Business Teaching Beyond Silos

Edited by Lauren Traczykowski, Senior Lecturer, Aston Law School, Alan D. Goddard, Reader and Associate Dean Education (Quality Assurance), School of Biosciences, Aston University, Gillian Knight, Professor and Director of Education, Department of Academic and Student Services, Royal Holloway, University of London and Elinor Vettraino, Director of Aston's Centre for Enterprise, Coaching and Innovation, Aston University, UK

• Contents:Foreword: reflecting a diverse community in the curriculum xxiiiHelen E. Higson and Hannah BartlettIntroduction to Business Teaching Beyond Silos 1Lauren Traczykowski, Alan D. Goddard, Gillian Knight and Elinor VettrainoPART I INTERDISCIPLINARITY IN STEM1 People management for techies: the challenges of teachingleadership and people management to technically-focusedapprentices 13Jude Preston2 Effectively leveraging business teaching philosophiesacross engineering 24Iftakar Hassan Abdulla Haji and Uche Ogwude3 Embedding business skills through the Bioscience placement year 37Alan D. Goddard, Stuart D. Greenhill, Alice J. Rothnie,James Heritage, Lucy Holder and Joanne R. Gough4 Shaping design entrepreneurs in higher education:the development of a UK integrated master’s degreeprogramme – MSci Design, Enterprise and Innovation 49Wei Liu, Simon Finley and Lyndon Buck5 Exclusive online delivery to work-based learners: thegood, the bad, and the promising 61Alina PatelliPART I CASE STUDIES6 Embedding sustainable development (SD) andinterdisciplinary project based learning (PBL) in the EPS:an opportunity to break down silos in engineering 75Goudarz Poursharif, Tamer Panagiotis Doss, RebeccaBroadbent and Gillian Knight7 A case study: post-graduation, post-formation supportthrough facilitated peer group learning 79Rosy A. Jones and Greg J. SandfordPART II BRINGING BUSINESS TO INTERDISCIPLINARITY8 Moving from the why to the what: the role of the arts inexecutive and consulting education 84Elinor Vettraino, Warren Linds and Leah Vineberg9 Making the case for theory in the accounting classroom:invoking the self when teaching accounting and accountability 99David Yates10 Teaching accounting with inspiration from moralphilosophy (ethics) 109Richard Kenyon11 Cultivating business skill development in healthcare courses 121Saira Hussain12 Teaching the business of sport (beyond the disciplinary boundary) 132Daniel Fitzpatrick and Johan Rewilak13 Engagement and empathy in teaching economics tonon-specialists 144Dean Garratt, Matthew Olczak and Robert RieglerPART II CASE STUDIES14 International business in a foreign language: developinglinguistic and intercultural competencies 156Céline Benoit and Aurélia Robert15 Team coaching as an interdisciplinary learning medium 160Aimee Postle and Jordan ShawPART III BEYOND BUSINESS: INTERDISCIPLINARITYFROM THE HUMANITIES AND SOCIAL SCIENCES16 Multidisciplinary foundation years as an entry to higher education 166Darren Campbell17 Multidisciplinary teaching of business and law: getting thefocus right 176Daniel Cash and Adam Shaw-Mellors18 Islands in the (learning) stream: why multidisciplinaryteams are more than just the sum of their parts 186Paul Dale, Elizabeth Dolan, Basma Ikram, WendyLeadbeater, Kris Lines and Claire StockerPART III CASE STUDIES19 Using interdisciplinary teaching within a Living Lab toembed the UN Sustainable Development Goals into highereducation 199Caroline Coles20 Clinical legal education: utilising a law clinic in aninterdisciplinary setting 204Laura HydeAfterword 208Ruth AyresIndex

‘Traditional academic silos have developed refined pedagogies to enable knowledge transfer from the classroom to the workplace. Yet, in these silos, we’ve lost connections that facilitate greater learning opportunities for our students. Traczykowski, Goddard, Knight, and Vettraino bridge STEM, business, and the arts and humanities pedagogies and remind us to put the learner at the heart of what we do.’