Student Engagement : Classroom Action Research Introduction

Background and Context

A core subject in MGPM/A, MBAMPM and MBIS awards and an elective for students of MBAA and other awards, has been selected as the candidate for investigation and intervention as part of Classroom Action Research. The subject does not have a prerequisite, though many students will have completed or are concurrently studying another Project Management subject. I have facilitated this subject in a face-to-face mode over 6 trimesters, recently moving to remote or Blended Synchronous Learning which allows students to participate in face-to-face classes via synchronous technologies such as Collaborate-Ultra. (Bower et al., 2015, p. 1 cited in Hrastinski, 2019)

The student cohort is international with students mainly from India, Pakistan, and Bangladesh, 1 from Malaysia, and 2 from Colombia. A large number (18) of students are studying their third trimester. The majority (26 students) are studying the MBIS or MBAA and therefore have little or no project management experience. While English is not their first language, all students have indicated it is their preferred language.

Class attendance is low but has improved over the trimester. At the end of the research activity in Week 11, 63% of students attended class. Communication with students was via Announcements which are sent to student email addresses, as well as Class Messages. Access to class materials was via Blackboard, therefore students were expected to log on regularly to review class materials.

Course Learning Outcomes (CLO) are aligned to Australian Quality Framework Requirements for Master’s Degree Level 9 (600)

Objectives

Students of Global Project Management (GPM) subjects, as all postgraduate students, must be able to analyse requirements and deliver outcomes based on these requirements (Australian Qualifications Framework Council, 2013). Project Management students require sufficient understanding of the theories underpinning Project Management practice, but of equal importance is critical thinking and ability to apply these theories. Active and participatory learning environments are required by the Academic Framework, and this leads to graduate student outcomes which include employability, self-employment, and entrepreneurship. Students need to be appropriately challenged and encouraged to take responsibility for their own learning.

The Subject Learning Outcomes (SLO) for the target subject, are aligned well to the CLO and are compliant with AQF Level 9 (Australian Qualifications Framework Council, 2013) outcomes. These are:

· Draw on tools and techniques of sourcing project data, develop a range of processes and measures to manage scope, change and quality on complex global projects.

· Critically analyse project risks and develop a range of strategies to effectively manage those risks to ensure expected project management outcomes in a variety of projects, including IT projects.

· Critically reflect on the project leadership and communication skills required to maximise project outcomes in the execution, control, and closure phases of projects.

In this subject over the past two trimesters, I have encountered a very high failure rate, particularly, it appears, since all classes were moved to a Blended Synchronous Learning context. Last trimester this class experienced 68% failure, 50% of whom were found guilty of Academic Integrity breaches. Therefore I believe that this was a suitable candidate for intervention, with the aim of increasing the level of active student engagement, to lead to improved quality of learning and assessment outcomes. The interventions focussed on fostering a Community of Inquiry, via which learners actively and responsibly engage in the process of inquiry (Garrison, November 9, 2020)

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