Writing and Learning in International Business
The purpose of the study was to improve student learning in a first year International and Electronic Business course by developing students written communication skills in tandem with their developing understanding of the discipline area. Staff teaching the course were concerned about students’ written communication abilities and observed that academic performance on written tasks did not necessarily reflect their level of knowledge articulated through other methods. Situated tasks, built on the SOLO Taxonomy framework (Biggs & Collis, 1982), focusing on assessment and writing were implemented within tutorial time. Student success was not uniform. We believe that students who benefited most from these interventions were those with greatest commitment to learning. However, the overall results of this study were very encouraging and have given valuable feedback about how to embed generic skills in the curriculum and provided impetus for policy development and restructuring of the whole first year of the degree program.
Impact and interest:
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|Item Type:||Conference Paper|
|Additional Information:||For more information, please refer to the conference’s website (see hypertext link) or contact the author.|
|Keywords:||International Business teaching, student learning, teaching intervention|
|Subjects:||Australian and New Zealand Standard Research Classification > EDUCATION (130000) > CURRICULUM AND PEDAGOGY (130200) > Vocational Education and Training Curriculum and Pedagogy (130213)|
|Divisions:||Current > QUT Faculties and Divisions > QUT Business School|
|Copyright Owner:||Copyright 2007 (please consult author)|
|Deposited On:||13 Dec 2007|
|Last Modified:||05 Jan 2011 13:34|
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