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Responding to the learner diversity : an inquiry into the delivery of a second year marketing unit

Arambewela, Rodney and Hall, John 2006, Responding to the learner diversity : an inquiry into the delivery of a second year marketing unit, in ANZMAC 2006 : advancing theory, maintaining relevance, Queensland University of Technology, School of Advertising, Marketing and Public Relations, Brisbane, Qld., pp. 1-7.

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Title Responding to the learner diversity : an inquiry into the delivery of a second year marketing unit
Author(s) Arambewela, Rodney
Hall, John
Conference name Australian and New Zealand Academy of Marketing. Conference (2006 : Brisbane, Qld.)
Conference location Brisbane, Qld.
Conference dates 4-6 December 2006
Title of proceedings ANZMAC 2006 : advancing theory, maintaining relevance
Editor(s) Ali, Yunus
van Dessel, Maria
Publication date 2006
Conference series Australian and New Zealand Academy of Marketing Conference
Start page 1
End page 7
Publisher Queensland University of Technology, School of Advertising, Marketing and Public Relations
Place of publication Brisbane, Qld.
Summary This paper reports on the outcome of an inquiry into the learner diversity and the delivery of a second year marketing subject in an Australian university. Using Biggs’s revised SPQ2F instrument (Biggs, 2003), it analyses the learning approaches of students and the opportunities for developing teaching strategies for better learning outcomes. The results suggest that overall students seem to adopt deep learning than surface learning though they differ in terms of the learning contexts. Moreover, no significant differences among students in regard to the study approach domains except for minor variation related to specific items in the instrument.
Notes Reproduced with the specific permission of the copyright owner.
ISBN 9781741071597
1741071593
Language eng
Field of Research 150599 Marketing not elsewhere classified
Socio Economic Objective 970115 Expanding Knowledge in Commerce, Management, Tourism and Services
HERDC Research category E1 Full written paper - refereed
ERA Research output type E Conference publication
Copyright notice ©2006, The Authors
Persistent URL http://hdl.handle.net/10536/DRO/DU:30005974
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