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Shift from group to the individual pushed some students out of their comfort zone and developed their ownership and responsibility for their work. 

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Shift from group to the individual pushed some students out of their comfort zone and developed their ownership and responsibility for their work. 

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One potentially positive is the increase of planning and proposals for creative subjects.

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One potentially positive is the increase of planning and proposals for creative subjects.

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Is the content linked to employability, entrepreneurship, communiation etc still relevant following c-19?

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Is the content linked to employability, entrepreneurship, communiation etc still relevant following c-19?

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Student resourcefulness will be similar to the position they will be in beyond graduation. Practitioners trying to highlight the importance of being creative and resourceful. 

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Student resourcefulness will be similar to the position they will be in beyond graduation. Practitioners trying to highlight the importance of being creative and resourceful. 

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Employabiilty and professional practice post HE. HE practitioners need to mitigate the anxiety felt by students on missing those opportunities to showcase their work in a public space. They need to be able to finish their work so they have something that they can build on/showcase for future careers. 

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Employabiilty and professional practice post HE. HE practitioners need to mitigate the anxiety felt by students on missing those opportunities to showcase their work in a public space. They need to be able to finish their work so they have something that they can build on/showcase for future careers. 

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Differences between large/small groups and student retention - particular implications for larger UG groups without a clearer sense of community. 

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Differences between large/small groups and student retention - particular implications for larger UG groups without a clearer sense of community. 

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Specific challenges relating to degree shows/group work which can't be re-produced online. Curation aspects have had to be removed from modules. Possible digital platforms for virtual show as an alternative. But phrase 'degree show' removed from some modules. 

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Specific challenges relating to degree shows/group work which can't be re-produced online. Curation aspects have had to be removed from modules. Possible digital platforms for virtual show as an alternative. But phrase 'degree show' removed from some modules. 

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Interesting comment on the concept of time allocated to student support in relation to their assessments - students felt that they were getting less time when in fact they are getting more. 

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Interesting comment on the concept of time allocated to student support in relation to their assessments - students felt that they were getting less time when in fact they are getting more. 

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Shift from group work to individual work as a result of c-19 on certain assessments meant increased teaching time / workload. 

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Shift from group work to individual work as a result of c-19 on certain assessments meant increased teaching time / workload. 

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Issues relating to student mental health.

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Issues relating to student mental health.

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Student access to material aspects and space is limited and have to use their home space to develop work. 

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Student access to material aspects and space is limited and have to use their home space to develop work. 

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Students home learning environment and access to digital technology is a really important factor/challenge re student assessment. 

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Students home learning environment and access to digital technology is a really important factor/challenge re student assessment. 

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Interesting shift from performance based or practive based subjects suddenly having to add digital skills re filming/editing/uploading as a means to ensure access to assesment = new range of skills. 

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Interesting shift from performance based or practive based subjects suddenly having to add digital skills re filming/editing/uploading as a means to ensure access to assesment = new range of skills. 

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Emphasis on final year students, ensuring that they can have finished work that can help develop their careers. 

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Emphasis on final year students, ensuring that they can have finished work that can help develop their careers. 

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Practice modules tweaked so students can still fulfill learning outcomes. Either alternative assesmments or extensions or both offered as an approach to achieve learning outcomes. 

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Practice modules tweaked so students can still fulfill learning outcomes. Either alternative assesmments or extensions or both offered as an approach to achieve learning outcomes. 

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Assessment varies across discipline, creative subject, creative practice and individual access to appropriate materials and digital platforms. 

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Assessment varies across discipline, creative subject, creative practice and individual access to appropriate materials and digital platforms. 

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Some (not all) institutions have pushed deadlines to quite far in the future to adapt to the assessment criteria, which creates implications in relation to staff time. 

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Some (not all) institutions have pushed deadlines to quite far in the future to adapt to the assessment criteria, which creates implications in relation to staff time. 

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Technical ability, access to good broadband, editing packages has an impact on ability and assessment. 

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Technical ability, access to good broadband, editing packages has an impact on ability and assessment. 

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From discussion: teaching studio practice/ performance online.

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From discussion: teaching studio practice/ performance online.

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Students submitting video work rather than presenting live.

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Join us for our second group discussion on creative work and online assessments
Wednesday 13th May
15:00 - 16:00 GMT

Join Zoom Meeting
Meeting ID: 865 9331 4324
Password: 014483

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QAA guidance on practice based assessment      

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QAA guidance on practice based assessment      

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What alternative forms of assessment can be used in response to covid-19?

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Can Covid-19 become focus of creative coursework reflections?

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Can Covid-19 become focus of creative coursework reflections?

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“When you connect what’s happening in the real world with what you’re talking about in class, it just makes the content more relevant.”
Raymond Pirouz

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H ow many of you have heard of this thing called coronavirus? Lecturer Raymond Pirouz posed this question to his students back in January when news of a novel coronavirus first started to make its way to the United States. He heard silence in return. Back then, he was in a live classroom on the East Lansing campus of Michigan State University's Eli Broad College of Business, and this question was part of a "ripped from the headlines" tactic that he frequently uses with both his undergraduate and MBA students as a way to relate course material to the real world.

"It's really important to students that they are able to connect the theories they are learning to their practical lives," says Pirouz. "When you connect what's happening in the real world with what you're talking about in class, it just makes the content more relevant."

The all-encompassing nature of a global pandemic like COVID-19 offers educators opportunities to discuss the impact of a pandemic across all business subjects-and to explore the interrelationship among those subjects. Think, for instance, of the ethical issues associated with price arbitrage, or how cash flow management may affect the supply chain.

Pirouz, who spent the last 10 years teaching marketing online at University of California, Irvine's Paul Merage School of Business before moving on to MSU's Eli Broad College of Business, reads several papers a day to keep up with current events, so it's common for him to find articles in which he can see these real-world connections to his course materials.

"When you connect what's happening in the real world with what you're talking about in class, it just makes the content more relevant."

Raymond Pirouz

"Depending on what we are covering and talking about in class, I try to bring in articles that are related tangentially and show the linkage between theory and real life," he says. "I'll highlight key passages, take a screenshot, and paste that image into my PowerPoint. Although the news is less structured than traditional learning materials, I use it almost like a mini case. We read the article as a way to get a discussion going and hear students' opinions. I also ask them some questions and relate it back to the lesson plan. Then we jump into those ideas in a more structured way."

For example, back in March, his MBA pricing class was discussing arbitrage. Pirouz showed an article from the New York Times about a man who bought thousands of hand sanitizer bottles at the onset of the COVID-19 outbreak to resell online for a big profit. This opened a dialogue about arbitrage and how it relates to pricing, price gouging, and what this means for the economy.

In a later class in April, Pirouz used in a similar article about third-party resellers buying out webcams from retailers to then resell them an incredibly high price online. Again, "we talked about price arbitrage and other issues related to pricing and it evolved into a bigger conversation about what people do in a pandemic situation. I also brought in the fact that only certain states have price gouging laws in times of pandemics, and we talked about that, too."

Students react positively to these prompts, says Pirouz. They get animated and excited to talk about the issues in the news and, since the content isn't directly related to their grades, they are less self-aware and feel freer to talk without worrying about saying the "wrong thing."

Pirouz adds that he gives students a chance to first make the connection on their own. It's so much more powerful if they can make the connections," he says. "It shows that, number one, they're thinking. And number two, for the other students who didn't make the connection, that there are connections to be made. I can tell them all day that there are connections, but I want it to come from them. All I'm trying to try to do is give them some devices to help them be able to articulate and connect the dots."

Materials to Use in Class

We've compiled a list of articles below, organized by discipline, you can use to relate COVID-19 issues to business topics and get the conversation started among your students. We hope you find these pieces helpful.

Let us know what materials you are using in your class to discuss COVID-19 so we can add them to this list.

Entrepreneurship
How Small Businesses Can Survive the Coronavirus Outbreak
Finance
Managing the Liquidity Crisis
General
Coronavirus Is Putting Corporate Social Responsibility to the Test How the Coronavirus Is Already Rewriting the Future of Business
Marketing
Brand Marketing Through the Coronavirus Crisis
Operations Management
Bringing Manufacturing Back to the U.S. Is Easier Said Than Done Coronavirus Is a Wake-Up Call for Supply Chain Management
Organizational Behavior/Leadership
Communicating Through the Coronavirus Crisis 7 Leadership Principles for Managing in the Time of Coronavirus These Coronavirus Heroes Show Us How Crisis Leadership Works What Are Lessons for Leaders from This Black Swan Crisis? The Seven "C's" Of Leadership During the Coronavirus Crisis (Video)
Service Management
Supporting Customer Service Through the Coronavirus Crisis
Strategy
Has COVID-19 Broken the Global Value Chain?

# data[].attributes.attachment_link.description
H ow many of you have heard of this thing called coronavirus? Lecturer Raymond Pirouz posed this question to his students back in January when news of a novel coronavirus first started to make its way to the United States. He heard silence in return.

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How has you assessment methods changed in response to Covid-19?

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How has you assessment methods changed in response to Covid-19?