Description

"Constructive alignment" has two aspects. The "constructive" aspect refers to the idea that students construct meaning through relevant activities, that is, meaning is not something imparted or transmitted from teacher to learner, but has to be created by learners themselves. Teaching is simply a catalyst for learning. The "alignment" aspect refers to what the teacher does, which is to set up a learning environment that supports the learning activities appropriate for achieving the desired learning outcomes.

ITC 4882 "Fashion Brand Management" was selected for this study. Three intended learning outcomes for the subject were that students should be able to (1) apply the theories and strategies learned to cope with real-life situations in fashion brand management, (2) develop problem-solving, communication and presentation skills, and (3) develop critical and creative thinking. Attention was given to the alignment of the learning and teaching activities and assessment for constructive learning of the intended outcomes of the course/subject.

The results of face-to-face interviews with five students from the 2005/06 "Fashion Brand Management" subject showed that they would have liked to have more in-class interactive activities to facilitate their learning. Based on their comments, several learning and teaching activities were developed and implemented in the subject to help students construct relevant meaning.  For example, during lectures, various branding concepts and theories, and models such as the Customer-Based-Brand- Equity (CBBE) model, were introduced; and how to build, measure and manage brand equity were discussed.  Case studies and videos were used to reinforce the concepts learned and provide real-life examples. Also, group projects (related to the CBBE model) were designed so that students could demonstrate their understanding and ability to apply the concepts learned to solve real-life problems.  Students were required to keep a learning portfolio/ reflective diary, and the examination questions evaluated their ability to solve real-life problems.

In response to the students' comments, and to increase their familiarity with the CBBE model and enhance learning incentives, a CBBE model puzzle was developed. This puzzle can be delivered in the form of a competition so that students are encouraged to think more deeply about the model. Students are divided into 6 groups as the model has six key aspects. Each group is given 62 questions and 6 terms from the CBBE model and has to match the questions to the terms within one hour. For example, the question “Who uses this brand” should be matched with the term "Brand image". After complete matching, each group gives a brief presentation about their answer to one of the terms assigned. (e.g., Group 1 presents “Brand salience” and “Brand feeling”; Group 2 “Brand performance”; Group 3 “Brand image”; Group 4 "Brand judgment”; Group 5 “Brand resonance - loyalty and attachment”; Group 6 “Brand resonance - community and engagement”). After one group has presented, the model answer is shown and explained. The presentations by other groups continued following the same sequence of presentation and showing answers; and after all the presentations, each group counts its marks for the numbers of questions matced with the correct item. The group with the highest marks wins the competition and earns bonus marks. This activity can help them participate to understand how to assess brand equity.

Evaluation of the overall subject was carried out using a number of methods:

• Comments and opinions of students from the 2006/07 "Fashion Brand Management" course were collected through face-to-face interviews and reflective diaries.
• For the 2007/08 cohort of students on the same course (Semester 1):
  • a questionnaire on students' perceptions was also administered at the end of the course;
  • the Study Process Questionnaire (SPQ) was administered at the beginning and at the end of the course; and
  • the SPQ results were compared with their exam results.

After the final examination results had been announced in Semester 2, samples of "deep learners" and "surface learners" were selected for face-to-face interviews to evaluate their learning patterns as well as their views on the learning methods. 

Note: For access to further informationo, please contact Dr. Priscilla Y. L. Chan (tcchanp@inet.polyu.edu.hk)

Intended educational value

This project will facilitate the development of communities of learners capable of innovative thought and problem-solving by providing an environmentand and appropriate experiences for students to discover and construct knowledge for themselves. It is intended to promote students' ability to apply theories and strategies to cope with real-life situations in fashion brand management, and to develop their problem-solving, communication and presentation skills, and critical and creative thinking. 

Example of application

The learning and teaching activities and assessment methods were developed and trialled in 2006/07; and then revised and trialled again in 2007/08.

Evaluation/Comments

• Students commented that they found the group projects and learning portfolios useful and they learned a lot by doing this project.
• The SPQ scores confirmed the hypothesis that "deep learners" prefer the teaching approach used in this course they appreciated the design of the learning activities and enjoyed developing knowledge through them while "surface learners" thought that the teacher should perform more tasks.
• "Deep learners" benefited considerably from this learning and teaching approach.
• Students who had a higher attendance rate, participated in-class activities and followed the learning and teaching instructions can change from "surface" to "deep" learners.

Remarks

The Project Leader, Dr. Priscilla Chan,  would like to acknowledge the University Grants Council (UGC) and Learning and Teaching Committee for the Teaching Development Grant for supporting this pilot work on innovative approaches to teaching and learning.  Without thisfinancial support, this research project could not have been conducted. Collaboration on future research is also welcomed. Please contact Dr. Priscilla Y. L. Chan (tcchanp@inet.polyu.edu.hk, tcchanp@yahoo.com)