Business and Economics Education Research Interest Group (BEE-RIG)
Leader: Keith Pond, Senior Lecturer in Banking and Economics
The Business and Economics Education Research Interest Group (BEE-RIG) aims to strengthen and highlight SBE’s acknowledged leadership in research-informed teaching. The BEE-RIG studies practical application, testing and adoption of innovations in Business and Economics teaching, and action research in the area of pedagogy. The group undertakes research around the central theme of student engagement and also works to raise the profile and recognition of learning and teaching within SBE.
Findings are used to influence pedagogic design within SBE and are disseminated within the School, the University and to the Higher Education community globally via paper publication, seminars and conference inputs. It is hoped that the group will support international partnership initiatives by sharing pedagogic research.
The group aims to enhance the strategic mission of the SBE. Engagement in pedagogic research as practitioners enhances individual profiles and facilitates recognition as Senior / Principal Fellows of the HEA, and supports the aims of the Teaching Excellence Framework.
- Amanda Berry, Academic Lead for Student and Graduate Enterprise (SAGE), University Teacher (Enterprise Education)
- Maxine Clarke, Director of International Programmes
- Stephen Frost, Programme Director, BSc in Accounting, Finance and Management & BSc in Banking, Finance and Management
- Karligash Glass, Director of Learning & Teaching; Senior Lecturer in Economics
- Amanda Harrington, Associate Lecturer in Human Resource Management and Organisational Behaviour
- Lawrence Leger, Senior University Teacher
- Keith Pond, Associate Dean (Teaching); Senior Lecturer in Banking and Economics
- David Roberts, Senior Lecturer of International Relations
- Gabi Witthaus, Learning and Teaching Facilitator
- Asch, D., Lambert, S., Schader, M., and Pond, K. (2016) ‘How good is my MOOC?’, CABS Learning, Teaching and Student Experience Conference, Aston University, Birmingham, 26-27 April.
- Leger, L. A., Glass, K., Katsiampa, P., Liu, S., and Sirichand, K. (2015) What if best practice is too expensive? Feedback on oral presentations and efficient use of resources. Assessment & Evaluation in Higher Education. Routledge, 2938 (June 2016), pp. 1–18.
- Pond, K. (2015) Student Engagement in Video Case Based Undergraduate Business Teaching. International Journal of Higher Education, Volume 5(1), pp.119-127, ISSN: 1927-6052. DOI: 10.5430/ijhe.v5n1p119.
- Pond, K., Witthaus, G. & Lambert, S. (2016) ‘Evidence based policy in Technology Enhanced Learning – the case of Lecture Capture’, ICERI 2016 9th Annual International Conference of Education, Research and Innovation, Seville, 14 -16 Nov.
- Roberts, D. (Accepted for publication) Higher education lectures: From passive to active learning via imagery?. Active Learning in Higher Education, ISSN: 1741-2625.
- Witthaus, G., Padilla, B., Guàrdia, L., and Campillo, C. (2016). Next Generation Pedagogy: IDEAS for Online and Blended Higher Education. Final report of the FUTURA (Future of University Teaching: Update and a Roadmap for Advancement) project. Barcelona: Universitat Oberta de Catalunya. Available at: http://openaccess.uoc.edu/webapps/o2/handle/10609/51441
- Witthaus, G., and Robinson, C. (2015) Lecture Capture Literature Review: A review of the literature from 2012 to 2015. Loughborough: Centre for Academic Practice, Loughborough University. Available at:
All current projects are related to the overarching theme of student engagement.
- Video podcasts to support first year students; video podcasts to support placement searching; a follow-up study based on work done by Amanda Berry for a 2015 Teaching Innovation Award
- Images and teaching – an international community of practice led by David Roberts
- Using a community of practice to enhance learning and teaching – a follow-up study based on the work done by Chris Wilson, Alex Wilson and Gabi Witthaus for a 2015 Teaching Innovation Award
- Effective use of lecture capture in learning and teaching – ongoing study based on work done by Witthaus and Robinson (2015)
- An investigation into students’ perceptions of assessment feedback
- An investigation into the effect of different formats for peer observation and review of teaching
Doctoral students join a lively and supportive community of research students, becoming an integral part of the School’s research culture. We welcome approaches from suitably qualified graduates, particularly those with a relevant Masters degree and sufficient funding, who may wish to undertake research projects in the specialist areas of the group, leading to a PhD. As a research student, you will be encouraged to attend conferences to present your work and develop joint publications with your supervisors.
The group has great supervisory experience and is keen to supervise high quality research students in members’ specialist research fields. Recognition of the quality of supervision offered by the group members has resulted in funding for doctoral students from Research Councils. For students interested in further information on potential PhD projects and supervisors, please stay tuned to our webpages.
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