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Co-Design: Transforming Education and the Student Experience in Business Research Group   

Disrupting the landscape of business education
We are an interdisciplinary group that seek to ideate, disseminate and evaluate transformative approaches to teaching, learning, assessment and the student experience in Business, drawing on both engaged and evaluative pedagogical research.

About us

Our group is a community of practice of engaged and evaluative pedagogical researchers generating rigorous applied and theoretical research that seeks to innovate, reshape and disrupt the understanding and landscape of business education.

We cover four primary areas of research:

  1. Co-design of innovative pedagogical practices in business education: evaluating activities, technologies and practices that challenge dominant business teaching and learning
  2. Evaluation of pedagogical innovation for large group teaching in business education: evaluating and understanding the impacts of pedegogical interventions specifically focused on large group teaching and developments at the University of Sydney Business School
  3. Engaging in impactful strategic pedagogical change in business education: interrogating approaches to enabling and delivering strategic pedagogical change in business education
  4. Participatory learning, student experience and students as partners in business education: identifying, interpreting and enabling the student voice in business education

Our people

  • Associate Professor Elaine Huber, Academic Director, Business Co-Design

Our research

CI: A/Prof Peter Bryant and A/Prof Juliette Overland

A research project to collect and embed the student voice at the school through digital storytelling. WLPL. 1.5 is centred on student perspectives and perception of community connection and identity. WLPL. 2.0 will be a crowdsourced digital storytelling research project centred on identifying the critical global and local challenges that the School will address through its curricula and identifying what skills will be required by students to address them.

WLPL is now being run as a research collaboration with Imperial College London.

CI: A/Prof Peter Bryant and A/Prof Elaine Huber

Connected Learning at Scale is a Business School strategic priority that aims to transform the teaching and learning experience in our large group core and foundation units. It will allow the School to better manage and then take advantage of the scale of cohort we have in the Undergraduate and pre-experience Postgraduate programs.

This research study uses an educational design research approach to investigate the student and staff perceptions, lived experiences and considerations to learning and teaching in large classes.

Findings from the study will enable us to develop a set of good practice guidelines and digital artefacts (technological solutions) for teaching large cohorts which can be disseminated widely across other disciplines and the higher education sector.

Watch our Connected Learning at Scale overview on Vimeo.

CI: A/Prof Peter Bryant

A research project to evaluate student perspectives on teaching and learning spaces at the Business School to inform the transformation of spaces for scale and to support connected learning.

CI: A/Prof Peter Bryant

Emerging from an institution wide consultation and evaluation project for the deployment of online exams, this research will seek to identify the pedagogical and institutional issues arising from the implementation of an online exam system.

CI: A/Prof Elaine Huber

Building on a literature review conducted earlier this year which found a dearth of published work in this area, we are investigating staff perceptions. We also know from our research and other literature that students in very large cohorts are increasingly feeling disconnected from their university experience and their learning. Introducing experiential learning practices is one way to address this problem in that students are encouraged to connect and learn in authentic, collaborative and action-oriented ways. This study investigates ways in which we can overcome the barriers to implementing and assessing experiential learning in large classes.

Workshops and events

Videos

Research Connections webinars

Associate Prof. Peter Bryant: "Being a part of 'Our Place' in a disrupted world" - Keynote at the University of Nottingham

Edugrowth: Innovations to improve the student experience

The University of Warwick Teaching and Learning Festival - TEALFest 2021

Podcast

Connected Learning: Design for the Learning Experience you want Pt 1 - Associate Professor Peter Bryant, Associate Dean (Education) from The Covid 19 and Democracy Podcast by Peter Finn

Connected Learning: Design for the Learning Experience you want Pt 2 - Associate Professor Peter Bryant, Associate Dean (Education) from The Covid 19 and Democracy Podcast by Peter Finn

Our publications

Jandric, P., Hayes, D., Levinson, P., Christensen, L., Lukoko, H., Kihwele, J., Brown, J., Reitz, C., Mozelius, P., Nejad, H., Bryant, P., et al (2021). Teaching in the Age of Covid-19 - 1 Year Later. Postdigital Science and Education 3(3), 1073-1223

Herkes, S. M., Gordon-Thomson, C., Arnaiz, I. A., Muir, M. M., Wardak, D., & King, D. A. (2021). Reduced failure rates associated with playing a new online game developed to support learning of core content in human systems physiology. Advances in Physiology Education, 45(4), 769-778. DOI: 10.1152/advan.00072.2020  

Jandric, P., Hayes, D., Levinson, P., Christensen, L., Lukoko, H., Kihwele, J., Brown, J., Reitz, C., Mozelius, P., Nejad, H., Bryant, P., et al (2021). Teaching in the Age of Covid-19 – 1 Year later, Postdigital Science and Education, 2(3), 1069-1230

Leigh-Anne Hepburn, Madeleine Borthwick, Jane Kerr & Andrey Vasnev (2021) A strategic framework for delivering ongoing feedback at scale, Assessment & Evaluation in Higher Education, DOI: 10.1080/02602938.2021.1959517 

Mantai, L. & Huber, E. (2021). Networked Teaching: Overcoming the Barriers to Teaching Experiential Learning in Large Classes, Journal of Management Education 

Vallis, C. (2021) “Designing workshops to be sociable rather than remote”, Journal of Learning Development in Higher EducationJournal of Learning Development in Higher Education, 22. [published in October 2021] doi: 10.47408/jldhe.vi22.722.  

Vallis, C., & Redmond, P. (2021). Introducing design thinking online to large business education courses for twenty-first century learning. Journal of University Teaching & Learning Practice, 18(6), 213-234. https://doi.org/10.53761/1.18.6.14 

Vallis, C., Wilson, S., Tyrrell, J. and Narayan, V. (2021, in press). Co-design as professional learning: pulling each other in different directions, pulling together. In D. Forbes, R. Walker (Eds.), Developing online teaching in higher education: Global perspectives on continuing professional learning and development. Cham, Switzerland: Springer.  

Wardak, D., Vallis, C., & Bryant, P. (2021). #OurPlace2020: Blurring Boundaries of Learning Spaces. Postdigital Science and Educationhttps://doi.org/10.1007/s42438-021-00264-2  

Wardak, D., Zeivots, S., Cram, A. (2021). CLaS light touch project: Scaling up educational co-design process. Journal of Learning Development in Higher Education, In Press. 

Wardak, D., Razeed, A., Thogersen, J., Guerry, E. (2021). Collaborating on a creative solution to teach creativity to Business students. Journal of Learning Development in Higher Education, In Press. 

Wilson, S., Huber, E. and Bryant, P. (2021). Using co-design processes to support strategic pedagogical change in business education. In Kjaergaard A., Lindgreen, A., Rosier, E., Thomsen, T. U. and Tuncdogan, A. (eds), Handbook of Teaching and Learning at Business Schools: A Practice Based Approach, Edward Elgar. 

Wilson, S. (2021). A musical lens on spatial representations of form to support designers and teachers using hybrid learning spaces. Postdigital Science and Education, doi: 10.1007/s42438-021-00262-4 

Zeivots, S., Wardak, D., Huber, E. (2021). Share Sessions: a solution to cross-disciplinary academic professional learning and development in higher education. In D. Forbes, R. Walker (Eds.), Developing online teaching in higher education: Global perspectives on continuing professional learning and development. Cham, Switzerland: Springer.  

Zeivots, S. (2021). Outsiderness and socialisation bump: first year perspectives of international university research students. Asia Pacific Journal of Education, 41(2), 385-398. [published online in 2020, but hardcopy/official year is 2021]  

Zeivots, S., Vallis, C., Raffaele, C., Luca, E. (2021). Approaching design thinking online: Critical reflections in higher education. Issues In Educational Research, 31(4). [published in December 2021]  

Zeivots, S., Shalavin, C. (2021). Hybrid teaching workshops: upskilling educators to deliver hybrid classes. Journal of Learning Development in Higher Education, 22. [published in October 2021] 

Cerimagic, S., (2021) “There is nothing like a pandemic – to force rapid change and upskilling in higher education” Journal of Learning Development in Higher Education, Issue 22: October 2021. 

Cerimagic, S., and Hasan, M.R., (2021) “A Holistic Approach to Authentic and Engaging Assessment During the COVID-19 Pandemic: An Australian case study” Journal of Learning Development in Higher Education, Issue 22: October 2021.

Chang, L.P.L., Cerimagic, S., and Conejos, S.M.A., (2021), “Challenges of running online exams and preventing academic dishonesty during the COVID pandemic”Journal of Learning Development in Higher Education, Issue 22: October 2021.

Hasan, M.R., and Cerimagic, S., (2021) “Authentic Assessment during COVID-19: an Australian Postgraduate Computing Degree Program example”, Journal of Learning Development in Higher Education, Issue 22: October 2021. 

Cerimagic, S. (2020). How to persuade' stakeholders to 'buy into' new Medical educational initiatives? Australian & New Zealand Association for Health Professional Educators (ANZAHPE) 2020 Conference, Melbourne, Australia: Australian & New Zealand Association for Health Professional Educators (ANZAHPE).

Cerimagic, S. (2020). The need for organisational change management in curriculum reform. Association for Medical Education in Europe (AMEE) 2020 Conference, Glasgow, Scotland: Association for Medical Education in Europe (AMEE).

Zeivots, S. (2020). Outsiderness and socialisation bump: First year perspectives of international university research students. Asia Pacific Journal of Education, In Press.

Brew, A., Mantai, L., Miles, A. (2019). Developing Scientific Thinking Towards Inclusive Knowledge-Building Communities. In M. Murtonen, K. Balloo (Eds.), Redefining Scientific Thinking for Higher Education: Higher-Order Thinking, Evidence Based Reasoning and Research Skills, (pp. 233-253). Cham: Palgrave Macmillan.

Bryant, P. (2019). Finding their place in the world: Using digital storytelling to understand the intersections between students technology use and their work, life, play and learning. 28th Annual European Distance and E-Learning Network Conference (EDEN 2019), Bruges: European Distance and E-Learning Network.

Bryant, P. (2019). In the Village: Enabling transformative and student led engagement with social science making through the design of technology rich learning spaces. 36th International Conference on Innovation, Practice and Research in the Use of Educational Technologies in Tertiary Education (ASCILITE 2019), Singapore: ASCILITE.

Cerimagic, S., Khanna, P. (2019). An Integrated Medical Program. Australian & New Zealand Association for Health Professional Educators (ANZAHPE) 2019 Conference, Canberra, Australia: Australian & New Zealand Association for Health Professional Educators (ANZAHPE).

Cerimagic, S., Khanna, P. (2019). Change management: promoting communication and stakeholder involvement. Association for Medical Education in Europe (AMEE) 2019 Conference, Viana, Austria: Association for Medical Education in Europe (AMEE).

Khanna, P., Roberts, C., Lane, A., Bleasel, J., Cerimagic, S. (2019). Curriculum Redesign of a Graduate Entry Medical Program using Systems Thinking Approach. Association for Medical Education in Europe (AMEE) 2019 Conference, Viana, Austria: Association for Medical Education in Europe (AMEE).

Mantai, L. (2019). "Feeling more academic now": Doctoral stories of becoming an academic. Australian Educational Researcher, 46(1), 137-153.

Mantai, L. (2019). 'A Source of Sanity': The Role of Social Support for Doctoral Candidates' Belonging and Becoming. International Journal of Doctoral Studies, 14, 367-382.

Pressick-Kilborn, K., Zeivots, S. (2019). Should all teachers be researchers? Researching Education Conference, Pymble, Australia: Presentation.

Sinclair, N., Zeivots, S. (2019). Attributes of meaningful engagement: Learning beyond curriculum. My School, Your School, Our Schools: A Sociology of Education Summit, Sydney, Australia: The Australian Sociological Association (TASA).

Yeoman, P., Wilson, S. (2019). Designing for situated learning: Understanding the relations between material properties, designed form and emergent learning activity. British Journal of Educational Technology, 50(5), 2090-2108.

Zeivots, S. (2019). Escaping to nature to learn: emotional highs of adult learners. Journal of Outdoor and Environmental Education, 22(3), 199-216.

Bryant, P. (2018). 'Everything is connected': Exploring the intersections between life, work, play and education through student use of technology in self-directed learning. 35th Annual Conference of the Australasian Society for Computers in Learning in Tertiary Education (ASCILITE 2018), Geelong: ASCILITE.

Bryant, P. (2018). Making education better: Implementing pedagogical change through technology. In Annika Zorn, Annika Zorn, Jean-Michel Glachant (Eds.), Higher Education in the Digital Age: Moving Academia Online, (pp. 35-54). Edward Elgar Publishing.

Cerimagic, S. (2018). Changing a Medical Education Curriculum: Challenges of Change CommunicationsIJRDO - Journal of Business Management, 4(10), 1-12.

Cerimagic, S., Hasan, M. (2018). Change Communications: The Key to Embracing and Implementing Curriculum Change. International Sustainable Ecological Engineering Design for Society (SEEDS) Conference 2018, Dublin, Ireland: Leeds Sustainability Institute.

Cerimagic, S., Hasan, M. (2018). Changing Medical Education Curriculum: Challenges, Preparation and Implementation of Change. International Sustainable Ecological Engineering Design for Society (SEEDS) Conference 2018, Dublin, Ireland: Leeds Sustainability Institute.

Cochrane, T., Narayan, V. (2018). Nurturing collaborative networks of mobile learning researchers and practitionersInternational Journal of Mobile and Blended Learning (IJMBL), 10(4), 73-92.

Cochrane, T., Stretton, T., Aiello, S., Britnell, S., Cook, S., Narayan, V. (2018). Authentic interprofessional health education scenarios using mobile VR. Research in Learning Technology, 26, 1-22.

Huber, E., Davila, Y., Thomson, A., Meier, P. (2018). Delivery of Science practical classes in an intensive mode: Staff and student perceptions. The Australian Conference on Science and Mathematics Education (ACSME 2018), Adelaide, Australia: Australian Council of Deans of Science.

Huber, E., Davila, Y., Thomson, A. (2018). From Surviving to Thriving: Perceptions of Teaching Intensive Mode in the Sciences. Asian Conference on Education ACE 2018, Tokyo, Japan: The International Academic Forum.

Solina, D., Huber, E., Coupland, M., Crawford, K. (2018). Developing deeper learning strategies to prepare STEM students for future careers. The Australian Conference on Science and Mathematics Education (ACSME 2018), Adelaide, Australia: Australian Council of Deans of Science.

Stretton, T., Cochrane, T., Narayan, V. (2018). Exploring mobile mixed reality in healthcare higher education: A systematic review. Research in Learning Technology, 26, 1-19.

Zeivots, S. (2018). Triggers of emotional highs in experiential learningJournal of Adventure Education and Outdoor Learning, 18(3), 275-288.

Zeivots, S., Schuck, S. (2018). Needs and expectations of a new learning space: Research students' perspectivesAustralasian Journal of Educational Technology, 34(6), 27-40.

Brew, A., Mantai, L. (2017). Academics' perceptions of the challenges and barriers to implementing research-based experiences for undergraduates. Teaching in Higher Education, 22(5), 551-568.

Bryant, P. (2017). Generating learning through the crowd: the role of social media practices in supporting students as producers at scale. 34th Annual Conference of the Australasian Society for Computers in Learning in Tertiary Education (ASCILITE 2017), Toowoomba, QLD: University of Southern Queensland.

Bryant, P. (2017). It doesn't matter what is in their hands: understanding how students use technology to support, enhance, and expand their learning in a complex world. 5th International Conference on Educational Technologies (ICEduTech 2017), Sydney, Australia: IADIS International association for development of the information society.

Cochrane, T., Narayan, V. (2017). Design considerations for mobile learning. In Charles M. Reigeluth, Brian J. Beatty, Rodney D. Myers (Eds.), Instructional-Design Theories and Models, Volume IV, (pp. 385-413). New York: Routledge.

Cochrane, T., Narayan, V., Burcio-Martin, V. (2017). Designing a cMOOC for lecturer professional development in the 21st century. Educational Leadership and Administration: Concepts, Methodologies, Tools, and Applications, (pp. 1930-1950). Hershey: IGI Global.

Cochrane, T., Narayan, V., Burcio-Martin, V. (2017). Designing a cMOOC for lecturer professional development in the 21st century. In Information Resources Management Association, USA (Eds.), Medical Education and Ethics: Concepts, Methodologies, Tools, and Applications, (pp. 488-507). Hershey, PA: IGI Global.

Davila, Y., Huber, E., Reyna, J., Meier, P. (2017). Improving the undergraduate science experience through an evidence-based framework for design, implementation and evaluation of flipped learning. 34th Annual Conference of the Australasian Society for Computers in Learning in Tertiary Education (ASCILITE 2017), Toowoomba, QLD: University of Southern Queensland.

Huber, E. (2017). Addressing the tensions that exist when making objective evaluative judgements in small learning and teaching projects in higher education. 9th International Conference on Education and New Learning Technologies (EDULEARN17), Barcelona, Spain: IATED Academy.

Huber, E., Coady, O. (2017). Engaging with academic integrity: A focus on the teacher. 9th International Conference on Education and New Learning Technologies (EDULEARN17), Barcelona, Spain: IATED Academy.

Mantai, L. (2017). Feeling like a researcher: experiences of early doctoral students in Australia. Studies in Higher Education, 42(4), 636-650. [More Information]

Mantai, L. (2017). How to become a researcher: developmental opportunities on campus and beyond. In C. McMaster, C. Murphy, B. Whitburn, I. Mewburn (Eds.), Postgraduate study in Australia: Surviving and Succeeding, (pp. 91-96). New York, United States: Peter Lang Publishing.

Smith, E., Clarke, L., Carmona, P., Cerimagic, S. (2017). Academic fraudulence in online degrees and exams at Australian universitiesIJRDO - Journal of Educational Research, 2(2), 108-119.

Wilson, S., Zamberlan, L. (2017). Dimensions of entrepreneurship in design education: a review of curriculum models for emerging creative practice.The International Journal of Design Education, 11(2), 21-33. [More Information]

Zamberlan, L., Wilson, S. (2017). "Conversation Leading to Progress": Student Perceptions of Peer Tutors' Contribution to Enhancing Creativity and Collaboration in a First Year Design Studio. Journal of Peer Learning, 10(1), 59-75.

Zamberlan, L., Wilson, S. (2017). Design pedagogy for an unknown future: a view from the expanding field of design scholarship and professional practice. International Journal of Art and Design Education, 36(1), 106-117.

Zamberlan, L., Wilson, S. (2017). Reconceiving creativity in design studio education.The International Journal of Design Education, 11(3), 1-14.[More Information]

Zeivots, S. (2017). Report on shared HDR activity-based workspace.

Zeivots, S. (2017). Research student expectations from activity-based learning space. Annual Campus Development 2017, Sydney, Australia: Presentation.

Zeivots, S., Schuck, S. (2017). Activity-based spaces for research students (workshop). New Generation Learning Space Design 2017, Sydney, Australia: Presentation.

Contact us

Co-director

Peter Bryant
Associate Professor Peter Bryant
Academic profile

Co-director

Juliette Overland
Associate Professor Juliette Overland
Academic profile