Aligning practice with The Melbourne Way

Aligning practice with The Melbourne Way

Introduction to the Melbourne Way

This guide assists academics within the Faculty of Business and Economics (FBE) to document successful practices or identify areas for further development in line with “The Melbourne Way”.  The intention is to establish common aspirations which align to how we define pedagogy at the University. The Melbourne Way lists five core educational objectives:

  1. Challenge,
  2. Inquiry,
  3. Application,
  4. Collaboration and,
  5. Self-direction.

Each objective includes three or four teaching approaches. These approaches have been contextualised to reflect the expectations of the Faculty.

This page outlines minimum expectations in teaching and suggests ways in which academics can expand upon these in both minor (good practice) and more ambitious ways (exemplary). By aligning to university policies and frameworks, it is hoped this will provide a holistic reference for FBE academics. Basic requirements, such as adherence to the Assessment and Results Policy (A&RP) have been noted. In addition to this, recommendations have been taken from University initiatives including the Advancing Students and Education Strategy: 2023-2030 (ASES), the Enhancing Student Mental Wellbeing Green Paper(ESMW), Internationalising Curricula (IC) and The Scholarly & Digital Capabilities Framework (SDC)

It is not expected that any one subject offers exemplary experiences for each educational objective as some approaches are more appropriate than others. For example, self-direction may occur at a higher standard within post-graduate subjects, while collaboration may be more apparent in undergraduate study. With this in mind, academics should be conscious of these experiences and take full advantage of the learning opportunities our students have. This includes leveraging technology and employing blended teaching strategies when possible.

Challenge

Graduates who embrace and engage deeply with complex ideas, issues and problems.  

Students within the FBE are provided challenging opportunities in the following ways.

  • Clear expectations of learning goals and outcomes

    Minimum Requirement:

    • The subject guide is current (meaning it was created for this specific semester, not copied from the previous offering)
    • Assessment and grading are criterion-referenced  (see Notes section) (A&RP)
    • Assessment standards are explicit, and provide  an explanation or example of the quality of work required to achieve particular grades (A&RP)
    • Where a hurdle requirement is part of the assessment for a subject, the particular nature of the requirement, and the consequences for failing to meet it, are published in the subject guide (A&RP)
    • If developing a new subject, ensure learning goals are appropriate to the level of study as described by the Australian Qualifications Framework(AQF) (see Notes section)

    Good practice

    Exemplary

    May include:

    • The lecturer speaks about the subject aims, learning goals, outcomes and assessment tasks with the students during the first lecture. Where applicable, this is recorded and shared on the LMS (SDC)
    • The lecturer describes the link between subject content and skill development/digital capabilities necessary for the completion of the subject. (e.g. LMS, library and faculty databases, digital   library resources) (SDC)
    • Expectations are regularly reinforced using   the LMS (e.g. announcements)
    • Students are given learning materials that   offer different international perspectives (IC)

    May include:

    • The lecturer creates a ‘welcome’ video   explaining the goals and outcomes for students to access before the start of the semester via the LMS
    • The subject guide is provided to students at   least one week prior to the start of the semester using the LMS
    • Students are supported to develop learning goals in line with their intrinsic values and emerging interests. For example, students are given a choice regarding research topics, or a choice regarding a business to investigate (ESMW)
  • Coherent curricula with clear connections among different elements of subjects and courses

    Minimum Requirement:

    • Assessment tasks are clearly linked to teaching objectives, content, learning and teaching activities and learning outcomes at the subject level (A&RP)

    Good practice

    Exemplary

    May include:

    • There are clear links between each assessment   task within the subject
    • There are clear connections between weekly   learning activities, such as case studies and practice questions, as they   relate to skill development/digital capabilities and learning outcomes at a   subject level (SDC)

    May include:

    • Multi-disciplinary perspectives are   considered, allowing students to contextualise learning
    • Students are supported to develop digital   capabilities relating to the intended learning outcomes (SDC)
    • Ongoing assessment gives students an understanding of their progress. For example, students complete low-stakes assessments on a weekly basis
    • Where possible, there are clear links between the assessment tasks in this subject and other subjects within the course. This may be particularly relevant in capstone subjects
  • Curriculum and learning experiences that are intellectually stimulating and relevant to students’ future goals

    Minimum Requirement:

    • In-class teaching strategies encourage student interaction. For example, dialogue between the lecturer and students or small group activities.
    • Students are given the opportunity to consider international issues within the discipline (IC).

    Good practice

    Exemplary

    May include:

    • Learning is based on realistic experiences and/or demonstrations. For example; case studies are fictitious but represent the types of situations a business   graduate may find him/herself in and are used regularly in teaching
    • Students use face-to-face class time to solve   complex problems which reflect current professional practice
    • Students   have the opportunity to consider complex real-world problems from different   perspectives
    • Students   have the opportunity to evidence learning in creative, digital presentation   formats (SDC)
    • Learning experiences are based on actual events within business disciplines

    May include:

    • Students draw on their own lived experiences
    • Problems presented to students allow them to work across disciplines.
    • Students have the opportunity to critically  evaluate ethical concerns regarding the globalisation of business or economic issues (IC)
  • Expert guidance and feedback to facilitate development of in-depth knowledge

    Minimum Requirement:

    • Students are provided with diagnostic, timely and meaningful feedback on formative assessment tasks, as well as summative feedback about their academic performance (A&RP)
    • In first-year undergraduate subjects, at least one assessment component is set so that it is submitted, marked and returned to students within 6 weeks to allow for students to act upon the feedback received in preparation for the final assessment (A&RP)
    • Students are given opportunities for regular consultations

    Good practice

    Exemplary

    May include:

    • Digital technologies are used to boost   feedback provision (e.g. Cadmus, Feedback, Perusall, Turnitin, Gradescope)(ASES)
    • LMS content and learning activities are   purposefully designed to capture analytics so the lecturer can respond   accordingly
    • Students have the opportunity to demonstrate   knowledge in a variety of ways, such as through the creation of digital   objects (e.g. video presentations) (SDC)
    • Assessment rubrics are provided to students before   they begin working on the actual task

    May include:

    • Detailed assessment rubrics are provided to   students within the subject guide
    • Consultation with students may occur on campus   or online (e.g. MS Meetings, Zoom) (ESMW)
    • Students receive feedback from external   parties (e.g. experts in the field or ‘clients’)
    • The lecturer uses LMS analytics to guide   students throughout the semester (e.g. alerting those who have not   participated in an activity or accessed a given resource)
    • The lecturer presents a rationale for required   tasks, knowledge, skills/digital capabilities and teaching and assessment   methods (ESMW)
    • Students receive both written and where   possible, verbal feedback via detailed rubrics or LMS assessment tools

Inquiry

Graduates skilled in reasoning, research and discovery.

FBE students are provided opportunities for inquiry in the following ways.

  • A learning environment that encourages questioning and exploration

    Minimum Requirement:

    • A minimal amount of class time is spent lecturing so as to allow for interactive teaching and learning activities (e.g. discussion or group work) (ASES)
    • The online environment (LMS subject site)  does not infringe upon copyright standards (See UoM Copyright & Teaching)
    • Lectures are recorded and available to students via the ‘Lecture Capture’ function within the LMS (UoM Opt-Out policy).
    • Students are provided with the opportunity to ask questions during class and tutorial times using both traditional methods.

    Good practice

    Exemplary

    May include:

    • Students have the opportunity to ask questions   outside of class/tutorial time using asynchronous tools (e.g. discussion   board)
    • There are clear channels for student queries   about subject content, learning activities and assessment
    • When producing videos for students, they are   ‘chunked’ into short segments so they may watch specific topics at their   convenience, as often as they wish
    • There are opportunities for students to apply   critical and analytical skills and methods to identify and resolve problems   within complex changing social contexts (IC)

    May include:

    • Students have the opportunity to answer   questions raised by other students at any time using asynchronous tools (e.g.   discussion board)
    • The lecturer makes it clear that he/she values students’ learning and understands their perspective (ESMW). This may be done   through small or large group discussions, in class or online
    • Assessments include the examination of the   complexities of social, cultural and global responsibilities between   particular countries (IC)
    • A traditional examination has been redesigned   to reflect a more authentic means of assessment (ASES)
  • Curriculum and teaching approaches that emphasis active student involvement and practical application

    Minimum Requirement:

    • Emphasis is placed on active learning strategies employed either within a class or tutorial time (e.g. small group discussions, paired problem solving, online polling/responses)

    Good practice

    Exemplary

    May include:

    • Students are given the opportunity to actively   participate in online discussions with their peers and/or the lecturer
    • Students are graded for active participation.   This could include a tutorial or class time as well as online activities.

    May include:

    • Problems presented to students allow them to develop skills, so they may in turn offer practical, professional solutions to others.
  • Curriculum and teaching approaches that foster experimentation and discovery

    Minimum Requirement:

    • A minimal amount of class time is spent lecturing so as to allow for interactive teaching and learning activities (e.g. discussion or group work) (ASES)

    Good practice

    Exemplary

    May include:

    • Students are provided with open-ended problems
    • Students are directed to resources beyond those   required by the syllabus/subject guide (e.g. ‘additional readings’, digital   tools and platforms) (SDC)

    May include:

    • Students are given opportunities to share subject-specific resources face to face or via the LMS, in accordance with copyright laws and without committing plagiarism.

Application

Graduates skilled in using knowledge and information to solve practical problems.

FBE students apply newly gained knowledge in the following ways.

  • Learning tasks designed to build practical experiences

    Minimum Requirements:

    • Learning materials and the use of digital tools reflect contemporary professional practices as noted by accreditation standards (AACSB, CPA or EQUIS)
    • Assessment in professional placements reflects the stated placement subject learning outcomes and is based on evidence supplied by the student, the host supervisor, and the placement coordinator, as appropriate (A&RP)*

    *professional placement subjects only

    Good practice

    Exemplary

    May include:

    • Students resolve problems based on real-world   specifications
    • Students have the opportunity to apply new   knowledge and skills/digital capabilities which reflect current business   practice

    May include:

    • Students are given the opportunity to assume   the role of professionals through learning activities or assessments which   reflect current business practices and expectations of skills/digital   capabilities
    • Students have the opportunity to provide a   solution to and receive feedback from a ‘client’
    • A traditional examination has been redesigned   to reflect a more authentic means of assessment (ASES)
  • Curriculum and learning experiences relevant to students’ current and future goals

    Minimum Requirement:

    • Students are presented with realistic business examples relevant to the discipline as noted by accreditation standards (AACSB, CPA or EQUIS)
    • Students are given opportunities to demonstrate the generic skills listed in the Handbook (this also relates to evidencing accreditation standards such as AACSB, CPA or EQUIS)

    Good practice

    Exemplary

    May include:

    • Students are presented with actual business   examples relevant to the discipline
    • The lecturer inducts students into his/her   discipline’s values and professional standards (ESMW)
    • Learning activities are designed to help   students think about their future as professionals (e.g. role-playing,   mock-events, simulations, digital creation and communication modes) (SDC)
    • Students have the opportunity to critically   analyse connections between culture, knowledge and professional practice (IC)

    May include:

    • Students create artefacts to professional   standards/specifications (SDC)
    • Clear connections are made between the   skills/digital capabilities developed throughout the semester and current   professional practice
    • Students have the opportunity to critically   evaluate ethical concerns regarding the globalisation of business or economic issues (IC)
  • Ongoing opportunities for practice and consolidation

    Minimum Requirement:

    • Feedback and comments to students should indicate how the student has performed against the assessment criteria. Wherever possible, comments should further indicate how a student can improve their performance (A&RP)
    • If using multiple choice questions (MCQs) the assessment is sufficiently challenging

    Good practice

    Exemplary

    May include:

    • Consolidation of learning occurs at the end of   a topic through dialogue during face-to-face teaching time or through an   online activity
    • If using MCQs the questions are unambiguous,   use appropriate distractors, and avoid gender bias or other biases such as   cultural, political or social
    • Stress associated with high-stakes assessment   is anticipated and dealt with by providing students with the opportunity to   practice (e.g. working through sample exam questions in small groups) (ESMW)
    • Students have numerous opportunities to   practice skills necessary to complete an assessment task (ESMW)

    May include:

    • If using MCQs, students are provided with   feedback either face-to-face or through the LMS assessment tools which allows   students to address gaps in their knowledge
    • Opportunities for students to practice   skills/digital capabilities become more complex throughout the semester
    • A traditional examination has been redesigned   to reflect a more authentic means of assessment (ASES)

Collaboration

Graduates skilled in communicating and working cooperatively with others.

FBE students collaborate in the following ways.

  • A learning environment conducive to peer-interaction

    Minimum Requirements:

    • In regard to group work, the tasks are carefully planned to ensure that contributions from all students to a project or task are equal, or that where they are not, marks are assigned to individuals on the basis of their contribution (A&RP)
    • In regard to group work, the assessment marking criteria indicate how particular aspects of the group activity and the final product, relate to the learning outcomes and objectives of the subject (A&RP)
    • In regard to group work, where teamwork and cooperation are to be assessed as part of group work, the marking criteria clearly outlines how performance on these aspects is judged by the examiner (A&RP)

    Good practice

    Exemplary

    May include:

    • When group assessment occurs, students are   given strategies to work productively and resolve conflict (ESMW)
    • Students are given clear criteria when   assessing peers (e.g. assessment rubrics)
    • Students are provided formative feedback on   the process and progress of cooperation and collaboration
    • The lecturer provides an asynchronous space   within the LMS for student groups to collaborate (e.g. discussion board,   shared folders)
    • ‘Ice-breaker’ activities are used to trigger peer interaction (ESMW)
    • Within the LMS introductory module or   introductory PPTs, students are made aware of UoM health and wellbeing   resources (ASES)

    May include:

    • The lecturer provides a space within the LMS   for students to communicate informally, thus facilitating peer social   interaction (ESMW)
    • Where appropriate, students are allowed to   self-select groups based on common interests or goals
    • Students have the opportunity to demonstrate   effective interpersonal skills for negotiating ideas and experiences from   different cultural boundaries (IC)
  • Teaching approaches that provide structured opportunities for peer-led learning and feedback

    Minimum Requirement:

    • Opportunities exist for peers to lead learning activities within small groups

    Good practice

    Exemplary

    May include:

    • Peer feedback is part of the summative   assessment strategy
    • Outcomes from small group activities are   shared with the class on a regular basis(e.g. small groups discussing a   problem and then reporting to the entire tutorial group)
    • Students are given the opportunity to use   digital technologies to give and receive peer feedback (e.g. Feedback   fruits, Perusall, discussion boards)

    May include:

    • Students have the opportunity to act on the   feedback they receive from other students
    • Students have the opportunity to lead discussions in both face-to-face and online settings.
    • Collaborative learning and teamwork skills are   demonstrated by students through working on a semester-long, online case   study (IC)
  • Curriculum and learning experiences that emphasise shared goals among diverse students

    Minimum Requirement:

    • Assessment is fair, equitable, inclusive, objective and auditable and meet the needs of a diverse student population (A&RP)

    Good practice

    Exemplary

    May include:

    • Activities are designed to take into account   the needs of a diverse cohort (ESMW)
    • The assessment tasks provide choices for students   to explore solutions relating to their own personal aspirations
    • Students have the opportunity to demonstrate   effective communication skills with people from different cultural and   linguistic backgrounds (IC)

    May include:

    • When possible, the lecturer carefully forms   student groups to create diverse groups or guides students to form groups themselves
    • The lecturer makes it clear that he/she values   diversity (ESMW) For example: The lecturer includes an acknowledgement of the country on his/her LMS homepage or begins lectures with an acknowledgement of country

Self-direction

Graduates who are self-aware, reflective and able to set goals, manage tasks and evaluate progress.  

FBE students experience self-directed learning in the following ways.

  • Curriculum and teaching approaches that encourage autonomous learning and decision-making

    Minimum Requirement:

    • Assessable tasks are to be designed in ways that do not encourage or promote any form of academic dishonesty, including plagiarism and collusion (A&RP)

    Good practice

    Exemplary

    May include:

    • Links to UoM student services (Library,   Academic Skills Unit, Student Equity and Disability Support) are provided to   the students
    • Students are made aware of the estimated time   commitment outside of class, while also reminded that some students need   more/less time (ESMW)
    • Students are given guidance relating to   academic integrity (ASES)
    • Students are made aware of assessment   readiness resources (e.g. exam preparation workshops) (ESMW)

    May include:

    • Within the constraints of the curriculum,   students are given choices relating to learning activities, skill   development/digital capabilities and assessment tasks (ESMW)
    • Learning activities are scaffolded to build   independent skills/digital capabilities
  • Learning experiences that enable ongoing practice in critical reflection and self-assessment

    Minimum Requirement:

    • Assessment is balanced to provide diagnostic, timely and meaningful feedback on formative assessment tasks, as well as summative judgments about academic performance (A&RP)

    Good practice

    Exemplary

    May include:

    • Student confidence is fostered by addressing   ‘threshold’ concepts and skills/digital capabilities early in the semester   and by providing opportunities for self-assessment (e.g. videos, quizzes, web-based Guides) (ESMW) (SDC)
    • Students are provided with rubrics for each   summative assessment task which include explicit criteria and detailed   standards
    • Students are given guidance as to what they should   do with any feedback they receive
    • Ongoing formative assessments allow students   to monitor their progress (e.g. MCQs which allow several attempts)
    • Students have the opportunity to provide   feedback about the subject during the semester (e.g. the Mid Semester Survey   or similar)

    May include:

    • Students have multiple opportunities to   evaluate their learning and identify gaps in their knowledge (e.g. MCQs,   summary points at the end of modules)
    • Summative assessment tasks include   opportunities for students to reflect upon their performance
    • Practice tasks are purposefully designed to   foster higher-level skills/digital capabilities (e.g. employability, generic   skills)
    • Students have the opportunity to provide   feedback about the subject on a regular basis
  • Learning tasks designed to provide structured opportunities to develop metacognitive skills

    Minimum Requirements:

    • Wherever possible, students should be provided with meaningful formative assessment tasks including the opportunity to build content knowledge alongside the development of digital capabilities early in the teaching period, as early assessment of performance may assist in identifying students' ‘at risk’ (A&RP)
    • The LMS teaching site is organised into logical modules or topics and is clearly aligned with learning outcomes

    Good practice

    Exemplary

    May include:

    • Students   are given opportunities during class for spontaneous reflective activities   (for example, a five-minute concluding activity in which students are asked:   what did I learn today, what do I still need to know, what do I find   challenging, what questions do I have?)
    • Students discuss the strategies and   technologies they use to solve problems

    May include:

    • A combination of peer and self-assessment   activities complement the summative assessment tasks
    • Students develop metacognitive skills through   ongoing reflection such as journaling, blogging, regular discussion board   postings

Further Information

Find out more:

Resources:


Notes:

Australian Quality Framework (AQF) levels - AQF levels and the AQF levels criteria are an indication of the relative complexity and/or depth of achievement and the autonomy required to demonstrate that achievement (AQF, 2019). University courses reflect AQF level 7(Undergraduate), level 8 (Honours, Graduate Certificate, Graduate Diploma), level 9 (Masters) and level 10 (Doctoral or PhD). https://www.aqf.edu.au/

Criteria-referenced assessment - Students are assessed against specific criteria without reference to the achievement of others. Assessment rubrics are used to align criteria with performance standards detailing how students achieved within each criteria item.