Contextualising, Embedding and Mapping (CEM): A model and framework for rethinking the design and delivery of an in-sessional academic literacy programme support

The paper documents the background, research and preliminary findings relating to a key area emerging in Higher Education institutions in the UK: providing academic language and study skills to support international students running concurrently with their degree programmes. The paper presents research carried out by an academic literacy specialist and a Programme Director in the postgraduate area of Newcastle Business School at Northumbria University. The paper documents a critique of past practice and research leading to identification of key issues influencing the attendance and participation of overseas students on an in-sessional academic literacy programme. To address these issues, a model was developed model which identified Contextualisation, Embedding and Mapping (CEM) as the foundation for improving academic literacy programme provision. The findings show that application of the CEM model is already demonstrating added value in the key areas of student attendance, understanding of the relevance of the academic literacy programme and integration within degree programme learning objectives and outcomes. To address the issue of sustaining the benefits of the CEM model the work concludes with the development of a framework which establishes the integration of an academic literacy programme within postgraduate programmes both at the strategic level through teaching and learning policies and at operational level through programme and module development

RECAP Series Paper 30. The CEM Model: developing an operational model and strategic framework to support the in-sessional delivery of academic literacy to international students

This guide documents the background, research and preliminary findings relating to a key area emerging in Higher Education institutions in the UK

Red Guide 46: The CEM Model contextualising in-sessional language and study skills support for international and EU students

This revised guide is designed to present the background, research and preliminary findings relating to a key area emerging in Higher Education institutions in the UK, that of providing academic language and study skills support to international students studying in a business context

The management of English language support in postgraduate business education: the CEM model (contextualisation, embedding and mapping)

The paper documents the background, research and preliminary findings relating to a key area emerging in higher education institutions in the UK: providing academic language and study skills to support international students in parallel with their study programmes. The paper presents research carried out by an English language specialist and a Programme Director in the postgraduate area of Newcastle Business School (NBS) at Northumbria University. It documents a critique of past practice and research leading to identification of key issues influencing the attendance and participation of overseas students on an in-sessional English Language Support Programme (ELSP). To address these issues, a model was developed, the CEM Model, which identified contextualisation, embedding and mapping as the foundation for improving ELSP provision in a postgraduate business context. The findings show that application of the CEM Model is already demonstrating added value in the key areas of student attendance, understanding and integration within academic programme learning objectives and outcomes, and will be of use to subject specialists who collaborate with tutors of English for Academic Purpose (EAP)

Imagine a 3D interactive virtual game to teach Business Ethics

This session demonstrates how imagination results in a creative approach to teaching business ethics to an evolving international and highly technical student cohort. We’ll share best practice through a pedagogic solution addressing the challenges of developing student ethical awareness, sensitivity, judgment and insight into responsible business. Plus, you’ll get a chance to try out Virtual Values, an interactive virtual business ethics game, yourself

Using e-learning to support international students' dissertation preparation

Purpose: A research paper on the design and implementation of an e-learning resource responding to the globalisation of education. The purpose of this paper is to focus on the challenges presented in learning and teaching on how to support international postgraduate (PG) students undertaking the specific task of a dissertation. Design/methodology/approach: Using findings from 250 PG students, 40 supervisors and two module tutors the research identified the content and language issues faced by students and recognised the need to design an enabler supporting the latter as independent learners and the academic staff delivering support. Findings: The e-learning tool provides an independent learning tool which addresses student concerns relating to the process and content of structuring a dissertation and the function of language. Initial responses have been positive from both staff and students in respect to providing a source of student support and feedback. Originality/value: The research shows how the Dissertation Game Model (DGM), evolved into an e-learning resource supporting student understanding of the content, structure, planning and writing of a dissertation. The e-learning tool focuses on helping international students understand what the generic contents of each chapter of a dissertation should contain and supports them in engaging in research as a transferable skill

Monitoring and evaluation of strategic change programme implementation—Lessons from a case analysis

This study considered the monitoring and evaluation of a large-scale and domestic and global strategic change programme implementation. It considers the necessary prerequisites to overcome challenges and barriers that prevent systematic and effective monitoring and evaluation to take place alongside its operationalisation. The work involves a case study based on a major industrial company from the energy sector. The change programme makes particular reference to changes in business models, business processes, organisation structures as well as Enterprise Resource Planning infrastructure. The case study focussed on the summative evaluation of the programme post-implementation. This assessment involved 25 semi-structured interviews with employees across a range of managerial strata capturing more than 65 roles within the change programme at both local and global levels. Data relating to their perception of evaluation effectiveness and shortcomings were analysed by means of template analysis. The study identifies responsibilities for executing an evaluation alongside various methods and tools that are appropriate, thereby focussing on the “Who” (roles, responsibility for particular activities) and “How” (methods and tools) rather than “What” to monitor and evaluate. The findings are presented generically so they offer new insights and transferability for practitioners involved in managing strategic change and its associated evaluation

Women Managers and Gendered Values

In this study we interviewed 30 women managers to better understand ways in which they experience gendered values and behavior in organizational leadership and their responses to those experiences. The results, based on a constant comparison, thematic analysis, indicate the emergence of surprisingly strong and similar perceptions among the 30 women that there are distinct feminine and masculine power orientations in leadership communication with corresponding sets of gendered values: (a) open/closed and (b) supportive/intimidating. Their most common responses were: (a) rejection of masculine power, (b) self-doubt and blame, (c) competence, (d) confrontation, (e) isolation, and (f) resignation. These women judge masculine values to be harmful, overpowering, and ineffective and view feminine values much more favorably, yet they see themselves as isolated in both their values and numbers. Focusing on this sense of isolation, we suggest renewed discussion of ways in which women managers can connect through support for one another, and we offer to that discussion a suggestion for action-oriented networking