Study Guide

Objectives (course unit)

Description and Objectives
The objective of this course is to allow students to investigate and explore a topic related to their field of study in greater depth. The course participants will negotiate a learning contract with the course facilitator to deepen their knowledge and understanding and make new connections with existing knowledge that has been gained during their degree program or from their prior learning and professional life. Using a progressive inquiry framework, the learners will both broaden and deepen their understanding and demonstrate the connection between their studies and their professional needs.

After completing the course, the participants will be able to:

• Identify the competences, skills, and knowledge areas that they wish to investigate further, providing a rational for the investigation.
• Identify and describe the developments in their own learning and professional competence.
• Apply the new competencies and knowledge to their working life environments.
• Reflect upon this new knowledge and the relevance of this knowledge to their learning goals and professional context.
• Demonstrate a critical understanding of concepts related to the area of study.
• Produce examples of informed practice that reflect current understanding or research in the fields of business, leadership and/or education.

Content (course unit)

The course contents are negotiated between the student and the teacher. These are recorded in a learning agreement that consists of:
• Intended learning outcomes
• Guiding principles
• Structure and sequence of learning experiences
• Timeline for course completion
• Feedback, monitoring and guidance mechanisms
• Grading and evaluation rubric

Themes that might be explored include, but are not limited to –
• Personal Project Planning
• Design of a personal study plan
• Identification of professional knowledge and competencies
• Digitization of business and education
• Impact of economic policies on business and education
• Contemporary leadership practices in business and educational contexts
• The impact of AI on education, business, and leadership
• The use of analytics and big data in business and education

Further information (course unit)

Evaluation Scale
Grading criteria rubrics will be based on the principles of authentic learning and assessment and use the SOLO framework – “Structural Observation of Learning Outcomes” (Biggs and Collis, 1982, Biggs 1999). This will be discussed with students during the course.
Evaluation scale 0-5

Assessment criteria, satisfactory (1-2) (course unit)

(1) = Preliminary processing but task is not approached appropriately. Students’ works under this category have poor structure. Dogmatic presentation of a single solution to the set task. This idea may be restated in different ways. Little support from the literature.
(2) = Some aspects of task addressed but no connection or causation of relationship of facts or concepts. Students’ works under this category are poorly structured. A range of material has been selected and most of the material selected is appropriate.

Assessment criteria, good (3-4) (course unit)

(3) = Several concepts are integrated so that the coherent whole has meaning. Students’ works under this category have some structure. Some issues identified. Attempt at a limited framework. Most of the material selected is appropriate.
(4) = Work is well structured with a clear introduction and conclusion. Framework exists which is well developed. Appropriate material with concepts integrated and connected. Content has logical flow, with ideas clearly expressed and application of knowledge or ideas. Clearly identifiable structure to the argument with discussion of differing views.

Assessment criteria, excellent (5) (course unit)

5) = Students’ works under this category are well structured with clear introduction and conclusion. Issues clearly identified; clear framework for organizing discussion or stages of problem solving; appropriate material selected. Evidence of wide reading from many sources, including those researched by the student. Clear evidence of sophisticated analysis or innovative thinking. Ideas and concepts are connected, work provided evidence of higher order skills including analytical thinking, critique, critical thinking, and creativity.

Location and time

Fully Online, Distance Learning Course.

Exam schedules

The course is not assessed via exams. The assessment schedule, deadlines and assessed output is negotiated and agreed between the students and teacher.

Assessment methods and criteria

Grading criteria rubrics will be based on the principles of authentic learning and assessment and use the SOLO framework – “Structural Observation of Learning Outcomes” (Biggs and Collis, 1982, Biggs 1999). This will be discussed with students.
Evaluation scale 0-5

Assessment scale

0-5

Teaching methods

This course provides international business students and educational leaders with the opportunity to engage in an in-depth, self-directed and self-determined study related to an international business
or educational leadership topic. It recognizes the diverse needs of post-graduate students in developing the specific capacities and pursuing interests that are relevant to them in their personal development and particular working context.
This is a fully online course by distance learning and does not require any face to face contact on campus. There will be the opportunity for synchronous video meetings.
The course will use Moodle as its LMS and a range of educational technology tools to support students completing the course, including video conferencing tools when and if required.
The teachers role is to provide support and guidance as the student explores a topic of interest and relevance to their own professional development.

Learning materials

As in the thesis process, students are required to research and find relevant and appropriate literature to support their learning process. This will be referenced and cited in the final submission.
The objective is for the students to apply theoretical ideas to practical situations and contexts that they wish to explore in more detail.

Student workload

This course requires that students manage their own time and resources to meet self imposed deadlines to complete the course. It therefore requires students to be autonomous, self directed learners able to take full responsibility and ownership of their learning and task completion.
The teacher will seek updates on progress and provide encouragement and guidance, but the work is undertaken by the student and they have responsibility for managing their time and effort.
5 ECTS credits = 135 hours of student work.

Completion alternatives

There are no alternative ways of completing this course.

Practical training and working life cooperation

The students are expected to link their in depth study to their own working context and show how what they have learned is of relevance in their company or institution or role.

International connections

The international participants of IBM and MEL are drawn from a wide variety of international business and educational contexts from around the world.

Further information

This course requires a high level of self management and commitment and also the ability to be open to feedback and suggestions for improvement.

Assessment criteria - fail (0) (Not in use, Look at the Assessment criteria above)

0= Failure to complete tasks or submit work by agreed deadlines. No demonstration of appropriate concept or relevant processing of information. Students’ works under this category have poor structure, irrelevant detail and some misinterpretation of the question, showing little logical relationship to the topic and poor use of examples.

Assessment criteria - satisfactory (1-2) (Not in use, Look at the Assessment criteria above)

(1) = Preliminary processing but task is not approached appropriately. Students’ works under this category have poor structure. Dogmatic presentation of a single solution to the set task. This idea may be restated in different ways. Little support from the literature.
(2) = Some aspects of task addressed but no connection or causation of relationship of facts or concepts. Students’ works under this category are poorly structured. A range of material has been selected and most of the material selected is appropriate.

Assessment criteria - good (3-4) (Not in use, Look at the Assessment criteria above)

(3) = Several concepts are integrated so that the coherent whole has meaning. Students’ works under this category have some structure. Some issues identified. Attempt at a limited framework. Most of the material selected is appropriate.
(4) = Work is well structured with a clear introduction and conclusion. Framework exists which is well developed. Appropriate material with concepts integrated and connected. Content has logical flow, with ideas clearly expressed and application of knowledge or ideas. Clearly identifiable structure to the argument with discussion of differing views.

Assessment criteria - excellent (5) (Not in use, Look at the Assessment criteria above)

5) = Students’ works under this category are well structured with clear introduction and conclusion. Issues clearly identified; clear framework for organizing discussion or stages of problem solving; appropriate material selected. Evidence of wide reading from many sources, including those researched by the student. Clear evidence of sophisticated analysis or innovative thinking. Ideas and concepts are connected, work provided evidence of higher order skills including analytical thinking, critique, critical thinking, and creativity.