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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.

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Title Teaching quality and tutorial delivery : experience of a second year marketing unit
Author(s) Arambewela, Rodney
Hall, John
Conference name Academy of Marketing Conference (2006 : Middlesex, London, England)
Conference location Academy of Marketing. Conference (2006 : London, England)
Conference dates 4-6 July, 2006
Title of proceedings AM 2006 : Academy of Marketing Conference, London : Conference proceedings
Editor(s) Egan, John
Baines, Paul
Publication date 2006
Conference series Academy of Marketing Conference
Start page 1
End page 12
Publisher Middlesex University Press
Place of publication Middlesex, England
Summary 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.
Notes Reproduced with the specific permission of the copyright owner.
ISBN 1904750494
9781904750499
Language eng
Field of Research 150599 Marketing not elsewhere classified
HERDC Research category E1 Full written paper - refereed
ERA Research output type E Conference publication
Copyright notice ©2006, Academy of Marketing
Persistent URL http://hdl.handle.net/10536/DRO/DU:30005942

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