This year’s theme was “Continuing Professional Development or Continuing to Develop the Professionals?”. The aim of the forum was to explore the roles, in partnership, that industry and educators have in continuing to develop current and future events professionals, including through continuing professional development. One of the teaching innovations I introduced this academic year was a closer link between the student work and the ‘real’ world and therefore this experience could provide a valuable contribution to the forum’s theme.
The unit is called Leisure Product (Event Innovation from October) and a piece of coursework was designed to meet the objectives of the unit, which revolve around exploring innovation and new product development theory and apply this knowledge to a real organisation. At the same time, the coursework had to give students the opportunity to reflect on their current knowledge of innovation and new product development, with a view to reflect on the key areas of the unit that they think are important with regard to their academic development and future employment.
The coursework involves developing a new event, for which students have to follow a step by-step process, divided in two stages:
- Consultancy report (first term) - The aim of the consultancy report is to identify the company’s current market situation and to identify the gap in the market place.
- Group presentation - The group presentation resembles an executive briefing to the management of the company. This presentation is for students to make a ‘business case’ for the new event they have developed for the company. The presentation follows a ‘Dragon’s Den’ style, where students present the business case in front of ‘dragons’, with a view to obtain their support for its development and launch.
The coursework has now run for 4 years, and over this period many changes have been made following an analysis of student performance. Until last year, groups were free to select the company they wished to employ as their case study. This caused a number of problems. For example, most groups selected companies for which incomplete information was available, hindering their ability to undertake a thorough internal and external analysis of the organisation. From an assessor’s point of view, it also made it difficult to compare student performance given the diversity of organisations and products that resulted from such flexible approach. In one seminar, I could go from wakes at the Golden Hinde (an old boat located in London), to a event at Swizzels Matlow (a candy factory) for former employees, to environmentally friendly weddings at the Eden Project! It is not surprising that at times it was difficult to keep track of all students’ proposals (there were around 25 groups)…
While what we were doing was already interesting and relevant for the students, for 08-09 a number of changes were implemented. One of the most relevant was the allocation of a specific organisation to each seminar group (there were 5 seminar groups of around 30 students each). This change in particular had a tremendous impact on student performance and engagement. Overall, we (me and my colleague Pearl Morrison, who is a co-tutor of the unit) feel that the right ‘formula’ was found. The allocation of an organisation to each seminar group allowed students to visit the organisation’s premises (we selected local companies) at the beginning of the academic year, while accessing detailed information via information packs provided by each organisation (e.g. strategic plans, marketing plans, financial data). In addition, managers of the organisations attended the presentations at the end of the year (they were one of the ‘dragons’). These changes led to students working in a much more ‘real’ context: working with a real organisation, real information and to real dragons.
In order to establish whether the coursework was perceived as an appropriate method for the unit, notably after the implementation of the changes, an evaluation of the experience was made that involved:
- discussions with each of the seminar groups at the end of stage 1.
- An online questionnaire at the end of stage 2
- A brief email interview with the managers of the organisation allocated to each of the five groups
My session at the AEME Forum shared the experience of this unit with participants. The results of the evaluation process were presented at the forum. The main points emerging from the focus group were:
- A sense of satisfaction of completing a consultancy report
- A feeling of relief/satisfaction/pride
- The opportunity to learning some of the theories/models (applicable in the real world)
- More motivated by a real organisation than an ‘imaginary one’
- ‘A chance to be creative’
In summary, the consultancy report was deemed ‘Challenging, interesting & worthwhile’ as well as ‘Useful, stressful & educational’
As far as the questionnaire is concerned (answered by 52% of the students who did the unit):
- 95% said that having a real organisation was very or extremely useful
- Around 80% of students indicated that the coursework has improved their communication & presentation skills, as well as their ability to work in groups.
- The same proportion (80%) said they learnt a lot from the dragons’ feedback (tutors and managers)
Overall students were very pleased with the nature of the work – around 4 out of 5 were satisfied or very satisfied, with the remaining 10% neither satisfied nor dissatisfied. Only 7% were dissatisfied with the coursework.
All managers expressed that they were impressed with students’ effort and found it worth the investment in time. Several managers volunteered to do it again in the future. Some of the business cases were very good. Managers showed excitement about some of the business proposals and some expressed an intention to take some of the ideas forward with the help of students (on a voluntary basis).
Taken together, these results are quite positive. Yet, I am still not happy that 7% of students were unhappy (and a further 10% were not happy). Our own experience and the feedback allowed us to identify areas that need to be addressed and we are hopeful that once implemented they will improve the level of student (and our!) satisfaction with the coursework and the unit.
The experience was deemed relevant enough by the university, which organised a press release covering the dragon’s den presentations. We believe this experience could be relevant to others teaching events (or other business related courses), and therefore we are planning to write a paper about it. I will keep you updated about any developments in this front. Thank you for reading this post till the end!
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