2021, Staley, Larssyn, Künzi, Sabine

2018, Staley, Larssyn

“Staley's study provides a substantial and unique contribution to variational pragmatics. It is in fact the only large-scale analysis of socio-economic variation in language use so far, and a systematic examination of several pragmatic phenomena in the same type of speech event. With its innovative methodology – an original adaptation of Labov's famous department store study to pragmatics – and with its insistence on the crucial role of situational context, this study will be an inspiration to all researchers in discourse analysis and sociolinguistics, especially those interested in pragmatic variation and the language of service encounters.” — Klaus P. Schneider, University of Bonn

2020, Caroni, Anna, Nikoulina, Anya, Staley, Larssyn

Learning engagement is a complex and multifaceted phenomenon. The ability to engage is not inherent but subject to a variety of factors. Motivational readiness as well as contextual factors, such as deep or surface learning approaches, are said to affect student engagement. In this study, we examine the relationship between student engagement and learning styles, as well as contextual factors, such as task types and assessment form and student employment outside the university. Based on a quantitative survey, we conclude that students’ ability to engage in deep learning is interrelated with their engagement, learning style and their motivation to start their studies. In addition, our findings indicate that student’s engagement in deep learning is driven by personal development, work ethic or learning strategy. The results of the study confirm that engagement is dependent on many factors, which must be understood and taken into consideration when teaching.

2020, Nikoulina, Anya, Staley, Larssyn, Samuel, Olga

Universities can play a key role in bringing change in society when it comes to sustainability (Dagiliūtė, Liobikienė, & Minelgaitė, 2018). Busines schools must train and equip future business leaders with the skills needed to address sustainability. When it comes to integrating sustainability into business education, there are challenges: organizational, terminological and capabilities (Figueiró & Raufflet, 2015). Currently, sustainability education in business education is highly fragmented (Graham, Trendafilova, & Ziakas, 2018). Kassel et al. (2016) assert that business education often suffers from traditional disciplinary silos: focusing on concepts, analysis, methods and investigation techniques – often losing track of the big picture (Shrivastava, 2010). Figueiró & Raufflet (2015) discuss two approaches to teaching for sustainability: a horizontal integration in which sustainability is ”interwoven through different courses on the curriculum” and a vertical in which stand-alone courses are introduced. Their findings show that a more real-world, interdisciplinary approach is needed to ultimately help “students and citizens to co-operate in integrating sustainability issues in real societal decision-making processes” (2015, p. 30). Blake, Sterling, & Goodson (2013) show that students prefer a reframing of curriculum content rather than additional courses. Educators we need to change the culture and our educational practice and thinking. Sterling (2010), Figueiró & Raufflet (2015) Erskine & Johnson (2012) and Kessel (et al. 2016) speak of a paradigm shift in order to change from transmissive education about sustainability to transformative education for sustainability. Students are constantly confronted with sustainability, but need to be given a coherent set of tools and the opportunity to experience how sustainability affects their education. In this workshop, we aim to discuss the barriers to transformative education for sustainability. The focus is not on content or what she be taught, but rather how can organisational barriers / traditional disciplinary silos can be overcome for curriculum development for sustainability.