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Exemplar 3 - Professional Development for Post Graduates in the Business School

Page history last edited by Jacquie Kelly 12 years ago

 

An overview of use

 

Institution: Birmingham City Business School

 

e-Portfolio context: Postgraduate students on the MBA course are required to pass a zero weighted module called Enhancing Business and Management Skills. This module has two components, each spanning a semester. In the first semester, students explore the skills expected of a business manager and the skills necessary for successful study.  In the second semester, students explore the skills necessary for managing a dissertation. The first component is assessed using an e-portfolio (Mahara) and the second by a research proposal.  Students need to pass both components for the award.  There is no mark from this module (passing is the requirement) and the level of the award is determined by the marks achieved in other modules.

 

At the end of the first semester students are required to showcase self using the e-portfolio Mahara.

 

Dates of provision: Since September 2010

 

Reason for implementation: The MBA programme attracts a range of graduates from different disciples and with differing work experience. This module is designed to give students support in terms of the study skills they might need as a postgraduate student and encourage them to respond to the issue of employability. 

 

Purpose/s: The use of the e-portfolio Mahara allows a student to collate a range of information about their past achievements (including qualifications and work experience), their skills and their future plans in way that may be of interest to others, particularly potential employers.

 

Learning processes involved: The use of an e-portfolio is still new to most if not all students. It provides another insightful way to use technology with the comment from a number of students that it makes a change from using Word, Excel, PowerPoint and Facebook. The interface with technology is important and the introduction of Mahara has allowed tutors to address issues like ‘how do you learn to use software’ and ‘how can an e-portfolio be of value to you’. Given that students have been required to produce a single view showing self as a business professional, they have needed to be selective with information, reflective on content and aware of the impact made. The production of a Mahara view evidencing skills provides the tutor with a mechanism to feedback on the effectiveness of presentation and possible development needs.

 

Practice: (Developed)  Students attend weekly workshops in groups of about 30. These workshops address skill development issues like managing time, learning to learn, presentations, team working, IT skills, critical thinking and employability. Mahara is introduced at an early stage with students typically being shown exemplar views. The tutor provides a brief guide to Mahara and student handouts. Students are then expected to ‘work it out for themselves’. The evidence is that they can ‘work it out for themselves’ and this give them a greater sense of achievement.  Separately, the university offers supportive workshops to help with technical issues (like using a particular type of video).

 

Key staff involved: Jon Curwin

 

A student view (exported) Permission granted

His story (video)

 

 

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