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Teaching/Learning EBMgt at the ANU: An Integrated Curriculum Approach
The document outlines the teaching of evidence-based management (EBMgt) at the Australian National University (ANU) using an integrated curriculum approach. It introduces the EBMgt teaching team and their roles in developing the curriculum. Key aspects of the EBMgt curriculum include embedding critical thinking and metacognitive skills development across courses, using "spotlights" like mini critical appraisal tools (CATs) in most courses. The curriculum has evolved since 2016 to establish EBMgt as a core course and better align assessments and learning activities. Challenges include developing an EBP framework across programs and courses as well as priming pre-experience learners.
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Teaching/Learning EBMgt at the ANU: An Integrated Curriculum Approach
- 1. Teaching/Learning EBMgt atthe ANU: An Integrated Curriculum Approach 1
- 2. Our EBMgt teachingteam 2 Ann Smith EBMgt Online MBA + Pre- experience MBA Blended Chirag Kasbekar EBMgt Pre- experience, Blended Patrick L’Espoir Decosta Curricular integration MBA Capstone Alessandra Capezio Curricular integration Capstone
- 3. Our ideal 3 EBP &DM skills Metacognitive Skills Critical Thinking skills How to teach/learn & What domain knowledge and skills to teach/learn
- 4. EBP Curriculum integration: Ourjourney so far… 4 Started in 2016 Established EBMgt as core course in all programs & Faculty workshops *Embed andragogy *Revise CLOs *Align assessments & activities Course content: where evidence is clear/unclear *Ongoing *EBMgt Capstone MBA 2020 *PhD program Phase 1 Phase 2 Phase 3 Phase 4
- 5. EBMgt ‘spotlights’: • Mini-CATsin most courses • CATs in a few courses • Surfacing assumptions • Problem identification tasks • Stakeholder evidence reports • Implementation reports • Measurement of impact • Self-reflection - journaling **Supported by academic skills, library sessions, how to read journal articles, citations and referencing module Assessments & learning activities 5
- 6. 1. EBMgt Report,CAT as one method to address real-life problem/opportunity. 2. Oral presentation and defense 3. Self-reflective assessment –program and course level EBMgt Capstone (MBA) 6
- 7. • Developing aframework for EBP integration across curricula • Course sequencing • Pre-experience learners • Research literacy • Priming learners ‘bootcamp’ • Faculty support for EBP & DM and curricular integration Challenges 7
- 8.
Editor's Notes
- #4 Phase 1: to introduce to EBP principles