Surrey Business School

Highlights

Physical and Digital Market Places – Where Marketing Meets Operations

  • Wednesday 11 Jul. 2018

  • Friday 13 Jul. 2018

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Who we work with

At Surrey Business School, we collaborate with a number of private, public and third sector organisations.

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Research news

Find out more about Eugene Sadler-Smith's research into Hubristic Leadership in Business and Management. 

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Find out what professional development we offer

Enquire now with Michelle Nsanzumuco

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Accreditation

Surrey Business School is accredited by both the Association to Advance Collegiate Schools of Business (AACSB) and the Association of MBAs (AMBA).

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International Student Internship Portal

We have launched our new global talent platform. Activate your personal global talent portal here to find internship, trainee positions, apprenticeships and graduate positions that are relevant to you from companies around the world.

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Latest news

Feature

A Step Forward for Sustainability at Surrey Business School

Surrey Business School is proud to join the United Nations Principles for Responsible Management Education (PRME). This represents a powerful commitment to advance the values of sustainability, responsibility and ethics in our teaching, research and thought leadership.

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Feature

The Hubris Project: Current Impacts & Potential Remedies of Hubristic Leadership in the World of Business and Management

At Surrey Business School The Hubris Project, led by Professor Eugene Sadler-Smith aims to understand the nature and causes of hubristic leadership (i.e. the excessive self-confidence, exaggerated self-belief and contempt for the advice and criticism of others which invites destructive outcomes) and how its potentially damaging effects on organisations and institutions might be anticipated and mitigated.

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Feature

Improving the Sustainability of the Extractive Industries in sub-Saharan Africa

Surrey Business School's Professor Gavin Hilson’s recent work illustrates how many of the problems associated with mineral extraction and processing in sub-Saharan Africa such as environmental degradation, child labour and health and safety concerns are directly a result of its operations being heavily confined to the informal economy.

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Our blog

  • Turns out, rugby in New Zealand is taught not by age group, but by size of the player.

    It makes a lot of sense for rugby. What can it show us about education? Why should students be grouped and taught by age, when aptitude and intellectual development are rarely defined so rigidly?

    Can digital learning find its true role in making education a more organic and dynamic concept, without set lengths or inflexible curricula? Time, after all, is fixed – but students are not.

    Digital learning is more and more a priority goal for higher education institutions. Digital learning is a reality, and business schools are probably late in adapting to this “new” form of learning. But what does it actually mean? What do we need to do to get it right and what are the challenges of providing a digital learning environment? What are the advantages and disadvantages? And what does this mean for the role of the lecturer?

    Surrey Business School’s CoDE (Centre for Digital Economy) attended a panel discussion on these questions and more in the Business Insights Lab recently, provided by Surrey’s Centre for Management Learning in collaboration with BAM MKE (Management Knowledge and Education) and SIG Knowledge and Learning.

    It was clear from the wide-ranging discussion that Digital cannot be considered a blanket approach, nor a panacea, in education as in any other industry; digital technology must be applied intelligently, with focus, and with an appreciation of each unique learning community and environment. Technology, in other words, must enhance the module’s objectives, not simply tick the Digital box – ultimately, pedagogy and learning design prevail.

    Not only that – we agreed we may need to ‘forget’ the term Digital Learning and remember instead that it is in fact ‘learning in a digital space’ that more accurately describes the issue; it is the space that makes the difference, but the learning itself, i.e. the cognitive ability, remains.

    Like all good debates, we ended up with more questions at the end than the beginning. Key issues to ponder included:

    • ‘What is it that digital can do that you can’t do in a classroom already?’
    • Can individual pockets of knowledge exchange begin to join up into larger online learning communities? ‘Almost like a small tribe’.
    • Lecturers need to be able to let go of the learning space, let go control.
    • The language of education is of a linear journey, with steps, outcomes, etc. Can we think of it more like the experience of music, with the exploration of ideas, feelings and themes?
    • What does a ‘learning conversation’ look like? Does digital enable us to all be learners together, rather than lecturer, student, etc? Can peer assessment play a role?
    • Can students be assessed on real-life experience? What is the role of traditional ‘credentialling’? Is the mark the key to opening the next door, or is it increasingly irrelevant?

    It sounds like a ‘wicked problem’ to us: a complicated issue, with lots of stakeholders, and many potentially competing opinions and priorities. But – that’s what makes it a conversation worth having, and joining. Digital isn’t going away – so how can Management Education, and learning more broadly, take control of its potential proactively, rather than reactively? What do you think?

    The panel featured:

    Simon Strong, Managing Partner of Download Learning Ltd, a revolutionary new digital Learning Transfer Platform

    Paul Hunter, PhD Student at Adam Smith Business School, University of Glasgow – Paul’s research focuses on cross-cultural aspects of online course delivery impact

    Michele Milner, PFHEA, Head of the Centre for Excellence in Learning and Teaching (CELT)

    University of East London

    Lisa Anderson, Senior Lecturer in Management Education at University of Liverpool, Management School

    Uzair Shah, Lecturer at Lancaster University, Management School, Department for Leadership & Management

    You can hear the podcasts of the discussions that took place during the workshop here.

    Click here for more on the themes that emerged from the panel discussion.

Who we work with

At Surrey Business School, we’ve created an innovative and stimulating environment in which our academics, students and alumni work with international corporate businesses, SMEs and government, offering bespoke consultancy and applied education programmes. Here are just a few examples of some of the organisations we’re currently working with: