Dr Zahira Jaser, Deputy Director of the Sussex MBA and Assistant Professor in Organisational Behaviour, talks about the move to blended learning during Covid19 and overcoming the challenges that presented.
Read more ›Understanding and applying the new Business School assessment criteria
Acting on student feedback from the National Student Survey (NSS) results, the Business School commissioned a collaborative project with Student Connectors and faculty to simplify and standardise the assessment criteria across the School. Dr Farai Jena, Director of Teaching and Learning participated in the project, and as the new marking and assessment system launches at the start of autumn term, she explains what has changed and why.
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Posted in Assessment
Using Role Play to Teach Policy Making for Managing Disease Outbreaks
By Alex Mankoo, Lecturer in Public Policy
As part of the Policy Making and Policy Analysis (PMPA) module in SPRU, I run a seminar where students take on the role of advisers to principals from governments and international organisations that have to coordinate policy responses to an evolving disease outbreak situation. With the COVID-19 pandemic unfolding over the last six months, I have often found myself thinking back to the most recent iteration of this seminar.
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Posted in Case Studies, Teaching
Student Academic Success Support for Masters dissertation students
By Dr Sarah Watson, Student Academic Success Advisor
The Student Academic Success Advisors are delighted to be offering their support to Masters dissertation students within the Business School. While the dissertation supervisor provides expert advice for the content of the dissertation, we help students with the process of producing their dissertation.
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Posted in Assessment, Online
Remote supervision for Postgraduate dissertations
By Susan Smith
Associate Dean (Education and Students)
Many students are now on the cusp of starting their Postgraduate dissertations. The process of writing a dissertation is challenging in normal circumstances and many of our students who are embarking on this process are doing so in situations where they are isolated from their loved ones, have uncertain study conditions, and are struggling to make sense of what is expected from them.
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Posted in Assessment, Online
Student Mental Health in a Time of Social Distancing: A Virtual Running Group at the University of Sussex Business School
By Dr. C. Rashaad Shabab
Senior Teaching Fellow in Economics
For the last two academic years, members of the University of Sussex Business School have been meeting weekly during term-time behind the School’s academic building for a social run in the national park surrounding the campus. The objective of this initiative has been to support the mental health of our students and staff while enhancing the sense of community in the School.
Read more ›Preparing students for online learning
By Susan Smith
Associate Dean (Education and Students)
We’ve moved our content online successfully and developed an assessment but how do the students now know what we expect from them?
Read more ›Assessing online
By Susan Smith
Associate Dean (Education and Students)
The spread of the Covid-19 virus across the globe and the imminent move to online delivery of teaching and learning is presenting us with the additional challenge of moving our assessments online at short notice.
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Posted in Assessment, Teaching
Rising to the challenge of the online pivot
By Susan Smith
Associate Dean (Education and Students)
Many of us have never taught online and rely on traditional modes of assessment. The current ‘online pivot’ is being driven by necessity rather than choice in face of an unprecedented challenge to the health and wellbeing of our faculty, support services and students.
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Posted in Teaching
Innovative teaching case study: Josephine Van-Ess
Providing effective feedback to students is an important and challenging aspect of the teaching and learning process especially when dealing with a large cohort. One major challenge we faced teaching on a postgraduate module on leadership with over 200 registered students was trying to find ways to provide feedback to each student in a way that allows for inclusivity.
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