British Academy of Management (BAM) Conference on ‘Writing, Presenting, and Networking at Conferences for Success’

BAM logo

By Michael Benson, Senior Lecturer, SBS


Sheffield Hallam University were proud to host the British Academy of Management’s (BAM) one-day conference on ‘Writing, Presenting, and Networking at Conferences for Success’ on 7th December 2017 as part of the Marketing and Retail Special Interest Group.

The conference was of particular relevance for doctoral students and early career researchers and was well attended by over 30 academics from universities across the UK including Durham, Manchester, Birmingham, and Westminster.

The two key note speakers, Dr James Cronin from Lancaster University and Professor Ron Berger from The Academic Centre of Law and Business in Israel set the tone for the day, providing attendees with invaluable advice on creating quality conference and journal papers, working collaboratively, and building a successful research profile.

Subsequent sessions saw early career and senior academics sharing their advice and recommendations from their experiences at conferences, their doctoral journeys, and their achievements and missed opportunities along the way.

The day also had delegates reflecting on their motivations for attending conferences, with practical tips provided on how to write a conference paper, choosing the right conference, getting the most out of attending a conference, and applying for academic positions.

Attendees were also provided with advice on effectively managing writing time through making time for writing through structured writing retreats, with practical tips shared for prioritising and focusing on writing and creating a writing community at their university.

The conference was a resounding success; with delegates leaving inspired to write, with increased confidence from gaining a better understanding of what reviewers are looking for in a conference paper and how to set out on building a successful academic career.

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Personal Feedback

Personal feedback from the impersonal

“Personal feedback from the impersonal: optimising tutor marking
efficiency and personalisation”

Wanted:

5 Sheffield Business School undergraduate students to form a “student feedback group”.

I want the group to help me specify and code a MS Excel prototype application that produces personalised feedback and feedforward corrections, suggestions, and ideas for enhancement, from a database of accumulated comments.

A lucky 2 of the 5 will have the opportunity of co-writing and co-presenting a poster at the Chartered Association of Business Schools’ Conference (Learning, Teaching and Student-Experience) in Glasgow (24/25 April) in 2018. All expenses paid.

All the group will have the opportunity of presenting at our SHULT18 Conference followed by a ‘thank you’ end-of-project celebratory lunch.

Why volunteer?

  • to contribute to an innovative project;
  • to enhance your MS Excel skills;
  • to gain real-world experience of academic authorship and conference presentation; to
  • enhance your CV and employability; and
  • to receive a £25 Amazon gift voucher as a thank-you.

Time required: to meet, contribute, discuss and progress the project for about one hour per fortnight from January 2018 to April 2018. It is planned that we meet at a mutually convenient time – possibly in the early evening.

Contact: Rob Baker r.baker@shu.ac.uk 07745 511078

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Spanish Short Film Festival at Sheffield Hallam University

Spanish Film Festival at sheffield Hallam University

The languages department are proud to present the 4th edition of the Spanish Short Film Festival -Sheffield Hallam University.

The Festival is the celebration of a project completed by students of Spanish ULS Stage 5 at Sheffield Hallam University for which 8 independent original short films are subtitled into English!

There will be Q & A sessions with the Film Directors run in Spanish with live interpreting into English.

We are welcoming a wider international audience interested in cinema, culture, languages, translation, meeting new people and having a good time! All language students are welcome as well as all native speakers of any language.

Venue

The event will be hosted by the SBS Languages Society in Charles Street Lecture Theatre 12.0.06

Free entry – Refreshments and popcorn will be provided by Thomas Tucker.

Finally, two prizes will be awarded to the Best Subtitled Film and to the Best Film Director. The audience will have the opportunity to vote for the best short film.

This festival is also open to members of the public.

If you are a student or a staff member, please sign up here: https://goo.gl/2wb9Qn

Look forward to meeting you all!

¡Hasta pronto!

See our Facebook page.

Spanish Film Festival at Sheffield Hallam University

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TurningPoint updates

TurningPoint has been updated to meet new regulations. If you have a TurningPoint or Responseware account please see the latest guidance from DTS.

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SANDPIT Crowdfund Campus

Have you ever wanted to turn your classroom into a marketplace where students can pitch their entrepreneurial ideas? If the answer is ‘Yes’, then SANDPIT Crowdfund Campus may be the tool you are looking for.

SANDPIT is an online platform that helps students to commercialise entrepreneurial ideas. It gives them experience of crowdfunding, but more importantly it gives them an experiential method to test and validate their ideas.

In 2016/17 Dr Shinga Masango used SANDPIT on her International Entrepreneurship module.

She talks about her experience in the video below:

Benefits of SANDPIT:

  • Structures the process of idea generation, pitch creation and virtual crowdfunding
  • A safe place for students to test their ideas
  • Practical and engaging for students
  • Pitch ideas which include a video, images and text on a multimedia online platform
  • Variety of assessment method
  • Staff have an online record of student progress through the 3 structured exercises (Idea builder/ Sales Simulation/ Investment Simulation).

student testimonial

Challenges of SANDPIT:

  • New software and process that requires learning for students and staff
  • Students were concerned about protecting their ideas, which were public within the student group so that they take part in the ‘Investment Simulation’ (Exercise 3, see below)
  • Assessment: students wanted acknowledgement for each exercise they undertook.

There are 3 exercises that can be used sequentially:

  1. Idea builder – students build their idea by identifying and researching:
  • their customer
  • the ‘problem’ or gap in the market that their idea will address
  • current solutions
  • the end goal
  • and their own solution.

Once they have gone through the reflection and research required for this process, students can ‘reflect, pivot or persevere’ with their idea.

Sandpit Idea generation

2) Sales Simulation – Students develop an online pitch or ‘campaign’. For the campaign they include:

    • A short video featuring the team and promoting their idea.
    • A brief description
    • A long description
    • Images – which may include the product, the team and e.g The Venture Matrix ‘Value Proposition Canvas’
    • Develop a ‘rewards’ system for different levels of virtual currency backing.

Sandpit pitch creation

3) Investment Simulation –  Students invest with virtual currency (‘campus coins’) in the ‘campaigns’ of other teams, leaving scores and constructive feedback on desirability and feasibility. 70% of the campaigns will not meet their investment target – this is to reflect ‘reality’ and build resilience and learning.

Sandpit funding

SANDPIT aims to give students the confidence to be ‘effective, employable and entrepreneurial’ graduates.

Sandpit Crowdfund Campus Introduction Demo by Henry Jinman, CEO of Crowdfund Campus:

 

 

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Assessment changes and support 2017/18

The SHU assessment policy has changed for 2017/18 to include students at all levels for online submission and feedback of work. Alongside this the Late Submission of Work policy allows students to submit work within 24 hours after the deadline to receive a capped mark at the pass rate. You can find out more about the new policies by clicking this link.

To support the new policies the Blackboard submission points have been automatically created with the usual standard deadline of 3:30pm. They are set to remain open for seven weeks after the deadline to allow for submission of late work, approved extensions and IMR.

FAQ’s

What do module leaders need to set up on Blackboard in terms of assessment?

  • Check the automatically created submission points. If you’re submission point hasn’t been created or you would like to change the deadline or type of assignment you will need to seek approval from course leaders before submitting the changes to Iain McConnachie. Then you are able to make the approved changes on Blackboard. Please note columns in Grade Centre for exams and reassessment should be set up later.
  • Where necessary create a Turnitin submission point as a text-matching tool. Click here for guidance.
  • Add the feedback deadlines in student calendars. Click here for guidance.

How do we access information surrounding assessments and summative deadlines?

There will be an Assessment Statement for both staff and students available from Monday 25th September. This will be accessed via ShuSpace. Staff can access individual students Assessment Statement via SITS.

How do I know if a student has submitted on time or within the 24 hour late period?

You will have access to a marking report to check the status of your student submissions. This will be accessible via ShuSpace.

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PebblePad

 

Health and Wellbeing (HWB) have been using PebblePad1 for years for students on placement, as it is an industry tool used by health professionals.

Sheffield Business School (SBS) began using PebblePad in September 2016 as an E-Portfolio tool, (once version 5 was available and the user experience more streamlined). Taking advice from David Beasant in HWB, the SBS TEL Team keep the use of it straightforward:

  • The PebblePad and ATLAS2 tools are put on Blackboard.
  • Creating the ATLAS workspace through the Blackboard site pulls all the students and staff through onto ATLAS. (TEL Team permissions are required for ATLAS workspace creation in SBS.)
  • Staff design a Webfolio3 or Workbook4 template. This creates a consistent structure that ensures students add relevant content, and is easier to mark.
  • The Webfolio/Workbook template are put onto ATLAS with ‘auto-submit’ settings, so when students save the template it is automatically submitted in their name. (Students need to be re-assured that they are submitting an empty template which creates a live link for staff to see, and which they can add content to until the deadline, when it will freeze for staff. It is different to Blackboard where only completed work is submitted).
  • A standard column is created in Blackboard grade centre, and feedback and marks are added there. (Although feedback and marks can be added in ATLAS, it would mean another VLE for staff to learn, and it is a university requirement that feedback and marks are on Blackboard).

So, some set-up time for using PebblePad is required by both staff and the TEL Team. Management is also required for student extensions on ATLAS.

Students on the Tourism Industry Experience course found it useful to show their E-Portfolios to prospective employers. See the video below for Philip Goulding’s experience of using PebblePad Webfolios.

 

So far, both the staff and student experience has been positive, and requests for using PebblePad are increasing.

Degree Apprenticeship courses are using PebblePad workbooks for the end point assessment. The Nestle students have begun using workbooks this summer, and the expectation is for all Degree Apprenticeships to use PebblePad.

Students can convert their PebblePad university account into a free alumni account for life, so they can take anything they create with them, and continue using the tool throughout their careers.

  1. PebblePad is a personal learning space. It includes tools like Blogs, Webfolios, and templates for reflection.
  2. ATLAS is the institutional assessment space for PebblePad; where submissions can be accessed and managed.
  3. A PebblePad ‘Webfolio’ (E-Portfolio) has a website structure with pages and drop-down menus. It is customisable by students and they can freely add content. (They can also delete content, although so far no student has deleted the Webfolio template structure created for them by staff.)
  4. A Workbook is a website template that students cannot alter. They can add information in fillable fields and link to evidence. A workbook can contain assessor fields that students cannot alter.
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