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    The Business School

    View how your voice has had an impact within the Business School:

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      • Accounting and Finance

        - Assessment and feedback issues raised by the survey included feedback not being prompt enough, assessment criteria needing to be clearer, and there being too much group coursework. To respond to this and better communicate with you, we went to a third year lecture before Christmas and discussed assessment and deadlines. We also explained the employability need for development of teamwork skills and showed how deadlines were spread across the year. We have also added Boards of Study minutes on Moodle and now provide feedback in class.

      • Economics

        - We provide longer breaks within and between lectures to help students keep their focus. Current year 1 and 3 students have two lectures back to back for 4 hours.  This has caused issues with concentration levels and you have asked for longer breaks between classes.  This has been addressed either by providing longer breaks or by using more interactive activities in delivering the learning materials.  For example, in Financial Economics, students can now will use the last 30 minutes of their two-hour long session to participate in an investment simulation game to decide and review their investment every week.

        - To make learning more interesting, the Department has subscribed to MobLab which provides online experimental games to help students understand better theories related to micro-, macro-, labour, banking and financial economics.  Module leaders will use the appropriate games to help with their teaching.

        - To provide a platform for students to voice their opinions about individual module’s learning, teaching and assessment matters, a mobile feedback app has been created and is used to collect student feedback every time after their class finishes.  This would help module leaders and the Head of Department to address particular issues of a module immediately and our response and action taken would be fed back to students the following week.

        - Every ECS module has a designated time-slot in the GAA’s weekly timetable for students to come individually or in groups to seek help.  This action is made to further enhance the academic support to students, in addition to the availability of teaching staff to meet with students outside office hours on request.

        We have also introduced the following methods to let students know how we have responded to their feedback:

        - Face to face communication in class and in small groups: Module Leaders, Programme Leaders, Director of Programmes and Head of Department inform what students feedback we have collected and what have been done to address it.

        - Via Student Voice Leaders: Director of Programmes gave written response to students feedback raised through Student Voice Leaders and asked the SVL to feed them back to their students.

        - Via emails: Direct response to students who raise an issue with Module Leaders or Programme Leaders or Director of Programmes

        - Via the Department’s own website: to inform students what have been arranged to address their request e.g. speakers from industrial links; various training opportunities

      • Department of International Management and Innovation

        - Integrated academic writing and language support from the University’s Learning Enhancement Team and Library Team into all programmes as a response to students’ requests for more specialist support for their assessment requirements. We are now looking in doing the same for maths, stats and numeracy support

        - We have organised programme meetings to bring the students and the programme team together to create a learning community, collect feedback, provide generic and programme specific information, answer questions and provide opportunities to socialise together. This has been in response to requests for more opportunities to meet Programme Leaders and ask questions.

        - As a response to students’ complaints about the unsuitability of their timetables, we have worked with the timetabling team to improve these. At the Postgraduate level we have successfully developed timetables designed for student requirements

        - As a response to students’ interest about work placements and feedback on its inflexibility for their individual circumstances, we have developed flexible work experience module that enables students to gain valuable work experience as part of their degree in a format that can be tailored to their individual circumstances

      • Leadership Work & Organisations

        Engaging with our students to ensure their needs are heard is integral to the gaining their continued satisfaction. Some of the changes we have made as a result of feedback are:

        One of the key concerns students have raised through formal processes has been the timetable, student raising concerns that they have classes spread over 4 days or have large gaps between classes:

        • - For BAHRM this has been addressed on the whole and most students have a three day timetable, although some students still have issues around gaps where others have raised the issue of it being too compressed
        • - Business management especially the final year is more problematic as there are numerous options which has led to timetable being spread and concerns around bunching of assessments. The latter is being looked at to ensure that there is as much spread as possible but with more than 10 options and two cores this is difficult to achieve. The timetabling issue will be addressed going forward, through grouping optional modules and forcing them in the timetable (certain options will run simultaneously ie at specified times of the week). This will enable students to know the timetable in advance, although this may mean that choices are more restricted. This has been communicated recently via student representatives and will be followed up by a series of e-mails. Reps did however welcome it in principle but wanted to know the detail

        Students wanted more support regarding employability and job seeking. The department has worked closely with the employability team to integrate and promote their services within the programme and to the students:

        • - The BAHRM Programme Leader has met with the team and developed a series of workshops that focus on professional practice and set up series of events that student. Dr Jackie Jeffrey is piloting an employability workshop this year with BAHRM students which will be rolled out next year
        • - The school has increased the flexibility of MBS2333, 3341/2 to further encourage students to engage with work experience to enhance their employability as an integral part of their degree programme in response to students wishing to utilise part-time work as part of their learning (this was communicated in induction across all programmes)
        • - Students have needed greater support on core modules. This year it has been provided through the use of GAA dedicated support to the core modules on Business and management across all levels ( HRM1004, HRM2003, HRM2007, MGT2200, MGT3170 and HRM3008). This has been communicated in the respective modules and GAAs have actively engaged with tutorials heightening student awareness of the role and the support on offer.

        The personal tutoring systems have enabled staff to have direct communication with students in small groups across business and management which allows us to both collect feedback and communicate actions taken by the department in response to the feedback they give.

      • Department of Marketing, Branding and Tourism

        Marketing Programmes

        Meetings are held with Module Leaders to discuss any issues identified from feedback arising from Board of Studies meetings, Programme Progress Reviews and module feedback forms.  Results of these meetings sometimes results in additional support, feedback sessions and materials to iron out any concerns and help students feel more at ease:

        • - Feedback from the Board of Studies suggested that students felt that they needed to complete online lectures with physical ones, which led to a number of physical lecturers being added to a module
        • - Regular emails to students from programme leader, particularly for those in year 3
        • - To avoid the setting of assessment deadlines in quick succession information is collated before the academic year and monitored again during the term
        • - Some modules have offered additional, extended office hours/feedback sessions where students required further support
        • - The Employability team run sessions immersed within some modules as well as playing an active role in both student placements and programme planning/module selection
        • - Support from the LET (Learning Enhancement Team) has been embedded within some modules, used on an ad hoc (guest lecturer) basis and been heavily promoted and encouraged by teaching staff
        • - All module handbooks now changed to follow a standardised approach which communicate module structure and assessment criteria


        • - Introduction of year co-ordinators. This allows more time for individual contact with the students
        • - Face to face discussions were initiated with all 3rd year module leaders to discuss variety of assessment, feedback opportunities offered, clarity of marking sheets used in response to feedback from the NSS
        • - A first round of meetings with students was introduced in mid-December and a second round is scheduled for mid-January to receive feedback on third year modules/programme
        • - A pilot Christmas event was organised in December for 3 year students to enhance the relationship and interaction between students and tutors
        • - Immersing employability sessions within some modules as well as playing an active role in both student placements and programme planning/module selection
        • - Appointment of a former Senior Management Practitioner in Marketing and Hospitality to help our students gain graduate jobs
        • - All module handbooks now changed to follow a standardised approach which clearly states module structure and assessment criteria

        Language Programmes

        • - Extra language support sessions for written Mandarin
        • - Sessions for Year 2 and Year 3 students to share their exchange experiences in response to students’ request to have more information on the Study Abroad year
        • - Students kept updated on the latest internship/placement opportunities, such as the Generation UK-China Scholarship programme and the HSBC Headquarter fieldtrip in response to requests for these opportunities
        • - The HSK exam was recently introduced to the programme, which is an official examination to assess the Chinese language proficiency of non-native speakers. Students who achieved the HSK certificates (eg. HSK 5) can apply for postgraduate study in China or continue with Chinese studies in the UK
        • - The department has also recently appointed a former Senior Management Practitioner in Marketing and Hospitality to help our students gain graduate jobs

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