Auditing the University: Promoting Business Education …
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7.2 Students’ Expectations and Perceptions of Auditing
The Phase 1 survey responses indicated no students had participated in or had knowledge of sustainability auditing prior to the module. Despite this, half the students had
positive or very positive expectations about conducting an audit for their assignment
and were looking forward to the module. Students reported their feelings towards
conducting an audit:
[I’m] excited but nervous
Why not, can be great
Excited
Happy
However, varying levels of student concern in having to undertake an audit
emerged in the Phase 1 survey: 13% of students reported feeling anxious and 25%
not confident about their performance. A further 12% reported having no feelings
about it. Students reported:
I’ve never done an audit before so it seems a bit overwhelming
Anxious as I’m not sure how to go about it, but confident I’ll learn how.
Slightly overwhelmed but confident I will feel better about it as the course progresses
A comparison of Phase 1 and Phase 2 survey responses suggest students’ actual
experiences of preparing and conducting an audit were generally better than initially expected; 90% of students reported feeling positive or very positive about the
audit having participated in audit process training, undertaken some auditing and
participated in in-class activities. Students suggested:
I felt a bit worried in the beginning but now it feels OK!
Great!
Very good
I am still in the process of completing my assignment but it’s looking fairly good so far
Although a small proportion of students remained concerned about completing
their audit, more than 80% considered they had sufficient knowledge to conduct a
sustainability audit for their future employer. The author considers the support offered
through formative feedback, audit training, in-class activities and discussions with
sustainability practitioners has contributed to students overcoming their initial fear
of the unknown, developing confidence and recognising their enhanced employment
skills.
Students’ feedback suggests peer-to peer learning, employment skills of communication, group work, critical analysis and collaboration are also generated through
ABL. Students reported learning from:
Talking a lot about environmental issues and doing group work with my friends, I learned a
lot from them
Games and working in groups
315
7.2 Students’ Expectations and Perceptions of Auditing
The Phase 1 survey responses indicated no students had participated in or had knowledge of sustainability auditing prior to the module. Despite this, half the students had
positive or very positive expectations about conducting an audit for their assignment
and were looking forward to the module. Students reported their feelings towards
conducting an audit:
[I’m] excited but nervous
Why not, can be great
Excited
Happy
However, varying levels of student concern in having to undertake an audit
emerged in the Phase 1 survey: 13% of students reported feeling anxious and 25%
not confident about their performance. A further 12% reported having no feelings
about it. Students reported:
I’ve never done an audit before so it seems a bit overwhelming
Anxious as I’m not sure how to go about it, but confident I’ll learn how.
Slightly overwhelmed but confident I will feel better about it as the course progresses
A comparison of Phase 1 and Phase 2 survey responses suggest students’ actual
experiences of preparing and conducting an audit were generally better than initially expected; 90% of students reported feeling positive or very positive about the
audit having participated in audit process training, undertaken some auditing and
participated in in-class activities. Students suggested:
I felt a bit worried in the beginning but now it feels OK!
Great!
Very good
I am still in the process of completing my assignment but it’s looking fairly good so far
Although a small proportion of students remained concerned about completing
their audit, more than 80% considered they had sufficient knowledge to conduct a
sustainability audit for their future employer. The author considers the support offered
through formative feedback, audit training, in-class activities and discussions with
sustainability practitioners has contributed to students overcoming their initial fear
of the unknown, developing confidence and recognising their enhanced employment
skills.
Students’ feedback suggests peer-to peer learning, employment skills of communication, group work, critical analysis and collaboration are also generated through
ABL. Students reported learning from:
Talking a lot about environmental issues and doing group work with my friends, I learned a
lot from them
Games and working in groups