PG Business School Study Skills


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UNSW Masters of Business and Technology Study Skills presentation given as a webinar. NOTE: An earlier version is also available as an open course on Blackboard CourseSites. Please note this PowerPoint version is not CCSA licensed. ZTo ask for permission to use or to issue a takedown notice please contact

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  • 0 minutes
  • 5 min
  • 2 minIf you can get to the end of the weeks reading and activities and can put a tick next to each learning outcome you wont have an issue come assignment or exam time… All assessments relate to the learning outcomes.
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  • 2 minutesIf you consider that you really only need to:Stay up with reading of the forums/attending classRead/Listen to others points of viewComment on 1 or 2 others posts/points of view per weekComment on any feedback received in class or weekly forum from the facilitatorYou have an easy 10-15 marks! This can easily take you up a whole grade level…
  • 2 minsOrientation week12 weeks of teachingStudy weekExam week
  • 5 minPriority Matrix
  • 5 minsAsk: What has influenced your recall i.e. your learning?Reflection is important. Moodle has a “free” blog tool available that allows you to reflect each week. Find it under: Navigation > My Profile > BlogsDiscussion and reflection should take place online in the discussion forums. Additionally feel free to make use of tools such as Skype and the webinar system in Blackboard to communicate in pairs or small groups…
  • 10mins Should start 1 hr 10 minutes after start.
  • 3 minWhy are we taking notes every week??? Assignments/Exams – It’ll make your life easier…Make up one summary page per unit of material. Summarise your post-itsMind Mapping: Inspiration and Webspiration (also available as an App)PDF markup: iPad: Goodreader: Can save and export notes…
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  • 5 minNote how on page 47 of the learning guide a report has the classic Introduction, Body and Conclusion of an essay but also has additional sections such as Executive Summary and RecommendationsNote the optional extras on page 48 such as literature review, methodology, findings and Discussion
  • 5 minNote how on page 47 of the learning guide a report has the classic Introduction, Body and Conclusion of an essay but also has additional sections such as Executive Summary and RecommendationsNote the optional extras on page 48 such as literature review, methodology, findings and Discussion
  • 2 minOften the place where people fall down especially in assignments and discussions…There is also creative thinking and divergent thinking…Creative thinking is the creation or generation of ideas, processes, experiences or objects. Critical thinking is concerned with their evaluation. Thinking: “The goal of divergent thinking is to generate many different ideas about a topic in a short period of time.” Think Like a Genius Todd Siler 1999 BantamCREATE- Connect (ideas) - Relate ( explain the ideas in a story format) - Explore ( test the idea in its major manifestations) - Analyze ( perform a rigid analysis) - Transform ( make the idea into a practical reality) - Experience ( cast the idea into the experiential domain)
  • 2 minCommonly called “An argument structure”Obviously can be applied to any claim made even beyond study. A very common strategy used in business writing.
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  • Note: ASB EDU has a resources section in which you will find “Exam Prep” materials. Also note that the MBT runs exam prep webinars.For those working in groups they also have a document to help ease common issues experienced. Well worth a read…
  • PG Business School Study Skills

    1. 1. Australian Graduate School of ManagementMBT Orientation Day Study Skills Workshop Andrew Chambers Educational Development Manager
    2. 2. Workshop Overview and Learning Outcomes  Explore basic study skills e.g. 1. What learning in the MBT involves 2. Organisation and time management 3. Assessments and Participation 4. Reading 5. Note taking 6. Tackling assignments  Answer your questions about starting the MBT Program  Find out about sources of help with your study  Clarify expectations of participants and the facilitators role Ensure you read the speakers notes after this session!
    3. 3. MBT Learning Model
    4. 4. Typical MBT course structure 12 weekly units (on “paper”/PDF/Cloud) Weekly classes or online discussions Weekly Activities AssessmentsTypical MBT assessment scheme Participation (10% - 15%) 2 assignments (may be individual or group) Examination (exam, take home exam or project)
    5. 5. Studying Smarter Read the course overview - Learning Outcomes, summaries. What is important to understand and be able to do at completion of course? For each unit read Learning outcomes. What is important for this specific topic? Ask your self: Why am I doing this piece of work o e.g. reading, discussion, assignment, exam prep? Reflection, evaluation & application more important than time spent ‘studying’– This is an applied Masters program
    6. 6. Unit Level Learning Outcomes - Unit 1exampleAt the completion of this Unit you should be able to: justify the importance of understanding the history of management theory discuss the historical context of management and the precursors to modern management theory summarise and evaluate each of the mainstream theoretical perspectives and note their relevance to contemporary management practiceetc…
    7. 7. More Studying Smarter Remember to do activities in the weekly units. They help with self assessment and memorization/recall. Cooperate with others in seeking answers to questions posed. Remember to take an active part in online discussions. Tied to the weeks unit the activities and discussion help you reflect on what you have learned. Leverage the online courses and make use of online meeting tools and weekly forums.
    8. 8. The Participation Rubric used in most courses
    9. 9. Skill: Higher Order Critical Thinking – Bloom’s Taxonomy
    10. 10. Skill: Time Management ORGANISATION Resources Goal setting • Materials Long, medium • Study space & short term Goals Study time • When? • Must be done • No interruptions • Should be done • Could be done Personal time AVOID IMPORTANT PROCASTINATION
    11. 11. Individual Activity: Planning Using the supplied Weekly Planner: 1. Block out your commitments – work, sport, socialising, home life 2. find your study blocks You need to find at from 3-5 2 hour blocks of study time Suggested pattern: Reading: Discussion/Activities: Reflection/Application When will the footy fit? Are you a morning person or a late night Java type?
    12. 12. HOMEWORK:Complete the Semester Planner: Assignments/ExamsRemember we teach – Week 0 + 12 taught weeks + 2 weeks for exams.Are all your weeks free?Pattern – Study > Assignment(s) > Study > Exam
    13. 13. Dealing with procrastination • Have a plan • Establish and monitor how long tasks typically take • Set small goals • Be aware of your own learning habits • Develop a routine • Do something straightaway • Start with something easy or particularly interesting to you • Associate your study place with „serious work‟ • Remove distractions • Reward yourself for completing set tasks • At the end of each study session, plan and prepare for the next one • Seek cooperation from family & friends • Maintain a balanced lifestyle
    14. 14. Taken From Stephen Covey: First Things First
    15. 15. Skill: Reading (and note-taking) Many different kinds of reading –e.g. novels, TV Guide, reference books. Our program uses “Academic sources” so requires more rigorous systematic reading and note-taking. Other useful resources: reading.php
    16. 16. The SQ3R Reading Method SQ3R Reading to Remember Method Survey – Question – Read – Recite/Recall - Review Resources: (Supplied as a handout)
    17. 17. Individual Activity: Reading and note-taking skills 10 mins Read the supplied “Reading”. Undertake the first 3 parts of the SQ3R method: Survey Question Read  Take brief notes…
    18. 18. Group Activity: Reading and note-taking skills 5 mins  Compare your notes/understanding of the reading with your neighbour(s). – Have you both uncovered the same “facts” and details? – What has influenced your recall i.e. your learning?
    19. 19. Congratulations! You have just learned the basics of reading, note-taking, discussion and reflection! You will use the same skills each week when reading and discussing the course topics, content and taking activities in the online learning environment Remember to revisit your notes as you reflect on each week. Keep a diary, learning journal or audio notes about your reflections.
    20. 20. Break: 10-15 Minutes (negotiated)
    21. 21. An Effective Note Taking Strategy Notes Page no. Comments Author‟s name, title of How does this relate to other texts I have publication, date & place of read? publication, publisher Links to other topics? How is this relevant? Paraphrased notes Always write page Any new ideas here? number What don’t I understand? Direct quotes (use Do I agree or disagree? Why? quotation marks and write Does this author contradict others‟ opinions / exact words) findings? What conclusions can I make?
    22. 22. Notetaking Traditional:Pen and Paper, Post-it sticky notes Modern:Word processorMind mappingAnnotating PDF‟s
    23. 23. Skill:AssignmentAnalysis A „Typical‟ MBT Assignment
    24. 24. Analysing the taskTask words Tell you what you have to doContent words Tell you what the topic isLimiting Words Limit the topic so that it is workableWhole Class Activity:Australia is a nation of multiple and complex identities. Discuss the factorsthat contribute to the diversity of Australia’s identities.Task wordsContent wordsLimiting words
    25. 25. Study Skills
    26. 26. Writing your assignment Common Formats: – Report Present Information – Critical Review – Essay Make an Argument Essay • Introduction • Body • Conclusion
    27. 27. ReportsPages 46-52 of the MBT Learning Guide Shorter more concise paragraphs than an essay More structured than an essay – Headings and Subheadings See Page 47 for a typical structure
    28. 28. Case Analysis ReportsPages 49 of the MBT Learning Guide Common in the MBT Asked to look at a business case or scenario and perform an analysis – Identify the problem provided in the case – Analyse the issues – Develop and compare alternative solutions – Select best solution
    29. 29. Critical Thinking: An academic skill Critical thinking does not mean fault finding Applying “skilful judgement” a more accurate description or more simply “thinking in depth” Creative thinking is the creation or generation of ideas, processes, experiences or objects. Critical thinking is concerned with their evaluation. Asking questions, analysing situations, relating theory to practice, making links between ideas, making claims and supporting them. Cf. Critical reading
    30. 30. IPSO - One strategy for critical reading/thinking/writing –Analysing an argument Issue: What is the problem or question Position: What is the major position of the argument put forward Support: What evidence, reasoning or persuasion is used Outcome: What will happen if the argument is accepted
    31. 31. What is an academic argument?The argument should: Express your point of view Be developed in a systematic and balanced way Lead to a clear conclusion. Must be supported by evidence.This evidence comes from other authors and your understanding of the readings.
    32. 32. Developing a critical argument 1. Outline the problem/s or issue/s 2. Introduce your argument 3. Present relevant evidence 4. Evaluate the evidence 5. Link your evaluation to your overall argument clearly and repeatedly 6. Draw your conclusions Cf. Discussion skills for tutorials, seminars and online discussion:
    33. 33. Discussion Skills To argue in an academic context is to put forward an opinion through the process of reasoning, supported by evidence. An argument attempts to persuade through rational and critical judgement. In academic writing an argument is sometimes called a claim or a thesis statement, which is also supported with evidence.
    34. 34. Discussion Skills: Voicing an Opinion 3 steps: Have a valid opinion A reason why Evidence See also „Arguing at Uni‟
    35. 35. More resources for effective writing Reading and Writing Critically – UNSW Learning Centre Critical Review
    36. 36. Assignment Feedback
    37. 37. Referencing/ Acknowledging sources Plagiarism Plagiarism is using the words or ideas of others and presenting them as your own. Plagiarism is a type of intellectual theft. It can take many forms, from deliberate cheating to accidentally copying from a source without acknowledgement. It is most often caused by underdeveloped academic study skills
    38. 38. Common Forms of Plagiarism Copying: using the same or very similar words to the original text or idea without acknowledging the source or using quotation marks. Inappropriate paraphrasing: changing a few words and phrases while mostly retaining the original structure and information without acknowledgement. Piecing together quotes and paraphrases into a new whole, without referencing and a student‟s own analysis to bring the material together. Collusion: working with others but passing off the work as a person‟s individual work. Duplication: submitting your own work, in whole or in part, where it has previously been prepared or submitted for another assessment or course at UNSW or another university.See:
    39. 39. Additional Plagiarism ResourcesUNSW Learning Centre the ELISE and/or ELISE Plus tutorials from theUNSW Library:
    40. 40. Referencing A tool to combat plagiarism A system to help you acknowledge your sources of informationAll courses except for the Business Law course use the “Harvard” system.Additional Resources: UNSW Learning Centre Harvard pages:
    41. 41. Referencing: General principles of the Harvard System In-text citations The Harvard system of referencing requires you to include three pieces of information about a source within the text of your work. This information includes: 1. The name of the author or authors 2. The year of publication 3. The page number (if the information/idea can be located on a particular page; particularly when directly quoted). End of text: List of References At the end of your text, you must include a List of References. This includes all sources of information referred to in your assignment. Full bibliographic information must be included. Reference lists are ordered alphabetically, using the surname of the first author. The order of information must be consistent.
    42. 42. In Text Referencing ExamplesThe theory was first developed by Browne (Gibbs 2007).Gibbs (2007, p. 81) states that Browne was the first to develop the theory of…Gibbs (2008) first developed a model to explain…List of ReferencesJournal Example: Gibbs, A 2007, „ Management as a tool‟, Harvard Business Review, 80, pp. 79-81.
    43. 43. Giving us Feedback Direct to Class Facilitator Through Student Services Team Program, course and facilitator evaluation Direct to Course Coordinator
    44. 44. Further SupportUNSW Learning Centre Learning and Teaching