Norwich Business School aspires to be a leading international business school at the forefront of business and management education and research, admired for its advocacy of responsible business, and distinguished by its passion to 'do different' and to make a difference for the benefit of its students, staff and the communities it serves.
What makes us different?
Our People - friendly and caring; always ready to provide help and advice; knowledgeable and well experienced in business and management.
Our Location - Norwich, a safe and inspiring place for study as well as personal and professional business development.
Our Facilities - state-of-the-art IT combined with an excellent Sportspark on an award winning campus provide great opportunities for a well balanced academic and personal development. Classrooms are equipped to provide the best possible learning experience.
Our Teaching Methods
Norwich Business School’s Teaching and Assessment Philosophy: The NBS Method (2x3)
Launched in 2012, the NBS Method guides NBS staff to produce high quality teaching and high quality assessment support. It’s 2 categories of action with 3 actions in each category (2x3) and is summarised in the table below.
Implementing the three teaching actions leads to better teaching and implementing the three assessment actions leads to better assessment support.
(1) Teaching via questions is encouraged as questions engage students by raising curiosity. Also, when students engage and consider questions, they are “learning-by-doing” which aids understanding.
(2) When challenging false assumptions/false conventional wisdom, we can think of two types of interesting teaching. Interesting Type 1 teaching is where the lecturer presents something that is unknown/not well known. Interesting Type 2 teaching is where the lecturer shows that something we think we know is wrong: what seems to be X is actually non-X. NBS’s encourages lecturers to do both types of teaching (not just type 1).
(3) The use of technology introduces variety and so makes teaching more interesting. The School encourages lecturers to draw from the internet, use video clips, use audience response systems and run computerised simulations.
(1) When it comes to assessment, lecturers are encouraged to provide marking criteria in advance of marking so that students know what examiners are expecting. A special NBS Coursework Feedback Sheet has been developed to aid this.
(2) The idea behind feed-forward is simple: Whereas feedback helps a student understand the strengths and weaknesses of personally submitted work, feed-forward helps the student understand the strengths and weaknesses of work submitted by the previous cohort of students. Lecturers are encouraged to go over the previous year’s assessment before the current year’s assessment. They can do this by providing anonymised copies of excellent answers, good answers and failing answers and explaining the differences.
(3) Formative assessment is assessment that does not count towards a module’s mark and allows students to practise an assessment before doing it for real. The School recommends that every assessment, including coursework, presentations and exams is preceded by a related formative assessment.
The thinking behind this approach is simple: practise makes perfect!
Our Business Relationships - major firms participate actively in our programmes through seminars, workshops, internships and active recruitment of our students.
Our Research - research of the highest standard on contemporary business and management issues and informs our teaching, equipping students with unique skills and abilities.
But most importantly… It is our students who make the difference committed, hungry for success, fun to be with, as the activities on campus testify.