Formative, peer and summative assessment of MSc dissertation research proposals using a research poster event Dr. Jamie Burton and Dr. Judy Zolkiewski Manchester Business School, University of Manchester

Agenda What do we do? Why do we do it? …and who does it?

What don’t we do? (anymore) Student Examiner 1- staff Supervisor Examiner 2- staff The use of PowerPoint presentation has been a disaster jpg from:

What we do now… Key steps Feb-May: Group meetings with nominated supervisor to develop dissertation topic Early May: Assessed Poster presentation of research framework. One week later: Research proposal report submitted End of summer semester: completed research dissertation submitted Stepping stones jpg from:

Poster Feedback Summative (feedback on research design, method and key literature) Formative (used to guide development of research proposal report and subsequently dissertation itself) Peer (encourages critical thinking about own and others research projects)

What do we do?

360° learning process Staff-Student Staff- Teaching Assistant Teaching Assistant- Student Student- Student Supervisor- Student

The dialogue driven learning network Student Examiner A (staff) Examiner B (staff or Teaching Assistant) Student 2 Supervisor A Examiner C Supervisor B Examiner D Student 4Student 5Student 6Student 3 Examiners: Read poster Q&A with student Give formative feedback Complete summative feedback form Q&A with examiners on their posters Discuss posters and complete feedback review forms on other posters- competing to give most constructive feedback Students: Course Director

Why do we do it? Because: We are all active teachers and researchers We believe that excellence in teaching and excellence in research are interlinked This differentiates us from the competition

Skill Development Practise a different form of communication Visual presentation of ideas Question and answer experience Dealing with different situations (Ross, 2011) Critical thinking Learning how to provide constructive feedback

Outcomes Greater (transparency of peer) competition in the examination process Stronger performance in dissertation overall Improves employability and practitioner skills as it makes them more capable of dealing with different situations (Ross, 2011) Increased student engagement and learning opportunities Staff and TA engagement and learning Key event in the curriculum – buzz around event

Publications post class size increase Keeling,D., Khan, A. & Newholm, T. “Internet forums and negotiation of healthcare knowledge cultures” Journal of Services Marketing (2013) Zolkiewski, J. and Feng, K. ‘Relationship Portfolios and Guanxi in Chinese Business Strategy’, Journal of Business and Industrial Marketing (2012) Perks, H M., Kahn, K. & Zhang, C. "An empirical evaluation of R&D-Marketing NPD integration in Chinese firms: The Guanxi effect." Journal of Product Innovation Management (2009)

“I visited Manchester Business School (MBS) with Professors Luke Georghiou (Vice-President Research and Innovation) and Richard Reece (Associate Vice-President for Teaching, Learning and Students)… We then went to the Whitworth Hall to see the MBS Masters students’ posters - they were really fascinating and the students were eloquent and clearly passionate about their studies.” Dame Nancy Rothwell, President and Vice Chancellor, University of Manchester, May 2012.

“The MSc in Marketing at Manchester is a beacon for such programmes. …There is a range of assessments to test understanding. The course successfully builds on introductory level skills and knowledge through to advanced knowledge which is regularly exemplified in a range of exceptional dissertations – this year was no exception. The standard of dissertations is exceptional and it is my belief that this is largely due to the exceptional teaching in research methods and by the supervision of the academic staff.” Professor Isabelle Szmigin, University of Birmingham, – External Examiner

What do we do?