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transcript
08/12/22 Tom Cockburn ASB
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Projects on the go
• Australian School of Business
3 current projects
• Graduate attributes• Cross skilling initiative• Indigenous Pre-Business Program and Winter
School
As a follow-on, draft procedure handbooks and record processes as a legacy.
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Enhancing Learning and Teaching Quality in the ASB
• This Strategic project is set in the context of the ASB’s Undergraduate Program Review that is being conducted in 2007–2009 for implementation in 2010.
• A market research company was employed to investigate the positioning of the undergraduate programs in the Australian market
• Stakeholder perceptions sought included employers, alumni, ASB students, students from competitor institutions, UNSW academics and senior management.
• Aim was to benchmark ASB programs against similar products in the undergraduate market.
• Also included secondary data from consecutive years of CEQ, GDS, UNSWSES and CATEI
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Five distinct but inter-related phases of the project
• Phase 1: Market Research • Phase 2: Determining Program Coherence and
Structure—Reviewing Graduate Attributes and Outcomes, Structure and Rules, Extending and widening Experiential Learning
• Phase 3: Embedding Graduate Attributes and Assessing Graduate Capabilities
• Phase 4: Professional Development for Academic Staff
• Phase 5: Monitoring and Support for Implementation of New Programs and Curricula
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Key findings about BCom
• There are 17 programs and over 60 majors and previously, a 6 subject core curriculum for Commerce majors;
• There are numerous courses not in the current core that are considered to be essential by segments of the market (this argues for a broadening of the current core);
• The market emphasized the need for universities to improve the professional and employability skills of graduates (e.g. critical thinking, teamwork, business communication and leadership);
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Continued
• The market believed that this was best achieved by embedding these skills and attributes and relating them to relevant assessment tasks;
• The market believed that some at least of these attributes could be attained through workplace experience and internships.
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Links to other research reports • Market research reinforces and reflects national trends (see
Carrick Projects 2006-2007), international trends (e.g. the Bologna Declaration, and Tuning Program 1999-2002), and UNSW trends (Faculty of Medicine Graduate Attributes Program).
• The research also reflects Australian Government recommendations on Employability Skills (BIHECC Report 2007) and internships (National Internship Scheme 2007)
• The co-responsibility of universities and industry in relation to graduate employability, is recognised.
• The need for universities to embed employability skills through curriculum design, course content and delivery strategy is made clear (Universities Australia 2007, p.10).
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The way forward• Phases 2-5 of the ASB Undergraduate
Program Review Process – Aim for a systemic and coherent approach to
reviewing programs for structural coherence, relevance, depth and breadth in learning, balance of core, discipline and general education courses
– Scaffolding, assessing and integration of graduate attributes in program
– Allied professional development for staff to facilitate effective design and delivery of program modification and changes.
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Phase 2—where we are now
• A pedagogically sound core that ensures foundation knowledge in Business Education and provides breadth has been agreed in the faculty;
• Coherent structures that balance theoretical, technical and applied knowledge (including industry knowledge and experience) are being developed;
• Structures that support the maximising of learning through double majors, double degrees, fulfilling of accreditation requirements are currently under review in schools;
• Coherent structures that ensure breadth of learning through inter-disciplinary opportunities (inter-Faculty) and international exchange, and transfer of credits are under review by a sub-committee;
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Draft 1 ASB graduate attributesFaculty Firm A Firm B Firm C Firm D Major bank
Ability to research and engage in scholarly enquiry
Career and personal motivation
Strong team orientation and interpersonal skills
Teamwork and interpersonal skills
Ability to apply disciplinary and interdisciplinary knowledge in business
Teamwork Self motivation and strong personal drive
Leadership skills
Capacity for critical and analytical thinking, and creative problem solving
Professional impact Commitment to excellent client service
Analysis and judgement
Ability to locate, evaluate and use relevant information
Commercial awareness Enthusiasm for their career and willingness to learn
Achievement drive
Ability to work independently, and plan
Presentation and communication skills
Creative problem solving and superior analytical skills
Rapport building skills
Appreciate and respect for diversity
Organisational skills
Understanding of ethical practice and social responsibility
Effective spoken and written communication skills
Communication skills (both oral and written
GRADUATE ATTRIBUTES SOUGHT-AFTER BY EMPLOYERSN.B. The table above is a sample of Graduate Attributes sought-after by the Big 4 Consulting firms and Macquarie Bank. These have been integrated in Firms A-C and aligned with the Faculty Graduate Attributes.
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Proposed ASB Graduate Attributes Framework (draft 2
25 March 2008) Social Perspectives
Professional skills
Problem solving
Oral Communication
Written Communication
Leadership Teamwork
Respect for diversitySocial responsibilityGlobal PerspectiveSustainabilityEthics
InitiativeSelf-developmentApplication ofknowledgeIndependent planning & workCareer & personal developmentTask managementContinuous learning
Critical, analytical and creative thinkingResearch & enquiryEthical decision makingApplication of knowledgeDecisiveness & assertiveness
Structure & contentFlexibilityListeningStyle
Structure & contentStyle
Leadership skillsInterpersonal skills
TeamworkStrong team orientation
The draft assumes that basic personal attributes –recognised as underpinning the development of graduate attributes --exist prior to the students’ entry to ASB programs and that ASB attributes will be scaffolded from basic to advanced levels.
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Sources and process• Sources consulted to date
1. KPMG 2. Public sector3. IAG capability 4. Employers: EY, PWC/Deloitte5. Employability skills framework 6. Undergrad overview7. Graduate ‘snapshot’ survey 20078. UTS 9. Macquarie bank 10. Commonwealth Bank 11. Numbers report
• The Procedure used • Review materials from employers and others• Create simple practical definitions for each “perspective”• Create an example of their application (for students)
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Process
• Currently, broadening the feedback from employers
• 2 focus groups sourced from Co-op program sponsors
• Feedback will be incorporated into final version of Graduate attributes
• Then version to student focus groups for comment
• Version to go through schools and faculty
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Cross-skilling
• Aims to improve integration of ASB/AGSM• Succession planning for XP• Staff Development, career enhancement
and flexibility• Enhance AACSB and EQUIS accreditation
processes
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Cross-skilling
• Preliminary meeting of A/Deans, XP and AGSM staff plus Fellow and external consultant
• Develop questionnaire survey of faculty to assess perceived gaps
• Develop program to cross-skill staff• Deliver program• Evaluate and monitor
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Indigenous pre-business programs
• Review and revise Winter School (July) and CEPP/PBP later in year (Dec)
• Mainstream cultural safety and respect• Review key weaknesses eg quants
delivery • Work with Nura Gili to target schools• Develop coherent program • Link to Staff development and delivery
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Develop legacy: systems, structures, procedures, guidelines and handbooks
• Develop a range of systems supporting staff development eg staff peer mentoring, AL,SOTL research incubator
• Review and/or develop procedures and/or handbooks eg for Induction, teaching awards, curriculum mapping, equity and diversity