedly lower pass rates compared other groups of students.
This case study will be presented by:
Dr. Xue Zhou
Associate Professor, Queen Mary University of London
Dr. Patrick McGurk
Reader in Management Preatice; Associate Dean in Education, Queen Mary University of London
Effective assessment & constructive feedback
From Words to Action: How we can turn discussions about inclusive assessment into tangible academic practices
This workshop will be presented by:
Dr. Christine O'Leary
Principal Lecturer Sheffield Business School, Sheffield Hallam University
Dr. Kiefer Lee
Associate Dean (Learning, Teaching and Quality), Salford Business School, University of Salford
Effective assessment and constructive feedback
How can we better engage and assess our growing and diverse cohorts? Opportunities from technology partnering
This session explores how two different institutions have used Pearson's MyLab for assessment and feedback with large cohorts and have identified specific benefits for engaging non-native speakers and enabling greater social mobility and access.
This case study will be presented by:
Dr Ishani Chandrasekara
(Reader in Accounting), Programme Director BSc Accountancy Flying Start with PwC, Queen Mary University of London
Dr Danielle McConville
Senior Lecturer (Education) in Accounting, Queen’s University Belfast
Effective assessment & constructive feedback
Comparing the Effectiveness of Multiple-Answer and Single-Answer Multiple-Choice Questions in Assessing Student Learning.
This research compares the effectiveness of two types of MCQs: multiple-answer questions (MAQs) and single-answer questions (SAQs). Our paper highlights the importance of considering different formats of MCQ used in assessment practices and the potential benefits of incorporating MAQs to promote the development of higher-order thinking skills.
This research paper will be presented by:
Dr Yusuf Oc
Lecturer in Marketing Education, King's College London
Dr Hela Hassen
Lecturer in Marketing Education, King's College London
Preena Tailor
Instructional Designer/ Programme Manager, King's College London
10:50 - 11:30
Break
Breakout Sessions
11:30-12:00
Delivering positive student outcomes
Boosting student confidence and strategically expanding their external networks to affect their career opportunities and improve graduate outcomes.
The purpose of this case study presentation is to showcase how the innovative scheme ‘Events Connect’ at Manchester Met has evolved over the last nine years, to be a key vehicle to showcase the event industry to students, and directly connect them through extracurricular experiential learning opportunities. The scheme develops their professional identity and networking skills at the same time as increasing Graduate Outcomes data for the programme, rising from 65% in 2017/18 to 71% 2019/20.
Lucy Pittaway
Senior Lecturer in Events Management, Manchester Metropolitan University
Room 2A
Delivering positive student outcomes
Redefine the Theoretical Framework of Bloom’s Taxonomy in the Era of Artificial Intelligence for Positive Learning Outcome
AI's advancement prompts re-evaluation of Bloom's Taxonomy, as domains like "remembering" and "applying" become less critical. This research proposes an updated taxonomy for the AI era, emphasizing human-AI collaboration, understanding AI principles, and ethical awareness. Redefining cognitive domains can help educators adapt instructions to maximize positive learning outcome in an AI-driven world
This paper will be presented by:
Dr Colin Fu
Senior Lecturer, University of Surrey
Room 5
Effective assessment & constructive feedback
Achieving authenticity and inclusivity in assessment design through student and employer engagement.
This case study presentation explores my experience designing a postgraduate assessment that valid, authentic, inclusive and student-centred. The case study makes a valuable contribution to the knowledge and practice which might be of interest to a wide range of attendees given its novelty but relative simplicity.
This case study will be presented by:
Dr Wilfrid Flanda
Associate Professor in Management, University of Winchester
Room -Main Hall
Effective assessment & constructive feedback
What's loss got to do with it? Assessment Evaluation Unwrapped.
This research paper will be presented by:
Dr Karen Dennis
Senior Lecturer Operations Management, University of Surrey
Professor Andy Adcroft
Deputy Dean Surrey Business School, University of Surrey
Philip Murray
Senior Lecturer Operations Management, University of Surrey
Room 6
Delivering positive student outcomes
Developing an Enterprise Placement Year: From ideation to realisation.
This workshop will be presented by:
Heidi Hazeu
Director of Employability, Surrey Business School, University of Surrey
Katrina Mack
Student Enterprise Manager, University of Surrey
William Lanham-New
Senior Lecturer, Entrepreneurship, University of Surrey
Room 3A
Effective assessment & constructive feedback
An in-depth look at student evaluations: using machine learning to analyze feedback from independent platforms
Surveys conducted by universities to gather student feedback may not reflect honest opinions. Whatuni.com and studentcrowd.com provide independent platforms for students to evaluate their institutions. Our study analyzed over 10,000 posts for 40 UK universities on whatuni.com using machine learning techniques. Results showed differences in tone, clout, and analytics between high and low-rated universities. A regression model revealed a significant impact of independent variables on university ratings, providing insights into factors affecting university performance.
Dr Matteo Montecchi
Lecturer in Marketing, King's College London
Dr Yusuf Oc
Lecturer in Marketing Education, King's College London
Room 3B
Supporting disadvantaged and underrepresented students
Towards Fixing the Broken Pipeline: The ASPIRE Agenda.
The broken pipeline report points out that the black awarding gap contributes to the under-representation of black students at doctoral levels. To address the underrepresentation, the Accomplished Study Programme in Research Excellence (ASPIRE) was developed as a unique intervention and innovation centred on developing the capabilities of Black students to navigate structural barriers in doctoral study.
This case study will be presented by:
Dr Ifedapo Francis Awolowo
Senior Lecturer, Sheffield Hallam University
Dr Oluwatoyin Dosumu
Lecturer, University of Manchester
Dr Seun Ajao
Senior Lecturer, Manchester Metropolitan University
Adenike Abidoye
Lecturer, Sheffield Hallam University
Room 3C
Roundtable discussions (Room 2C)
Authentic Assessment, AI and the Elephant in the Room
The roundtable will consider what authentic assessment, which cannot easily be represented by a chatbot, look like? Will it involve more personal connection with the students themselves as well as the work they produce? Will we have the capacity to scale up student contact, marking of continuous development, development of practice-based assessment and a real move away from conventional coursework. Will institutions fund the additional resources needed to create the structural changes needed?
Facilitated by:
Dr Maureen Royce
Associate Director, Liverpool John Moores University
The paradox of student disengagement and their desire for learning communities
This round table explores the paradox of the escalating challenge of Business students’ disengagement which has escalated post-pandemic, with their concurrent perception of being within weak learning communities. The intention is to co-create enhanced understanding of how we might better address this wicked problem given its centrality to student satisfaction metrics.
Facilitated by:
Prof Kate Black
Head of Education, Northumbria University
Click here to download the presentation
Business Clinics as the intersection of student and business impact: developing an evidence-based agenda
Business Clinics are an established strategy to deliver student employability and business problem solving. Despite being commonplace, the empirical evidence of Business Clinics impact is limited and wider business impacts are unclear. This roundtable explores an agenda for ongoing evidence about the impacts of Business Clinics to inform clinical practice across business school pedagogical methods.
Facilitated by:
Dr Tim Nichol
Pro-Vice-Chancellor, Faculty of Business and Law, Liverpool John Moores University
Prof Tony Wall
Professor, Liverpool John Moores University
Dr Adam Shore
Director, Liverpool John Moores University
Dr Track Dinning
Head of Subject, Liverpool John Moores University
Dr Jan Brown
Senior Lecturer, Liverpool John Moores University
Dr Ann Hindley
Senior Lecturer, Liverpool John Moores University
From Onboarding towards Opportunity – the significance of building inclusive and adaptable learning communities in Foundation Year and beyond
Learning communities help to foster a sense of belonging which becomes a valuable resource when students are faced with adversity. In this session, the Foundation Year team from University of Surrey will share their approach to community-building and invite observation, along with discussing ideas to enhance the strategies they employ
Facilitated by:
Erivan White
Senior Lecturer, University of Surrey
Nick Edwards
Senior Lecturer, University of Surrey
Gerald Dampier
Lecturer - Learning Development, University of Surrey
Zainab Atta
Lecturer, University of Surrey
Metaphors in the post-experience classroom: reflecting on meaningful work for a sustainable career
Our round table discussion focuses on post-experience MBA students and how we use metaphors to help them articulate, reflect and plan how to develop a meaningful career path. The session includes a brief careers metaphors activity, followed by a discussion on how we can better support post-experience students’ career challenges and positive outcomes.
Facilitated by:
Dr Tatiana Rowson
Lecturer in Coaching Henley Business School, University of Reading
Dr Kelly Sloan
Associate Professor of Leadership, Henley Business School
Dr Chris Dalton
Associate Professor of Management Learning Henley Business School
Room 2C
Supporting disadvantaged and underrepresented students
Navigating Further and Higher Education with BTEC Qualifications
This research highlights how students with BTEC qualifications are imagined and supported within further and higher education, and considers how these perceptions shape students’ own emerging sense of self and belonging as learners within HE. Here, the lived experiences of students and academic staff from both FE and HE are examined, providing a unique triangulation of perspectives.
Freya Ernsting
Lecturer, Manchester Metropolitan University
Room 4A
Delivering positive student outcomes
Enabling practical application of employability skills through authentic simulation technology.
This session will be exploring the part that experiential learning can play in developing valuable soft skills crucial for employability, this session explores how digital simulations are offering students a safe, real-world environment to put their learning into practice.
Presented by:
Clive Kerridge
Course Director, MSc Strategy & International Business, Aston Business School
Jason Evans
Senior Teaching Fellow in Entrepreneurship, Aston Business School
Room 4B
Delivering positive student outcomes
Two years on: How effective have decolonisation and diversification programmes been in UK Business Schools?
A presentation of the results of our audit which is investigating the tools that UK Business Schools have been using to work on decolonisation/diversification strategies for the last two years.
Also sharing the tools used in our institutions which may inform/support other Business Schools with their decolonising and diversifying initiatives at the following levels:
o Institution (Providing funding/hours to support this work); o Faculty or School (Having a paid Lead post who manages this process); o Course /programme level (Eg a requirement at Periodic Review level) o Module (E.g. Kitemarks); o Assessments (Eg co-creation of assessments by students); o Pedagogy training (E.g. training around inclusivity); o Other activities (E.g. external speakers)
Presented by:
Rachael Carden
Associate Dean: Education and Student Experience, Brighton School of Business and Law
Dr Kenisha Linton
Senior Lecturer in Human Resources and Organisational Behaviour, University of Greenwich Business School
Room 7
Breakout Sessions
12:10-12:40
Delivering positive student outcomes
How business schools can embed industry partnerships directly into business and management programmes.
How Business Schools can Embed Industry Partnerships Directly into Business and Management Programmes focuses on delivering positive student outcomes by embedding industry partnerships directly into business and management programmes. Delivering this talk is Ste Bergin, a Lecturer in Marketing at Salford Business School, emphasizes the importance of closer ties between academia and industry for modernizing the university experience. The case study presentation will discuss Salford Business School's collaboration with Finsimco, a financial simulations company.
This case study will be presented by:
Ste Bergin
Lecturer in Marketing, Salford Business School, University of Salford
Room 2A
Delivering positive student outcomes
An innovative approach to enhancing student learning through partnerships.
The development of effective, practice-based student learning opportunities is often contextualised within a partnership framework but is often limited in its scope and the potential for dynamic, real-world problem-solving. We developed an elective course at the Adam Smith Business School to develop high-level consultancy skills delivered in an active and dynamic partnership manner. The course allows students to learn in a high quality and novel experience, develop interview, employability and entrepreneurial skills and build and expand their professional networks
Professor Denis Fischbacher-Smith
Research Chair in Risk and Resilience, University of Glasgow Adam Smith Business School
Dr Xiang Li
Associate in Practice, Lifelong Learning and International Development, University of Glasgow Adam Smith Business School
Katie Lombardo
Specialist Tutor (Management), University of Glasgow Adam Smith Business School
Responsible management education
Creating the next generation of responsible business leaders: Using a challenge-based entrepreneurial simulation to embed responsible management and leadership on the Surrey MBA.
The Surrey MBA features a capstone module that integrates experiential simulation and challenge-based learning. Teams use the UN17SDG to identify a problem to solve, then work through a creative problem solving process to create a new business model, developing key entrepreneurial skills and learning the value of responsible and sustainable management in the process.
This case study will be presented by:
Chris Mahon
Director, MBA Programmes, Surrey Business School
Room 3B
Innovations in executive education, degree apprenticeships, and business growth programmes
Mind the Gap: What we know and should know about delivering degree apprenticeships.
This workshop will be presented by:
Dr Mona Nassar
Senior Teaching Fellow, University of Portsmouth
Dr Richard Dron
Senior Lecturer, Manchester Metropolitan University
Dr Charles Knight
Assistant Director (Knowledge & Innovation), Advance HE
Dr Ernest Edifor
Reader (Digital Education), Manchester Metropolitan University
Room 3C
Effective assessment & constructive feedback
Over-confidence bias in grade expectations: Why managing expectations could be central to managing assessment and feedback scores.
We show that modules which do not reveal their marks to students by the time of the quantitative student evaluations see an increase in their results. We offer evidence which strongly indicates that this finding is caused by an over-confidence bias on the part of students in relation to their expectations on their future grades.
This research paper will be presented by:
Dr Andrew McFaull
Lecturer in Accounting and Financial Education, King's College London
Dr Dimitrios Minos
Lecturer (Assistant Professor) in Economics, King's College London
Room 4A
Delivering positive student outcomes
Building Curiosity: An experiment in student engagement using pictures, music and TikTok.
Can curiosity can be used to drive student engagement? This experiment was built on the assumption that curiosity is a core element of intrinsic motivation which can be a powerful driver of engagement which develops deeper understandings, makes people more open to new ideas and promotes active learning.
This case study will be presented by:
Professor Andy Adcroft
Deputy Dean, Surrey Business School, University of Surrey
Room 4B
Supporting disadvantaged and underrepresented students
Trust the Experts: Stimulating pathways to Higher Education in under-represented groups through interactive mobile gaming.
In this apparent burgeoning age of all things AI, we explore the place of experts (i.e. you) via two connected sessions. Session one (via presentation on Day 1) explains and explores how students and a team of multi-discipline academics collaborated to co-create a mobile game that supports participation in HE and engagement with subject experts. Session two (via workshop on Day 2) provides a hands-on opportunity to experience game play and to take part in idea gen and debate with two of the game creators. Both sessions will hopefully provide you with inspiration and ideas on how you can create your own expert experiences inside and outside the classroom.
This case study will be presented by:
Paul A Davies
Senior Lecturer, Swansea University
Room 5
Effective assessment & constructive feedback
Peer-to-peer feedback – toward enhancing students’ entrepreneurial performance
This case study outlines an innovative approach to the design and delivery of a peer to peer feedback to level 7 Innovation and Entrepreneurship module, enhancing students’ engagement, reflexivity, and entrepreneurial performance. The case study makes a valuable contribution to pedagogical theory and practice considering how peer to peer feedback influence students’ entrepreneurial tendencies and reflective practice as learners.
This research paper will be presented by:
Dr Zeineb Djebali
Senior Lecturer (Entrepreneurship), University of Liverpool
Room 6
Effective assessment & constructive feedback
Effective Assessment Strategies in the Era of Artificial Intelligence
Active learning is vital for higher-order thinking skills, and AI's impact on education raises questions about its effect on assessment strategies. This workshop engages participants in discussions on whether AI tools hinder or support active learning, effective assessment strategies, and the potential of AI to revolutionize or damage education standards. The goal is to develop a framework for evaluating assessment strategies that encourage critical thinking and self-motivation while leveraging AI tools
This workshop will be presented by:
Dr Colin Fu
Senior Lecturer, University of Surrey
Room - Main Hall
Effective assessment & constructive feedback
Scaffolded Formative Assessment: Fit for Purpose?
The case study reflects on the effectiveness of introducing a scaffolded formative assessment in a challenging quantitative module, and how this can be replicated in this specific context and beyond. The main contribution concerns the analysis of the strategy we employed via students’ perception. Our goal is to decide on how to alter the activity to improve the educational outcomes, students’ engagement and feeling of support.
This case study will be presented by:
Dr. Kamilya Suleymenova
Associate Professor in Economics, University of Birmingham
Dr. Mary Dawood
Lecturer in Economics, University of Birmingham
Dr. Maria Psyllou
Lecturer in Economics, University of Birmingham
Room 7
Delivering positive student outcomes
Helping students to Excel: Preparing students for the hard and soft skills sought by employers
Repeated studies over several years show employers believe that recent graduates are not prepared with the skills they need to excel in the workplace. Hult International Business School redesigned the Bachelor of Business Administration degree to address this shortfall and identify those skills using a Big Data approach, and then break those skills down to constituent parts so that they can be taught and assessed over the three to four years of the degree, so that students, and future employers, can see the progress made. In addition to tackling the issues of how to assess collaboration or communication, Hult partnered with McGraw-Hill to incorporate their SIMnet platform to ensure all students are more productive by properly using ubiquitous MS Office tools such as Excel and Word, without taking up classroom time to teach them.
Presented by:
Ronan Gruenbaum, Global Director of Undergraduate Learning & Development at Hult International Business School
Room 2B
Roundtable discussions (Room 2C)
Embedding enhanced data literacy skills throughout the undergraduate business curriculum.
This round table discussion is aimed at delivering positive outcomes in the area of data literacy, enhancing both employability and academic research skills. I would like to explore the gap that I believe exists in the undergraduate curriculum regarding the development of these skills in the undergraduate population
Facilitated by:
Dr Liz Cunningham
Assistant Professor, Newcastle Business School, Northumbria University
Pluralism Vs Inclusion: ensuring a safe space, free speech and a welcoming environment for international students.
International students are frequently promised by British universities a welcoming and safe environment which will give them a ‘life changing experience’. However, are these promises met in practice? Are universities successful in their efforts to make students feel welcomed and settled? If not, what barriers exist and what role can academics play in mitigating them?
Facilitated by:
Dr Mahmoud Alajaty
Assistant Professor in Strategy and International Business, University of Birmingham, Birmingham Business School
Dr Martin James
Lecturer in Management, University of Birmingham, Birmingham Business School
Dr Colm Fearon
Senior Lecturer in Business Education, University of Birmingham, Birmingham Business School
Room 2C
Roundtable discussions (Room 2C)
Alumni - the circular economy
Facilitated by:
Lucy McGrath
Programme Leader, Liverpool John Moores University
Andrew Doyle
Programme Leader, Liverpool John Moores University
Shortening the distance between learners and educators in blended learning environments for large class.
In the post-epidemic world, learners and educators are facing challenges with online teaching for large groups. Opportunities for expanding emotional intelligence and the interpersonal skills needed to build meaningful connections with peers and teachers are diminished. The key issue of shortening the distance between the two sides requires new approaches to. Join us to discuss and build creative solutions.
Maozhi Chen
Associate Professor, Head of Sino-British Project of Business School School of Economics and Business Administration, Chongqing University of Education
Samantha Hollinhurst
Senior Lecturer in International Business & Economics (MAAT, BSc, MA, AFHEA), University of Central Lancashire
Kui Huang
Associate Professor, Head of Sino-British Project of T.H.E. School, School of Tourism Management, Chongqing University of Education
Room 2C
Roundtable discussions (Room 2C)
Exploring the ‘S’ in T&S – Understanding and promoting scholarly activity in Business Education.
This session will explore scholarship in terms of understanding and promoting scholarly activity in Business Education. The discussion will focus on the contested nature of scholarship, its value, and the development and support of colleagues engaging this activity. Participants will be asked to consider in small groups a series of questions to define, support, and promote scholarly activity.
Facilitated by:
Dr Elaine Tan
Lecturer, Newcastle University Business School
Sarah Carnegie
Senior Lecturer, Newcastle University Business Schoolrsity of Winchester
Breaking barriers: How business school educators can empower underrepresented and disadvantaged students and colleagues
This panel discussion centred around the skills, knowledge and behaviours that business school educators need in order to better support students and colleagues from underrepresented and disadvantaged backgrounds. This panel will bring together experienced professionals who work in the field of education as well as those who have first-hand experience with issues of equity, diversity, and inclusion. The primary goal of this panel is to identify specific strategies that can be effectively implemented by business school educators in order to improve their ability to support those from underrepresented and disadvantaged backgrounds. With these conversations, we hope to identify best practices that all business school educators can use when developing curriculums or interacting with their students or colleagues.
Professor Sukanlaya Sawang
Rachael Carden
Dr Sola Adesola
Dr Jummy Okoya
Dr Mazia Yassim
Room 2C
12:40 - 13:40
Lunch
13:40 - 14:10
Keynote Question Time: A new dawn: Assessment design in the era of ChatGPT
In this high-level session a panel of experts explore how generative AI (Chat GPT in particular) is influencing and disrupting assessment design; the problems that it creates; and the creative ways in which this technology, which is here to stay, it is being embraced.
Charles Fadel, Founder & Chairman, Center for Curriculum Redesign
ChatGPT
Professor Ram Gopal, Professor of Information Systems Management, Warwick Business School
Judith Cambridge, Co-Founder, Co-Ceo AccountingPod
Chair: Sara Bird, Faculty Academic Director for Learning, Teaching and Assessment Innovation, Bristol Business School, UWE Bristol
Room: Main Hall
Breakout Sessions
14:20-14:50
Delivering positive student outcomes
Doing it all: driving student engagement, outcomes, enhancing student recruitment and reducing awards gaps with the ARUCPD accredited co-curriculum.
ARU designed the accredited co-curricular ARU Certificate for Professional Development (ARUCPD) programme to prepare our students for the world of work, improve student recruitment, belonging, and graduate outcomes. Since the start of the programme, we noted various positive outcomes including enhanced student engagement and experience and employability benefits. The recent data also seems to indicate that ARUCPD has the potential for reducing awards gaps for underrepresented groups. Can the accredited co-curriculum really be doing it all?
This case study will be presented by:
Dr Daniel Berger
Deputy Dean (Education), Anglia Ruskin University
Ekaterina Summally
Student Engagement Manager, Anglia Ruskin University
Room 2A
Delivering positive student outcomes
The impact of professional qualifications and employer-based activities on student graduate outcomes.
This case study will be presented by:
Joanne Bambrick
Senior Lecturer in Banking & Finance Manchester Metropolitan University
Room 2B
Effective assessment & constructive feedback
Using Gamification to Engage Final Year Accounting Students.
This case study explores whether gamification impacts the engagement of L6 accounting students returning to exclusively on-campus teaching. We look at whether using a system of rewards and games might motivate or discourage student attitudes to learning, their engagement in the module assessment, and whether the structure of the gamification programme in terms of timing and frequency, is important.
This case study will be presented by:
Summer Wilson
Senior Lecturer, Kingston University, London
Dr Barry Avery, Director of Learning and Teaching, Kingston University, London
Room 3A
Effective assessment & constructive feedback
Recontextualizing the Unified Theory of Acceptance and Use of Technology (UTAUT) framework to Higher Education (HE) online marking
This presentation adapts the UTAUT model of technology acceptance for use in HE institutions in the UK by presenting findings about the attitudes and perceptions of staff implementing and using online marking and feedback tools at one university. The adapted UTAUT model is used to develop practical recommendations for university staff.
This research paper will be presented by:
Dr Anabela Soares
Senior Lecturer, University of the West of England
Dr Moya Lerigo-Sampson
Senior Lecturer, University of the West of England
Dr Jacqueline Barker
Senior Lecturer, University of the West of England
Room 3B
Innovations in hybrid, blended and online learning and teaching
Engaging Academics through learning with play when designing and creating sessions in a business school
Participants will engage in an online activity ahead of the workshop and during the session we will engage the audience and offer an opportunity to apply play theory to practice and reflect on how this could be implemented into their areas of expertise.
This workshop will be presented by:
Dr Hanna Yakavenka
Associate Dean Internationalisaiton and Business Development, Coventry University London
Rachael Hunter
Academic Skills Lead, Coventry University London
Nasreen Bhatti
Online Services Project Manager, Coventry University
Room 3C
Responsible management education
Using Live SDG Based Projects to Create Real Value Add For Both Students and Organisations in the Liverpool City Region.
This session explores how LJMU are using a wide range of SDG based live projects with final year undergraduates to create real value add in the Liverpool City Region (Schlipp 1949). Based on experience and data collected since 2018 this presentation explores the social, culture and economic value of this initiative to both the organisations and the students (Throsby 2001).
This case study will be presented by:
Dr Jan Brown
Senior lecturer, Liverpool John Moores University
Room 4A
Supporting disadvantaged and underrepresented students
Closing demographic and entry qualifications gaps through authentic learning.
This case study will be presented by:
Dr Patrick McGurk
Associate Dean Education, Queen Mary University of London
Dr Georgy Petrov
Director of Skills and Employer Engagement, Queen Mary University of London
Dr Joanne Zhang
Deputy Director Education, Queen Mary University of London
Room 4B
PechaKucha Presentations (Main Hall)
Innovative approaches to responsibility management learning which supports decolonialisation of the curriculum
HE cohorts now have different motivations and desires for learning. Given the dynamic nature of the sustainability agenda, and its increased societal focus, a responsible Management unit seemed a perfect fit for decolonisation. The benefits of decolonisation are widely regarded as beneficial across disciplines.
Presented by:
Stewart Morrell
Senior Lecturer, Manchester Metropolitan University
An inside outside view: Liberal Arts & Natural Sciences students on an Economics module
This presentation explores the perception of students engaged in multi-disciplinary learning. More specifically, we focus on how Liberal Arts and Natural Science students, a programme where students have a large choice of options from across the whole of University of Birmingham, experience their Economics modules at Birmingham Business School. We will give the voice to students from our student focus group.
Presented by:
Dr. Kamilya Suleymenova
Associate Professor University of Birmingham
Dr. Betsy Porritt
Teaching Fellow University of Birmingham
Using the Strengths Based approach of “Appreciative Inquiry” in Executive Education
Learning involves change and growth which happen more effectively when learners internalize theories while simultaneously putting them into practice. This presentation explains how Appreciative Inquiry, the positive psychology-based approach to change, can be highly effective in education too. It creates learning outcomes beyond the classroom, through simultaneous active and passive learning, in a fun and student-centric environment.
Presented by:
Dr. Kiran Kandade
Lecturer in Enterprise and Entrepreneurship, Brunel University
Room: Main Hall
Effective assessment & constructive feedback
Enhancing Student Engagement through Creative Assessments and Safe Collaborative Experimentation in Business Education
This case study presentation highlights the benefits of incorporating creative assessments within Business School curricula, showcasing their potential to foster creative thinking, innovation, and inclusivity. The session focuses on an undergraduate Human Resource Management module at level 6, where innovative pedagogies were employed to encourage safe collaborative experimentation. By examining staff and student reflections, the presentation demonstrates how creative assessments enabled students to choose topics, explore personal identities, and address potentially sensitive issues relevant to HR practice, even in high-stakes academic environments.
This case study will be presented by:
Sarah Jayne Williams
Senior Lecturer, Liverpool John Moores University
Room 6
Responsible management education
Public Value leadership: teaching community organising in the context of a Business School
Business schools and their graduates have been criticised for role in the financial crisis. In line with its Public Value mission, Cardiff Business School has encouraged colleagues to instil values-driven leadership into our students and focus on a stakeholder over a shareholder approach. The case study introduces a first year, first principles module which incorporates a partnership with a local Community Organising group to bring the needs of society into the classroom. This case study has allowed us to reflect on what skills we want leaders of tomorrow to have, but also how a Business School can develop relationships with its local community.
Dr Deborah Hann
Reader in Employment Relations, Cardiff University
Room 7
Innovations in hybrid, blended and online learning and teaching
Revitalising your case classes: in-person, online and hybrid Part 1
This workshop, led by Dr. Scott Andrews and The Case Centre, will demonstrate how to revitalise using cases in your in-person, online and hybrid classrooms. It will be an invaluable opportunity for delegates looking for fresh inspiration in the classroom. It will demonstrate why the case method is such a powerful learning tool in management education whether used in online teaching, the physical classroom or a combination of both.
Scott will demonstrate how a short case can provide the basis for dynamic discussion leading to new insights and understanding that meet pre-determined learning objectives. He will demonstrate how to ensure maximum participant involvement and get the most out of a case study however the class is delivered.
Delegates will participate as students in the session and look at an example case. By providing feedback on the mechanics of the teaching session both during and afterwards, Scott will illustrate best practice and provide useful hints and tips on how to improve the classroom experience for both students and teachers. Scott will also encourage delegates to reflect on their own experiences and share their experiences with each other.
Dr. Scott Andrews
Head of School, Principal Lecturer in Leadership and Business, University of Worcester Business School
Please note: This is a two-part session and will continue after the break.
Room 2C
Breakout Sessions
15:00-15:30
Delivering positive student outcomes
IABelieve it, achieve it - Working with an industry body to equip students with practitioner-level digital skills and increase employability
How Manchester Metropolitan University implemented a partnership with IAB UK to give university wide access to their industry respected resources, certification programme, and newly launched e-learning platform. This includes practical insight into the initiative rollout and how this was integrated with Manchester Met’s award-winning Rise programme to build student and colleague awareness and encourage positive student outcomes.
This case study will be presented by:
Joanna Bodley
Senior Lecturer, Manchester Metropolitan University
Room 2A
Delivering positive student outcomes
Enhancing pre-professional identity through the boundary concept of employability: work integrated learning modules on Economics programmes at UWE.
This session addresses the tensions and successes of an innovative employability module situated in an Economics Programme rather than within an area of professional practice. It will describe what we have developed and outline our reflections of its impact on student confidence and on their pre-professional identity formation.
This case study will be presented by:
Dr Ian Smith
Senior Lecturer, University of the West of England (Bristol Business School)
Dr. Kobil Ruziev
Associate Head of Department - Accounting Economics and Finance, University of the West of England (Bristol Business School)
Room 4A
Effective assessment & constructive feedback
Establishing professional practice: Developing graduate attributes through active feedback in experiential settings.
This case study introduces the active feedback framework using a capstone MBA course as an example. By embedding active feedback within class activities we show a shift in students focus on assessment outcomes to also being focussed on skills development. We demonstrate how staff can employ active feedback, using the DO-COMPARE-(make) EXPLICIT framework, whilst highlighting the importance of resources as comparisons.
This case study will be presented by:
Alison Gibb
Associate Director Learning & Teaching, Adam Smith Business School, University of Glasgow
Dr Nick Quinn
Associate Director of Connections with Practice, Adam Smith Business School, University of Glasgow
Room 2B
Effective assessment & constructive feedback
Designing Assessments into Whose Hands? Using Authentic Assessment Designs to Move from Punitive to Proactive Measures of Addressing Plagiarism.
This paper takes a multi-disciplinary approach drawing on a systematic review of established literature around assessment design, academic integrity, and plagiarism; institutional assessment design measures and frameworks; among other approaches for the purpose of integrating, analysing and identifying key themes and data to propose a sustainable authentic assessment design framework/model to proactively address the problem of plagiarism.
This research paper will be presented by:
Dr Abdul-Razak Alhassan
Senior Lecturer in Strategy and International, Business University of Surrey
Room 3A
Innovations in hybrid, blended and online learning and teaching
The Power of Emotional Energy – exploring techniques to create effervescent learning environments.
This session will explore how, as educators, we can harness the power of Emotional Energy and collective effervescence in the classroom to encourage students to return to face-to-face learning and keep coming back. Applying concepts from Interaction Ritual Chain Theory (Collins, 2004) participants will experience learning activities specifically designed to cultivate energy and support reflection on own practice.
This workshop will be presented by:
Anna Holland
Associate Professor and Deputy Director of Learning and Teaching, Surrey Business School, University of Surrey
Dr William Lanham-New
Senior Lecturer Surrey Business School
Prof. Christine Rivers
Director of Learning and Teaching Surrey Business School
Room 3C
Responsible management education
Artful Methods in Management Learning: A visual and psychogeographic approach for engaging students in reflection.
Artful methods in management learning aim to promote creativity and critical thinking in students. The case study presents an innovative teaching approach developed and applied in a class setting on a management course. It integrates visual methods and psychogeographic practices into a team-based exercise, resulting in raising student awareness of diversity and engaging them in thinking creatively.
This case study will be presented by:
Dr Mariana Bogdanova
Lecturer in Management, Brunel University, Brunel Business School
Room 3B
Supporting disadvantaged and underrepresented students
Widening Access to Economics: Promoting Economics Education to Under-represented Groups
Under the focus of ‘widening participation in economics’ the case study explores the process of developing interventions to improve student awareness and perception of economics. Activities include 1) organising schools outreach days 2) developing a toolkit for students to self-discover different options and different types of economics study pathways, 3) exploring the role of UG student/alumni-school student peers as role-models.
This case study will be presented by:
Dr Lotta Takala-Greenish
Senior Lecturer, Economics Subject Associate Head of Department, University of the West of England
Dr Armagan Gezici
Senior Lecturer, University of the West of England
Dr Kobil Ruziev
Senior Lecturer, Programme Associate Head of Department, University of the West of England
Room 4B
Innovations in hybrid, blended and online learning and teaching
Revitalising your case classes: in-person, online and hybrid Part 2
This workshop, led by Dr. Scott Andrews and The Case Centre, will demonstrate how to revitalise using cases in your in-person, online and hybrid classrooms. It will be an invaluable opportunity for delegates looking for fresh inspiration in the classroom. It will demonstrate why the case method is such a powerful learning tool in management education whether used in online teaching, the physical classroom or a combination of both.
Scott will demonstrate how a short case can provide the basis for dynamic discussion leading to new insights and understanding that meet pre-determined learning objectives. He will demonstrate how to ensure maximum participant involvement and get the most out of a case study however the class is delivered.
Delegates will participate as students in the session and look at an example case. By providing feedback on the mechanics of the teaching session both during and afterwards, Scott will illustrate best practice and provide useful hints and tips on how to improve the classroom experience for both students and teachers. Scott will also encourage delegates to reflect on their own experiences and share their experiences with each other.
Dr. Scott Andrews
Head of School, Principal Lecturer in Leadership and Business, University of Worcester Business School
Room 2C
Supporting disadvantaged and underrepresented students
Engaging quiet students in a Higher Education business school
The aim of this study is to gain an empirically grounded understanding of learning strategies which can be combined with collaborative learning situations, to improve learning opportunities of quiet students. The focus being, to benefit quiet students from disadvantaged and underrepresented groups.
Dr Natasha Clennell
Lecturer in Marketing, University of Liverpool, ULMS, Marketing Department
Room: Main Hall
Responsible management education
Reviewing the value and challenges of experiential learning: ‘Sustainability in Enterprise Project’ at Nottingham Business School
This workshop explores the way that 'work like experiences' can be embedded in taught modules, providing opportunities for student to engage in responsible management practices and making effective recommendations to local businesses. Drawing upon an NBS undergraduate final year Sustainability in Enterprise module to stimulate discussion and share a range of current practices between Business Schools.
This workshop will be presented by:
Tom Spencer
Head of Undergraduate Studies, Nottingham Business School, Nottingham Trent University
Dr Rachel Welton
Assistant Head of Undergraduate, Nottingham Business School
Room 7
Effective assessment and constructive feedback
Teaching Accounting and Data Technology, Building Practical Skills with Authentic Assessments. - A conversation with the University of Lincoln
We explore the power of ‘hands on’, smart autograding, individualized assessment, on the real tools and with the real stories of business today. We use real world case studies, on current industry tools (Xero, QuickBooks, Power BI, Tableau, Excel, Python)
Presented by:
Emma Pullen, Senior Lecturer / Programme Leader / School Director of Teaching & Learning (AFE) (Virtual)
Judith Cambridge, Chartered Accountant, Co-Ceo, AccountingPod
XingDong Yan, Chartered Accountant, Co-Ceo, AccountingPod
Room 6
15:30 - 16:10
Break
Breakout Sessions
16:10-16:40
Delivering positive student outcomes
Creating the Student Lawyer Project, a case study in innovative programme design (or ‘don’t give up when computer says no’).
This session will explore an approach to programmatic design of a new law degree which aims to enhance student outcomes through a more holistic focus on personal, professional and academic development through the concept of the ‘Student Lawyer’. Whilst set in a specific disciplinary context, it is intended to be of interest to those working on programme design across disciplines.
This case study will be presented by:
Dr Rachel Wood
Business and Law Clinic Director, University of the West of England
Dr Chisa Onyejekwe
Associate Head of Department, Undergraduate Law Programmes, University of the West of England
Room 2A
Responsible management education
Interdisciplinary approach to sustainability education
This session explores the project we developed based on interdisciplinary syllabus and research informed course design funded by British Council: ‘Intellectual Property for Sustainability’. We have brought together topics on innovation, sustainability, business models, circular economy and intellectual property covering topics in engineering, business, social sciences, legal studies and finance in the Level 7 module. This can teach new ways of thinking and responsibly dealing with intellectual property (IP) for creating positive social and environmental impact rather than just economic growth.
This case study will be presented by:
Dr Uma Urs
Senior Lecturer, Oxford Brookes
Dr Pratheeba Vimalnath
Post Doctoral Researcher, Cambridge University
Prof Frank Tietze
Professor of Innovation Engineering, University of Cambridge
Room 2B
Effective assessment & constructive feedback
Building digital literacy through authentic assessment in the Foundation Year Business curriculum.
Ensuring that our students graduate with the digital literacy skills that are valued by employers means embedding relevant development strategies into our curricula, rather than assuming that students come with such skills or will somehow develop these while at university. This presentation will focus on two video-based assignments designed by the Foundation Year teaching team at the University of Surrey.
This case study will be presented by:
Gerald Dampier
Lecturer - Learning Development, University of Surrey
Nick Edwards
Senior Lecturer, University of Surrey
Zainab Atta
Lecturer, University of Surrey
Erivan White
Senior Lecturer, University of Surrey
Room 3A
Innovations in executive education, degree apprenticeships, and business growth programmes
Developing a Theories of Change framework for evaluating digital degree apprenticeships.
This session presents work in progress for an action research project to develop and pilot methodology for evaluating if and how digital degree apprenticeships at Manchester Metropolitan University are leading to digital transformation for organisations. This work is supported through a Developing Education Excellence Scheme in the Faculty of Business and Law at Manchester Metropolitan University, to support career progression through an education pathway.
Dr Diane Hart
Senior Lecturer in Information Systems Strategy, Manchester Metropolitan University
Room 4B
Innovations in hybrid, blended and online learning and teaching
Using PPT animations to springboard your live session into multimodal engagement.
Surrey Business School's hybrid teaching approach for operations management involves a combination of captured content and live sessions, assuming no digital divide and requiring student preparation. The use of animations to illustrate transformation processes with fun challenges creates a safe space for playful interaction and learning opportunities. This workshop aims to learn from others' teaching interventions and establish solid pedagogical principles for innovative teaching.
This workshop will be presented by:
Deji Sotunde
Senior Lecturer, Surrey Business School, University of Surrey
Dr Karen Dennis
Senior Lecturer, Surrey Business School, University of Surrey
Room 3C
Responsible management education
Sustainable and responsible management education in a conflict-impacted region: The challenge of Myanmar - a business school-led multidisciplinary response.
Birth Across Borders is a multidisciplinary, international ESRC-funded project designed to tackle a range of SDGs in Myanmar. This case outlines how enterprise development skills are being transferred to a group of Regional Co-ordinators through an Advanced Certificate in Management Practice. These RCs will provide training for sixty Community Business Advisors who will cascade entrepreneurship principles and practices within village tracts across four Myanmar regions.
This case study will be presented by:
Prof Jackie McCoy
Associate Dean Development and Partnership International, Ulster University
Helen McKenna
Senior Lecturer, Ulster University
Dr Lesley Dornan
Lecturer, Ulster University
Room 4A
Supporting disadvantaged and underrepresented students
Operating in a vacuum: reflections by Widening Participation academic leads at a UK university
Universities have been tasked with improving equity in access to their institutions. The focus in Widening Participation should not simply be to improve equity in access to higher education institutions (HEI) but also to improve equity in terms of success. Two academics reflect on their experiences of being Widening Participation Leads within their Departments.
This case study will be presented by:
Dr Peta Myers
Senior Lecturer in Accounting, University of Exeter Business School
Dr Debbie du Preez
Senior Lecturer in Economics, University of Exeter Business School
Room 3B
Roundtable discussions (Room 2C)
‘Success for all’ – what are the priority actions to ensure vocational entry students are fully supported in their learner journeys
In this discussion, themes that cover the vocational learner journey from transitioning, engagement, and attainment will be explored. This discussion will draw upon the research being conducted within a large business school in the north of England and aim to share experiences, exchange ideas and interventions with like minded educators.
Facilitated by:
David Colley, Senior Lecturer, Manchester Metropolitan University
Dr Alice Graeupl, Senior Lecturer, Manchester Metropolitan University
Dr Amanda Miller, Principal Lecturer, Manchester Metropolitan University
Sarah Penney, Senior Lecturer, Manchester Metropolitan University
A critical exploration of approaches to understanding students 'silences', encouraging students 'voices' and engagement with group collaborative class activities
Our session explores silences in collaborative group activities and approaches to encouraging students' engagement and participation. We ask the following questions: 1. What do students' ‘silences’ during peer-to-peer collaborative class activities communicate to educators, and what approaches can educators use to respond to that silence? 2. How do we encourage students' voices, especially those from disadvantaged background, during peer-to-peer collaborative class activities?
Dr Lilian Schofield, Lecturer in Non-profit Management, Queen Mary University of London
Dr Lisa Morrison, Lecturer in Non-profit Management, Queen Mary University of London
Analytics for Business & Management Students: Essential in Gaining Meaningful Employment?
Analytics can be considered a complex yet necessary area of demand within the business world. This discussion will provide a platform for practitioners who deliver analytic modules for business to consider the benefits students can gain from attending such modules. The delivery approaches (and experiences) of academics will be explored along with consideration given to positive student outcomes and employability skills in this specialised field.
Dr Tegwen Malik, Lecturer Swansea University
Room 2C
Delivering positive student outcomes
Impact of what? On what?: Exploring a local authority’s perceptions of impact post-SLMDA
How should ‘impact’ be defined? Who should define it? And, how can HEI providers collect quality data from busy professionals? This session outlines a co-operative inquiry to explore meanings and dimensions of impact from the apprentices’ and organisation’s perspectives and presents initial findings and implications for executive education provision.
This case study will be presented by:
Krista Court
Interim Director, Post-experience Progammes, Lancaster University
Dr Jo Greenwood
Teaching Fellow, Lancaster University
Room 7
Roundtable discussions (Room 2C)
How much IT education do Business students need?
This round-table session will address a growing consensus among educators and employers that business students need to have an improved level of IT training integrated into their business education to be competitive in the job market. The increased use of technology within various business functions and the development of new technologies, such as machine learning and big data analytics has created a demand for business professionals with IT knowledge and skills beyond what is currently routinely offered in business education. Business graduates will require a hybrid capability to be able communicate and use these skills effectively. A focused and pragmatic research agenda is therefore needed to address this perceived shortfall.
Louise Cooper
Senior Lecturer, Kingston University
Stuart Fitz-Gerald
Associate Professor, Kingston University
PRME as a curricula planning mechanism to achieve the UN SDGs
Facilitated by:
Dr Mohamed Saeudy
Research Director, Centre for Contemporary Accounting, Finance and Economics Research (Res CAFE), University of Bedfordshire Business School
Click here to download the presentation
Serious games: How the 'selling academic papers' exercise combined with peer feedback improved classroom engagement.
Surrey Business School strives to impart students with excellent academic research and practical leadership skills. We use peer feedback and persuasive communication-based assessment to prepare students for weekly seminars. Dr Saori Sugeno's “selling academic papers” exercise motivates students to read and use academic papers in real-world contexts. The school also facilitates peer-to-peer feedback through structured exercises. Ultimately, the school aims to foster student engagement and learning through real-world scenarios and constructive peer feedback.
Dr Saori Sugeno
Lecturer in Corporate Governance and International Business, Surrey Business School, University of Surrey
Room 2C
Breakout Sessions
16:50-17:20
Delivering positive student outcomes
‘Belonging’ - the key to ensure student attendance and engagement.
This case study will be presented by:
Dr Uma Urs
Senior Lecturer, Oxford Brookes Business School
Lynn McBain
Senior Lecturer, Oxford Brookes Business School
Clare Stephens
Senior Lecturer, Oxford Brookes Business School
Richard Hall
Digital Media and E-Learning Developer, Oxford Brookes Business School
Room: Main Hall
Delivering positive student outcomes
Enhancing student employability through an international group project based on a client brief.
This case study showcases an international collaborative project in which undergraduate marketing and business students from the UK and the US work together on a client brief. In a context of heightened job competition and increased prevalence of global virtual teams, this project is designed to enhance student employability by developing intercultural online collaboration skills and enabling students to apply subject-specific skills to a client brief.
This case study will be presented by:
Dr Andreea Oniga
Lecturer in Marketing and Programme Leader, Abertay University
Dr Kathy-Ann Fletcher
Lecturer in Marketing and Programme Leader, Abertay University
Room 2A
Effective assessment & constructive feedback
Escape the Classroom: A game to improve learning and student engagement.
This case study investigates how an interactive escape room game improves students’ engagement and learning in a first-year quantitative module. The game was implemented as a formative assessment and alternative type of revision. The findings of this study support that the game enhanced students’ engagement and learning, as well as their performance in the module, their teamwork and communication skills.
This case study will be presented by:
Dr Maria Psyllou
Assistant Professor, University of Birmingham
Room 2B
Innovations in online learning and teaching
Towards a more experiential learning in project management education: from computer simulation, through active analysis, to scenario-based planning.
This study is a building block in the process of integrating Computer Simulation, Scenario-based Planning and Active Analysis in a way that it can practically underpin classroom and online activities to emulate experiential learning in a more holistic way. It aims at facilitating and encouraging strategic thinking, foreseeing and rehearsing parametrised scenarios, in increasingly uncertain project environments.
This case study will be presented by:
Dr Rosane Pagano
Principal Lecturer, Manchester Metropolitan University Business School
Room 4A
Delivering positive student outcomes
Exploring attitudes towards diversity; the good, the bad, and the ugly; student perspectives and experiences of ‘diversity’ on campus
The university and the world is changing, students and graduates need to be well-equipped to study, work and manage diversity in order to thrive in an increasingly interconnected spaces. However, despite the great opportunity for intercultural working a diverse learner- community enables and the need to nurture a global-mindset, there are underlying barriers to engagement between student groups; inhibiting diverse ways of working which negatively impact student experience and outcomes. This paper explores student attitudinal data on ‘diversity’, to better understand how the perceived value of diversity can be enhanced in the student community to nurture more equitable student experience.
This research paper will be presented by:
Maria Hussain
Lecturer (Management Education), University of Leeds
Room 7
Delivering Positive Student Outcomes
There is no ‘magic wand’: Pressures of personal tutoring for academics
This session explores personal-tutoring from the perspective of those inhabiting the role, rather than from the often discussed student or institutional viewpoint. The session suggests that whilst personal-tutors often care deeply about their tutees, the potential impact to personal and professional well-being requires a wider conversation in order to sufficiently assist personal-tutors to deliver a sustainable positive student experience.
Rachel Lee
Lecturer, Keele University
Dr Helen Millward
Lecturer, Keele University
Room 3A
Supporting disadvantaged and underrepresented students
Developing Qatari women's entrepreneurial leadership skills and capabilities through augmented executive education learning designs.
The topic of entrepreneurial leadership has grown in importance. However, there are gender-based disparities which impact the number of women leaders, consequently there is a need for research which embeds country and cultural contexts into education. This research provides new insights by exploring: Can an augmented executive education learning design accelerate the development of women’s entrepreneurial leadership skills in Qatar.
This case study will be presented by:
Prof Mark Durkin
Professor of Marketing, Ulster University
Komal Beg
Senior Lecturer, Ulster University
Prof Jackie McCoy
Professor of Management Development, Ulster University
Room 4B
Roundtable Discussions (Room 2C)
Supporting Students to Succeed - Doing more with less in a changing HE landscape!
The focus of this session is on supporting students, with limited resources post-pandemic. It considers the changing student profiles, their resulting needs, and the approaches adopted to support students. The aim of approach may increase reach and engagement with university services, key especially given the new NSS 2023 questions focuses more on supporting mental health and wellbeing.
Dr Mary Crossan
Assistant Professor in Business, Coventry University
Catherine Skirrow
Lecturer, Leadership, Coventry University
How can digital technology and data science skills and knowledge be successfully integrated into business/management degree programmes?
As business schools across the UK strive to develop and deliver programmes which meet the needs of industry, the need to integrate knowledge and application of digital technologies and data science into the business curriculum has never been greater . This roundtable discussion will begin with a brief overview of how Ulster University Business School has successfully developed and integrated range of innovative new digital technology modules into the curriculum. The session will encourage participants to share ideas and challenges a provide a platform for further networks.
Paul Mellon
Lecturer Business Analysis and Consulting, Ulster University Business School
Room 2C
Roundtable Discussions (Room 2C)
Using online interview software in authentic assessment to embed employability skills within core learning
There has been a shift towards efficiencies in recruitment processes, one aspect of which is the online interview. Students have little experience with this type of software, many lacking presentation skills overall. Using an online interview platform for assessment allows students to practice, and to gain feedback and confidence with this employability skill, leading to greater success in interview.
Gayle Waddell
Senior Lecturer, University of Liverpool
Virtual Global Study Trip to Deliver an Inclusive, Sustainable and Positive Student Experience
The Global Virtual Study Trip provides an accessible and inclusive experience for our students, addresses the sustainability agenda, while delivering the experiential learning we strive for. Students meet top managers and visit organisations from across the globe, online. In this session I would like to explore how we can enhance the student experience, share best practice and collaborate with other Universities.
Facilitated by:
Dr Gabor Lukacs
Postgraduate Programme Lead, Oxford Brookes University
Live Business Consultancy: Do you dare to be different ?
Would you like to bring in MORE live business consultancy into your curricula ? This round table discussion seeks to unblock a range of typical challenges faced by business school academics and share a radical co-creational approach that students love.
Former Management Consultant Dr Kasia Zduncyzk and ex-British Airways Change Manager Prof. Justin O'Brien share their wide experiences and advice in an informal discussion setting.
Professor Justin O'Brien
Lecturer, Surrey Business School
Room 2C
Innovations in hybrid, blended and online learning and teaching
How an interactive technology platform can contribute to diverse styles of teaching in the physical classroom
In the context of post-pandemic return to physical classroom, this workshop outlines, and provides an opportunity to discuss, how technology supports learner engagement across several teaching styles with particular reference to our work with a specific platform (Nearpod)
This workshop will be presented by:
Dr Martin Rich
Associate Dean for the Undergraduate Programme, Bayes Business School
Dr Linlan Huang
Bayes Fellow in Management, Bayes Business School (formerly Cass); City, University of London
Room 3C
Supporting disadvantaged and underrepresented students
Student Engagement-Experience: The need for a rethink in the context of disadvantaged students.
This paper takes the audience through the conceptual and practical challenges of student experience and student engagement in the context of disadvantaged students. It presents a holistic model of student engagement-experience, discussing the implications for the practice of engaging disadvantaged students and improving their experiences. The presentation includes practical examples, with a view to encouraging critical reflection and dialogue.
Dr Martin Selby
Principal Lecturer - International Collaborative Programmes, Liverpool John Moores University
Room 3B
17:30
End of Day One
19:00
Drinks Reception & Gala Dinner
08:30 - 09:10
Registration and refreshments
09:10 - 09:20
Welcome
Flora Hamilton, Chief Executive, Chartered ABS
Robert MacIntosh, Faculty Pro Vice Chancellor - Business and Law, Northumbria University; Chair, Chartered ABS
09:20 - 10:00
Keynote Panel Discussion: Delivering positive graduate outcomes: opportunities and challenges
In this session a high-level panel will explore how the increasing prominence given to graduate outcomes in key sector metrics is influencing the design and delivery of business and management studies and higher education more broadly.
Dr Harriet Dunbar-Morris, Dean of Learning & Teaching, University of Portsmouth
Professor Christopher Millward, Professor of Practice in Education Policy, University of Birmingham
Dr Camille Kandiko Howson, Associate Professor of Education, Imperial College London
Chair: Professor Alison Truelove, Director of the Centre for Innovation in Business Education, University of Exeter Business School
Breakout Sessions
10:10-10:40
Delivering positive student outcomes
Delivering SCALE-UP workshops to overcome accounting students' resistance to active learning and group work at Nottingham Business School
The session explores the introduction of an innovative 1st-year module at Nottingham Business School (NBS) with a cohort of 280 students. We will share our experience of delivering technology-rich teaching on a large and otherwise traditional degree programme with students often resistant to active learning and group work, and how this has improved engagement and attainment of NBS first-year students.
This case study will be presented by:
Sunny Jones
Senior Lecturer Accounting & Finance & School Employability Manager, Nottingham Business School, Nottingham Trent University
Katharine Pearce
Senior Lecturer Accounting & Finance, Nottingham Business School, Nottingham Trent University
Delivering positive student outcomes
Re-Designing an MBA programme to meet the challenge of growth in international student numbers.
The case study demonstrates the novel pedagogy and process undertaken in designing a new MBA programme that would help support increased positive outcomes for international students coming from diverse economic and cultural backgrounds. The case presents the innovative thinking of the programme team, and the innovative approaches adopted, the stages of the redesign and its underlying principles and rationale evidencing their underlying pedagogical features and their validity and applicability.
This case study will be presented by:
Dr Mahinda Yapa
Associate Professor/MBA Programme Lead, The Business School, Edinburgh Napier University
Jacqueline Brodie
Associate Professor/Head of Learning and Teaching, The Business School, Edinburgh Napier University
Innovations in executive education, degree apprenticeships, and business growth programmes
Aiding the unaided strategic business project – supporting learners through the Senior Leader Higher Apprenticeship End Point Assessment.
The SLHA EPA unaided strategic business proposal presents new challenges for business schools. This case study explores how Newcastle Business School, Northumbria University is collaborating with coaches, library services, and learning technologists to support learners navigating an unfamiliar assessment format.
Dr Helen Charlton
Head of Apprenticeships, Newcastle Business School, Northumbria University
Dr Angela McGrane
Newcastle Business School, Northumbria University
Innovations in hybrid, blended and online learning and teaching
Getting the most out of media: exploring approaches for student engagement.
This session compares the tone and format of multimedia content and how it affects the engagement and learning of students. We compare three video formats and audio-only podcast, with differing tones and feel, to better understand what students want and how we create more engaging content
This case study will be presented by:
Tom Perou
Digital Learning Media Developer, University of the West of England
Sara Bird
Faculty Academic Director for Learning, Teaching and Assessment Innovation, University of the West of England
Delivering positive student outcomes
ChatGPT? Implications of Artificial General Intelligence for Higher Education and how this technology can be used to enhance student outcomes.
Discover the transformative potential of ChatGPT and AGI in this interactive workshop, emphasising positive student outcomes and the development of future knowledge workers. Engage with a ChatGPT/AI demonstration and explore opportunities such as personalised AI tutoring, enhanced research capabilities, and graduate readiness. Join us in shaping the future of higher education by fostering academic excellence and cultivating the next generation of skilled knowledge workers.
This workshop will be presented by:
Robert Dixon
Lecturer, Manchester Metropolitan University
Responsible management education
Student engagement through games – the future for sustainable education.
This presentation examines the potential of gamification as a means of engaging undergraduate students in sustainability issues in business and management. It summarises outcomes of an evaluation survey that aimed to identify successful gamification elements for sustainability education and contribute to the development of a greener curriculum
This case study will be presented by:
Michael Drummond
Lecturer, Liverpool John Moores University
Supporting disadvantaged and underrepresented students
Navigating the hidden curriculum: smooth sailing or choppy waters?
The hidden curriculum hides in plain sight. Differential capital profiles of students, and the institutional habitus, contribute to a hidden curriculum that privileges certain demographics of students while penalising others. In heterogeneous business school cohorts, uncovering the hidden curriculum can promote equity and reduce awarding gaps. This qualitative study investigates how students make sense of, and therefore explicate the hidden curriculums within their student journey.
Prof. Susan Smith
Professor of Accounting, UCL School of Management
Dr Sarah Watson
Academic Developer, University of Sussex
Responsible management education
Fostering creative thinking through UN Sustainable Development Goals: developing the ethical mindset of MBA students
This case study reveals how embedding the UN Sustainable Development Goals into an MBA programme helped learners to balance corporate purpose, economic goals, and the needs of the planet. Students examined the link between innovation, imagination, and creativity to develop non-standardised solutions to business challenges. Through developing associated stories learners were able to enhance their learning journey in a meaningful way.
Dr S M A Moin
Senior Lecturer (Associate Professor) in Marketing, Queen Mary University of London
Ben Botes
Director Brunel Hive, Brunel University London
Innovations in hybrid, blended and online learning and teaching
Gamification - F2F, online, synchronous? A case study comparison.
Games and experiments are common teaching methods in business school settings and wider HE. Due to the emergence of online platforms, such gamification activities can now be run under different delivery formats. This paper conducts an example game under three alternative delivery formats and evaluates their different impact on participation rates, engagement levels, in-game decision making, and student survey responses.
This case study will be presented by:
Dr Matthew Olczak
Reader in Economics, Aston University
Dr Christopher Wilson
Senior Lecturer in Economics, Loughborough University
Effective assessment & constructive feedback
Effective Feedback as a Pedagogy of Care – Exploring Ways and Means to Improve Student Feedback Literacy.
An evidence-based approach to feedback provision gives students clarity and encouragement required to develop their learning and confidence and in so doing serves as a pedagogy of care. This interactive and exciting workshop aims to explore various approaches to feedback provision to identify which meet the criteria of a pedagogy of care.
This workshop will be presented by:
Dr Lucy Gill-Simmen
Vice-Dean for Education and student Experience, School of Business & Management, Royal Holloway, University of London
Dr Amanda Miller
Department Head of Curriculum, Manchester Metropolitan University
Dr Chahna Gonsalves
Lecturer in Marketing (Education), King's Business School
10:40-11:20
Break
Breakout Sessions
11:20-11:50
Delivering positive student outcomes
Delivering management education beyond the classroom; utilising an immersive, off-campus learning environment to enhance student outcomes.
As future managers students should develop practical knowledge and capabilities to facilitate the acquisition sufficient technical empathy to enable them to work effectively with industry stakeholders. The case study highlights innovations in curriculum delivery, implemented to enhance student outcomes relating to employability, through the development of a partnership with an events venue where learning activities were designed to enhance hard skills identified as necessary within the events management industry.
This case study will be presented by:
Jonathan Sibley
Senior Lecturer, Manchester Metropolitan University
Delivering positive student outcomes
The Corporate Challenge - an alternative to improve student engagement with businesses.
The corporate challenge offers a unique opportunity to enhance student engagement with businesses. It creates business experience, builds soft skills, and can lead to employment opportunities. Here, we look at how to structure a successful corporate challenge based on our experience over the past 3 years managing up to 100 students working in teams with a range of SME’s.
This case study will be presented by:
Jim Sears
Senior Lecturer, Surrey Business School
Innovations in executive education, degree apprenticeships, and business growth programmes
Delivering Degree Apprenticeships Equitably.
Higher Education Institutions (HEI) should not deliver their Degree Apprenticeship (DA) programmes “equally” as full-time programmes; they should have an “equitable” approach. This case covers the “equitable” approaches which led a Digital and Technology Solutions Professional (DTSP) programme to become one of the largest and best (part of the portfolio judged Outstanding by OFSTED) DA delivered by an HEI.
This case study will be presented by:
Dr Ernest Edifor
Reader (Digital Education), Manchester Metropolitan University
Dr Diane Hart
Senior Lecturer (Information Systems Strategy), Manchester Metropolitan University
Dr Shobana Partington
Head of Department, Manchester Metropolitan University
Innovations in hybrid, blended and online learning and teaching
The MasteryPath – The pathway to an online learner centred approach that contributes to a greater understanding for students?
Opportunities to embed digital tools into T&L has transformed HE. One tool available to teachers are MasteryPaths which break down subject areas into small units of online learning that students can complete at their own pace; ensuring learners possess an understanding of a topic before moving onto the next. This session subsequently reflects on implementing MasteryPaths within three Undergraduate courses.
Dr Matthew Hindmarsh
Lecturer/ Senior Lecturer in Sport Business with Media, Liverpool John Moores University
Dr Clay Gransden
Senior Lecturer/ Programme Manager in Sport Business, Liverpool John Moores University
Catherine Bonser
Lecturer/ Senior Lecturer in Marketing, Liverpool John Moores University
Dr Jan Brown
Lecturer/ Senior Lecturer in Business,Liverpool John Moores University
Delivering positive student outcomes
Embedding employability in the postgraduate curriculum: Validation of the Career Enhancement Model of Employability for Business Students.
This research paper will be presented by:
Dr Dawn Whitton
Assistant Professor and Chartered Surveyor, Northumbria University
Dr Gillian Forster
Associate Professor and Head of Education, Northumbria University
Responsible management education
Transformative Teaching in RME: Introducing the PRME Impactful Five (i5)
Led by NTF and PRME i5 Expert Pedagogy Group member, this workshop unpacks concepts and practices that informed the development of the ‘PRME Impactful Five (i5) Play Book’. The session includes information and resource sharing as well as experiential exercises directly linked to innovative and emerging pedagogic practices of RME incorporating learnings from i5 ‘plays’ to be applied to participants’ professional contexts.
This workshop will be presented by:
Prof. Natascha Radclyffe-Thomas
Professor of Marketing and Sustainable Business, Academic Lead Business and Sustainability, Glasgow Caledonian University, London
Supporting disadvantaged and underrepresented students
Walk the Talk: how Foundation Year courses can help students to successfully progress into Higher Education.
This research addresses the controversy around Foundation Years (FYs) courses to evaluate the effectiveness of these degrees. It explores if FYs offer ‘under-attaining’ students, often from disadvantaged backgrounds, an effective channel to access and progress into higher education. Our results show how FYs programmes can impact awarding gaps and create opportunities to enhance student success during transition stages.
Mark Clark
Senior Lecturer and Lead for Education and Students (Management), University of Sussex
Gabriella Cagliesi
Professor of Economics and Associate Dean for Education and Students, University of Sussex
Leading learning & teaching teams
Getting off to a Good Start: What are the key elements of initial professional development for new Business School Academics?
New Academics in Business Schools range from those coming from professional backgrounds to those immediately post PhD. Inducting and leading this diverse group can be a challenge. What do these new academics need to develop their educational practice? This workshop will explore what should be included in initial professional development for Business School Academics.
This workshop will be presented by:
Dr Beth Picton
Associate Professor in Academic Development, Durham University
Roundtable discussions
The Business Analytics Educators Forum, who we are and what we do
The Business Analytics Educators Forum was created at CABS LTSE 2021 where a group of us decided we needed a space to discuss all things education, business intelligence and analytics. The BAEF is creating materials, groups, and events that help us to structure the field and understand the definitions and partitions needed by educators. We will introduce this and invite others to come on the journey with us
Facilitated by:
Dr Christina Phillips
Senior Lecturer, Business Analytics, Liverpool John Moores
Roundtable discussions
Making the Big Feel Small: rebuilding student community in large business schools.
This Roundtable will explore several activities that NBS has used to develop student community and encourage engagement / belonging since the pandemic. Participants will be asked to share their examples and collectively reflect on short / longer term impacts and cost benefit analysis. How can large courses develop a culture that resonates with a diverse student community and adds value to the student experience?
Facilitated by:
Tom Spencer, Head of Undergraduate Programmes, Nottingham Business School, Nottingham Trent University
Dr Rachel Welton, Assistant Head of Undergraduate Programmes, Nottingham Business School, Nottingham Trent University
In a world of 21st century employability skills and AI – are authentic assessments the answer?
Our roundtable proposes a provocative discussion on how the use of authentic assessments can help Business Schools and their academics to overcome two of the challenges they are facing today. Firstly, preparing its graduates with the desired employability skills and secondly, the development of AI programmes, like ChatGPT, that are a direct threat to academic integrity.
Facilitated by:
Dr Sarah Montano
Deputy Dircetor of Education (Digital), College of Social Sciences, University of Birmingham
Prof Nicola Newman
Director of Education, Birmingham Business School, University of Birmingham
Dr Lucy Gill-Simmen
Vice Dean of Education and Student Experience, Royal Holloway, University of London
Dr Lucia Walsh
Chair for PgCert in Sustainability Leadership, TU Dublin
Dr Dee Duffy
Lecturer in Marketing, TU Dublin
Roundtable discussions
Innovations in postgraduate education: authentic and inclusive alternatives to the Master's dissertation.
Rapid growth in PGT business recruitment has encompassed students from increasingly diverse academic backgrounds. These students are disadvantaged when faced with writing long independent projects in academic English, the value of which might be questioned in preparing students for the workplace. As this appears a common issue across HE providers, we are keen to collaboratively discuss authentic alternatives.
Facilitated by:
Dr Christine Comrie
Deputy Head of Department Business and Management (Postgraduate), University of the West of England
Dr Ed Little
Programme Associate Head of Department - Marketing and Events postgraduate programmes, University of the West of England
Preparing for a digital future – a benchmarking exercise
Facilitated by:
Dr. Katie Hyslop
Programme Leader, Liverpool John Moores University
Effective assessment & constructive feedback
The Digital Debate: The next-gen perspectives
There is now a clear expectation that students acquire essential digital skills to be ready for a hybrid workplace that requires employees to use a range of digital tools and platforms. We share how we created an innovative assessment where students develop their own video-based critical debate, presented on an interactive multi-media platform.
This case study will be presented by:
Dr Mike Cooray
Professor of Strategy & Transformation, Hult International Business School (Ashridge)
Dr Rikke Duus
Associate Professor, University College London
11:50 - 12:00
Break
Breakout Sessions
12:00-12:30
Delivering positive student outcomes
Help! They just asked us to write an employability module……
Many UK business schools are designing employability modules. In our widening participation university, students often have low social capital. We discuss the decision making to translate the short form specification into a final module; describe our module delivery and assessment strategy; and share an evaluation of how the module increased student agency, efficacy and work-readiness.
Helen Aston
Senior Lecturer, London South Bank University
Lyn Hamblin
Senior Lecturer, London South Bank University
Heidi Hinchliffe
Senior Lecturer, London South Bank University
Delivering positive student outcomes
Using Artificial Intelligence to improve Business Technology students’ outcomes.
Artificial Intelligence (AI) has had negative press recently due to its use in academic misconduct. However, evidence shows that it can be used to improve student outcomes if deployed ethically and effectively. In this case study, the authors show how AI could be used to help Business Technology students learn efficient ways of coding to improve their academic outcomes.
Dr Ernest Edifor
Editor Reader (Digital Education), Manchester Metropolitan University
Prof Paul Smith
Profession and Head of Market Transformation Knowledge Platform, Manchester Metropolitan University
Innovations in hybrid, blended and online learning and teaching
The anatomy of a successful online, synchronous teaching session.
This case study examines a 12-month research and development project aiming to enhance the quality of synchronous online teaching. We will share an honest account of our research, key learning points and recommendations with student input, some challenges and barriers to implementation, and our vision and aims for the future.
This case study will be presented by:
Sophie Cookson
Teaching and Learning Consultant, Warwick Business School
Diana Stefanescu
Teaching and Learning Consultant, Warwick Business School
Leading learning & teaching teams
Aligning people with purpose: Creating professional development opportunities through strategic LTSE projects at Oxford Brookes Business School (OBBS)
Within the context of a new Education and Enterprise strategy, this presentation summarises the experiences and outputs of a programme of Student Experience ‘Task and Finish’ Projects that provide the L&T community (academic, professional services staff and Student Partners) with opportunities to lead, or contribute to, a range of projects to enhance professional development and career progression.
Dr Lindsay Williams
Associate Dean, Education and Student Experience (Oxford Brookes Business School), Oxford Brookes University
Lisa Hale
Deputy Associate Dean, Education and Student Experience (Oxford Brookes Business School), Oxford Brookes University
Delivering positive student outcomes
Examination of factors affecting student satisfaction with digital escape rooms
Most universities boosted their online and hybrid/blended learning approaches prompted by the COVID lockdowns, highlighting their importance and the need to understand their effectiveness. “Escape rooms” as a game-based learning expose students to a relevant story that needs to be solved in groups within a limited time. The aim of this research is to evaluate factors that might affect student dissatisfaction/satisfaction with digital escape rooms during management/marketing revision lectures, using an extension of the Technology Adoption Model. Through the use of an fsQCA approach, this study seeks insights into what causes students’ satisfaction/dissatisfaction.
This research paper will be presented by:
Dr Elvira Ismagilova
Assistant Professor in Marketing, University of Bradford
Dr Daniele Doneddu
Senior Lecturer in Business, Swansea University
Responsible management education
Regenerative Leadership: from green + lean to truly regenerative education
The workshop explores our opportunities for linking responsible management education and regenerative business models to our education and research programmes using LEGO® Serious Play. We explore the principles of regenerative leadership, with participants invited to create their own models of regenerative principles linked to responsible management education. The session concludes with the sharing of an innovative new module exploring ‘Ecological Economics’.
This workshop will be presented by:
Dr Tammi Sinha
Continuous Improvement Lead, University of Southampton
Innovations in hybrid, blended and online learning and teaching
Business simulations in Higher Education
The Case study reflects on the delivery of a level 6 unit using a business simulation to support the development of student’s knowledge and skills in the hospitality sector. The business simulation provides an experiential learning experience to enhance students’ application of theoretical knowledge and skills to operational skills required in the workplace.
Christopher Mitchell
Principal Lecturer, Manchester Metropolitan University
Responsible management education
Enhancing sustainability literacy, communication and teamwork skills: a case study from an undergraduate Economics course
We present a group assessment portfolio that embeds sustainability into curriculum at undergraduate level where students create podcast and write policy brief. The design of the assessment involves identification and resolution of an urgent real-world environmental problem in a scaffolded manner. Results from students’ experience will be discussed to inform future improvements in learning and teaching practices for sustainability education.
Dr Lovleen Kushwah
Lecturer, University of Glasgow
Dr Paulina Navrouzoglou
Lecturer, University of Glasgow
Innovations in hybrid, blended and online learning and teaching
Integrating a digital options trading platform into undergraduate teaching: an experiential learning approach
We deliver experiential learning in collaboration with an external partner to support education in financial derivatives, using a trading simulation platform, in a sub-discipline that students find challenging. We surveyed students before and after their experience and refined our approach. The platform is embedded in assessment including a reflective component. Survey results and aggregated reflections will be presented and discussed.
Michael Lucey
Director of Education, Durham University
Prof Ian Whitfield
Deputy Head of Department, Durham University
Innovations in hybrid, blended and online learning and teaching
The Good Place, where online learning can be fun
In this workshop participants will be able to experience a unique example of how a digital self-guided asynchronous course can encourage students to re-evaluate their perceptions and assumptions about innovation, develop readiness for their in-person University learning and challenge themselves without the restrictions of being assessed.
This workshop will be presented by:
Dr Radka Newton
Senior Teaching Fellow in Strategy and Innovation, Lancaster University Management School
Dr Jekaterina Rindt
Lecturer in Marketing, Lancaster University Management School
12:30 - 13:40
Lunch
Breakout Sessions
13:40-14:10
Delivering positive student outcomes
Professional Passport: A business-engaged journey to delivering an “extraordinary” student experience
This case study presentation will showcase the positive power of embedding business-engaged personal/professional development into the curriculum. From inception to impact, the presentation will chart the journey of Professional Passport. A 360-degree evaluation of the initiative will be shared, focusing on the benefits of designing curricula with “extraordinary” employability experiences at its core.
This case study will be presented by:
Mark McCulloch
Senior Lecturer, Manchester Metropolitan University
Ashley McCoy
Senior Lecturer, Manchester Metropolitan University
Delivering positive student outcomes
Dynamic Co-creation: Working with industry practitioners to design and deliver university modules.
Co-creating modules with practitioners can be challenging especially in establishing a ‘red thread’ across sessions. We present our four-stage progressive approach to co-creating modules with industry practitioners and experts.
This case study will be presented by:
Dr Mike Cooray
Professor of Strategy & Transformation, Hult International Business School, (Ashridge)
Dr Rikke Duus
Associate Professor, University College London
Innovations in hybrid, blended and online learning and teaching
Defusing the bomb of student engagement: Creating memorable chains of Interaction Ritual (IR) through a metaverse [VR] gaming tournament.
This case explores the use of Virtual Reality (VR) gaming technology to create deliberate high Emotional Energy (EE) in the class, with an expected outcome of increased and sustained student engagement. Thus, the foundational ritualised chains of interaction (positive and memorable connections) between cohorts are laid (Collins, 2004). This workshop shall demonstrate the tournament as a tool to increase student engagement.
This case study will be presented by:
Dr William Lanham-New
Senior Lecturer, Entrepreneurship, University of Surrey
Anna Holland
Associate Professor (Management), University of Surrey
Claire Hobson
Lecturer, University of Surrey
Sean Gonalez
Lecturer, University of Surrey
Delivering positive student outcomes
Using writing groups to enhance undergraduate dissertation writing practices for management students.
This presentation shows how promoting writing as a practice through “Writing Groups” can serve as a teaching method for students to develop their argument, become more confident in their expression and ultimately achieve their learning outcomes, particularly in the context of substantial student projects.
This research paper will be presented by:
Dr Christopher Hazlehurst
Lecturer in Innovation Management & Strategy Education, King’s College London
Responsible management education
Active design pedagogy to support international students’ engagement with - and increase staff understanding of the cultural nuances around – sustainability.
This workshop will be presented by:
Dr Martin Robertson
Associate Professor, Edinburgh Napier University
Dr Jacqueline Brodie
Associate Professor, Edinburgh Napier University
Dr Sam Illingworth
Associate Professor, Edinburgh Napier University
Responsible management education
Transforming Communities through Design Thinking and Doing.
Through the Good Place Innovators project, a curriculum has been developed that translates a selection of the UN Sustainable Development Goals and the University’s civic commitment into a design-led, place-based, multi-stakeholder programme. This session speaks to educators who are looking to enhance their local engagement agenda and are curious about the value of design thinking in management learning.
Dr Jekaterina Rindt
Lecturer, Lancaster University
Dr Radka Newton
Senior Teaching Fellow, Lancaster University
Responsible management education
Integrity Matters: Teaching the Value of Performative Ethics
The aim of this workshop is to explore current approaches to the teaching of responsible management through Business Ethics, Corporate Governance and Risk Management (EGR) in business schools. The session will interrogate the rationale for an interdisciplinary approach. An applied and authentic alternative to teaching EGR will be presented for critical analysis.
This workshop will be presented by:
Dr Ann Parchment
Senior Lecturer University of Surrey (Surrey Business School)
Dr Filipe Worsdell
Lecturer, University of Surrey (Surrey Business School)
Innovations in hybrid, blended and online learning and teaching
Trust the Experts: developing business and management pedagogy through interactive mobile gaming
In this apparent burgeoning age of all things AI, we explore the place of experts (i.e. you) via two connected sessions. Session one (via presentation on Day 1) explains and explores how students and a team of multi-discipline academics collaborated to co-create a mobile game that supports participation in HE and engagement with subject experts. Session two (via workshop on Day 2) provides a hands-on opportunity to experience game play and to take part in idea gen and debate with two of the game creators. Both sessions will hopefully provide you with inspiration and ideas on how you can create your own expert experiences inside and outside the classroom.
This workshop will be presented by:
Paul A Davies
Senior Lecturer, Swansea University
Will fleming
Senior Lecturer, Swansea University
PechaKucha Presentations
Why is their work better than mine? Using a showcase event to harness the power of conversation, comparative judgement, and self-generated feedback.
Creating meaningful summative feedback can be time consuming, with little guarantee of student engagement. However, allowing students to display their finished work to their peers, in an event aimed to encourage dialogue and comparative judgement, can become the catalyst for the creation of, and engagement with, high-quality self-generated feedback. In this session Alison will discuss how this group research poster assessment was designed to make the most of students’ own insights, and to increase engagement, enjoyment and learning.
Presented by:
Alison Zimmer
Alliance Manchester Business School
A peer-match up service to boost student interaction within modules: A pilot analysis
Student mental health is an important concern. However, improving peer interaction within students’ studies is not an easy task. To help, this paper studies a novel ‘peer match-up service’ within a pilot across 15 modules spanning different sub-disciplines and different years of study at a leading UK business school. It reports results on participation patterns and a student survey.
Dr Allyson King
University Teacher, Loughborough Business School
Dr Chris Wilson
Senior Lecturer, Loughborough Business School
Co-creating effective and inclusive assessment using Design Thinking – a case study
We present reflections on co-creating inclusive assessment using Design Thinking. Not only did the partnership approach reveal an expectation gap between tutor and students, but also gave insight into what feedback students wanted from their marked work. The study discusses the ‘pitfalls’ that academics can make, often with the best intentions, when relying on consumer surveys for student feedback.
Susan Hardman
College of Business, Arts and Social Sciences Vice Dean (Education), Brunel University London
Dr Olayinka Uadiale
Lecturer in Accounting & Auditing, Brunel University
How different level of engagement and preparation for formative assessment in seminars impacts final summative assessment
Does it matter if students prepare for lectures and workshops? Analysing a weekly survey for a large undergraduate course, we find that just attempting question sets before coming to the workshop has a measurable and significant effect on final exam performance, even if students aren’t confident about their answers or have don’t know where to start. Teaching students to prepare to learn is a simple but highly effective practice.
Presented by:
Christopher Godfrey
Lecturer, University of Manchester
Patricia Perlman-Dee
Senior Lecturer, University of Manchester
Breakout Sessions
14:20-14:50
Delivering positive student outcomes
Does theory still matter in the marketing curriculum?: Balancing theory and Practice for employability.
Feedback from students on our marketing programmes indicates they want less theory and more practical modules in the curriculum. Undoubtedly, there is value in practical modules, offering students ways to evidence their skill development and workplace readiness. However, what does this mean for theory? This session explores how the design of theoretical modules can be used to enhance their relevance and value to students.
This case study will be presented by:
Dr Jennifer Cole-Wright
Lecturer in Marketing and Departmental Director of Learning and Teaching, University of Leicester
Delivering positive student outcomes
Creating Comfortable Learning Environment – Co-creation learning through active participation, peer-to-peer activities, storytelling and reflection preparing for the future of work.
The purpose of this session is to present research that will contribute to the critical analysis of the student experience at Ulster University Business School and how lecturers can co-create “comfortable learning environments” utilising a variety of engagement methodologies to increase student participation and engagement to encourage deeper learning and to improve the skills needed for the Future of Work.
This research paper will be presented by:
Jo-Anne Watson
Lecturer in Management Development, Dept of Management, Leadership & Marketing, Ulster University Business School, Ulster University
Nancy Brown
Lecturer in Management Development, Dept of Management, Leadership & Marketing, Ulster University Business School, Ulster University
Innovations in hybrid, blended and online learning and teaching
Reusing and Automating Content for Efficiency: Lessons from the Lockdown.
Lockdown highlighted the potential for using technology in multiple ways. For us, key lessons emerged from rethinking how we looked at our academic labour and conceptualised our work. Instead of thinking in terms of individual outputs, we now think about our intellectual work more holistically. We use database logic and a toolchain approach to create outputs such as papers and articles, module outlines, VLE content, formative and summative assessments, and audio-video material.
This case study will be presented by:
Dr Darryn Mitussis
Senior Lecturer in Marketing, Queen Mary University of London
Dr Alex Reppel
Reader in Marketing, Royal Holloway University of London
Innovations in hybrid, blended and online learning and teaching
Choose Your Own Story – autoethnographic storytelling online and in person.
This workshop explores multi-path narrative as a tool for creative critical reflection, diversity and well-being which can be used in the workplace and in higher education in person and online. Attendees will have the opportunity to start to create their own multipath story and take away helpful resources to continue writing their own stories and learning resources after the workshop.
This workshop will be presented by:
Sandra Hopkins
Senior Lecturer in Work Based Learning, University of Chester
Effective assessment & constructive feedback
Assessing Business Entrepreneurship in a Dragons’ Den
This case study will be presented by:
Dani Saghafi
Programme Leader, Brunel University London
Dr Vinay Utham
Programme Leader, Brunel University London
Supporting disadvantaged and underrepresented students
Bringing industry into undergraduate classrooms in business schools to build work-ready graduates
This case study illustrates the impact of Industry experts as guest speakers on underrepresented and disadvantaged students, when used consistently. Underrepresented and disadvantaged students build confidents through their interactions with these industry experts, while employers get to understand the skillsets of these students’ cohorts. Most students who were already in employment while studying, had confidence to apply for higher paid jobs commensurate with their qualifications and matching their whites’ counterparts with same qualification.
This case study will be presented by:
Imoh Itieimoh
Lecturer/Module Leader BML, Coventry University, London
Dr Sirvan Karakis
Course Leader, BML, Coventry University, London
Responsible management education
Co-creating sustainable communities through practical-based assessments that connect students with local stakeholders to raise their social awareness
The case study presentation illustrates curriculum innovation for responsible management education in the form of live events for assessment, being delivered on behalf of local charities and community groups. The session incorporates the process of engagement with students and stakeholders and highlights the outcomes and impacts for all involved in the projects.
Janine Priest
Senior Lecturer, Manchester Metropolitan University
Karen Radcliffe
Senior Lecturer, Manchester Metropolitan University
Delivering positive student outcomes
Developing a Grounded Programme for Financial Management Training for UK Small Sized Social Enterprises.
The ongoing research investigates whether financial management training undertaken by non-specialist from small enterprises can have a perceived positive impact on the quality of the finance information used within their organisation. It is measured against established researched conceptual frameworks and tested through an action research analysis using qualitative feedback, post live training programmes.
Paul Caulfield
Lecturer (Teaching and Research),University of Dundee
Effective assessment & constructive feedback
Investigating the potential for using TEAMMATES to implement assessed group work effectively in large modules.
Peer evaluation is one method of trying to deal with problems associated with using assessed group work. However, it can be administratively demanding for teaching teams on large modules and does not guarantee a positive learning experience for the students. This case study investigates different ways of using the Teammates software to address these issues.
Jon Guest
Senior Teaching Fellow, Aston University
Dr Robert Riegler
Senior Teaching Fellow, Aston University
Effective assessment & constructive feedback
Using small rewards as an incentive for participating in formative assessment in an UG accounting module
This case study explores whether small rewards enhance students’ active learning and engagement in a first-year undergraduate accounting module. The results show that using rewards in formative assessment was a good way to prepare students for the exam, improved students’ engagement with the module, enhanced their learning, and provided them with feedback on their performance every week.
Dr Malek El Diri
Lecturer in Accounting and Finance, University of Leeds
14:50
Close of conference
An integrated approach to authentic assessment: collaborative assessment for developing work-ready skills, managing workload and increasing learning gain.
The use of a holistic approach to authentic assessment for improving student outcomes through collaborative design. Use of industry reports encouraged students to focus on specific sectors and make use of skills required in the workplace. An integrated approach to scheduling assessment enabled feedback and feed forward across modules, to increase learning gain.
Ayesha Owusu-Barnaby
Senior Lecturer, University of Hertfordshire
Tina Thompson
Lecturer University of Hertfordshire
Design Sprints as a collaborative pedagogy for innovation and enterprise
This case study showcases an innovation in executive education where learners in teams use the structured process of a Design Sprint over three days to respond to a brief using design thinking techniques. Benefits found echo those in the literature such as tacit experiences, increased empathy, reduced cognitive bias, playful learning, , collaboration, productive failure, surprising solutions and creative confidence
Dr. Jenny Davidson
Degree Programme Director, Executive MBA (Joint) Newcastle University
Dr. Lucy Hatt
Degree Programme Director, Executive MBA (Joint) Newcastle University
Incorporating sustainability skills into business teaching through experiential learning.
How will learners develop sustainability knowledge, skills, and lifestyles to meet SDG4, Target 4.7 by 2030? “The Other 3Rs” will be applied to an experiential learning case study designed to incorporate sustainability into business learning. The Waste Masterclass creates links between real-world problems, students’ real-life experience, the Sustainable Development Goals, and the circular economy.
Dr. Ann Hindley
Senior Lecturer Liverpool Business School
Stepping Up: A student perspective on the value of Authentic Assessment in developing HR practitioner skills for graduate employment.
The session will focus on sharing the author’s personal experience of embedding authentic assessment, with an experiential learning focus, to develop key employability skills for students studying on the BA HRM Programme, at the University of Leicester.
The session will also present the views of our students’ experience and perceptions of the value of the assessment in developing essential graduate skills.
Jane Partridge
Lecturer in HRM; Learning and Teaching Director, University of Leicester
The Power of experiential learning – Aspiring Leaders Programme Case Study
Funded by the Francis C Scott Trust, the University and Brathay Trust launched the UK’s first ALP (Aspiring leaders programme) experiential programme, with the key purpose of equipping the third sector with an effective and sustainable leadership workforce, With the mantra ‘keep, equip, transform’ at the heart of its intention, the approach towards developing young sustainable leaders, in Cumbria. This digital recording offers an insight into how the programme was planned, implemented and evaluated. It also includes perspectives of the various stakeholders in this programme of its transformative effect on the third sector workforce.
Zaeed Iram Mohammed
Senior Lecturer - Institute of Business, Industry and Leadership; ALP Programme Leader, University of Cumbria
Supported by:
Liz King
The Brathay Trust
Helen Carter
The Francis C Scott Trust
What professional skills development support should universities offer to students on degree apprenticeship programmes?
This video presents the findings of a project conducted at Coventry University to investigate the challenge of providing employability support for Project Management Apprentices. Three different approaches to employability provision were trialled, and focus groups were conducted to seek the views of apprentices. We share their feedback and outline our new, flexible approach to supporting employability for apprentices.
Dr. Mary Crossan
Assistant Professor, Business, Coventry University
Catherine Skirrow
Lecturer, Leadership, Coventry University
Dynamic multilingual assessment of writing: Realising potential to develop reflective Business leaders and promote EDI and Sustainable Development
This presentation discusses my University Teaching Fellowship project at London Metropolitan University. This aimed to revolutionise the way we assess students developing their digital skills and promoting communities of learning. The current presentation will highlight ways in which lecturers can include students as partners, develop their professional skills by promoting experiential learning, i.e., intercultural awareness, improve students’ writing performance and favourable attitudes towards learning, cater for the needs of international students by using translanguaging and support their well-being in the post-pandemic era.
Dr. Eleni Meletiadou
Course leader, London metropolitan University
Exploring the use of video and intercultural group assessment to foster Social Justice and promote intercultural communication in Business Schools
The current study explored students’ perceptions of Intercultural Group Assessment (IGV) and videos as two innovative assessment methods which were used to implement London Metropolitan University’s Education for Social Justice Framework at GSBL and support our international students and those who have a minority ethnic background, i.e., BAME students. It indicates ways in which lecturers can use IGV and videos as assessment strategies to increase students’ other-awareness and intercultural competence in HE and increase their engagement to allow students, especially BAME, develop a range of skills.
Dr. Eleni Meletiadou
Course Director, London Metropolitan University
Professional Development for Degree Apprenticeship Teaching and Learning Teams - improving Apprenticeship Experience through Quality Assurance & Peer Observation
This pre-record will demonstrate how the University of Portsmouth has developed its Quality Assurance practices, creating a more advanced approach to consistency of practice across all Faculties through observation informed CPD. It pays particular attention to the Quality of Education criteria within the OFSTED Education Inspection Framework and how observations of teaching and learning have supported development within this area.
Amy Dymond-Hobbs
Quality manager - Degree Apprenticeships and Work Based Learning, University of Portsmouth
Dr Tara Goddard
Director of Degree Apprenticeships, University of Portsmouth
Flip or Flop? Using the ‘flip’ app as a reflective tool for students as part of their professional development
On a predominantly international and large cohort, student teams work together to prepare an assessed team presentation as part of the HRM master's programme at Leeds University Business School. Students are further assessed on this experience through an individual reflective essay. We piloted the use of an app called ‘Flip’ (formerly Flipgrid) through a series of reflective activities in weeks 1–5, encouraging students to practice reflection, gain formative feedback, create a sense of digital belonging and produce a bank of reflections to refer to prior to the submission of their summative assessment.
Marianne Savory
Lecturer (Professional Skills), University of Leeds
Sam Taylor
Learning Technologist, University of Leeds
Virtual Exchange between a U.S. and a Colombian Class on the Sustainability of the Coal Mining Industry in Colombia: Instructors’ Auto-Ethnography Reflections
An accounting class from the United States and an engineering class from Colombia participated in a virtual exchange, i. e. collaborative online international learning (COIL), project. Students from the Colombian university participating in this COIL were interviewed online by student teams from the two classes. The interviewees worked in the coal mining industry in Colombia. Interview questions included students’ own definitions of environmental, social, and governance (ESG) accountability.
Dr. Zlatinka Blaber
Associate Professor of Accounting, Salem State University, USA
Daniel Cotes
Instructor of Engineering Fundacion, Universitaria del Area Andina, Colombia
Virtual exchange between Pakistan, the U.S., and the Ukraine: Instilling intercultural competencies among business students
In Spring 2021, a U.S. and a Pakistani cost accounting class participated in a virtual exchange, aka. collaborative online international learning (COIL), project. In Fall 2021 and Fall 2022, a U.S. and two Ukrainian classes participated in a virtual exchange, as well. The interactions were synchronous via Zoom. The three instructors teaching these classes share their insights into how the students’ intercultural competencies increased due to these virtual collaborations.
Dr. Zlatinka Blaber
Associate Professor of Accounting, Salem State University, USA
Prof. Iuliia Samoilyk
Professor of Economics, Poltava State Agrarian University, the Ukraine
Dr. Zeeshan Mahmoud
Associate Professor of Accounting, Bahauddin Zakariya University, Pakistan
Gala Dinner: Celtic Manor, Monday 22 May
The Gala Dinner is now at capacity. If you would like to attend and haven't yet managed to book, please contact natasha.reid@charteredabs.org if you would like to be added to the waiting list.
This year's Gala Dinner takes place in the Caernarfon Suite, Celtic Manor.
(Catsash Road, Caerleon, Newport, NP18 1HQ).
The Gala Dinner is an excellent opportunity for informal networking with fellow participants.
The evening will commence with a Drinks Reception from 19:00. Dinner will be served at 20:00.
Conference themes
1. Innovations in hybrid, blended and online learning and teaching
How business schools are using technology to enrich business & management education; and combining online and in-person interactions in new and innovative ways.
2. Effective assessment & constructive feedback
Boosting student attainment and engaging students in their learning by using new and inventive forms of assessment and feedback, and revitalising tried and tested methods.
3. Responsible management education
How business schools are responding to the UN SDGs including the advances and innovations in sustainable and responsible education; supporting the health and wellbeing of staff and students; driving climate action; and developing ethical and work-ready graduates.
4. Supporting disadvantaged and underrepresented students
Tackling educational inequity, technology deprivation and improving the retention, progression and attainment of black, Asian and minority ethnic students, disabled students and other disadvantaged and underrepresented groups.
5. Innovations in executive education, degree apprenticeships, and business growth programmes
How executive education, business growth programmes and apprenticeships are helping to upskill and reskill the UK workforce; and assist businesses of all sizes navigate uncertain market conditions.
6. Delivering positive student outcomes
Innovative ways in which business schools are delivering positive outcomes for their students. For example in how business school students are being supported into gaining meaningful employment in today’s tough marketplace; and the opportunities that business schools are offering students for postgraduate studies.
7. Leading learning & teaching teams
The ways in which senior teaching faculty are nurturing staff health and wellbeing, and supporting the development of their staff through continuous professional development, and through the creation of promotion pathways that recognise and reward teaching excellence.
Conference Formats
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Group Booking Discounts available
Members
Not sure whether your institution is a member? Full list available here.
- Full conference with Dinner - £495
- Full conference without Dinner - £445
- Single day without dinner - £330
- Two participants for full conference with Dinner - £867 (save 25% on the second place)
- For groups of 3 or more participants or for bespoke combinations of tickets please contact enquiries@charteredabs.org
Non-Members
Universities, public sector, commercial
- Full conference with Dinner - £620
- Full conference without Dinner - £570
- Single day without Dinner - £430
- Two participants for full conference with Dinner - £1085 (save 25% on the second place)
Important: Non-member organisations are are allowed a maximum of two tickets. If you wish to bring more people to the conference please contact Oliver Lowe to discuss sponsorship opportunities oliver.lowe@charteredabs.org
Presenters
Those whose submissions are accepted for LTSE 2023 will be entitled to discounted presenter rates. Bookings at the Presenter rates will open in February 2023 after the submission review process has been completed.
- Full conference with Dinner - £395
- Full conference without Dinner - £345
- Single day without dinner - £260
- Two presenters for full conference with Dinner - £692 (save 25% on the second place)
- For groups of 3 or more participants or for bespoke combinations of tickets please contact enquiries@charteredabs.org
Transfers, Cancellations and full Terms & Conditions - click here
Pay your CMBE subscription with your LTSE 2023 ticket
You can pay for your annual CMBE subscription when you register for LTSE 2023. Once your submitted application has been approved, make sure you're logged in to the Chartered ABS website and register for LTSE 2023 via this page by selecting the option that includes your CMBE subscription fee.
If you are renewing an existing subscription and would like to make payment alongside LTSE 2023, please first complete your End of Year Declaration. Once complete, make sure you're logged in to the Chartered ABS website and register for LTSE 2023 via this page by selecting the option that includes your CMBE subscription fee.
Contribute towards your commitment to developing your teaching practice
Meeting your CPD commitment
If you're a CMBE, you can claim units towards your CPD commitment by presenting and/or attending LTSE 2023.
Presenters
Presenting at LTSE 2023 is an excellent way for educators who hold the CMBE to contribute to their commitment to continuing professional development; the development of others, and the advancement of business and management education.
You can claim CPD units towards your CMBE commitment for the time you spend developing and delivering your presentation.
Depending on your presentation format, you could accrue CPD units towards Imparting knowledge or Scholarly outputs. View the CMBE activities weighting table here.
Delegates
You can accrue CPD units towards 'Event participation' by attending the conference.
Become a CMBE
If you’re not yet a CMBE, you can find out more and apply here.
The CMBE gives business and management educators a recognised professional designation and a framework for continuous professional development. The scheme supports educators to further develop their teaching practice and helps to advance the quality of business and management education in higher education.
By becoming a CMBE before the Learning, Teaching & Student Experience conference, you can claim towards your CPD commitment by presenting and/or attending the conference.
You can pay for your annual CMBE subscription when you register for the Festival. Once your submitted application has been approved, you can login to the Chartered ABS website and register via the Learning, Teaching & Student Experience Event Page by selecting the option that includes your CMBE subscription fee.
Join a worldwide movement of educators committed to developing their teaching practice.
Become a Sponsor
Supporting LTSE 2023 is an excellent way of engaging with over 400 business and management educators from across the UK's business school community and beyond.
If you are interested in supporting this year's event please contact Oliver Lowe.
Oliver Lowe
Head of Conferences & International
Chartered Association of Business Schools & Small Business Charter
Direct: +44 (0) 207 634 9581 Main: +44 (0) 207 236 7678
Email: oliver.lowe@charteredabs.org Website: charteredabs.org I smallbusinesscharter.org
Participants are responsible for making their own travel and accommodation arrangements for the conference. Please find a list of hotels near to the conference by clicking here.
Come gather round and hear my tale,
Of a conference that's sure to unveil
The secrets of learning, teaching, and more,
Where educators from far and wide explore.
At LTSE, you'll meet the experts,
And gain new skills to avoid the setbacks,
To transform your classes with fervor,
And watch your students' minds soar higher.
You'll connect with peers from every field,
And share ideas that make education yield,
A brighter future for all students to wield,
Their full potential, and their dreams fulfilled.
So don't delay, attend this conference grand,
And watch your teaching skills expand,
For learning and growth never end,
And at LTSE, you'll find your best friend.
- ChatGPT, 2023
Conference Sponsors
Get in touch
Website: Pearson UK
LinkedIn: Pearson Higher Education UK & Europe
Twitter: @Pearson_UK
Vicky Tubb
Product Manager - Management and Law, Pearson
Victoria.Tubb@Pearson.com
Pearson
At Pearson, our purpose is simple: to add life to a lifetime of learning. We believe that every learning opportunity is a chance for a personal breakthrough. That’s why our c.20,000 Pearson employees are committed to creating vibrant and enriching learning experiences designed for real-life impact. We are the world’s leading learning company, serving customers in nearly 200 countries with digital content, assessments, qualifications, and data. Click here for further information.
Get in touch
Website: The Case Centre
LinkedIn: The Case Centre
Twitter: @TheCaseCentre
Facebook: The Case Centre
The Case Centre
The Case Centre is the independent home of the case method. A not-for-profit organisation and registered charity, we advance the case method worldwide to inspire and transform business education across the globe. Access the best management cases, articles and book chapters available worldwide at www.thecasecentre.org. The Case Centre also offers services to support the writing and teaching of cases.
Sage
Sage is a global academic publisher of books, journals, and library resources with a growing range of technologies to enable discovery, access, and engagement. Believing that research and education are critical in shaping society, 24-year-old Sara Miller McCune founded Sage in 1965. Today, we are controlled by a group of trustees charged with maintaining our independence and mission indefinitely.
Our guaranteed independence means we’re free to:
- Do more – supporting an equitable academic future, furthering disciplines that drive social change, and helping social and behavioral science make an impact
- Work together – building lasting relationships, championing diverse perspectives, and co-creating resources to transform teaching and learning
- Think long-term – experimenting, taking risks, and investing in new ideas
McGraw Hill
We are a global pioneer in educational content, assessment, training and platform innovation. As one of the world’s largest educational companies with products and services in more than 60 languages and 130 countries we’ve operated within the education space for over 130 years.
Whilst the education sector continues to evolve at pace, our business has transformed itself from being a print-centric producer of textbooks and instructional materials, to a leader in developing digital content and technology-enabled adaptive learning solutions that are delivered anywhere, anytime.
Each day, we work in partnership with academics and institutions to transform curriculum delivery through award-winning content and technologies with the end goal of enriching the learning experience for learners around the world.
Get in touch
Website: Business Smart International
Business Smart International
Business Smart is driving an evolution in the way students are taught about business.
Since 2006, we have specialised in the development of business simulations and learning games that teach business acumen, leadership skills and soft skills. Today, we are market leaders in our space and we work alongside many of the UK's top business schools, including Bayes, Imperial, Warwick, King’s, Lancaster, Exeter, and more.
Before working with business schools, we perfected our craft by building bespoke simulations for many of the world's largest corporate brands, across all vertical sectors (Barclays, HSBC, Siemens, Vodafone, Maserati, 3M, Johnson & Johnson, Heineken, etc). Therefore, we bring a level of experience to the HE market that our competitors simply don't possess, as well as what we (and our customers) feel is a vastly superior range of products.
Our simulations are based on real-life businesses, utilise genuine market data, and were built consulting subject matter experts, which means they are as realistic as the can possibly be. In each simulation students must take control of an entire business and make decisions on strategy, finance, marketing, HR, products, and more. It is this holistic education that is so incredibly valuable… understanding the role each department plays breaks down siloed thinking and makes students more employable.
Institutions also benefit from our simulations via student experience/engagement scores; students love using our simulations and value the practical experience they provide. Equally, staff are huge supporters of our technology due to its flexibility and ease-of-use; our sims are cloud-based, plug-and-play, and can be used as a bolt-on, or embedded into curriculums.
Each day, we work in partnership with academics and institutions to transform curriculum delivery through award-winning content and technologies with the end goal of enriching the learning experience for learners around the world.
Get in touch
Website: AccountingPod
LinkedIn: AccountingPod
Twitter: @accountingpod
Contact us: hello@accountingpod.com
AccountingPod
AccountingPod is a team of experienced chartered accountants/CPAs, Educators, data scientists, engineers and designers. We plug-in to the real tools of accounting, financial, data and business(Xero, Sage, Power BI and more) to deliver ‘hands-on’ learning and autograded authentic assessments into the applied digital skills space called for globally! Our platform enables dynamic content creation, unique task feedback, algorithmic assessments and insightful reporting for teaching and learning across leading cloud accounting and business platforms.
Bloomsbury
Bloomsbury Academic has lifelong learning at the heart of our business, publishing works of excellence and originality to inspire, educate and inform. We believe that intellectual curiosity and educational achievement go hand-in-hand. We specialise in the arts, humanities, social sciences, law, business and management, and study skills.
Cesim
Cesim is the world's leading provider of multilingual, multidisciplinary business simulations with integrated ESG decision-making. We help educators improve student engagement and employability with our suite of fun, easy-to-use simulations. Currently available in over 10 languages, our simulations cover strategy, international business, marketing, project management, small business, and several industry-specific simulations such as banking, hospitality, and retail.
Affordable, scalable, and developed for distance and hybrid delivery as well as in-class. Cesim simulations are deployed in over 1000 institutions in over 40 countries.
Get in touch
Website: www.globalinvestorsims.com
Twitter: @investorsims
Liam Barnes, Product Manager: liam.barnes
@globalinvestorsims.com
SolutionSim is an experiential learning tool which challenges students to develop a tech-led ESG solution for a client.
In the roles of ESG Analyst, Client Manager, Communications Strategist and Solutions Lead, students work through four management phases: Opportunity, Mobilisation, Solution Building and Business Development.
The simulation supports Business Management courses and develops the key competencies in sustainability.
Finance Lab Pro uses the unique dynamics of investing to develop students’ communication, collaboration and decision-making skills. The simulation supports Business Schools’ academic, enrichment and outreach work: Finance and Business courses, marketing and recruitment events, and COIL partnerships.
Get in touch
Website: www.finsimco.com
Finsimco
Experiential Learning Technology: Seriously wow your teaching with simulations used at leading investment banks. Add real-world finance simulations into your teaching and see student engagement and employability rapidly rise.
Get in touch
Website: Belbin
LinkedIn: Belbin Team Roles (UK - Head Office)
Instagram: belbin_team_roles
YouTube: @BelbinTeamRoles
Belbin
Belbin has been taught and used in higher education for over 30 years. We're proud to be both on the syllabus and in the classroom, aiding students’ personal development, enabling more effective teamwork and enhancing course engagement, attendance, performance, and ultimately, employability.
Belbin is a research-based methodology used worldwide to help people discover, articulate and refine their strengths, to build more effective teams and improve business performance.
More than just a theory, Belbin is a practical tool to help individuals, teams and organisations work more effectively to achieve business objectives. The fully-normed and researched Belbin reports offer comprehensive, tailored advice and guidance to increase personal effectiveness, enhance team performance and improve working relationships.
Information for presenters
Why are we producing Conference Proceedings?
The aim of the Proceedings is to enable those who presented at LTSE 2023 the opportunity to extend the reach of what was presented to the wider Chartered ABS membership and beyond.
The sessions delivered at LTSE 2023 touch on themes and issues which will be exercising business & management educators for a great while to come; and it’d be great to share the collective wisdom from the conference with the wider Chartered ABS membership and the CMBE community.
The Proceedings will be released in the summer and will be circulated to the business & management educator community in the UK and overseas.
Who is eligible to contribute to the Proceedings?
We encourage everyone who delivered a session at LTSE 2023, or produced a Digital Pre-Record, to submit for the LTSE 2023 Conference Proceedings.
Next steps
To make a submission please complete the form below.
Deadline for submissions is 08:30 on Friday 23 June.
If you are presenting at LTSE 2023 please use this form to share with us your biography and picture which we will use for your profile in the Presenter Directory on the LTSE 2023 conference app
Digital Pre-Records
A Digital Pre-Record is anything which is prepared in advance of the conference and available to participants asynchronously. Examples of Digital Resource submissions are video presentations, posters, PechaKucha presentations and podcasts. You are free to submit your Pre-Record in one of two ways:
- As a Presentation Video
- As a single page PDF poster
Please send the final version of your Digital Pre-Record to Oliver Lowe (oliver.lowe@charteredabs.org) no later than 14:00 on Wednesday 10 May.
Presentation Video
- Create your video using either Microsoft PowerPoint or Apple Keynote.
Keynote - https://support.apple.com/en-gb/guide/keynote/tan8a5df9cc5/mac
- Use no more than 5 slides and restrict the overall running time to 10min.
- Make sure each slide is clearly laid out and text and images are well organised and not overcrowded
If you need some inspiration please take a look at the resources below:
https://mitcommlab.mit.edu/nse/commkit/digital-poster/
Single Page PDF Poster
- Create your single-page poster presentation in PowerPoint or Keynote using a horizontal 16:9 ratio. Remember to save it as a PDF before submitting it
- Make sure that text and graphics are clear so that they can be viewed on screens of various sizes
- Include the full title of your poster somewhere prominently on the poster
Please use this form to upload your Digital Pre-Record
LTSE 2023: Digital Pre-Record
If you would like to share a PDF of the presentation that you delivered at LTSE 2023, please upload it here.
Presentations will be shared with conference attendees and the wider Chartered ABS membership via the website.
Deadline: Monday 5 June
All documents must be sent in PDF format.