A feminine approach to teaching a large, first year university course: and everyone lived happily ever after!

Southey, Kim and Lynch, Bernadette and Werth, Shalene and Hammer, Sara (2007) A feminine approach to teaching a large, first year university course: and everyone lived happily ever after! In: 2007 International Women's Conference: Education, Employment and Everything... theTriple Layers of a Woman's Life, 26-29 Sep 2007, Toowoomba, Australia.

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University of Southern Queensland (USQ) first year business students were more likely to pass MGT1000: Organisational Behaviour (OB) than any other Bachelor of Business core course during the period 2003-2005. This case study discusses the teaching approach of an all female team and outlines possible explanations for the favourable pass rate. Important to this case is that it shows women collaborating to support each other and their students through the learning journey. The Teaching Team intuitively implemented its teaching strategy and methods whilst engaging in critical reflective practice. This occurred within the realms of a teaching philosophy based on concern for the academic welfare of the students and manageability of workload for teaching staff. Support for these approaches is found in the literature on student success and retention as well as educational and feminine discourse theory. On the basis that the Team considers these to be the major contributing factors to the success of the OB students, this paper will address the Team’s teaching philosophy; curriculum planning; course content; teaching materials and methodologies; student learning outcomes,and innovation in teaching.

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Item Type: Conference or Workshop Item (Commonwealth Reporting Category E) (Paper)
Refereed: Yes
Item Status: Live Archive
Additional Information: Copyright is retained by the author.
Faculty / Department / School: Historic - Faculty of Business - School of Management and Marketing
Date Deposited: 11 Oct 2007 01:23
Last Modified: 02 Dec 2015 05:37
Uncontrolled Keywords: feminine discourse; teaching pedagogy; transition; social presence; constructive alignment; higher education research
Fields of Research : 13 Education > 1301 Education Systems > 130103 Higher Education
17 Psychology and Cognitive Sciences > 1701 Psychology > 170105 Gender Psychology
13 Education > 1302 Curriculum and Pedagogy > 130203 Economics, Business and Management Curriculum and Pedagogy
Socio-Economic Objective: C Society > 93 Education and Training > 9302 Teaching and Instruction > 930201 Pedagogy
URI: http://eprints.usq.edu.au/id/eprint/3372

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