1. The Higher Education Academy Business, Management Accountancy and Finance Network Key Contact Symposium London College of Fashion 27th October 2010

2. The Higher Education Academy Business, Management Accountancy and Finance Network Key Contact Symposium London College of Fashion - October 2010 Project Update

3. Islamic Studies: Rationale Recent growth in academic studies and programmes in Islamic Banking, Finance and Management is a very exciting development which we wish to strongly support and encourage. It fits well with our own priorities of both developing UK provision for international students and (for assisting with the task of) internationalising the Business School curriculum for UK students. The main aim of the BMAF strand of the project is to develop UK-wide capability in developing Islamic Banking / Finance / Management “courses” –be they degree courses, contributing modules (e.g. to MBAs), or short courses. BMAF are working on this project with LLAS, PRS, C-SAP and UKCLE (plus HEA York)

4. Islamic Studies: Action Plan

5. Islamic Studies Project First event held in Aston 25-26 May 2010 (jointly with all SC and York contributors) –12 attendees from BMAF subject areas Next event – a think-tank – will be held in Northampton on 24-25 November 2010 –Places for 20 delegates (possibly more, if sufficient interest etc.) –This event is fully funded by the project More info: www.heacademy.ac.uk/islamicstudies

6. Open for Business: BMAF Open Educational Resources Project Focus on staff professional development and CPD ‘Re-purposable’ resources to be available through Jorum With 5 business schools + their academic developers Dundee, Liverpool, Aston, Glamorgan, Southampton Solent Aim to achieve 60 credits if used academically £20k match funding Deliver by July 2011 Enhancing inter-cultural skills A ‘Rough Guide’ for new business academics Developing digital literacies Enhancing inter-cultural skills A ‘Rough Guide’ for new business academics Developing digital literacies http://open.jorum.ac.uk/xmlui/handle/123456789/5751http://open.jorum.ac.uk/xmlui/handle/123456789/5751 Culture http://open.jorum.ac.uk/xmlui/handle/123456789/2131http://open.jorum.ac.uk/xmlui/handle/123456789/2131 Belbin http://open.jorum.ac.uk/xmlui/handle/123456789/896http://open.jorum.ac.uk/xmlui/handle/123456789/896 Maths

7. The 21 st Century Academic: QAA/Academy Scotland Project Focus on staff development needs to support delivery of the Scottish Enhancement Theme, ‘Graduates for the 21 st Century Generic and Specific (BMAF, Engineering) focus groups With 3 Universities Aberdeen Dundee, Stirling £6k match funding Deliver by June 2011 What level of awareness of the enhancement themes? Perceived skills and knowledge to deliver these? Generic and/or discipline specific support needed? What level of awareness of the enhancement themes? Perceived skills and knowledge to deliver these? Generic and/or discipline specific support needed? Builds on the BMAF project: The 21 st Century Business Academic http://www.heacademy.ac.uk/business/ourwork/projects/newacademicstaff

8. Graduates with Impact through excellence in business education The Impact of Graduates as Global Citizens; Graduate Impact on Enterprise, Entrepreneurship and Innovation; Graduate Impact through Subjects, Disciplines and Professions; Ensuring Graduate Impact through Innovation in Curriculum Design; Delivering Impact through Graduate Attributes BMAF Conference 2011, Bournemouth, 10-11 th May http://www.heacademy.ac.uk/BMAFconference/home

9. Student Focus Group Oxford, October 2010 11 students from 6 universities UG, PG, F/T, P/t, EU/UK and International 1. Graduates with impact: Do you feel well prepared for developing a successful career? How can universities make sure you are well prepared? 2. Better Teaching: How can we improve the learning experiences and opportunities offered to our students? 3. Flexibility in Learning: What approaches to learning and assessment do you prefer and why?

10. Graduates with Impact? We asked students what would help them to become ‘graduates with impact’. Work experience Extra-curricular learning opportunities Working links with alumni On-going employer contributions to course Pro-active careers advice Working in multi-cultural groups Student engagement Independent learning But, PDP not valued

11. Graduate Attributes? We asked students what they thought the attributes of graduates should be. Reliability Honesty Ethical behaviour Confidence and self esteem Tenacity Respect for others Humility Reflective practice Appetite for learning, and learning skills Innovation and creativity Communication and interpersonal skills Technical skills Political awareness Pro-activity Passion Humour

12. Better Teaching? We asked students how they thought teaching could be improved. Less group work, unless explicitly to develop team- working skills Manage disruptive influences Smaller groups Less Powerpoint Legible handwriting Examples of successful assignments, so students know what is expected Regular “homework” and class tests Interactivity in lectures, less didactic Good staff/student relations Staff pro-active in encouraging learning Peer review “Challenge” meetings, Dragons’ Den, Debates Variety of teaching methods Relate theory to practice Opportunities to engage with employers and the work place Constructive feedback dialogue Contemporary issues in business

13. Flexible Learning? We asked students what they would like to use to support their learning. Social networking sites, texting, mobile phone apps, UTube – not just VLE On-line lectures and podcasts Involve students in decisions on assignments and deadlines Student engagement with curriculum development Use “real life” contemporary case studies Simulations and role play Work-based learning Extra-curricular learning Independent learning

14. The Higher Education Academy Business, Management Accountancy and Finance Network Key Contact Symposium London College of Fashion October 2010