• Approach to learning undertaken by undergraduate distance learning students in law

      Mitchell, Brian; Williams, Stuart; Evans, Judith; Halstead, Peter (University of Wolverhampton, 2001)
    • Developing journal writing skills in undergraduates: the need for journal workshops

      Hockings, Christine (University of Wolverhampton, 1998)
      In recent years, journal writing has become a popular tool for assessing student learning in Business Studies courses throughout UK universities. The writing-to-learn literature is full of the benefits of journal writing, not just as a means of assessing learning but as an essential part of the learning process itself. (Barclay, 1996; Borasi & Rose, 1989; Emig, 1987; Hogan, 1995; Holly 1987; Yinger & Clarke 1981, etc.). In the personal experience (as tutor) explored in this paper, however, journal writing failed to live up to expectations, both as a means of assessing the acquisition and application of subject specific knowledge, but also and more importantly, as a means of developing high level cognitive skills, such as reflection, analysis, critical thinking, evaluating, and hypothesising. In this paper I explain why journal writing failed to develop high level skills amongst a group of first year undergraduates in 1996. I then evaluate the effectiveness of a journal writing workshop designed to address high level skills amongst two similar groups of students in 1997.
    • Ed-blogs: the use of weblogs in learning, teaching and assessment

      Jones, Mark; Magill, Kevin (University of Wolverhampton, 2003)
    • Encouraging Reflective practice through the introduction of e-portfolios: a comparison of the postgraduate and undergraduate experience.

      Maiden, Barbara; Kinsey, Susan (University of Wolverhampton, 2006)
      Encouraging students to reflect on their learning and life experiences and making sense of these reflections has been widely reported in the literature as problematic (Barclay 1997, Stalker et al 2001). Pedagogic responses aimed at deepening reflection have often encouraged the use of learning journals to make sense of theory in the light of students’ practice. There is evidence that students find it difficult to engage in this process in anything but a superficial and cursory way (Betts 2004). This innovation project stemmed from a desire to utilise the newly developed electronic portfolio, Pebblepad, as a mechanism for encouraging a more systematic and structured approach to reflection thereby assisting in overcoming the barriers to engagement. The aim of this project was to introduce, trial and evaluate the tools offered by the e portfolio system to two cohorts of first year part-time postgraduate HR Diploma students in the encouragement of reflective practice. In reality this introduction proved to be problematic as described later in this report, hence the scope of the project was widened to include the experiences of first year cohorts of undergraduates studying for BA Honours in Human Resource Management and Business. This has provided the opportunity for valuable comparison of the experiences at post and undergraduate level. Prior to this project students would submit a summative piece of work for assessment which was often constructed in retrospect rather than being indicative of continuous review and sense making of the learning experience. The possibilities for formative and timely feedback provided by Pebblepad appeared to yield a rich foundation for encouraging more critical reflection. The introduction of the e portfolio for the postgraduate student cohorts was embedded within module HR 4059 Workbased Project and Personal Development. Students are required as part of their assessment on their individual project, to reflect and analyse their experiences of undertaking research, developing themselves and making sense of academic ideas over the course of the year. The undergraduate students studying HR 1007 Learning and Development are asked to reflect on their learning experiences during a Semester and comment on their progress as independent learners demonstrated through a piece of reflective writing. The two modules therefore have similarities in requiring sense to be made of a variety of experiences over time.
    • Management of e-learners: some implications for practitioners

      Singh, Gurmak (University of Wolverhampton, 2002)
      Information technologies have played a leading role in supporting many recent changes in teaching and learning approaches in Higher Education. Contemporary innovation finds information technology (IT) at the heart of Higher Education transformation. The opportunities afforded by these learning technologies are well documented in popular academic literature. They point to new applications of the latest communication technologies. However, they also bring with them a host of new questions and challenges. The management of e-learners is likely to be part of a more far-reaching organisational change. Where learning technologies are introduced, a layer of technical complexity is added. The redesign of business processes and structures is far from simple ‘technical’ matter. It involves significant social redesign. The extent to which enabling technology has driven the shift towards learner-centred learning in all educational contexts is a matter of debate. As the century turns, establishing the acceptance, let alone the effectiveness and quality of technology-mediated learning, is still seriously problematic (Salmon, 1999). However, the suitability of information and communication technology (ICT) as a means of encouraging self-directed learning is not in doubt, nor that the role of the tutor is changing to ‘guide on the side’: a facilitator not transmitter, of information (Marchmont, 2000). This paper reports findings of a single case study at Wolverhampton Business School. Qualitative data was collected through structured and unstructured interviews with learners and tutors on Business Administration Award. A total of 20 learners and 5 tutors form the basis of the findings.
    • Student Literacy Improvement Project (SLIP)

      Eatough, Jeremy; Hallam, Jill; Scutt, Philippa (University of Wolverhampton, 2003)
    • The Study of business and football: an overview of the nature of the literature

      Perry, Bob (University of Wolverhampton, 1999)
      I have recently completed a management-orientated research project in the study field of football. Several students have asked me to suggest helpful academic sources. This occasional paper is a direct response to these enquiries and aims to assist any Business School students undertaking football related dissertations and projects. Although some aspects of the game are well served by literature for other topics there are “black holes”: not least in the area of management and business. This paper provides some guidance in this respect and classifies the nature and content of key academic and other contributions. It also explains how non-academic literature could be utilised. Finally, appendices list useful points of enquiry and an extended bibliography.