Written by Saad Qureshi
A case of too much too soon?
Adam was the Head of Business at a local music promotions company down the road from the Ward Creative Institute. Saira, a lecturer on the Music Business course at the Institute, herself a part time band manager, asked Adam to consider teaching on a Marketing, Business and Law module on the Music Business course.
Adam hadn’t lectured before but was really excited about the role. Within a month or so he was delivering his first full semester to a group of 60 students, the largest group on the Marketing module so far. He was appointed for two days a week, to teach in block days. This meant two 3 hour sessions with students each day.
Saira supported Adam transition into this new role through all the following: guiding him on the background of the students, providing the programme and module outline, and handing over the lecture content previously taught.
A typical day for Adam would include managing his day to day work at his promotions company whilst preparing for lectures. He had been given some previous content delivered to students, but he didn’t quite know how to deliver it as he hadn’t designed the material. He had his own examples too from industry that he wanted to draw upon including dozens of legal contracts, successful promotional campaigns and more. Where should I start he kept asking himself? How do I take one example of a promotion campaign and turn it into content spanning a whole session or day?
He adopted a teaching style that he thought was ‘hard’ preparing students for the real world challenges of strict deadlines, and frequent setbacks and disappointments. He wanted them to work in teams. This didn’t always go down well with students and so Adam thought his method of involving students and challenging them was probably not appropriate.
Because of his busy schedule outside the Institute Adam could only afford to spend time on campus for the two days he taught. He wasn’t able to interact much with other teaching faculty, many of who came in on different days. The faculty office was for those staff who were full time permanent due to limited space.
As the end of semester approached, Adam found himself having to mark students’ assessments and written work which he didn’t know how to go about marking. He knew these were due in week 9 of the semester but was unable to plan his time as he juggled his new teaching commitments. He got through it but it caused him a lot of stress.
Saira was hoping Adam would return to deliver the same module next semester but he mentioned that teaching wasn’t what he expected and it was rather stressful. So he’d be returning to his industry job.
Assessing the above case study:
- What issues do you think are present in the case study?
- It would have been great if Adam could continue to teach. What could Saira have done to help retain Adam as a valued member on the course?
- What can the Ward Creative Institute learn from this story about Adam?
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