Staley, Larssyn

Larssyn Staley


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  • Publikation
    Importance of feedback, training and media format for students’ reflective practice
    (International School for Social and Business Studies, 2021) Miller, Barbara Therese; Staley, Larssyn [in: International Journal of Management, Knowledge and Learning]
    Purpose: The purpose of this student-centred study is two-fold: to better understand how students perceive the role of reflection in their learning, both for their degrees and for their development as future leaders and how lecturers can best use feedback, training and various media to support and encourage student development. Study design/methodology/approach: A class of undergraduate students were surveyed at the beginning and end of a semester on their preferred learning styles. Follow-up interviews were also held with selected participants. During the semester, students were exposed to various formats of reflection: individual written reflections, video reflections and peer reflections. Students received both training in reflection and feedback on their reflections. In the survey and interviews, students were asked about the perceived benefits of such learning formats for their current studies and future careers. Findings: Students indicated an increased ability to reflect honestly and confront their weaknesses. Students also indicated a stronger preference for either the individual written reflection or the video reflection over the peer reflection. Students saw benefit in the greater time that an individual written reflection provided as well as the multimodal aspects of the video reflection, which helped them to reflect in a new way. Additionally, the feedback students received played a big role in allowing the students to feel more comfortable and reflect more honestly. Originality/value: Previous studies have focused on a variety of factors that affect students’ perception of reflection. This study takes a closer look at the effect of feedback and media format on students’ perceived benefits.
    01A - Beitrag in wissenschaftlicher Zeitschrift
  • Publikation
    Silos and sated sustainability: the need for a common framework
    (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.
    06 - Präsentation