The future of pedagogical practice in Higher Education
Bayes Business School (formerly Cass) has held its inaugural Learning & Teaching Day, designed for academic and professional colleagues, students, alumni and employers to share best practices for cultivating an engaging, energised and modern educational environment.
Participants and guests were invited to deliver short presentations within a series of simultaneous sessions, designed to explore different components of the Bayes Business School experience. Sessions also included student speakers, who offered their own insights into the content and delivery of modules to formulate useful discussions.
The whole-day event started with a keynote from Professor Barbara Dexter, an HEA accreditor, about the processes behind applying for Fellowships and the expectations of a Fellow at different levels. Professor Dexter also outlined the benefits of submitting an application.
Subsequent sessions allowed colleagues and students to discuss a range of topics from digital engagement, teaching and module design, to inclusive learning, teaching for employability and enhancement of executive education.
The final session brought participants together for an ‘open mic’ forum, which produced discussions and debate about optimal formats and frequency of assessment. Assessments are an important area for student progress, as they provide feedback that lead to academic growth, but also for employers and teaching staff.
The day was co-organised by a committee comprised of:
Dr Gerrard, Associate Professor of Statistics, said the event provided valuable food for thought for colleagues and shone a light on some of the challenges facing Higher Education in 2022.
“The first Bayes Learning & Teaching Day produced a very useful collection of ideas that teaching staff can take forward,” he said.
“The three key themes we had in mind were ‘Bayesness’, student partnerships and the HEA Fellowship application process. We now hope to embed many of these principles as we develop the Bayes brand.”
Dr Robinson, Lecturer in Marketing, said collaboration of this nature was important in shaping a ‘Bayesian culture’ towards teaching.
“The decision to change our name was accompanied by a strong desire to revisit how we teach,” Dr Robinson said.
“This not only includes measures that have been forced upon us or enabled by the pandemic – such as enhancements in digital-based learning – but also the content and ways in which programmes are inclusively delivered.
“It was particularly important to us to involve students and student reps as well, to gain a more thorough understanding of the changing demands in education and employment, and evolving expectations of student experience.
“Assessments are an important area for student progress, as they provide feedback that lead to academic growth, but also for employers and teaching staff. It is no longer viable to just talk at students, we must talk with them and navigate this complicated and challenging era together.”
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