Integration and independent learning in a business synoptic module for international credit entry students

Abstract

This paper details an action research enquiry into the efforts undertaken at Brookes Business School to bring integration to the international business curriculum and develop student autonomy via a synoptic module for international credit entry students. After outlining the general aims for student learning in higher education and the difficulties in achieving them by means of conventional didactics, an overview of the history, development and conceptualization of the generic synoptic module is presented. The main features of our international business synoptic are then illustrated, with a discussion of the pedagogical principles that informed the design and implementation of processes aimed at facilitating effective learning. In assessing what the module has accomplished, evaluatory evidence that also takes into account students' perceptions, provides support to its efficacy.

Notes

* Oxford Brookes University Business School, Wheatley Campus, Oxford OX33 1HX. Email: gde‐[email protected]

It should be acknowledged that slightly different conceptions of the ‘scholarly of teaching’ can be found in the literature and that the precise contours of a unified framework are subject to current debate (see Kreber, 2002).

Since international credit entry students are required to undertake these mixed level (year 2 and 3) modules in their first and final year of study at BBS, the traditional distinction between horizontal (between modules within one level of attainment or year) and vertical integration (between modules across levels of attainment) is not applicable in this context.

Additional information

Notes on contributors

Glauco De Vita *

* Oxford Brookes University Business School, Wheatley Campus, Oxford OX33 1HX. Email: gde‐[email protected]