As part of a larger teaching and learning (T&L) project, a team based at The University of Sydney, within the Faculty of Economics and Business became aware of the significant challenge faced by academics in “constructively aligning” (Biggs, 1996) their teaching programs with the T&L objectives of the university, faculty and discipline concomitant with providing quality T&L outcomes for students. In this article, the authors describe the development of their model for constructive alignment.
This article is from the Accounting Instructors’ Report, an electronic journal that provides teaching tips and insights to those who teach accounting and other business courses.
Graeme Dean, University of Sydney
Sandra van der Laan, University of Sydney
Cameron Esslemont, Global Library Services Network