This research is focused on investigating the application of curricula design theories as means to improve the delivery of teaching materials for Business Management subjects in Higher Education programmes. Analysis in educational institutions of Business Management curricula delivery shows an emphasis on the relationship between the teaching materials delivered and employability skills embraced by students required for further progression in academia or industry. This research has shown that students have the tendency to prioritise summative assessments by procrastinating, neglecting and lacking engagement and participation in class which will then negatively reflect upon students’ motivation and achievement levels. Therefore, this research seeks to explore the implications deriving from increasing the in- class formative assessments as part of curricula design in regards to enhancing students’ engagement, commitment and motivation. The authors believe that strengthening the formative assessments together with summative assessments will contribute to a better learning experience, thus equip learners with adequate knowledge to assure smooth progression to more challenging academic programmes and/or industry related roles. The methodology of this research includes qualitative grounds, applying observations and focus groups as research techniques. Moreover, the data collected discusses and analyses the findings embracing an interpretivism approach and elements of reliability and validity are also discussed.
|Journal||British Journal of Education|
|Publication status||Published - 1 Aug 2017|
Elezi, E., & Bamber, C. (2017). Enhancing Students Learning Experience Via In-Class Formative Assessments: A Business Studies UK Higher Education Example. British Journal of Education, 5(4), 97-116. http://www.eajournals.org/wp-content/uploads/Enhancing-Students-Learning-Experience-Via-In-Class-Formative-Assessments-A-Business-Studies-UK-Higher-Education-Example-1.pdf