Planning and quality enhancement

The Business School is proud of its academic staff, their commitment to quality teaching, their scholarly approach to teaching and research into teaching as well as their disciplinary research. The School recognises that ongoing and comprehensive support assists the professional development of permanent and casual teaching staff. The School has various rewards and incentives to encourage excellence in teaching (e.g. excellence awards) and ensure that our teaching is research-led and that all academic staff have opportunities to engage in the scholarly teaching and research (e.g. teaching related research funding). The University's funding system is aligned to this goal as well (e.g. teaching performance dividend, excellence awards and scholarship of teaching index points). Research-led teaching assures both a cutting-edge curriculum and an enquiry-based approach to teaching and learning.

All these have been critical to the achievement of high quality learning and teaching as indicated by recognition in international benchmarking and accreditation efforts. At the international level, accreditation has been gained from the AACSB and the EFMD (via EQUIS).  The School has gained accreditation from professional bodies such as the ACS, CPA and ICAA, and regularly submits to review by the University's Academic Board.

The Business School actively participates in various other governance efforts to assure and promote quality including an active Learning and Teaching Committee, various reference groups (students, staff, undergraduate coordinators). The School not only monitors and responds as appropriate to student feedback gained through the unit of study evaluation process and student course experience questionnaires, but is committed to reporting such action back to students. Our administrative processes are also reviewed to evaluate potential opportunities for improvement. The School's external Board of Advice is also actively engaged in assisting the Business School to improve the quality of the teaching and learning experience.