Another example of this inter-relationship of theory and practice forms the subject of this particular ‘Sharing Effective Practice’ case study. In the last section of the class on ‘Trade Unions and Employee Representation’, change consisted first of a reconfiguration of the lecture programme, and second of innovation in respect of the related assignment. A formal lecture on ‘Trade Unions and Representation’ was followed by a session entitled ‘What Do Trade Union Reps Actually Do?’. At this session, six trade union officers and reps were invited to attend. The idea was that each of the reps/officers sit at a desk and students in turn, for a set time, sit opposite the rep and ask questions of them. Students then visit another table and so on. On the basis of the notes taken, students were obliged to complete a report which answered that general question. This report constituted the final assessed assignment of the class.
Department of Human Resource Management
Faculty of Business
Professor Philip Taylor
The rationales for this initiative were as follows:-
The student evaluation forms provide strong evidence of the success of the class and, in particular, the validity and appropriateness of the overall objective of the class. To give one example, 96% of students agreed/strongly agreed with the statement ‘I would recommend this course to others’.
A sample of the relevant comments from the students indicates students’ appreciation of the pedagogical approach, with a number of specific comments expressing support for the session and assignment in question.
The importance of trial and error and being able to make adjustments according to students’ needs during the session. In this case, it was necessary to shift from the speed dating format to a more conventional question and answer panel so that students were able to to learn from the interaction between reps/officers and their fellow students.
Perhaps the biggest challenge was re-assuring students in advance that this exercise would stretch them positively but would not prove over-demanding of them. This trepidation was exacerbated by the fact that this was an assessed assignment. Once the session was under way students’ fears were allayed. Thus, it was important for the lecturer to clearly communicate in advance what the session and the assignment would consist of.
There were 32 students in the class, There were no scalability issues although it was necessary, as indicated above, to switch to a more conventional panel format whilst maximising the level of student participation.
There is no question that the introduction of the ‘real world’ into the classroom is of enormous benefit for students. The testimony of informed stakeholders with a wealth of experience is an invaluable learning resource, particularly when it is allied to the onus being placed upon students to inquire and investigate.