Teaching
1. Experts advise managers to think “holistically” about customer experience and embark upon a transformative change programme to implement it. Stan argues that Customer Experience is being defined so “holistically” that it risks becoming a theory of everything. Royal Bank of Scotland thought atomistically instead and built a comprehensive experience programme from selective customer journeys and services delivered by the Bank. This pragmatic approach to managing customer experience proves highly effective and less disruptive. The case provides practical advice as to where to start the customer experience journey and which pitfalls to avoid.
Maklan, S., Antonetti, P. & Whitty, S. (2017), A better way to manage customer experience: lessons from the Royal Bank of Scotland, California Management Review, 59(2), pp. 92-115.
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2. This paper examines the teaching processes, benefits, and trade-offs involved when multiple lecturers cooperatively teach a single course – special emphasis is placed on the role of technology as a facilitator of learning, the potential of team teaching to aid organizational knowledge development, and the challenges of delivering classes to a diverse/international audience.
Wood, L. & Reefke, H. (2010), Working with a Diverse Class: Reflections on the Role of Team Teaching, Teaching Tools and Technological Support. In: IADIS International Conference on International Higher Education 2010, Perth, 29 November 2010.
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Learning and Development
1. A proposed design for leadership development programmes to enable effective learning transfer of skills to the workplace.
Burke, V. & Collins, D. (2005), Optimising the effects of leadership development programmes: a framework for analysing the learning and transfer of leadership skills, Management Decision, 43(7-8), pp. 975-987.
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2. Explores the linkage between course design and learning of skills through practice.
Burke, V. (2002), Experiential Learning and Skills Development - Issues, Themes and Implications for Practice. In: Teaching and Learning Conference, Luton, 1 July 2002.
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3. Investigates the impact of experiential learning designs on student engagement.
Burke, V. (2004), Student Engagement, Identification and Development - Analysing Student Perceptions of Experiential Learning Interventions. In: Teaching and Learning Conference, Luton, 17 July 2004.
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4. Critiques the design of outdoor development programmes and proposes a new model of design for learning transfer.
Burke, V. & Collins, D. (2000), Outdoor management development: A new framework for analysing learning outcomes. In: The current state of Business Disciplines. Dahiya SB (ed.), Spellbound publications Ltd, pp. 2459-2474.
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5. This paper challenges the use of competencies as a basis for developing expertise in complex decision making environments like sport coaching and business leadership.
Collins, D., Burke, V., Martindale, A. & Cruickshank, A. (2015), The Illusion of Competency Versus the Desirability of Expertise: Seeking a Common Standard for Support Professions in Sport. Sports Medicine, 45(1), pp. 1-7.
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6. Highlights that competitive advantage comes from the effective management of supply chain relationships. Traditional Logistics and Supply Chain Programmes emphasis the “IQ” or Technical Intelligence and skills of the profession. In the future the “EQ” relational intelligence and skills will need greater emphasis and thus learning and development requires to adapt within the profession.
Wilding, R. (2007), Current trends and new directions for supply chain management - Implications for learning and development. In: The Supply Chain Academy 2007 User meeting, Dublin.
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