Learning, Teaching and Assessment Processes

2a: An understanding of teaching, learning and/or assessment processes

My teaching practice is deeply informed by a combination of international experience, research led innovation, and continuous pedagogical development. Early in my career, I taught at Zhejiang University and Zhejiang University of Technology in China, delivering accounting and finance modules to multinational cohorts, including Chinese students preparing for study abroad and international students studying in China. These early experiences highlighted the critical importance of cultural adaptability and inclusivity when designing learning activities. Students came from diverse educational systems with varied expectations, learning preferences, and prior knowledge. To bridge these differences, I adapted teaching strategies to foster equity and engagement, ensuring that my practice was inclusive and learner centred. Working alongside experienced faculty mentors I delivered tutorials and supervised entry level international students. These responsibilities reinforced my understanding of how inclusive teaching methods, combined with appropriate use of technology, can enable effective learning, aligning directly with the CMALT value of understanding the interplay between technology and learning. Even in these early roles, I recognised that digital tools, when thoughtfully embedded, could support language development, enhance access to resources, and facilitate collaboration across cultures.

During my PhD at the University of Portsmouth, my approach to teaching and research evolved significantly through the integration of advanced computational techniques. I used Python to conduct large scale sentiment analysis and web scraping of over two million tweets to assess corporate risk disclosure, and I employed HOMER PRO for techno economic feasibility studies. These experiences demonstrated to me how authentic, research driven activities could be adapted into learning opportunities that mirror professional practice. The use of these tools reinforced my appreciation of constructive alignment (Biggs, 2011), ensuring that learning outcomes, activities, and assessments reflected the analytical and decision making skills required in industry. For example, the process of transforming unstructured data into actionable insights in my research directly informed assessment design for my students, where they were required to clean, classify, and interpret financial datasets for evidence based decision making. This aligns with the CMALT principle of using technology to create authentic, inclusive, and engaging learning experiences. In my current role at the University of Greenwich, I have redesigned assessments to prioritise authenticity, inclusivity, and employability. For instance, Business Analytics module, I replaced traditional essays with technology embedded assignments. This change empowers students to explore tools and manipulate real world data, and integrate visual design, reflective commentary, and digital literacy. Moreover, in Financial Business Intelligence and Business Analytics I, I introduced Qlik dashboards built from Bloomberg datasets as a core assessment. These tasks require students to extract, clean, and visualise real world financial data, perform risk assessments, and communicate insights clearly and persuasively. Through these assessments, students engage with technologies widely used in industry, bridging the gap between academic learning and professional practice. This approach exemplifies my commitment to enabling learning through digital tools and aligning assessments with authentic contexts, a key aspect of the CMALT values.

The impact of these changes has been tangible and measurable. Based on module evaluation data and attendance records, student engagement increased by an estimated 30% following the introduction of these authentic assessments. Furthermore, anecdotal evidence highlights significant employability benefits. For example, one student, Ilia, successfully secured interviews with JP Morgan after showcasing skills in Bloomberg, Qlik, and advanced Excel on his CV, skills developed through my module. Ilia later contacted me for advice on preparing for the interview, underscoring the real world relevance and transferability of these skills. These outcomes reflect my commitment to reflective practice and evaluating the impact of technology on learning, demonstrating that when students understand the professional application of a task, their motivation, persistence, and confidence increase substantially. Collaboration with colleagues has amplified the impact of these innovations. Two colleagues, Mig and Tarikul, expressed a strong interest in my technology enhanced and sustainability focused approaches. We have since collaborated to embed data driven activities and sustainability themes across multiple modules, ensuring consistency in digital practice and enhancing the student experience. This collaboration demonstrates the CMALT value of empathy and willingness to learn from and with others, as knowledge sharing benefits both staff and students, creating ripple effects across programmes. Reflecting on this experience, I see opportunities to formalise such collaboration through structured workshops or digital resource repositories, ensuring sustainable adoption of innovative practices across the department. Challenges have inevitably emerged during the implementation of technology enhanced assessments. One notable incident involved a student who submitted their Qlik dashboard for assessment only to discover during their presentation that the dashboard appeared empty because it was not saved correctly. To resolve this, I quickly accessed the Qlik platform during the session, retrieved the student’s work, and enabled them to complete their presentation successfully. This experience underscored the necessity of technical contingency planning when assessments rely on cloud based platforms. Moving forward, I plan to introduce a pre submission checklist and a short “test run” session to identify technical issues before the final deadline. This reflective adjustment aligns with the CMALT principle of using evidence informed practice to refine approaches and ensure equitable student experiences.

My reflections on assessment design also reveal significant opportunities for enhancement, particularly in embedding sustainability themes. For example, I plan to introduce tasks that require students to compare the performance of two firm types, one actively pursuing sustainability and another that is not using ESG scores alongside financial indicators. This approach would not only deepen students’ analytical skills but also foster critical engagement with global sustainability challenges, demonstrating the role of technology in facilitating learning that is socially and professionally relevant. Such enhancements align strongly with the CMALT value of understanding the interplay between technology, pedagogy, and real world application. Scaffolding has been central to the successful implementation of these innovations. Many students initially perceive Bloomberg and STATA as intimidating tools. To address this, I employ a blended support model that includes live workshops for real time guidance, recorded tutorials for flexible revision, and comprehensive written guides. This approach reduces barriers and reflects my commitment to inclusivity and adaptive pedagogy. Continuous professional development underpins this process. I regularly review student feedback, attend digital learning workshops, and engage with current research to refine my strategies, demonstrating alignment with the CMALT value of continuous professional development and reflective practice. The integration of authentic, technology enhanced assessments has taught me several important lessons. First, students are more motivated and persistent when tasks clearly reflect real world professional challenges, such as dashboard creation or portfolio development. Second, collaboration with colleagues enhances consistency and creates synergies across programmes, leading to better learning outcomes. Third, building in technical checks significantly reduces last minute issues, enabling students to focus on demonstrating competence rather than troubleshooting. Looking ahead, I intend to trial AI driven feedback tools within reflective portfolios to provide personalised, data informed suggestions, supporting iterative improvement and enhancing student agency in the learning process. This aligns with the CMALT principle of exploring new technologies to improve engagement and learning effectiveness.

My practice is supported by multiple forms of evidence, including assessment briefs that embed Qlik dashboards and Bloomberg analytics, my published research on techno economic assessments, and ongoing work on sentiment analysis in corporate disclosure (with two articles currently under review in ABS 3* journals). These outputs underscore the depth of my subject expertise and demonstrate how research led teaching informs authentic assessment design. My experiences across China, my PhD research, and my current role at the University of Greenwich have reinforced that effective learning and assessment must be authentic, inclusive, and technologically relevant. By embedding real world tools, scaffolding learning through structured support, and fostering collaboration among staff and students, I have created a model of practice that aligns fully with the CMALT principles. Moving forward, I aim to further integrate sustainability and adaptive technologies to personalise learning and maintain alignment with these core principles, ensuring that my teaching continues to prepare students for success in an increasingly digital and globally interconnected professional environment.

References

• Association for Learning Technology (ALT). (2021) CMALT: Certified Membership of ALT – Guidelines for Candidates and Assessors. Available at: https://www.alt.ac.uk/certified-membership.

• Biggs, J. (2011). Teaching for Quality Learning at University (4th ed.). Open University Press.

• Li, J. (2012). Cultural Foundations of Learning: East and West. Cambridge University Press.

• Sweller, J. (2020). Cognitive load theory and educational technology. Educational Technology Research and Development, 68(1), 1–16.