Field Trip - with knobs on

On Saturday I fly off to New York with 40-odd students, two colleagues and my husband on a study tour.

I'm really looking forward to it as I love the US, have never been to New York and will be going on some great behind-the-scenes tours.

Not sure how it will change my relationship with the students - if at all. I'll certainly get to know them better and vice versa....

I'm hoping to get some really good promo film and photography while I'm there, as the images I've seen before leave a bit to be desired.

Back to basics... why are we here?

A teacher friend tipped me off about this one - it's pretty mind-blowing. Put me right off my marking, but has also challenged me to consider whether we reward/encourage creativity in any sense at all in the marketing division. Answer: no. Conclusion: bonkers.

All rise! Standing Seminar

I took my 5pm foundations of marketing seminar group today. The room we were to use was smelly, hot and stuffy so I opened all of the windows when I got there, but it was still quite horrible 10 mins later.

There was a larger than usual turnout and everyone was lounging around on the comfy chairs area outside the room. I needed to do an activity with the students using the Smartboard before breaking into smaller discussion groups. I proposed they leave their stuff on the comfy chairs, but just come briefly into the room to see the board.

I showed them the model (perception maps) and they had to plot supermarkets on price/quality axes. This 5pm session can be low-energy, and the students would normally sit around the edges of the room. On this occasion, as they were standing, they were closer to me, and closer to the board than they would normally be. I noticed that the students engaged more readily, and more energetically in the exercise. There were no 'non-participants'.

I let them go into groups back in the comfy, area, then after 15 minutes come back into the room and plot their activities on the board again. This time they sat down, but had to get up and write answers on the SmartBoard. Altogether this was a much more successful session than usual - I wondered if it was physical the changes that made a difference - standing, moving between rooms, getting up and writing on the board.

I plan to experiment with physical movement in seminar sessions.

Live Client for Marketing Research Undergrads. [Press Release]

In January, second year students of Marketing Information & Research were briefed by Dr Askari Townshend, Medical Director of SK:N Northampton.

SK:N is a high profile chain of 36 private skin clinics, specialising in laser hair removal and rejuvenation treatments.

Dr Townshend delivered a background briefing and outlined a research challenge for the students, inviting them to investigate attitudes towards rejuvenation treatments among SK:N’s target market.

“The most important element of the brief for me, was the trust that the client had in us to uphold the professionalism and image of his business during the research stage.” said Ben, a student on the module; “Following Market Research Society codes of conduct could not be more important - to ensure that we don't breach the clients trust, but also to uphold the professionalism of the University. I had my doubts as to whether externals would take a student led research project seriously, but these concerns were put to bed after Dr Townshend’s presentation.”

“There was so much information!” said another student, Jodie “Dr Townshend was very professional, but also relaxed as he spoke. I’m really looking forward to the research project – it’s very interesting. It will give us a chance to put our skills into action in a practical setting.”

Students on the module will be working on the research during the Spring term and the best reports will be fed back to SK:N with a view to using them to influence local marketing strategy.

Moderation - am I Darth Vader?

I just finished marking the last of the MKT1002 essays. What a sense of relief.

A good illustration of the importance of moderation today. Gil cross-marked my first year research papers. Two of my four fails she felt would pass. Three of my other grades she increased by 1/2 - 1 grade. I know Gil is a tough marker, so after discussion I took the decision to raise the grade of the whole cohort by half a grade. Actually after this, the spread of grades averaged on a B- rather than a C+. It didn't ultimately make much difference to the number of high grades. There were a few very excellent pieces of work. Gil was surprised by the standard of the work. I was proud of them.

The doctor will see you now...

Dr Townshend came in to deliver the live client briefing to my MKT2003 students today.

He did a great job and they have responded very well to his project. In seminar they were still buzzing and we had a good debate. I had a go at recording his lecture using Panopto. Gutted because it all seemed to work and then there was no sound :( - seems the mic was turned off or something. Well, next time.

I got the seminar session to put themselves in groups. 2/3 of the class were happy bunnies. The last group is going to be tricky. There's a girl in it who is self confessedly 'bossy and organised' who was clearly reluctant to have two of the team members. These last two looked like the last ones to be picked for the team in a games lesson and resented it for the rest of the session. There's also a student from Denmark who is doing quite well, and very goal oriented. He looked unenthusiastic at the prospect of working in a team - he's likely to be worried that it will drag his average down. Fireworks likely... but how to/whether to intervene....

Grading: Light at the end of the tunnel

Up to my eyes

Forgive me Father, haven't blogged since before Christmas... so a return to the confessional

Have been a bit overwhelmed with the marking - around 200 each of 2,000 word assignments over 3 pieces of work. I'm now nearing the end and dare break off to blog. So what do I deduce from the process.

• First of all, I have written 'please used Harvard Referencing' about 150 times.
• I have also written 'develop your academic language' and 'use theories and models to substantiate these statements' a lot as well. Also 'please make sure you answer the question'
• I have so far referred 4 students for plagiarism but this is likely to rise - now I have got my 'eye in' it's remarkably easy to spot - was pleasantly surprised when my suspicions were vindicated by Turnitin. Had a good session with GW and now understand the difference between misconduct and poor academic practice. This is an art!
• The first 10 or so of each assignment are kind of tricky, but then it gets a lot easier and quicker. I sometimes worry about thoroughness and balance.
• I think the home students on the module with lots of international students tended to shine by comparison and do better than they really deserve.
• Sometimes it's tricky to say something positive...
• There were some good pieces, and they are a joy.

Anticipation

The students are eagerly awaiting their grades and keep accosting me in the corridors. It's frustrating trying to get the second marking and photocopying done - it drags out the process by days.

Now to go and do some Hail Marys