The Graduate School of Management

Teaching Portfolio

Graduate School of Management Teaching Portfolio

Contents INTRODUCTION ............................................................................................................................................................ 4 MISSION AND VISION ...................................................................................................................................................... 4 Mission...................................................................................................................................................................... 4 Vision ........................................................................................................................................................................ 4 TEACHING AND LEARNING PHILOSOPHY ....................................................................................................................... 5 OVERVIEW ...................................................................................................................................................................... 6 COURSES ......................................................................................................................................................................... 7 Graduate Diploma in Business Administration Overview....................................................................................................... 8 Master of Business Administration Overview ....................................................................................................................... 8 Master of Business Administration (Advanced) Overview....................................................................................................... 8 Master of Business Administration (International) Overview................................................................................................... 8 Executive Master of Business Administration Overview...................................................................................................... 8 Master of Business Research Overview ................................................................................................................................ 9 Doctorate of Business Administration Overview.................................................................................................................... 9 Doctorate of Philosophy Overview ...................................................................................................................................... 9 TEACHING TEAM ............................................................................................................................................................ 9 ORIENTATION PROGRAM ................................................................................................................................................ 9 LEARNING JOURNAL ..................................................................................................................................................... 11 CORE INDICATORS .................................................................................................................................................... 12 1. (A)EXTENT TO WHICH TEACHING AND LEARNING IS REVIEWED WITHIN THE SCHOOL AND ANY INDICATORS OF SUCCESS ........................................................................................................................................................................ 12 Formal Evaluation Methods........................................................................................................................................... 13 Informal Evaluation Methods ......................................................................................................................................... 15 1. (B) PROCESS BY WHICH REVIEW OUTCOMES ARE DISSEMINATED AND UTILISED ......................................................... 16 1. (C) EVIDENCE OF IMPROVED SUCCESS IN TEACHING AND LEARNING ........................................................................ 16 2. COURSE OUTCOMES AND INDICATORS OF SUCCESS, AS ASSESSED BY CEQ, EMPLOYER SURVEYS OR BY OTHER PEER REVIEW ......................................................................................................................................................................... 16 Career Outcomes Survey: ‘What’s It Worth? ......................................................................................................... 16 The Effect of Doing the MBA on Skills and Knowledge ...................................................................................................... 17 The Effect of Doing the MBA on Skills and Knowledge ...................................................................................................... 18 Before and After .......................................................................................................................................................... 18 Where Are They Now? ................................................................................................................................................. 19 3. EXTENT OF CURRICULUM REVIEW AND DEVELOPMENT ........................................................................................... 21 Curriculum review and development since 2000 .................................................................................................................. 21 Factors shaping curriculum review and development.............................................................................................................. 22 4. EXTENT OF CO-ORDINATION AND COLLABORATION IN TEACHING ACHIEVED BETWEEN THE SCHOOL’S TEACHING AREAS ........................................................................................................................................................................... 23 Within the Graduate School of Management...................................................................................................................... 23 Between the Graduate School of Management and other schools.............................................................................................. 23 5. EVIDENCE OF INTERACTION BETWEEN TEACHING AND RESEARCH ........................................................................... 24 Research-Teaching Nexus .............................................................................................................................................. 24 Staff and Students ........................................................................................................................................................ 26 6. SPECIFIC SCHOOL POLICIES AND BUDGETARY PRACTICES WHICH PROMOTE TEACHING AND LEARNING .................... 27 7. HEAD OF SCHOOL STATEMENT ................................................................................................................................. 28 OPTIONAL INDICATORS........................................................................................................................................... 29 EVIDENCE OF RESEARCH INTO HIGHER EDUCATION TEACHING ................................................................................... 29 STAFF T&L JOURNAL ARTICLES AND CONFERENCE PRESENTATIONS ............................................................................ 29 EVIDENCE OF RESEARCH INTO LEARNING OUTCOMES .................................................................................................. 31 EVIDENCE OF SYSTEMATIC MENTORING IN A SCHOOL .................................................................................................. 32 EVIDENCE OF DEVELOPMENT OF INCLUSIVE CURRICULUM AND INCLUSIVE TEACHING STYLE WITH RESPECT TO A RANGE OF STUDENT GROUPS ........................................................................................................................................ 32 INVOLVEMENT IN INNOVATIVE TEACHING INITIATIVES INCLUDING INNOVATIVE ASSESSMENT ................................... 33 Action Learning .......................................................................................................................................................... 33 Business Simulation Opportunities................................................................................................................................... 33 China Study Tour ........................................................................................................................................................ 34 Analytical Reflections Journal ......................................................................................................................................... 34

2

Graduate School of Management Teaching Portfolio Guest Lecturers............................................................................................................................................................ 35 Corporate Values Game................................................................................................................................................ 35 Video Taping.............................................................................................................................................................. 36 Management Information Systems.................................................................................................................................... 36 NUMBER OF TEACHING DEVELOPMENT GRANTS .......................................................................................................... 37 RELEVANT FUNDED RESEARCH ..................................................................................................................................... 37 NUMBER AND PROPORTION OF STAFF WITH TEACHING AWARDS .................................................................................. 38 PARTICIPATION IN STAFF DEVELOPMENT ACTIVITIES ................................................................................................... 38 EVIDENCE OF ADHERENCE TO UNIVERSITY POLICY AND PROCEDURES ........................................................................ 39 STUDENT ENGAGEMENT ............................................................................................................................................... 39 FINAL COMMENTS..................................................................................................................................................... 41 APPENDICES................................................................................................................................................................. 43 APPENDIX A: TEACHING AND LEARNING JOURNAL EXTRACT ....................................................................................... 43 APPENDIX B: T&L OPERATIONAL PRIORITIES PLAN .................................................................................................... 43 APPENDIX C: SUMMARY OF OPEN SPACE MEETING ..................................................................................................... 43 APPENDIX D: EXECUTIVE SUMMARY OF STUDENT REPORT IN SOCIAL, ENVIRONMENTAL AND ETHICAL ISSUES IN BUSINESS ...................................................................................................................................................................... 43

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Graduate School of Management Teaching Portfolio

Introduction The University of Western Australia began its MBA program in 1973. In the three decades since then, UWA has produced over 3000 management graduates many of whom are now in influential positions in government, business and industry throughout the world. UWA offers three different MBA programs, an Executive MBA, a Doctorate of Business Administration, PhD and a Graduate Diploma in Management.

In 1993 an audit budget paper was written depicting a genuine concern that the Australian government was going to move the MBA programs offload. Therefore, the GSM sought to charge MBA fees. At the time the Vice Chancellor believed that this was a gross over reaction, but the GSM was permitted to institute fees for the MBA program. By 1995, the government removed its funding for MBA programs across Australia. UWA was the only institution prepared and able to deal with this shift in government policy on funding of higher education. This was evidenced in 1993 and the GSM has remained a forward thinking school, which is consistently evaluating and adapting to the current environment of both the students’ requirements and the GSM’s needs.

Since it was established in 1993, the GSM has pioneered innovative management education in the state. The GSM has developed a quality international brand reputation through nearly 30 years experience in offering MBAs.

Mission and Vision The Mission and Vision of the GSM are expressed as follows: Mission Through the pursuit of excellence in management education, scholarship, research, teaching, professional and community outreach activities, the GSM exists to provide the highest quality of integrated professional training and development for individuals and organisations in this region and to advance knowledge in the fields of management studies and graduate management education. Vision The Graduate School of Management will be recognised as one of the premier post-graduate management schools in Asia and Australasia.

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Graduate School of Management Teaching Portfolio

Values We value authenticity – What we do is real.

We value transformation – We want to bring about enduring change. We value a pioneering spirit – We want to move on, and beyond.

We value resourcefulness – We want to make the most with what we have.

Teaching and Learning Philosophy The GSM stated policy is to provide the highest quality of integrated professional training and development for individuals and organisations. Our approach to teaching is underpinned by our commitment to excellence and providing a rewarding student experience for our customers. In 2005 the international accreditation agency European Quality Label for International Business Schools (EQUIS) confirmed the GSM’s place as a world class management education institution. EQUIS is the leading international system of quality assessment, improvement, and accreditation of higher education institutions in management and business administration. Those accredited must demonstrate high general quality in all dimensions of their activities, plus a high degree of internationalisation. EQUIS also looks for a balance between high academic quality and the professional relevance provided by close interaction with the corporate world. Teaching at the GSM is undertaken by a combination of full-time academics and practitioners who bring both theory and practice into the learning context. We provide a highly participative learning environment that draws heavily on the managerial experience of the students. Our policies and procedures apply equally to our Perth and offshore programs. A number of elements combine to form the School’s approach to teaching and learning, leading, we believe, to a range of programs which are ‘theoretically superior and practically better’. i)

The School recognises that it operates in a locally and internationally competitive market.

ii)

The appointment of staff (full time and adjunct) is based upon clear quality teaching performance.

iii)

The School commits to reviewing its programs to ensure their appropriateness to the needs of students and the business community.

iv)

The School maintains a research focus to ensure that the material taught is of the highest quality.

v)

The School provides a high standard of administrative support to lecturing staff.

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Graduate School of Management Teaching Portfolio

vi)

The teaching approach is based upon drawing from the two key resources in class, namely the lecturers and the students themselves, which leads to a student centred approach to learning. The focus of assessment is on authenticity.

Overview The GSM includes a range of MBA program options to suit different needs, including traditional MBA programs, an Executive MBA for senior managers and a Graduate Diploma for those who have a minimum of seven years’ work experience and do not have a first degree. There is also a Doctor of Business Administration for professionals who are research minded. All programs offer the same powerful, effective business management, strategic, and leadership education that prepares students to solve the greatest business challenges. Each program is taught by a world-class faculty and provides students with the knowledge to succeed. In providing world-class lectures the GSM takes every precaution to ensure that the level of student admitted into the program is thoroughly evaluated to secure the highest quality of applicant by utilising the following process: •

All prospective students are personally contacted by phone or letter prior to an offer being made.

•

When further information is required, interviews are held with the student prior to an offer being made.

•

All MBA students must have an approved study plan.

•

Once the student is extended an offer, the GSM ensures that the future student has a positive experience by providing the following services: ⎯ All new students have an enrolment interview with an academic staff member. The interview provides the incoming student with relevant information on all academic matters and gives the student firm grounding on how they can self manage their GSM studies. ⎯ The GSM holds an extensive orientation for new MBA students including workshops on: relevant study skills, career development, effective writing, working in teams, Harvard referencing and online database research skills. ⎯ Administration staff are present and available at the GSM from 8am – 6pm during the teaching trimesters. ⎯ The GSM comprehensively utilises quickplace, WebCt and other electronic outlets to keep the students informed and up to date in each unit and across their program. ⎯ The GSM offers ongoing Survival Skills for Managers workshops (refer Appendix A for examples). These provide personal and professional guidance in various skill areas. Presenters include prominent business people identifying key trends in the various industries as well as skills 6

Graduate School of Management Teaching Portfolio

necessary for students to advance their careers (networking, interview skills, building a competency based CV). ⎯ Each student receives an MBA learning journal that enables them to consolidate their MBA participation. ⎯ There is a continued availability of summer programs. This is particularly useful for our international students who need to complete their studies in a timely manner as well as parttime domestic students who wish to reduce the overall length of their studies. ⎯ The GSM has an active alumni base.

The Graduate Management Association (GMA)

represents all students in both academics and student matters. GMA representatives are members of the GSM Teaching and Learning committee. ⎯ Career development opportunities exist ⎯ through an alliance with Beilby Recruitment and Insight Career Management. Lastly, because the GSM has actively evaluated programs on an annual basis – this careful review process has resulted in these additional benefits: •

GSM moved from a semester to a trimester focus and engaged in summer school for the students.

•

GSM was a foundation member of the Australian National Business School Association (Previously, CAMS, 1995). This association was created to ensure the students who moved interstate were able to finish their degree at other member Universities.

•

The GSM developed an articulation scheme for individuals who have significant work experience. Prospective students with a minimum of seven years’ managerial experience are able to enter into the Saturday Graduate Certificate Program. The successful completion of the Graduate Diploma (GDBA) with an average of 65% means that the student can move into the trimester-based MBA.

Courses •

Graduate Diploma in Business Administration

•

Master of Business Administration

•

Master of Business Administration (Advanced)

•

Master of Business Administration (International)

•

Executive Master of Business Administration

•

Master of Business Research

•

Doctorate of Business Administration

•

Doctorate of Philosophy 7

Graduate School of Management Teaching Portfolio

Graduate Diploma in Business Administration Overview The Graduate Diploma in Business Administration (GDBA) takes students beyond the foundation elements of management education to develop an understanding of the context of business management and competencies in some of the key technical and interpersonal aspects. The GSM offers the GDBA for students studying part-time only; and may be completed in three semesters of study. Master of Business Administration Overview The MBA is targeted particularly to the needs of 'early career' graduate business students. The intent of the MBA is to expose students to the full range of management functional areas to provide them with the relevant skills and a conceptual framework which they may later reinforce with further on-the-job management experience. Each student must complete twelve units in order to earn their Master of Business Administration degree. Master of Business Administration (Advanced) Overview The MBA (Advanced) caters generally for the needs of the mid-career student requiring a more intensive management education to reinforce their career experience to date, to provide them with the opportunity to specialise within their chosen fields, and to equip them for more rapid advancement to senior management positions. Each student must complete sixteen units in order to earn their Master of Business Administration degree (Advanced). Master of Business Administration (International) Overview The MBA (International) is particularly directed to the needs of those students seeking an international career. Increasingly GSM students are employed in high level positions in organisations around the world. This degree will provide specialisation in international business and will require students to acquire structured international study experience prior to graduation.

Each student must complete

sixteen units in order to earn their International Master of Business Administration degree. Executive Master of Business Administration Overview The Executive MBA (EMBA) program is directed to the needs of advanced career students, with at least five years senior management experience. By contrast with the other MBA programs, this program will involve a group of highly experienced executives who will complete their studies as a cohort approach to their management education. In this program a significant focus will be placed upon the special development needs of such a group. Particular emphasis will be placed within the Program’s educational strategy upon the knowledge and experience that the students themselves will bring to the program. The program will also seek to re-invigorate participants thinking to respond to the key management issues likely to confront them within their existing and future executive roles.

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Graduate School of Management Teaching Portfolio

Master of Business Research Overview The Master of Business Research consists of coursework units that lead to the development of each candidate’s area of research, an appropriate research methodology and an understanding of the relevant literature. Doctorate of Business Administration Overview The Doctor of Business Administration is a professional doctorate programme designed for researchoriented individuals working in management positions in business, public service and non-profit organisations. The programme is expected to enhance candidates' research skills and to develop their independent and critical thinking so that they can contribute state-of-the-art knowledge through research in their chosen fields. Doctorate of Philosophy Overview A PhD thesis will demonstrate, in the context of a substantial and original contribution, mastery of the subject of concern as well as a furthering of understanding in that field of knowledge, through the discovery of knowledge, the formulation of theories, or the innovative re-interpretation of known data and established ideas.

Teaching Team The Graduate School of Management has a range of talented full-time academics as well as adjunct lecturers who teach in specific areas. Many of the staff have developed international reputations and are at the cutting edge of theory and practice. The variety of research focus and practical background of the staff allows for a diverse learning environment. The full-time academic staff provide a theoretical basis which is shown through the various publications, research grants and through continued research. Adjunct staff arrive at the GSM from a multitude of professional backgrounds enabling continued practical application of the theories that are presented in class. This balanced academic approach provides the professional student with the ongoing tools for successful application in the business community.

Orientation Program Students in the GDBA, MBA and EMBA programs undertake an intensive orientation program, held over one to four days, which provides them with requisite skills necessary to prepare them well for their selected academic program. Workshops are offered by personnel who remain available to the students throughout their studies. Key workshops are held in: study skills, career development, effective writing, working in teams, Harvard referencing and online database research skills. The GSM T&L Committee has treated the orientation programs for students as an important part of the learning journey for all students. Student engagement begins at orientation when GSM staff voluntarily attend on weekends 9

Graduate School of Management Teaching Portfolio

and evenings to contribute to the program. The program was a day long event two years ago but now extends across a two-week period in order to cover the wide ranging topics. (Appendix A includes an excerpt from the learning journal which outlines the orientation program.) Workshops for the orientation program have been created based on clear feedback from staff and students over the last five years period. To ensure the orientation program remains appropriate and is serving the needs of students, feedback is received at each orientation process. At time of printing this document, four of eight workshops had been assessed and the feedback from the 2007 program is contained in the following chart. The following workshops are evaluated within this chart: • • • •

Orientation to Learning Assignment Writing Reading and Note taking Using and referencing sources

Chart 1: Student evaluation of workshop series – Trimester 1, 2007 UWA Graduate School of Management – MBA Program

Summary of the responses for each of the following questions:

I felt that there were the right number of sessions and topics covered I think the sessions were held at the right time during Trimester I think that the content was pitched at the right level for my understanding and requirements The sessions were interactive and my contribution was encouraged and welcomed The sessions were valuable and I would recommend them to other students The presenter was knowledgeable, enthusiastic and ran the sessions well The material presented was wellprepared and organized

Strongly agree 28

Agree Neither Disagree

Strongly disagree

TOTAL

5

1

34

23

9

1

23

9

2

28

4

1

29

5

34

29

5

34

29

5

34

1

34 34 1

34

Please elaborate/expand here on your answers given above (if needed) o Fantastic! I feel a lot better about the whole process following these sessions – Thanks o Fantastic, brilliantly presented o Affirming, confirming and I learnt things I never expected to about reading and note-taking! Very enjoyable, useful and an engaging presenter o The time of 4-6pm should be placed at about 5.30pm which would be better for working people 10

Graduate School of Management Teaching Portfolio

o Very well organized and presented. More elaborate presentations weeks prior to classes o Content was excellent, very rewarding and useful sessions. Also conducted in a timely manner and materials covered in the time prescribed o I found the information very useful and timely given I have not studied and written assignment for a number of years. Lisa’s style is very inclusive and entertaining – always informative and educating o Very helpful Please list anything that you feel needs improving in the sessions or across the whole program. o Availability of classes outside of normal working hours o Well before Trimester for sessions would be desirable o Please make it more simple and understandable (easy to understand). Thanks Any additional comments? o The presenter made for a very enthusiastic and passionate presenter – definitely a motivating factor on a Friday afternoon! o The sessions were invaluable o Great presentation skills and holds attention of class o Perhaps later session times as 4pm start means having to take time off work and this can be a problem for many o It’s great and useful. o Very good. Useful o Very good. Excellent o I found all the sessions extremely helpful. Everything in the seminars were a new approach and I am looking forward to trying some new techniques in my studying and essay writing o Looking forward to applying all that I have learnt. This would have been handy when I did my undergrad!

Learning Journal The school commenced the use of a learning journal (often called a reflective journal) into the MBA program in 2005. Introduced at orientation, the journal was created to help students to: 1. Be accountable for their learning in the MBA program. 2. Better understand where further development would be helpful. 3. Encourage them to think ahead in their study plan. 4. Create a tool for the reflection and integration of in their units and MBA learning experiences. 5. Plan their career path. It provides a means for students to integrate their GSM academic and non-academic experiences into a single cohesive document which provides a framework to consider their future employment aspirations. (Appendix A includes an excerpt from the learning journal which is some 74 pages in length).

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Graduate School of Management Teaching Portfolio

Core Indicators

1. (a)Extent to which teaching and learning is reviewed within the School and any indicators of success The school has had an active teaching and learning committee for several years. The committee meets regularly on a monthly basis and one of its important functions is to constantly strive to review and improve teaching and learning in the school. In 2005 the committee contributed to the development of the Faculty of Economics and Commerce Operational Priorities Plan (OPP) for teaching and learning (see Appendix B). Future strategies in teaching and learning will be determined within the OPP. Some of the other activities and initiatives of the committee in the past couple of years include: •

Arranging workshops for staff on a variety of T&L issues including outcomes based education, group work, e-learning, using case studies in teaching , teaching in offshore location, and specific challenges for adjunct staff;

•

Provision of peer reviews by senior staff to all staff on a voluntary basis;

•

Development of a mentoring scheme for new staff;

•

Developed the GSM/GMA (Graduate Management Association - student alumni organisation) T&L awards in 2003 ⎯ these were first awarded in 2004 and will be awarded for the third time based on 2006 teaching;

•

Assisted with the Faculty’s presentation at Teaching Month in 2006;

•

Revision of the teaching manual for new staff;

•

Redesign and improvement of a standard unit template that includes all UWA mandatory information such as learning outcome statements, assessment mechanism statement, details about student charter or rights, referencing conventions, academic misconduct, appeals process and more, for all units in the GSM;

•

Developed and introduced a learning journal (refer above and Appendix A) for all students to collaborate and unify their graduate program experience;

•

Facilitated an open space event on October 13 2006 as a means of exploring the future of the UWA MBA degree. This event brought together a number of stakeholders including students, staff and employers to discuss the important question of what’s next for the UWA MBA degree using an open space facilitation technique. (Refer Appendix C for a summary of this event). The school is currently pursuing the major recommendations arising from the event.

Having assisted staff with the development of learning outcome statements in all units the focus in 2007 is to promote linking of assessment tasks to learning outcome statements. 12

Graduate School of Management Teaching Portfolio

Formal Evaluation Methods Formal evaluation methods for the GSM include: •

Student perceptions of teaching (SPOT) review administered end of each term.

•

Students’ unit reflective feedback (SURF) review administered end of each term.

•

Some staff also use the Students Perception of Research Supervision (SPORS).

•

Participation and support of evaluation strategies implemented at the faculty.

•

Results of evaluations sent to relevant staff at the end of trimester.

SPOT Scores SPOT forms are used regularly by the majority of GSM academic staff and by all sessional staff (teaching performance being a key element in any repeat employment of sessional staff). Teaching issues are also raised as a part of the annual performance reviews. The figure below depicts the mean scores for lecturers who taught on the MBA programs in the first trimesters of 2003 and 2004 (still trying to get 2005 and 2006 data). There were 39 lecturers involved and over 1,500 student respondents. Students scored lecturers on a scale from zero to five (with five being the most favourable response). SPOT Evaluations of Lecturers, Mean Scores 2003 & 2004: 100% 80% 4-5

60%

3 - 3.9 40%

2 - 2.9

20%

e Ef fe ct iv

Ca re

n

Co nt ro Co l ns ul ta t io n

In te ra ct io

Pa ce

In fo rm

ed Pr es en ta t io Ex n pl an at io ns En th ua st ic

0%

Source: ‘Summary of SPOT Surveys, Semester 1, 2003 and Semester 1, 2004’ Centre for Staff Development, UWA

With a mean score of 4-5, over 90% of the students found the lecturer to be informed on the subject matter, enthusiastic about the topic and in control of the classroom. The mean scores for all lecturers but one was in the range 4-5.

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Graduate School of Management Teaching Portfolio

SPOT Evaluation of Units, Mean Scores, GSM 2003 & 2004 0%

20%

40%

60%

80%

100%

Learnt Much Fair grading Assessment suitable Activities valuable 2 - 2.9

Amount of Work

3 - 3.9

Challenging

4-5

Breadth Prof. H'Outs Clear View Well organised

Source: ‘Summary of SPOT Surveys, Semester 1, 2003 and Semester 1, 2004’ Centre for Staff Development, UWA

Few units achieved a mean score of less than 3 out of 5 on any of the statements. By contrast, most units had a mean score between 4 and 5. Over 85% of students agreed that unit organisation, value of activities and breadth were above expectations, with a mean score between 4 and 5. Additionally, over 60% of students felt that they learnt much, the assessments were suitable, the amount of work was acceptable, courses were challenging, the professor’s handouts were useful and there was a clear view for the unit. The School uses peer review, including input from visiting lecturers but has also made use of an external consultant to provide advice to staff on a voluntary basis. Full-time lecturers may have SPOT or other surveys undertaken at their discretion and, again at their direction, may discuss these with other staff. Program directors have informal discussions with lecturers based on, for example, student feedback. SURF forms are used in all units with high response rates. The tables below show mean scores for the whole of UWA and the GSM from the SURF questionnaires for the last 3 semesters (semester 2, 2006 still not available)

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Graduate School of Management Teaching Portfolio

SURF Scores Average of response to SURF questions: Whole of University

Question 1 Question 2 Question 3 Question 4 Question 5 Question 6

semester 2005 3.0 3.1 3.2 3.1 3.0 3.2

1

semester 2005 3.1 3.2 3.2 3.1 3.0 3.2

2

semester 2006 3.1 3.1 3.2 3.1 3.0 3.2

1

Surf Scores For GSM Units

Question 1 Question 2 Question 3 Question 4 Question 5 Question 6 TOTAL

semester 2005 3.4 3.5 3.4 3.4 3.4 3.5 3.4

1

semester 2005 3.2 3.2 3.3 3.2 3.2 3.3 3.2

2

semester 2006 3.4 3.4 3.4 3.4 3.3 3.5 3.4

1

The results for the GSM are outstanding with the scores in every semester and every question greater than the UWA average with the only exception being question 2 in semester 2, 2005 where the scores were the same. An examination of the graphs available in the SURF reports, but not included with this portfolio, for all schools show the GSM consistently ranked among the highest. A number of staff also use peer reviews by colleagues. It is a practice employed by several staff especially new and inexperienced teaching staff. The GSM Teaching and Learning Committee encourages experienced instructors to link up with new staff for the purpose of peer review and assistance. Informal Evaluation Methods Informal evaluation methods for the GSM include: •

Discussion with GMA representatives regularly in each semester/trimester.

•

Open door policy for student feedback to course coordinators throughout the term.

•

Open door policy for students to interact with their staff during consultation times

•

Scheduled session at the end of each term for international students with international course coordinator. 15

Graduate School of Management Teaching Portfolio

1. (b) Process by which review outcomes are disseminated and utilised The GSM holds regular staff meetings at which all reviews are discussed. In addition our quarterly newsletter disseminates review outcomes to a wider audience which includes students and employers. For details on changes that have been implemented following reviews refer to section 3 on curriculum review and development.

1. (c) Evidence of improved success in teaching and learning The GSM continues to maintain very good results in SURF scores and this is evidence of being responsive to student feedback through the GMA representatives and community feedback from employer groups and the advisory board. There are specific units where, having performed poorly based on SURF scores, deliberate strategies have resulted in a turnaround of SURF scores. Units include MGMT8625 Entrepreneurship and Innovation and Venture Capital. The success of staff in UWA Excellence in Teaching Awards and the participation of students in nominating staff for GSM/GMA awards (which has increased to about 50 nominations in 2006 compared to about 10 in 2005) is also evidence of improved success in teaching and learning.

2. Course Outcomes and indicators of success, as assessed by CEQ, employer surveys or by other peer review Career Outcomes Survey: ‘What’s It Worth? The average UWA MBA graduate earns $75,000 during their first year out. Over the past 25 years, graduates have seen their remuneration increase steadily, so that alumni who graduated more than 20 years ago now earn a median salary of around $150,000. Adjusting for inflation, getting a UWA MBA has produced a net increase in salary of around $40,000 for all our previous graduates. As you’d expect, the younger you are when you commence an MBA, the greater the boost in earnings. However, after controlling for age at commencement of the MBA and year of graduation, there is a significant generational effect on income.

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Graduate School of Management Teaching Portfolio

Current Remuneration

The youngest MBA students get the biggest boost in earnings $150,000

$60,000 $50,000

$100,000

$40,000 $30,000

$50,000

$20,000

Median Starting Salary: $75,000 AUD

1 Year

1 to 5 Years

6 to 10 Years

11 to 15 Years

16 to 20 Years

Median Salary Boost: $40,440 AUD

$0 21 to 25 Years

$10,000 $0 45+

40-44 35-39 30-34 25-29 20-24

What Skills Does it Teach?

The MBA experience improved my team skills

Most graduates (88%) agree that the MBA has improved their fundamental business skills. A high number (81%) agree that the MBA has helped them to understand managerial roles and activities. While only 60.4% agree that the MBA has improved their team skills, this percentage is increasing over time. Almost half agree that the MBA experience has improved their ability to manage their time.

Strongly 5 Agree 4 3 2

Strongly

1 Disagree 1996-2000 1991-1995 1986-1990 1981-1985 1977-1980

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2001

Graduate School of Management Teaching Portfolio

The Effect of Doing the MBA on Skills and Knowledge (1 = Strongly Disagree, 5 = Strongly Agree) The MBA helped me to work with a broad range of people

3.83

The MBA experience improved my team skills

3.59

The MBA experience improved my ability to manage my time

3.34

The MBA provided me with a strong network

2.75

The MBA has broadened my horizon

4.20

The MBA has helped me to understand managerial roles and activities

3.96

The MBA has increased my self-confidence

3.83

The MBA has improved my fundamental business skills

4.12

The MBA has increased my personal effectiveness

3.84

The MBA has provided me with a deep understanding of what is required to make organisations successful

3.69

Before and After Over 41 percent of graduates have more or less stayed in the discipline (MBA specialisation) they chose to study.

Students with backgrounds in specialised functions such as marketing, production or

operations, or information systems, tend to be employed in those functions after graduation. A further 29.6 percent have changed discipline since the MBA, while the remaining 29.4 percent were generalists who have not specialised in any particular discipline before or since the MBA. The majority (55.5%) of graduates have not changed industry. However, there have been some dramatic changes among the graduates who have changed their industry. Over a quarter of engineers who changed industry are now working in accounting, finance, or banking, while over 30 percent of graduates from the government or public sector are now employed in business or consulting. Nearly two thirds of graduates (65.2%) have been promoted at least once since completing the MBA, and 45 percent of graduates have been promoted two or more times. The MBA has resulted in promotions to middle management for nearly a quarter of all graduates (24.7%), with fewer promotions to senior management levels (22.6%), and executive management (16.8%) positions.

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Graduate School of Management Teaching Portfolio

Where Are They Now?

Size of company

Most MBA graduates (78%) work in management positions, the majority (51%) at the levels of senior or executive management. For 38 percent of graduates, their job function is general or strategic management. Half of UWA MBA graduates (51%) work for companies with 500 or fewer employees, and a quarter of graduates (26%) work for companies with fewer than 25 employees. Nearly half of all graduates (42.7%) work for global or multi-national companies. Over two thirds of graduates work in the private sector. Only four percent of graduates are sole proprietors, a third of graduates work for public companies and slightly fewer for private companies. A quarter of all graduates hold board positions, and 15 percent Other Job sit on two or more boards.’ Function Human Resources / Industrial Relations 3%

4% Sales 4% Education 4% Consulting 6%

> 10 000 16% 5001 - 10 000 3%

501 - 1000 10%

101 - 500 13%

Non Management 22%

Executive Management 28%

Management 10% General Management 24%

Senior Management 23%

Middle Management 17%

Multi Function Position 10%

Marketing 9%

51 - 100 6%

Current position

Local Government 1%

Strategic Management 14%

Production or Operations 8%

26 - 50 6%

1001 - 5000 20%

Finance 7% Information Systems 7%

< 25 26%

Not for profit 2%

Current Industry Sector

Not applicable 6%

Current job function

Education sector 8%

Public 16% 5 0.6% 4 1.9%

6 0.6%

Private 67%

8 0.2% 9 0.2%

3 2.5%

10 0.2%

2 8.7%

Ownership structure of your current organisation

1 10.7%

Not applicable 23%

Public company 33%

Partnership 9%

0 74.4%

Number of board positions

Sole proprietor 4% Private company 31%

19

Graduate School of Management Teaching Portfolio

Students also provide plenty of informal feedback about their program and some selected comments are: Student 1… “The EMBA Program provided me with a vastly improved skill set and focused upon the areas that I needed most. The emphasis upon Strategy and how to link theories to practice was exactly the education I was looking for to better equip me in my current role and to give me the confidence to pursue further opportunities. The EMBA was exceptionally well planned and the lecturers were of the highest caliber. It was also possible to work alongside world-class Professors whilst solving current workplace issues. Overall, the EMBA was a great experience that both professionally and personally gave me far more than I could have imagined.” Student 2… “The MBA is a life changing experience; the hard work, the teamwork. Above all we can never look at our organizations the same way again.” Student 3… “I wanted to do the course to give me confidence to run my own business. This was successful. The course frequently took me out of my comfort zone, which for me was very challenging and threatening. The people attracted to do the course are all very interesting and motivating people as are the course presenters.” Student 4 “Without my MBA I would not be in the job I am in now. Studying at UWA gave me a local, high-level and relevant qualification, a strong insight into the WA business community and developed my contacts and networks.”

Student 5 “The MBA program at UWA has given me the opportunity to step back into the corporate world and, more importantly, it has given me the skills and confidence to know that I will be able to make a positive difference and add value to any organisation!”

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3. Extent of Curriculum Review and Development The MBA program at UWA was established in 1972 and during the past 30 years the school has evolved to meet the changing needs of organisations and their employees in Western Australia. The GSM’s current range of programs (GDBA,MBA, EMBA, DBA and PhD) expose managers and professionals to the knowledge sets, skills and personal competencies that are now required to succeed in the dynamic and fast changing organisational environments in which they now work and live. Over the last decade, the GSM has been a pioneer and leader in teaching and learning initiatives at UWA. Subsequent to our submissions to the UWA Senate’s review of departments and faculties in 2002, it is now regarded as a role model for the rest of UWA in this regard. For example, it was the first school within the Business Faculty to embrace internationalisation. It was the first to set up offshore teaching programs in Singapore, Indonesia, Malaysia and China. It was the first to embrace flexible delivery in its teaching programs with evening and weekend delivery of courses, year round entry points, and the establishment of the trimester system in Perth and a four term system off-shore. It was the first graduate management school in WA to introduce Executive MBA and Doctor of Business Administration programs. It was one of the first schools at UWA to begin integrating learning outcomes’ based teaching principles into its programs and courses during 2003. It has also been a pioneer at UWA in improvements to its teaching services, teaching delivery, staff teaching development and its educational administration processes. Curriculum review and development since 2000 During 2001-2, there was a major school-wide review of the MBA program, the result of which was a shift in focus to leadership, entrepreneurship and innovation and strategy issues, consistent with Federal Government initiatives in these areas during the early 2000s, and the specific needs of business and industry in WA. This review led to the establishment of an Executive MBA in January 2002 and the development of the new 12-Unit MBA, which came on stream during 2002-3, focusing on leadership, innovation and entrepreneurship and strategy - three key and indispensable aspects of modern business and organisational management. Both programs are designed to help professionals and managers know who they are as leaders, to enable them to think and act strategically and to be able to manage innovation and change effectively. In response to changing community concerns, the collapse of numerous companies in the USA, Europe and elsewhere during 2001-2003 and a greater focus on corporate governance in business circles, all MBA students were required to take a foundation unit that focused on corporate governance, triple bottom line reporting, ethical, ecological, social and other contemporary issues in organisations. 21

Graduate School of Management Teaching Portfolio

This compulsory unit became an elective unit as a result of a minor restructure of the MBA program in 2005 and student feedback. The position of corporate social responsibility (CSR) in the MBA is again being reviewed in 2007 following a student project completed in December 2006. The students enrolled in the unit Social Environmental and Ethical issues in business completed and presented a report on the future direction the MBA should adopt with respect to CSR and the executive summary is included at Appendix D. The Dean of the UWA Business School has agreed to some funding to progress this issue. The T&L committee will add this to its agenda for 2007. There was a second major review in late 2004 when staff and business leaders met to freely discuss the overall structure and composition of the MBA. During this time a careful review was undertaken of MBA programs from around the globe. A full one day planning meeting was held to finalise the updated curriculum which included all teaching staff and many business stakeholders. In October 2006 the Teaching and Learning Committee convened an Open Space meeting to address the question of what a UWA world class MBA should look like in the future. Many discussions were held at the meeting which analysed the appropriateness of the school’s learning outcomes relative to the business community.

Invited to this meeting were wide ranging community leaders, employers,

members of the Business School board, students, graduates and academic staff (from both inside and outside the GSM). The results from the meeting have enabled the teaching and learning committee to further refine the learning outcomes across the MBA program. (A summary is included in Appendix C) Factors shaping curriculum review and development •

Outcomes from student evaluation of teaching and learning including regular feedback from the GMA

•

School academic team end-of-year review of the teaching program and planning meeting for teaching and learning for the next academic year

•

Formal and informal feedback from academics involved in student teaching and learning

•

Participation in annual review of assessment methods and strategies by the Teaching and Learning Committee

•

Formal and informal feedback from employers

22

Graduate School of Management Teaching Portfolio

4. Extent of co-ordination and collaboration in teaching achieved between the School’s teaching areas Within the Graduate School of Management The lecturers involved in subject areas like accounting, organisational behaviour and leadership, meet on a yearly basis and review the content of units to ensure that important content is covered and to eliminate overlap across units in each subject area. There are units offered that involve staff across a number of subject areas collaborating to team teach the unit. Social, environmental and ethical issues in business is one such unit where staff from organisational behaviour, human resource management and accounting team teach together. Between the Graduate School of Management and other schools Below are some examples of programs involving other parts of the university: Graduate Certificate and Graduate Diploma in Viticulture Management Following a review of programs in the Faculty of Natural and Agricultural Sciences the GSM has been working with the School of Plant Biology to develop joint programs in viticulture management. The School of Plant Biology already offers graduate programs in viticulture, the GSM offers core management subjects as part of its MBA and related programs. Combining units from both Schools into a single program will meet the needs of those in the industry who have a business management role. School of Pharmacy The GSM provides the teaching for one unit in small business in the new Master of Pharmacy degree. This is an example of meeting the needs of students who have a specific disciplinary background but who will inevitably be employed in a small business environment. The GSM's contribution to the pharmacy degree helps prepare these pharmacists for their subsequent careers. This use of the School's small business expertise in the pharmacy degree is a model which can easily be replicated, to mutual benefit, in other graduate programs across campus. Master of Engineering Asset Management This new program is being launched by the Faculty of Engineering and the GSM has been a supportive contributor in the development of the program which includes a number of compulsory and elective MBA units. Again the inclusion of GSM units provides a broader context for students and will enable them to be more effective in their specialist areas and as their careers develop into higher level managerial roles. 23

Graduate School of Management Teaching Portfolio

Australian Film, Television and Radio School UWA has recently signed a memorandum of understanding with AFTRS (which has been awarded degree conferring status) to develop joint programs in management and innovation in the multi-media telecommunications industry. The industry is at the leading edge of creativity in the use of electronic technology but the commercialisation aspects of this creativity need to be fully exploited. The proposed programs will strengthen the industry's development. Graduate Certificate in Technology Commercialisation The course is designed to equip the University's academic researchers and industry's technical managers to realise the potential of innovation and creativity and make better business decisions in a technically demanding environment. The course is a part of a broader University-wide initiative to encourage and realise enterprise, scientific and technical development and commercial potential.

5. Evidence of interaction between teaching and research Research-Teaching Nexus As demonstrated by earlier sections, the GSM is active in the development and delivery of postgraduate courses. Not surprisingly, these courses are influenced and informed by the research undertaken by faculty. That influence is reflected in a number of ways. The development of new units is often the outcome of the creation of a critical research mass capable of being distilled into conceptual and applied components for teaching purposes. More often, variations to the content of existing units are the result of keeping abreast of the theoretical and technical developments in the relevant areas. Two other dimensions demonstrate the research-teaching nexus: the writing of textbooks and the writing of case studies. GSM faculty have authored or co-authored a number of textbooks that are commonly prescribed in Australian (and other) universities, and as such have been important in shaping the content of courses throughout Australia. The most commonly prescribed Australian texts in accounting, organisational behaviour, strategic management and industrial relations have been authored (or co-authored) by GSM faculty. In addition, GSM faculty have authored texts in human resource management, international business management, financial accounting, marketing and culture, effective methods of instruction, human resource management, marketing communications, and management consulting.

24

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Staff T&L publications of Books and Chapters Bazley, M.and Hancock ,P Contemporary Accounting, 6th edition.Southbank, Victoria, Thomson Learning (2006) Fells, R.E. Human Resource Management and the Collective Employment Relationship - A Negotiation Perspective, Human Resource Management: Challenges & Future Directions, ed Retha Wiesner & Bruce Millet, Milton, Qld., John Wiley & Sons Australia, pp 104-116 (2003) Forster, N.S. Maximum Performance: A practical guide to leading and managing people at work, Cheltenham, UK, Edward Elgar (2005) Forster, N.S. Power and Influence, Understanding Influence for Leaders at all levels, ed Barker, C. and Coy, R., North Ryde, NSW, McGraw-Hill, 1: pp 3-37 (2005) Klobas, J.E. and Renzi, S. Innovation in web-enhanced learning at a traditional university. In C. Howard, J. V. Boettcher, L. Justice, K. Schenk, P. L. Rogers & G. A. Berg (Eds). Encyclopedia of Distance Learning (vol. III, pp. 1265-1271). Hershey, PA: Information Science Publishing. (2005) Klobas, J.E. and Rezni, S. Integrating Online Educational Activities in Traditional Courses: University-Wide Lessons after Three Years, Web-Based Education: Learning from Experience, ed Anil K. Aggarwal, Hershey, Pennsylvania, USA, Information Science Publishing, pp 415-439 (2003) Klobas, J., and Renzi, S. Scenarios for Web-enhanced Learning. In M. Khosrow-Pour (Ed.). Encyclopedia of Information Science and Technology (pp. 2443-2449). Hershey, PA: Information Science Publishing. (2005). Klobas, J.E., Nesci, F. and Marlia, M. L'e-learning in prospettiva: Comunita di pratica (E-learning futures: Communities of practice), E-Learning e piccolo imprese: Analisi di un percorso incompiuto (E-learning and small business: Analysis of an unfinished journey), ed Bielli, Paola, Milan, Italy, Franco Angeli, pp 174-194 (2005) McGill, T.J., Klobas, J.E. and Hobbs, V.J. Perceptions, User Satisfaction and Success: Testing the DeLone and McLean Model in the User Developed Application Domain, Advanced Topics in Information Resources Management, ed Khosrow-Pour, M., Hershey, Pennsylvania, USA, Idea Group Publishing, 3: pp 87-116 (2004) McShane, S.L. Canadian Organizational Behavior, 5th Edition, Toronto, Canada, McGraw-Hill Ryerson (2004) McShane, S.L. and Travaglione, T. Organisational Behaviour on the Pacific Rim, Sydney, NSW, McGrawHill Australia (2003) McShane, S.L. and Travaglione, T. Organizational Behaviour on the Pacific Rim, Sydney, Australia, McGraw-Hill, Australia (2005) McShane, S.L. and Von Glinow, M.A. Organizational Behavior, Boston, USA, McGraw-Hill (2003) McShane, S.L. and Von Glinow, M.A. Organizational Behaviour: The power of People and Leadership, What the Best MBAs Know, ed Navarro, P., New York, McGraw-Hill, pp 227-259 (2005) McShane, S.L. and Von Glinow, M.A. Organizational Behavior: Emerging Realities for the Workplace Revolution, Burr Ridge, Illinois, McGraw-Hill/Irwin (2005) 25

Graduate School of Management Teaching Portfolio

Neal, C., P. Quester, S. Pettigrew, M. Grimmer and T. Davis (in press), Consumer Behaviour, 5th Ed., McGraw-Hill, Hawthorn, VIC. Usunier, Jean-Claude & Julie Anne Lee (2005), Marketing Across Cultures 4th Ed, Prentice Hall, UK, Europe. An examination of the GSM's research profile suggests that faculty have been very active in writing case studies that translate empirical research into teaching instruments. In the last two years alone, GSM faculty and students have authored over 40 such cases. These arise because of the excellent links that the GSM has with industry, thus providing access to business enterprises and information. The case study approach forms an important part of the GSM's teaching methods. Thus, the cases generated by the School assist in the maintenance of interesting, pedagogically sound, and relevant courses. In 2005, Dr Sandra Kiffin-Petersen, a lecturer within the GSM, was awarded one of five inaugural fellowships by the University Teaching and Learning Committee to support the development of management education. The fellowship was in support of a project aimed at identifying the interpersonal skills and attributes that lead to managerial and leadership effectiveness, and to examine the extent to which these skills are currently being developed within the MBA program. Laura Tyson the Dean of the London Business School has argued that “Business schools must move beyond their current focus on equipping future executives with knowledge, and instead furnish them with skills and attributes - the means by which knowledge is acted upon.” While this is a long-term project, the results from the project are expected to help inform the design of the curriculum and to improve the experiences for our MBA students. In 2006 Sandra worked with a student-lead task force and the MBA Program Director to help investigate the students’ specific experiences of groupwork and their ability to work in teams. The extent to which students enrolled in a specific unit improved their negotiation skills has also been examined as part of the project. This project would not have been possible without the ongoing support of teaching staff, as well as the commitment of the MBA Program Director and the GSM Teaching and Learning Committee to consider possible program changes that might result from student and business community feedback. Inherent in this project was an examination of the most sought after skills by employers when hiring MBA graduates. Staff and Students As a part of its research outreach, the GSM is involved in two doctoral programs. The first, primarily for aspiring academics, is the Doctor of Philosophy (PhD). The second is the Doctor of Business Administration. The GSM has made a significant commitment to its research degree students. The 26

Graduate School of Management Teaching Portfolio

number of doctoral students has increased and is approaching 90 enrolments annually. This is a reflection of the School's capacity to maintain a stable PhD base, its innovation in respect to the DBA program which is now offered in two locations, and reduced attrition rates over the period. A major constraint on the number of students that can be admitted is the availability of supervisors. It is anticipated that the School will continue to graduate between 10 and 12 doctoral students each year from 2006 and that the school’s doctoral programs will reach approximately 100 enrolments per year.

6. Specific school policies and budgetary practices which promote teaching and

learning

Figure 5.6 Teaching Income, GSM, 1993-2004 ($'000) 4500 4000 3500 3000 2500 2000 1500 1000 500 0 1993 1994 1995 1996 1997 1998 1999 2000 2001 2002 2003 2004

Recurrent Teaching Income

Teaching Fee Income

Figure 5.6 suggests that the GSM has been successful in raising teaching income from about $0.8m in 1993 to just over $4m in 2004. Furthermore by 2006 teaching income had increased to $4.4m. Importantly, the school has been successful in countering the declining recurrent income by increased fee income. It has done so by increasing the number of local enrolments (from 201 in 1993 to nearly 738 local and 296 offshore in 2006), by diversifying the number of programs from one to seven, and by establishing four offshore teaching programs. The proportion of teaching income derived from fees has increased from less than 20% in 1993 to over 80% in 2006. In conjunction with adjusting fees, the annual GSM/GMA teaching and learning awards provides recognition and some small financial reward to a number of staff in several categories. The T&L committee was adamant to not only recognise outstanding teachers, but to also acknowledge staff that had made significant improvement in their teaching. The teaching and learning committee is given an annual budget of $20,000 to run the awards and to foster other activities like the T&L workshops.

27

Graduate School of Management Teaching Portfolio

7. Head of School statement Professor Geoff Soutar took on the role of Director in 2000. He recognised that Teaching and Learning issues were crucial to the GSM's success, especially in a full-fee environment. Consequently, the School's T&L Committee was re-vamped and given a considerably greater role in developing policy and action in a wide range of areas. Resources were also provided so that the Committee could undertake a number of activities (e.g. T&L awards, T&L workshops; an Open Space function to examine future directions for the MBA). He also gave staff specific T&L responsibilities by creating a "program" based structure in which each Teaching Program (e.g. the MBA and the EMBA) had its own Director who was responsible for program quality. Professor Soutar also re-established links with the Alumni group (the Graduate Management Association) and provided the logistic and secretarial support needed to ensure its ongoing success. This led to the combining of the student and alumni groups into a single, coherent organisation that interacts regularly with the GSM and provides information about its present offerings and external trends that should (and do) influence the School's teaching programs. Teaching awards were also reestablished during this period and have become an important part of the School's yearly activities, providing evidence of the importance attached to this aspect of the GSM's activities.

Professor Soutar took special notice of the need for a considerably improved orientation for students, which led to the present situation in which new students have a comprehensive understanding of the School and the University before they begin, even though this means the GSM has seven such orientations every year. This change has significantly reduced problems and ensured our students are well prepared for their learning journey. They are also well aware of their responsibilities and of the expectations UWA has of them. Teaching and Learning will always be central to a School that has a full-fee, mature age student base and Geoff has tried to ensure all members of the GSM took these responsibilities seriously and that the GSM always provided the best quality and best value outcomes within the resources available. 28

Graduate School of Management Teaching Portfolio

Optional Indicators

Evidence of research into higher education teaching As identified on page 26 of this report, Dr Sandra Kiffin-Petersen received one of five teaching fellowships by the University Teaching and Learning Committee in 2005 to support the development of management education. The fellowship supported the project aimed at identifying the interpersonal skills and attributes that lead to managerial and leadership effectiveness, and examined the extent to which these skills are currently being developed within the MBA program. While this remains a longterm project, the results from the project have already informed the current design of the MBA curriculum and led to further learning opportunities through the engagement of a student led taskforce investigating MBA student perceptions of group work experiences in 2006.

Staff T&L journal articles and conference presentations Clyde, L. A. & Klobas, J. E. (2000). “Internet training: Implications of an international study.” Australian Academic & Research Libraries, 31(1), 5-34. Clyde, L. A. & Klobas, J. E. (2001). “The first Internet course: implications of increased prior participant experience.” Internet Research, 11(3), 235-245. [recipient of Emerald Highly Commended award] Clyde, L. A. & Klobas, J. E. (2002). “Teaching and learning about new technology: Insights from ongoing research.” Hum@n Beings and Information Specialists: Future Skills, Qualifications and Positioning: Proceedings; 10th International BOBCATSSS Symposium on Library and Information Science - BOBCATSSS 2002, Slovenia, Portoroz, January 28-30, 2002 (pp. 91-98). Ljubljana: Faculty of Arts, Dept. of Library and Information Science and Book Studies; Stuttgart: University of Applied Sciences. [invited paper] Francescato, D., Porcelli, R., Mebane, M., Cudetta, M., Klobas, J. & Renzi, P. (2006). “Evaluation of the efficacy of collaborative learning in face to face and computer supported university contexts”, Computers in Human Behavior, 22(2), 163-176. [rated no. 2 in the top 25 downloaded articles from Computers in Human Behavior, Oct-Dec 2005] Haddad, H. & Klobas, J.E. (2002). “The relationship between visual abstraction and the effectiveness of a pedagogical character-agent.” The First International Joint Conference on Autonomous Agents & Multi-Agent Systems, Proceedings of Workshop 14: Embodied Conversational Agents - Let's Specify and Evaluate Them! Bologna, Italy: The Conference. Available online at http://www.vhml.org/workshops/AAMAS/papers/Haddad.pdf Hancock, P., Thompson, E., Gardiner & Knight, S. (2005) “Implementing a learning-centred approach to teaching: A positive staff development experience.” Presented at the T&L Forum at UWA in January. Hancock, P., Thompson, E., & Sutherland, M. (2006) “Professional development for tutors: A strategic initiative to enhance student engagement” Presented at the T&L Forum at UWA in January. 29

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Kiffin-Petersen, S. A. (2006). “Developing the Negotiation Skills of Graduate Management Students”, Paper presented at the 20th Australian and New Zealand Academy of Management Conference, Queensland, Australia. Kiffin-Petersen, S. A. (2006). “Are we Doing Enough to Develop Students' Self-Efficacy for Teamwork?” Paper presented at the 20th Australian and New Zealand Academy of Management Conference, Queensland, Australia. Kiffin-Petersen, S.A. and Forster, N.S. (2003) “The Challenges and Implications of 'Learning Outcomes Based Education' for Teaching Organisational Behaviour to MBA Students”, 17th ANZAM (Australian and New Zealand Academy of Management) Conference, Fremantle, WA, ANZAM, 17: Klobas, J.E. (2005). “Teaching different lessons with a scalable learning object: A case study.” Journal of Information Systems Education, 16(3), 329-340. Klobas, J. E., & Clyde, L. A. (2000). “Adults learning to use the Internet: A longitudinal study of attitudes and other factors associated with intended Internet use.” Library and Information Science Research, 22(1), 1-30. Klobas, J. E. & Haddow, G. (2000). “Evaluating the impact of computer-supported international collaborative teamwork in business education.” International Journal of Educational Technology, 2(1), < http://www.outreach.uiuc.edu/ijet/v2n1/klobas/>. Klobas, J. E. & Renzi, S. (2000). “Selecting software and services for web-based teaching and learning.” In Aggarwal, A. K. (Ed.), Web-Based Learning & Teaching Technologies: Opportunities and Challenges (pp. 43-59). Hershey, PA: Idea Group Publishing. Klobas, J.E. & Renzi, S. (2002). “Local issues in international computer-supported collaborative learning: A case study of international co-operation in online education and training.” In Fluckiger, F. et al. (Eds) 10th International Conference on New Educational Initiatives, Lugano, Switzerland, May 8-11, 2002 (pp. 4.2/31-33). Lugano: University of Applied Sciences, Southern Switzerland and University of Southern Switzerland; Berne: net4net. Klobas, J. E. & Renzi, S. (2001). “Student psychological response to computer-supported collaborative learning.” In Hahn, T. (Ed.) Information in a Networked World: Harnessing the Flow, Proceedings of the ASIST 2001 Annual Meeting, Washington, DC, 3-8 November, 2001 (pp. 190-198). Silver Spring, MD: American Society for Information Science and Technology. Klobas, J. E., Renzi, S., Francescato, D., Renzi, P. (2002). “Meta-response to online learning. Meta-risposte all'apprendimento online.” Ricerche di Psicologia, 25(1), 239-259. Klobas, J. E. & Renzi, S., Giordano, S., & Sementina, C. (2004). “Scalability of learning objects: Technology and pedagogy.” In Kinshuk et al. (Eds), Proceedings, 4th IEEE International Conference on Advanced Learning Technologies (ICALT 2004), August 30 - Sept 1, Joensuu, Finland (pp. 470-474). Los Alamitos, CA: IEEE. Mackay S and Stockport G. J. (2006) “Blended Learning, Classroom and E-Learning.” Published in the refereed Journal, The Business Review, Cambridge, Vol. 5 No. 1, Summer pp.82-88. Mackay S and Stockport G. J. (2006) “Blended Learning, Classroom and E-Learning.” Presented at the refereed International Conference, The International Business and Management Research Conference, Honolulu, Hawaii, June 1st - 4th. 30

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Mizerski, K. and S. Pettigrew (2003), "Academic Performance of Marketing Students by Student Characteristics," Australia and New Zealand Marketing Academy Conference, Adelaide. Perryer, C. (2006), “Developing managerial ethical standards: A comparative study in Australia, Singapore, and the Philippines”, in Asian Forum on Business Education Conference, Hanoi, Vietnam, 16 pg. Pettigrew, S. and N. Henley (2000), "The Effects of Gender and Attendance on the Performance of Marketing Students: An Australian Analysis," Academy of Marketing Conference, 4-6 July, Derby. Renzi, S. & Klobas, J.E. (2002). “Developing community in online distance learning. In Wrycza, S. (Ed.)” Proceedings of the Xth European Conference on Information Systems, ECIS 2002, Information Systems and the Future of the Digital Economy, Gdansk, Poland, 6th - 8th June 2002 (vol. 2, pp. 1384-1392). Gdansk: Wydawnictwo Uniwersytetu Gdanskiego. Renzi, S. & Klobas, J. E. (2000). “First steps toward computer-supported collaborative learning in large classrooms,” Educational Technology & Society, 3(3), 317-328. Available online at < http://ifets.ieee.org/periodical/vol_3_2000/d07.html>and< http://ifets.ieee.org/periodical/vol_3_2000/d07.pdf>. Renzi, S. & Klobas, J. (2004). “Teaching online teachers: The Bocconi experience.” Atti del Seminario: E-Learning, Quali scenari formativi? [Proceedings: E-learning, Which Smith, R.,(2007) “Educating the metamanager-a new breed of leader.” Business Strategy Series. Vol.8, No.4. Training Strategies? Modena, Italy, 14 January 2004 (pp. 47-60). Modena, Italy: Comune di Modena MEMO [Modena City Council, Multicentro Educativo Modena Sergio Neri]. [invited paper] Wood, B. Tapsall S. & Soutar G., (2005) “Borderless Education: Some Implications for Management”, International Journal of Educational Management. Issue 5, vol 19, Emerald, UK.

Evidence of research into learning outcomes The GSM has a Teaching and Learning Committee which oversees these issues and as already mentioned regularly convenes staff seminars on topics such as teaching overseas students and outcomes based learning. The GSM has supported the use of student questionnaires to examine student perceptions of learning consistently in the past five years. Teaching quality is evaluated in each teaching term through the GMA student representatives who consistently meet with the MBA Program Director and the Associate Director. The studies coordinators also meet frequently with students and this provides further opportunity to receive direct student feedback. The GSM operates weekly research seminars to acquaint staff with the latest research being undertaken by staff and research students in the School. The growth of new subject areas within the MBA program including for example, entrepreneurship are indicative of the adoption of latest research developments into the GSM’s programs. 31

Graduate School of Management Teaching Portfolio

The balance of theoretical and practical content is a key issue for the GSM since its role is to provide a professional education program. The new MBA program has the theme of ‘theoretically superior, practically better’. The GSM uses field projects, real-life case studies and contemporary videos to enhance the practical dimension of the learning experience. Assessment tasks are authentic, such as in the development of business plans for companies. However, each unit also has a strong conceptual foundation which enables students to develop their conceptual and integrating skills.

Evidence of systematic mentoring in a school There are many examples of mentoring within the school. Senior staff provide mentoring for junior staff. One example involved Associate Professor Hancock who mentored and worked with Ms Lydia Kilcullen, a lecturer. As an indicator of success, Ms Kilcullen received the GSM/GMA Improvement in Teaching Award in 2005. It is common for senior students to mentor new students and this is achieved in a number of ways. The student representatives of the GMA send monthly emails out encouraging new students to ask questions about wide ranging topics that are all relevant to their MBA studies. This informal mentoring process is reinforced at other GMA events (see details on page 40) which help to strengthen the relationships between new and ongoing students. In the EMBA, it is normal practice for students entering second year to mentor the new students as the transition for many senior managers back into tertiary study is not easy.

Evidence of development of inclusive curriculum and inclusive teaching style with respect to a range of student groups The GSM supports students from wide ranging ethic, cultural and geographical boundaries. Staff are aware of these characteristics in the student population and design their course outlines, assessment processes and select appropriate textbooks with this in mind. The topic of organisational behaviour is an essential (and introductory) unit in all of the school’s master’s level programs. The unit carefully includes details about cross-cultural values, cross-cultural conflict, cross-cultural leadership, and cross-cultural communication which provides an important framework for students entering GSM programs. Organisational Behaviour (like all MBA units) creates a rich learning experience as students from different backgrounds are required to work together in group projects. In addition to the intensive orientation process identified earlier, the school supports a publication known as the MBA team work skills booklet. Contained within the document are ways and means of effectively managing team processes. The booklet has received some favourable reviews from students that is annually updated and available to all new students. 32

Graduate School of Management Teaching Portfolio

As the MBA is also taught in a number of offshore locations staff have developed resource materials that relate to the relevant country. For example, when teaching accounting in Singapore, a Singaporean company like Singapore Airlines accounts are used for teaching purposes. Many GSM students are part time with responsible positions in management that requires work related travel. Staff make allowances for such circumstances by giving an extension for submission of assignments or arranging an alternative test time and spending time with such students when required to help them with the content of classes missed while they were away. Most units offered in the GSM use either Quickplace or WebCt where notes are made available for students to access even if they are away from Perth or miss classes due to work pressures.

Involvement in innovative teaching initiatives including innovative assessment All GSM unit outlines include an assessment mechanism statement and follow the minimum essentials for good practice in assessment as these principles have been reflected in the standard unit template used across all GSM programs in all locations. The table of contents from this proforma form is included on page 39 of this document. Lecturers are often changing their units in content, delivery or assessment to meet the changing face of business. The following list provides some examples:

Action Learning Many of the specialist elective units within the GSM include action learning components. The elective unit Entrepreneurial Management and Venture Capital (MGMT8625) gives students the opportunity to prepare and present a group business plan to a mock venture capitalist board (composed of prominent Perth area venture capitalists).

The victorious team earns financial support for their idea for

commericalisation purposes. During class time, students receive frameworks, processes, metrics and tools that enable participants to deliver against the milestones and provide in-depth insights into the new venture creation process. The feedback from students towards this action learning approach has been extremely positive. Business Simulation Opportunities In the core unit of Marketing Principles (MGMT 8550) students use their understanding of marketing to make decisions on product development using the business simulation markstrat. The simulation enables students to practice their skills in a concentrated amount of time before trying them out in a 33

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real business environment. During their twelve week trimester, students produce two reports and make seven decisions in their product development challenge. The advanced strategy unit – the Cornell Management Game (MGMT 8616), introduces a higher level simulation where students compete head to head by producing competitive strategies to achieve success in targeted industries. The aim of the simulation is to enable participants to experience various features of business strategy prescriptions, such as first-mover advantage, SWOT analysis, defensive strategic actions and erecting barriers to entry.

China Study Tour The Industry Study Tour (MGMT 8618) was introduced in 2004 as an opportunity for students to study first hand Chinese business operations. Prior to departure students undertook a series of lectures in Perth and Singapore relative to international management practices of China. China study tour participants visited 11 businesses in a ten day period in Shanghai, Hangzhou and Suzhou in addition to attending lectures at Shanghai Jiao Tong University in 2006.

Analytical Reflections Journal In the Women in Management Unit (MGMT 8615) students were asked to maintain a written journal in which they recorded their thoughts, comments and reflections triggered by and in response to the assigned course readings/lectures, as well as the class exercises and interactions. As a means of integration, students were also asked to weave in their readings from multiple sources including their observation about the dynamics of women in management as they applied to course themes. While there was no specific maximum or minimum, students were encouraged to address (but not limited to) questions such as: •

What questions or issues do the readings/lectures raise for you? What connections do you see among the issues?

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•

What associations do you see with prior readings/lecturers or with other material you have read or any experiences you may have had?

•

How does what you have read/heard in lectures and discussions or personally experienced clarify something you have been wondering about or does it make you more confused?

•

What ideas or questions relevant to issues of personal or professional concern were raised by you in lectures/discussions?

•

What three things did you learn that you didn’t know before?

•

What three things would you still like to learn?

Guest Lecturers Many GSM units reinforce their key academic messages with guest lecturers.

In units within

entrepreneurship and innovation area, guest lecturers are often used on a weekly or bi-weekly basis and may amount to more than ten guest lecturers during the teaching term.

Student feedback has

confirmed that the chance to integrate unit content with practitioners from business is a rich and engaging environment which supports both theoretical and pragmatic understanding of the topic. Corporate Values Game In Social, Environmental and Ethical Issues in Business (MGMT 8512) a corporate values game was adapted for use during this unit as illustrated by the following extract from the unit outline:

Seminars 3, 4 and 5 will be covered in the one day workshop devoted to playing the Corporate Values Game as a vehicle for understanding why social, ethical and environmental issues are becoming more mainstream to business operations and strategies. In the process of playing the game, we will explore the concept of the psychological contract and its relevance for leaders and managers when dealing with social, ethical and environmental issues. Increasingly, people are seeking more than just decent pay and fair treatment at work. They also want to feel that they and their organisations make a difference to others and the community. We will also examine the role of social capital and diversity in organisations. To be successful, managers must learn to integrate different viewpoints to enhance creative problem solving, task performance, and leadership ability. This topic responds to recent demographic changes and anticipates future cultural shifts in the workplace by framing diversity as a process and a resource to be leveraged, rather than as a problem to be solved. We will conclude the day by examining perspectives on social responsibility and social responsiveness. The question of whether or not organisations have a responsibility to stakeholders other than their owners and major institutional shareholders has been widely debated for many years. Traditionally, consumer advocates have argued for greater social responsibility, while shareholders have argued for management practices that focus on maximising returns and increasing share prices. However, the number of people who own shares either directly or indirectly has increased significantly in Australia over the last twenty years. This increase in share ownership has the potential to blur the traditional boundaries between consumers and shareholders, and induce conflicting priorities within the community. There are no simple solutions 35

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to questions of corporate social responsibility. As with most aspects of management, achieving a balance between competing priorities is probably the best approach. It is important, however, for managers to understand the issues and perspectives of a broad range of stakeholders.”

Video Taping Negotiation behaviour (MGMT8647) uses video taping of each student in week three of the trimester. As a means of reinforcing the key components of negotiation practice, students evaluate their performance within the video based on the following criteria: •

What were your impressions and reflections immediately after the negotiation concluded?

•

Arrange with other students to review the video. You are encouraged to share your own impressions and reflections with others in the group to enhance your own understanding of the events and also to assist others in their appreciation of their participation in the negotiation.

The subsequent report produced from the video session is assessed based on two clear criteria: •

To what extent does the report provide clear, succinct, descriptions of key events in the negotiation? (key events being those which significantly impacted upon the way in which the negotiations were conducted upon the outcome)

•

To what extent does the report demonstrate the students’ insight into the dynamics of negotiation? (the impact of one event or approach on the subsequent interactions)

Management Information Systems The MBA optional course, Management of Information Systems (MGMT8620) has been taught in an innovative way since 2003. Although it has maintained the traditional 12 week structure for the course, students meet with the lecturer on only 6 of the 12 weeks, completing assigned individual and group activities, and interacting with the teacher online during the other 6 weeks. The first two meetings between student and teacher occur online by Internet videoconference. (In 2006, they used Skype with a file-sharing add-in known as Unyte.) In the first meeting, the teacher facilitates the class at a distance. In the second meeting, the students present the results of their first group assignment. 36

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The innovative assessment model used in this course has been praised by students. In the first two assignments, students work first as individuals to research a topic assigned by the teacher. The teacher assigns students with different backgrounds to each topic in such a way that each topic is studied by at least one student with a technical background and at least one with a user background. (Part of the preparation for this work involves the teacher guiding the students in how to research - and thus, keep up to date even once the course has been completed - fast moving topics in information systems, and how to evaluate sources of information about information systems developments.) Each student then shares a draft report with other students who have chosen to research the same topic. The students meet to prepare a group presentation based on their joint understanding of the topic. The teacher reviews the draft presentation if the students request it. After the presentation, the teacher provides feedback before the students submit their individual assignments. The bulk of the assessment grades are allocated to the individual assignments. This approach fosters true collaborative learning. Each student brings a different background, interest and skill to the assignment. Together, the students identify more material than one student working alone. When they work together to produce their group presentation, they learn from one another: they learn about new aspects of the topic, and they also learn socially by testing and sharing their understanding of key concepts, terms and implications.

Number of Teaching development grants Dr Sandra Kiffin-Petersen $20,000 teaching fellowship in 2005

Relevant funded research 2007: An Investigation of the Relative Roles of Involvement and System Quality in the Success of Learning Management Systems, Murdoch University Research Excellence Grants Scheme (Principal Investigator: Tanya Mcgill). AUD 8,717. 2006/2009: Member of External Evaluation Committee, Global Cyberbridges [An international study of the use of high-speed Internet in doctoral education for scientists, involving universities in the US, Brazil and China], US National Science Foundation (NSF). 2006/2007: A framework and process for inclusion of students at a distance in classroom-based courses (with S. Renzi). Bocconi University. 2003/2007: Scientific Director, Incorporating social learning principles and multi-layer evaluation in computer-supported adult learning. Projects include: Caleidonet (Designing learning objects for multiple stages of adult learning) and Social networking for disaster relief. TILS (formerly Telecom Italia Learning Services). Euro105,000 (AUD181,100) 2001/2002. Member of a team of Bocconi University researchers working on applied research into adoption of e-learning, funded by Bocconi University and Assolombarda (industry body for firms in Milan and the surrounding area). 37

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2000/2002. A comparison of student psychological responses within three teaching processes: classroom, web-enhanced classroom, and collaborative online learning (with S. Renzi). MURST (Ministero dell'Universita' e della Ricerca Scientifica e Tecnologica, Ministry for Universities, Research, Science & Technology, ARC-equivalent and Bocconi University, Milan, Italy. ITL59,000,000 (AUD149,863) 1999/2000. Bocconi University, Milan, Italy, ITL9,000,000 (AUD7,605), with S. Renzi. “Evaluation of innovations in computer-supported collaborative learning for advanced students of informatics”. 1999/2000. AUSTEP Strategic Partnering and Graduate School of Management, UWA, AUD55,000. Case studies of university/industry co-operation in hi-tech business development (4 studies, leading to a research-based business plan for GSM/industry liaison).

Number and proportion of staff with Teaching Awards Staff from the GSM have received a number of T&L awards as listed below: 1998 Ray Fells- UWA Excellence in Teaching award for Economics and Commerce 1999 Nick Forster- UWA Excellence in Teaching award for best unit 2002 Nick Forster- UWA Excellence in Teaching award for postgraduate coursework teaching 2003 Phil Hancock- UWA Excellence in Teaching award for postgraduate coursework Teaching 2004 Sandy Kiffin-Petersen and Catherine Jordan each won a GSM/GMA award for Excellence in Teaching Lydia Kilcullen won the GSM/GMA award for Improvement in Teaching 2005 Sathya Ganganahalli- UWA Excellence in Teaching award for postgraduate coursework Teaching Sandy Kiffin-Petersen- UWA Teaching Fellowship Sathya Ganganahalli- GSM/GMA award for Best Adjunct Lecturer Ken Robertson- GSM/GMA award for Excellence in Teaching Barb Wood won the GSM/GMA award for Improvement in Teaching 2006 Phil Hancock- Carrick Citation for Outstanding Contributions to Student Learning

Participation in Staff development activities 38

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Several staff have completed the UWA Foundations of Teaching Program as well as the UWA Leadership Development Program for Women. Many staff also attend regular T&L seminars and conferences.

Evidence of Adherence to university policy and procedures As described earlier the GSM uses a comprehensive “proforma” unit template which includes reference to all university requirements in respect of rules on assessment, charter of student rights, appeals process and a number of other issues. The table of contents of the template is listed below. This template is used in all units in all locations where units are taught.

Contents CONTACT DETAILS UNIT DESCRIPTION Introduction The goal of the unit Unit content Learning outcomes Educational Principles TEACHING AND LEARNING RESPONSIBILITIES Teaching and learning strategies Charter of student rights Student Guild contact details Use of student feedback ASSESSMENT MECHANISM Assessment mechanism summary Assessment details Ethical Scholarship, Academic Literacy and Academic Misconduct Appeals against academic assessment TEXTBOOK(S) & RESOURCES Unit Website Recommended/required text(s) Additional/Suggested/Alternate text(s) Technical requirements Software requirements Additional resources & reading material UNIT STRUCTURE Overview UNIT SCHEDULE

Student engagement The GSM has always focussed on student engagement and this is evidenced in many facets including the role of GMA the student association. There are numerous activities involving staff and students 39

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including a golf day, barbecues, monthly social gatherings at University Club and the GMA annual dinner.

An excellent and recent example of student engagement is the student task force that was formed in 2006. The task force was a collection of committed MBA students who completed a research questionnaire to investigate student perceptions of MBA group projects. Two GSM staff (the MBA Program Director and the recipient of the teaching fellowship) worked with the task force. From the MBA and GBDA student population, the task force was delighted to receive 241 responses clearly reinforcing a significant student interest in this area.

The student taskforce presented their preliminary findings from the survey data to the GSM teaching and learning committee on 14 November. Highlights of the research included: 1. Satisfaction within the MBA program is high. 2. Satisfaction with team projects is lower than overall MBA satisfaction. 3. Goals of team work (as expressed within each unit) is not being achieved for nearly half of all students 4. Students believe team learning goals are very important to current work and future careers. The survey showed that MBA students believe that the following ideas would improve group work experiences: •

Training in project management skills

•

Training in group work skills

•

Training in how to manage diversity in groups

•

Peer feedback on effectiveness as a group member

The teaching and learning committee received a presentation from the student task force towards the end of 2006 and has undertaken to review the recommendations early in 2007.

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Final comments The GSM has achieved much in teaching and learning in recent years, but we are aware that if we are to remain the first choice for managers and professionals seeking management education in WA (and in our offshore locations), there must be an ongoing commitment to improving the quality of our educational programs and teaching delivery. While the GSM is an academic department within a traditional research-based University, it has had to place a high emphasis on the quality of its teaching staff, teaching delivery and teaching quality, because all of its students are fee-paying postgraduates and many are mature part-timers with considerable work and leadership experience. It also operates in the most highly competitive and fast changing sector of the global education market. Hence, teaching is by definition - the most important activity in which the GSM is engaged. About 85% of our recurrent funding comes from student fees. If we don’t deliver the best programs in highly competitive local, regional and international management education markets, we will not be able to thrive and grow in the future. While research, consulting, outreach and other activities are very important to the school, it is our teaching programs that provide the resources to do these other things. The primary reason for our existence is to provide and deliver the best postgraduate management education programs in Western Australia and South East Asia, and promoting this effectively takes up a considerable amount of time, energy and resources. Everything we do in the future is dependent on our ability to attract the best students to our programs - from local, regional and international markets. Hence, a number of new teaching initiatives have been implemented at the GSM during 2004-6. These include the development of a comprehensive GSM Teaching Manual, a Teaching Handbook and website, an induction session and mentoring scheme for all adjunct teaching staff, introducing new forms of student feedback on teaching and comprehensive exit surveys of MBA’s to evaluate. satisfaction ratings of the programs we deliver, the establishment of a staff/student feedback forum, the introduction of a GSM Teaching Quantum and Teaching Awards to support teaching innovations and reward excellence in teaching. We are also involved in the ongoing Faculty wide process of linking assessment with learning outcomes into all programs and courses during 2006-2007.

From 2007 the GSM no longer exists as a separate school and is now part of a single UWA Business school. However, the various GSM programs and initiatives will continue, albeit not as a separate school. We will continue to seek continual improvement in the programs we deliver and our collective teaching delivery that prides itself on being relevant to both the academic community and to professional audiences. We will continue to develop our doctoral programs and encourage students to publish the results of their research in leading journals. In order to remain the first choice of managers 41

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and professionals seeking management education in WA (and in our offshore locations), we remain fully committed to maintaining and improving the quality of our educational programs, ensuring the delivery of programs with high academic standards, combined with practical and vocational relevance.

To achieve these objectives we will: •

Remain the number one choice for managers and professionals in WA seeking high quality GBDA, MBA, Executive MBA, and Doctoral programs.

•

Achieve consistently high satisfaction ratings from students attending all MBA, EMBA and Graduate Diploma programs.

•

Regularly review programs to adapt to the changing educational needs of managers and professionals, and the needs of the business community in WA.

•

Continue to appoint high-quality teaching staff who are qualified and experienced to deliver postgraduate management courses.

•

Maintain Teaching and Learning quality initiatives, and the teaching and learning seminars.

•

Continue to monitor student satisfaction with our teaching quality and course delivery

•

Continue to provide the highest levels of administrative and pastoral support to our postgraduate students.

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Appendices Appendix A: Teaching and learning journal extract Appendix B: T&L Operational Priorities Plan Appendix C: Summary of Open Space Meeting Appendix D: Executive summary of student report in Social, Environmental and Ethical issues in business

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