Division of Business
|Title of application||Project leader/contact|
|Inspired by Business Student Support Program in Sydney University’s Business School||Lucinda Crossley Meates - synopsis (PDF)|
|The Role of Work-integrated Learning in Widening Participation in International Business Higher Education||Sandra Seno-Alday|
|Towards egalitarianism||Maree Stenglin|
|Embedding Experiential, Contact-Based, Cultural Intelligence in Management Education: A Common-ground Specific Approach||Brent MacNab|
Inspired by Business Student Support Program in Sydney University’s Business School
Sarah Fletcher and Lucinda Crossley Meates
Inspired by Business is a pilot flexible entry program for students from identified low socioeconomic status backgrounds. The project will provide a dedicated pastoral support program to ensure successful transition, retention and study experience success.
The Role of Work-integrated Learning in Widening Participation in International Business Higher Education
This project assesses the role of work integrated learning in fostering wider and deeper participation of both diverse student cohorts and the industry community in higher education. Data will be collected via focus group discussions with students, and interviews with industry representatives higher education institutions experienced in work integrated learning. Questionnaires for students and industry will then be developed, and the data used to assess and enhance work integrated learning in International Business.
Dr Maree Stenglin
This project explores two strategies for embedding literacy in a first year core unit in the Bachelor of Commerce. In addition to modelling an exemplar in a lecture and deconstruction in a tutorial, the study involves discourse analysis of student writing, pre and post intervention, plus focus group research with students and markers.
Embedding Experiential, Contact-Based, Cultural Intelligence in Management Education: A Common-ground Specific Approach
Dr Brent MacNab
Students engaged in management education will undertake an experiential cultural intelligence education process that includes the establishment of mutually-agreed, tangible goals (between student project groups and external cultural community members). The project examines to what degree the establishment of specified, tangible goals with external contact communities enhances the intended Cultural Intelligence educational development cycle versus approaches that have implicit, more intangible goals.