Creation of firms to develop problem-solving skills Faculty Spark - View, reflect and apply

Last updated on 24/09/2019

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Description

How can academics engage students in their skill development in authentic ways? This entry provides an overview of an assessment item which assigned students into ‘firms’ to solve ‘client’ case studies, and develop professional identify.

Challenge

Graduates require a broad range of skill sets to successfully navigate the workforce. Industry professionals often highlight the need for graduates to develop their research, analytical and communication skills in order to contribute effectively to their organisations. This Spark explores an innovative approach to engaging students in active learning experiences in which students are required to solve ‘real-world’ problems, and come up with solutions for a client, as well as further information required.

Approach

In a third year Taxation Planning course (3108AFE) situated within the Griffith Business School, the academic team transformed the weekly seminars into case-based scenarios. In these weekly seminars, students were allocated into firms, with the tutorer representing the employer.

Each week students must work within a ‘firm’ to solve problems and develop a range of recommendations for their client. In developing these solutions, students are encouraged to work within the ILAC framework:

  • Identify the ISSUE
  • Identify the relevant LAW
  • APPLY the law to the facts
  • Develop a CONCLUSION

However, the ILAC was extended to include: (a) What further facts do you need from the client; (b) What should the client do in the future about this? (ie solution) Prior to the weekly seminar, students are given a set of facts in which they must undertake research in order to contribute effectively to their firm. During the seminar, further facts are provided by the client and students are also encouraged to conduct further research during the seminar.

The final component of these seminars is the presentation of recommendations by each firm. One member from each firm is responsible for articulating the range of recommendations developed by their firm.

Collaboration

Students must work within small groups to develop a range of recommendations for their assigned client. For each firm a Google Drive is created in which students can collaboratively develop documents in real-time.

Marking

Students had to submit their tutorial attempts prior to the tutorials - which were then subject to spot checks. In total this activity accounts for 10 per cent of the grade for the course. “If a student has made a considered attempt at answering the entire seminar question, by making reference to the relevant law, and applying the law, then student will be awarded 100%, even if their final conclusion is incorrect” (3108AFE Course Profile).

Outcomes

Anecdotal feedback from students indicated a positive perception of this assessment item / learning activity. Students stated that this activity improved their confidence, fostered greater collaboration with their peers, and gave them a greater insight into what it means to be a professional advisor.

Implement

If you are thinking about implementing this approach, consider the following:

  • Provide templates and frameworks to act as guides for students. Recognise that this may be students first time working in groups and / or on a ‘real-world’ issue;
  • Ensure that students are aware of the valid and legitimate databases and websites to support their claims. At the beginning of the trimester, the course convenor provides a research workshop to assist students with these skills;
  • Invite an industry guest lecturer to talk about the importance of these skills to their graduate success. This also grants the activity greater legitimacy if the students can see a tangible link between the activity and their future profession.

Griffith Graduate Attributes

This assessment item aligns with the following Griffith Graduate Attributes:

  1. Knowledgeable and skilled with critical judgement;
  2. Effective communicators and collaborators;
  3. Innovative, creative and entrepreneurial.

This assessment item requires students to apply their discipline knowledge to ‘real-world’ issues and develop a range of recommendations to assist their clients. This requires the ability to undertake independent research, work effectively and cohesively within a group, and develop innovative and creative solutions for the benefit of their clients.

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Licence

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Preferred Citation

Freudenberg, B., & Learning Futures. (2019). Creation of firms to develop problem-solving skills. Retrieved from https://app.secure.griffith.edu.au/exlnt/entry/5605/view