FLIPPING WITH OTHERS/ Applying Flipped Learning in CSR Teaching
Dr M. May Seitanidi, Director PhD Programme
THE UK’S EUROPEAN UNIVERSITY
www.kent.ac.uk/kbs
Overview
• What is Flipped Learning?
• Application in CSR Teaching
• Reflections
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Developed in collaboration with the Institute of Business Ethics,
London, UK
What is Flipped Learning
• “Flipped Learning is a pedagogical approach in which
direct instruction moves from the group learning
space to the individual learning space, and the
resulting group space is transformed into a dynamic,
interactive learning environment where the educator
guides students as they apply concepts and engage
creatively in the subject matter.” (The Flipped Learning
Network).
MODE OF DELIVERY:
So, Flipped Learning can:
• Extend the student learning experience outside the
classroom• Provide structure for the student’s learning in their own time
• Learning on demand
• Free up class time to add more dynamic activities• Depending on academic’s creativity (heavy investment of time to
start with)
• Develop a transformational learning experience with real
impact
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Application of FL in CSR Teaching:Page 8
Teaching informed by:
• cross-sector collaboration and co-creation of value for the social good
• the use of principles of reflection and student centred learning
Aim:
• develop an understanding of CSR informed by ethical theory and
highlighting the importance of a collaborative approach with internal
and external stakeholder groups
• student empowerment and personal transformation leading to increased
employability
What did it involve?
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1. Lectures • 2 by module convenor in lecture
theatre (intro FL & Reflection + CSR)• 9 by module convenor recorded in
Panopto (online)• 9 by guest speakers in lecture theatre
2. Seminars• 7 seminars: warm-up linked to guest
speakers, review theory, case studies• 2 seminars for student presentations• 1 seminar in class mock-exam
3. Moodle• 2 Reflective Forums• Links to Panopto lectures• Material from each guest speakers &
module sponsor (IBE)• Reflective Journal
4. Reflection • Individual-group-collective-public
5. CSR Blog• Public reflection
6. Drop Box Folder • Sharing material with all guest
speakers
7. Online & Offline interaction with students & guest speakers
• 24 announcements, 213+ conversations (students), 100+ (guest speakers)
8. Visualisation• Avatar, lecture & seminar slides,
guest speakers brief, CSR blog, in-class photos
Guest Speakers
• Mr. Greg Chant-Hall (GCH), Head of Sustainability at Skanska
• Ms. Judith Houston (JH), Business Conduct & Ethics Manager at Lego;
previously Senior Ethics Officer at Network Rail
• Mr. Daniel Johnson (DJ), Institute of Business Ethics, London
• Mr. Mickey Khurana (MK), Compliance & Ethics Manager at Diageo
• Professor Sheldon Leader (SL), Director, Essex Business and Human
Rights Project, University of Essex
• Mrs. Philippa Foster Back (PF), Director, Institute of Business Ethics
(IBE)
• Mr. Ian Stevens (IS), Programme Manager (Suicide Prevention),
Networkrail
• Mr. Javier Santoyo (JS), Corporate Relationships Manager, National
Council for Voluntary Organisations (NCVO)
SequenceListen to Panopto
Lectures & Engage
with online material
Attend Lecture
1/ Audit Lecture
2/ Prepare for the in-
class question by
reading material
associated with guest
speaker online
3/ In case of reflection
complete reflective
journal
1/ Interact with the guest
speaker
2/ Discuss within your
group your individual
reflection
3/ Participate in class
discussion
Attend Seminar
1/ Read & take notes of
case study, prepare
questions
Prepare for Seminar
1/ Contribute to the case
study narration
2/ Answer questions
Contribute to CSR Blog,
Reflective Forums
Outputs:
• Number of students:69
• Individual Assignments: 48-75% • Mean=61.9%, SD=9.9 & 15.9% 1sts awarded
• Group work marks: 58-72 • Mean=65.19%, SD=4.31
• Exams: 35-72% • Mean=60.18%, SD: 6.18
• All students passed all coursework
• High levels of student satisfaction with the module
Outcomes:
• High levels of engagement
• Critical thinking and emotional buy-in
• Out-of-class and beyond module engagement
• Dramatic increase in student confidence
• Increased reflexivity
• Developing genuine interest in the field of CSR
beyond the module & sustaining it
Student feedback
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“ …students to want to meet to discuss the work [in advance of the seminars]. This just shows that due to the involvement that is required in the seminars and due to the emphasis May places on participation, all students want to have something to say in the seminar and thus complete the work to ensure this happens. This saw a lot of students who did not normally get involved in group projects and class discussions actually speak up showing their confidence”
“ … by challenging us to share our perspective,
whilst encouraging reflection. Personally, this has
enhanced my communication skills and
encouraged me to be more open minded -
invaluable skills that I will use to build a successful
career following graduation”
This module ‘saved’ me, as it
motivated me to start attending other
modules. She has dedicated an
enormous amount of time to this module,
but also to me personally … giving to me
the opportunity to assist with the ‘CSR
and Student Reflections’ blog”
“ … to understand that businesses have an
extended chain of responsibility, and as an
individual, I too should be aware of the
impact of my actions on a network of
stakeholders. This has led me to change
my purchasing habits and consequently
avoid consuming products manufactured
through poorly managed supply chains”
IMPACT
How to use the new Kent owerPoint template
1 job offer to a
student by the IBE
1 internship to a
student by
NetoworkRail with the
potential job offer in
September
1 student
interested to do a
PhD in CSR
Reflections
• Structure, consistent implementation, continuous interaction, encouragement, collaborative approach
• Positive outputs and outcomes with examples of impact
• Preparation & time intensive
• Personally rewarding for academic: inspirational, positive feedback, PhD (ESRC 1+3), excellent opportunity to interact with practitioner organisations
• KBS: excellent for student satisfaction, engagement with practitioners
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THE UK’S EUROPEAN UNIVERSITY
www.kent.ac.uk/kbs