Displaying 1 - 2 of 2
This article examines the modest state of reflective practice in management education despite the increasing need for approaches that challenge the traditional overemphasis on rational tools and techniques. Business communication and business writing in UK management education generally take a very conventional approach to genre. As an antidote, emphasis is laid here on the use of journaling in business education including the lecturers actually doing it themselves routinely. This article includes as a worked example the creation of a journal at a Genre workshop in Middleport Pottery. [ABSTRACT FROM AUTHOR]; Copyright of Journal of Writing in Creative Practice is the property of Intellect Ltd. and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Copenhagen Business School (CBS) has formulated a learning strategy that placesstudents’ learning at the centre of all teaching activities. This article uses CBS’ learning
strategy to demonstrate the close relationship between curriculum development and
students’ learning outcomes. It shows how such strategies for institutional quality work
are implemented in practice. The case and discussion is relevant to three audiences: 1)
deans and key decision makers interested in overall policy making that defines the scope
of study programmes; 2) academics responsible for curriculum development; 3)
academics interested in improving students’ learning outcomes.