Teaching quality and tutorial delivery : experience of a second year marketing unit
Arambewela, Rodney and Hall, John 2006, Teaching quality and tutorial delivery : experience of a second year marketing unit, in AM 2006 : Academy of Marketing Conference, London : Conference proceedings, Middlesex University Press, Middlesex, England, pp. 1-12.
Academy of Marketing. Conference (2006 : London, England)
4-6 July, 2006
Title of proceedings
AM 2006 : Academy of Marketing Conference, London : Conference proceedings
Egan, John Baines, Paul
Academy of Marketing Conference
Middlesex University Press
Place of publication
The higher education sector, the world over, is faced with the challenging task of servicing an increasingly diverse international student community in the globally competitive education market. The rising expectation of students of education outcomes, varied learning styles and orientations of the student population have brought in challenges such as providing a high quality educational environment with changes in curricula and pedagogy (Coldrake, 2001) to negotiate the cultural and linguistic diversity and the resulting expectations of students. The 'quality' of teaching and learning is high on the agenda among the key issues that had emerged from policy developments to meet these challenges.
Using the SPQ2F instrument (Biggs, 2003) and depth interviews, this paper investigates the study 3J'PToaches of students enrolled in a second year marketing unit in an Australian university focusing on the learning contexts in which learning occurs. The findings indicate that there are no significant differences in study approaches of students and that the study approaches differ according the learning context. The paper concludes that student perceptions on learning contexts assist in the development of teaching strategies that lead to quality outcomes, higher student satisfaction and providing universities a competitive edge in marketing its services to prospective students.
Reproduced with the specific permission of the copyright owner.
Unless expressly stated otherwise, the copyright for items in Deakin Research Online is owned by the author, with all rights reserved.
Every reasonable effort has been made to ensure that permission has been obtained for items included in DRO.
If you believe that your rights have been infringed by this repository, please contact firstname.lastname@example.org.