Abstract:

This poster reports on a small-scale student voice study exploring how students experienced the move from a 12-week delivery structure to a 4-week block model on a BA Business, Enterprise Creation and Management programme. Business and enterprise education is often positioned as applied, practice-based and connected to authentic learning, requiring students to apply concepts to enterprise creation, problem-solving and real-world contexts [1,2]. This makes the design of accelerated delivery particularly important: if the pace of learning is not carefully considered, students may have less time to consolidate knowledge, prepare for assessment and connect theory with practice [4].

The study used student voice as a source of curriculum intelligence, recognising students as contributors to enhancement rather than only as evaluation respondents [3]. Survey responses were gathered from 19 students and included Likert-style questions, multiple-choice items and open-text comments. Quantitative responses were reviewed descriptively to identify broad patterns, while open-text comments were reviewed thematically, with attention to recurring issues around pace, depth, assessment readiness, applied learning, digital confidence and student support.

Findings suggest that students valued applied, practice-facing learning, particularly practical demonstrations, project work, real-life examples, online research and peer/group activity. Teaching quality and programme organisation were also viewed positively, suggesting that students’ concerns were not about the programme as a whole. The pressure point was the delivery model. Twelve of the 19 respondents preferred a 12-week teaching model, and the same number did not feel that four weeks was sufficient to learn the material for one module. Student comments also pointed to the need for clearer assessment guidance, more time for consolidation and stronger links between learning activities, assessment preparation and enterprise practice.

The paper argues that accelerated delivery should not be treated as simply compressing a longer semester into a shorter format. Four-week block delivery requires intentional curriculum design, with clear assessment guidance, structured support, applied learning opportunities and protected time for reflection. The findings show how student voice can help programme teams identify where delivery models, assessment design and learning support may need recalibration to strengthen confidence, engagement and success.

References:
[1] Gilje Ø, Erstad O. Authenticity, agency and enterprise education studying learning in and out of school. International Journal of Educational Research. 2017;84:58–67.
[2] Quality Assurance Agency for Higher Education. Enterprise and Entrepreneurship Education: Guidance for UK Higher Education Providers. Gloucester: QAA; 2018.
[3] Bovill C, Cook-Sather A, Felten P. Students as co-creators of teaching approaches, course design, and curricula: implications for academic developers. International Journal for Academic Development. 2011;16(2):133–145.
[4] Dixon L, O’Gorman V. ‘Block teaching’ — exploring lecturers’ perceptions of intensive modes of delivery in the context of undergraduate education. Journal of Further and Higher Education. 2020;44(5):583–595.

Keywords:

Student voice, accelerated delivery, block teaching, business education, enterprise education, curriculum design, authentic learning.