This report delves into my two-year journey as the course coordinator for MA Innovation Management at the Culture and Enterprise Department in Central Saint Martins. Through this review, I aim to shed light on the re-approval process, my endeavours in developing and delivering project briefs, and the curation of reading lists for MA level students. My positionality within this review is grounded in the belief that our focus should be on delivering accessible and inclusive briefs and fostering a diverse reading list. Considering the multicultural composition of Central Saint Martins, where the majority of students in my classroom are international, I find it vital to offer them a global perspective while representing the rich tapestry of different races and faiths (Carroll, 2005).
Having immersed myself in the MA Innovation Management course management and teaching, I embraced the role of guiding the re-approval process for the past two years. This comprehensive process compelled me to reflect on every facet of our teaching, from the nomenclature of units and thematic content to the development of key unit documents, project briefs, and assessment methodologies.
The significance of my work lies in its alignment with inclusive learning theory. Drawing upon insights from scholars like Ainscow and Sandill (2010) and Bhagat and Neill (2011), I constantly contemplated the construction and delivery of project briefs, as well as the selection of readings for my students. Recognising that project briefs are the first point of contact between educators and students, I strived to ensure inclusivity and accessibility of information and resources for all individuals. Additionally, I acknowledged the crucial role of a diverse reading list, drawing from my personal experience as a former student at the School of Oriental and African Studies. During my time there, the curriculum offered a wide array of global perspectives, diverse faiths, and languages, fostering an enriching and empowering learning experience. I aimed to replicate this inclusive approach for my students, supported by insights from the literature (Shades of Noir, 2020 and Richards and Finnigan, 2015).
A pivotal aspect of my process involved incorporating student voices to craft the new handbook, project briefs, and reading lists. By conducting workshops and surveys, I actively sought feedback from students representing various racial, age, and gender backgrounds. This collaborative consultation process became the cornerstone of refining subsequent drafts of the handbook, ensuring its relevance and resonance with the diverse student body.
The artefact, comprising the handbook and project briefs, holds immense significance in shaping students’ educational journey (Luxon and Peelo, 2009). Serving as their initial point of contact with the course and assignments, these materials greatly influence students’ approach to their work and foster their growth as master level students. Emphasizing the dynamic nature of innovation, I endeavoured to align the course content with the ever-evolving field.
The impact of the revised project briefs was evident as students produced more robust work, delving into international case studies, and demonstrating greater boldness in their creative endeavours. Simultaneously, the updated handbook proved to be more comprehensive and accessible, leading to heightened student engagement and active participation in the classroom. By incorporating case studies from their respective regions, I provided students with a sense of empowerment and representation within the course content (Hahn Tapper, 2013).
Upon reflecting on my work in enhancing inclusivity in MA Innovation Management, I am heartened by the positive outcomes resulting from an iterative approach grounded in student feedback (Finnigan, 2009). These efforts have culminated in the creation of comprehensive documents, serving as guiding lights for the next generation of innovation managers (Grace and Gravestock, 2009). Witnessing the impact of these inclusive practices, I have received positive feedback from students who have embraced international opportunities and contemplated innovative practices across various parts of the world. By embracing cultural diversity, the course fosters a sense of inclusion and empowerment among students (Sovic and Blythman, 2012 and Sovic, 2008).
In conclusion, my commitment to inclusive learning and my reflective approach to course development have left a mark on the experiences and achievements of my students. This ongoing pursuit of diversity and accessibility within the curriculum has the potential to revolutionise the educational landscape, equipping students with the knowledge and skills required to excel in our interconnected world. As the domain of innovation continues to evolve, my work remains anchored in preparing students for the challenges and opportunities that lie ahead, empowering them to be change-makers and advocates for inclusivity.
Bibliography:
Ainscow, M. and Sandill, A., (2010) ‘Developing inclusive education systems: The role of organisational cultures and leadership’. International journal of inclusive education, 14(4), pp.401-416.
Bhagat, D. and O’Neill, P. (2011) ‘Inclusive Practices, Inclusive pedagogies: Learning from Widening Participation Research in Art and Design Higher Education’. Croydon: CHEAD.
Carroll, J. (2005) ‘Multicultural groups for discipline-specific tasks: can a new approach be more effective’. In J. Carroll & J. Ryan (Eds.), Teaching international students: improving learning for all (pp. 84-91). Abingdon: Routledge.
Hahn Tapper, A.J. (2013) ‘A pedagogy of social justice education: Social identity theory, intersectionality, and empowerment’. Conflict Resolution Quarterly, 30(4), pp.411-445 Available at: https://certainlycert.myblog.arts.ac.uk/files/2017/04/A_Pedagogy_of_Social_Justice_Education_S.pdf (Accessed 1 March 2022)
Grace, S. and Gravestock P. (2009) ‘Inclusion and diversity: meeting the needs of all students’. Abingdon: Routledge.
Finnigan, T (2009) ‘Tell Us About It: Diverse student voices in creative practice’, ADCHE Journal 8(2) Available at: https://engagingimagination. files.wordpress.com/2014/03/tell-us-about-it.pdf (Accessed: 1 March 2022).
Luxon, T., & Peelo, M. (2009) ‘Internationalisation: its implications for curriculum design and course development in UK higher education’. Innovations in Education & Teaching International, 46(1), 51-60.
Richards, A. and Finnigan, T. (2015) ‘Embedding Equality and Diversity in the Curriculum: An Art and Design Practitioners Guide’. York: Higher Education Academy Available at: http://www.heacademy.ac.uk/sites/default/files/resources/eedc_art_and_design_online.pdf (Accessed: 1 March 2022).
Shades of Noir (2020) ‘Inclusive Practice.’ Available at: https://issuu.com/shadesofnoir/docs/inclusivepractice (Accessed: 1 March 2022).
Sovic, S. and Blythman, M. (2012) ‘International Students Negotiating Higher Education: Critical perspectives’. Oxford, Routledge.
Sovic, S. (2008) ‘Lost in Transition? The International Students Experience Project’. London: Creative Learning in Practice. Centre for Excellence in Teaching and Learning. Pages 8, 9 and 20