2nd debate students and meThe Practice of Politics

Teaching fellow Global Practice of Politics project

Political Marketing

Political Management in Government

Research supervision

2nd debate 2

 Awards

Teaching strengths

Collaborative teaching: increasing student control of the class with every year through increasing interactivity in class such as discussion in lectures, then dropping of lectures to make it a seminar focused on discussion and illustrative examples, and then at graduate level, wholly student-led classes; encouraging student submissions to online resources and following up on suggested examples in class discussion to create new resources which are added to the online resources.

Practically-relevant teaching: use of real world examples, practitioners and audio-visual material in classes; applied analysis/reports in written assessment; development of transferable skillsAppointment of students as peer tutors and online managers in UG classes

Research led teaching: UG and PG courses research led, utilising quotes from practitioners interviewed and cases studied; students get to conduct their own research/applied analysis at UG and PG level; research-driven political marketing textbook utilised for the UG course; research week in UG class, group discussion meetings and socials between research students in political marketing

Feedback from students and class representatives

Sept 5 2012 1022This is a mock of the PM textbook a student did as a thank you card. Comments over the years include: ‘probably best course I have taken in three years’; ‘should be a core paper for ALL politics majors.’

Students note the relevance to work and practice: ‘it was practical experience – we had to do stuff that would help us either get a job or help us use in a job this was more helpful than my other course’; ‘it is refreshing to have a class that has practical knowledge that can be applied to the real world and is directly relevant to us and where we are in our studies.’

The applied assessment is also valued: ‘really enjoyed the process of writing a report. Very applicable and practical, link between theory and the real world showed how my politics degree could be used after university’; ‘the assignments closely taught us how to do something practical which was really helpful and interesting’; ‘I really learnt a lot from this class about needing to write concisely and understanding how policy needs to meet political goals especially in the Government context.’

And discussion in class was enjoyable and useful: ‘class discussion was really encouraged – felt more like two way conversation’; ‘learning through doing which is invaluable’; ‘I liked the case studies and how we were able to apply the theory we learned to a current, practical scenario which helped consolidate the theory.’

Research student feedback on studying political marketing at postgraduate level

Political marketing is relevant to politics today: it ‘is really practical’; you can ‘observe it on the news’; ‘it’s about ‘understanding what goes on in the world today.’

Political marketing has a direct link with practice and careers: ‘you get some great transferable skills. Thanks to political marketing I’ve been a campaign manager; an intern; given input into reform’; ‘Its really great for the job market’; ‘it opens doors…it’s opened a lot of doors for me’ and ‘in political marketing you can take the things you study and learn and put them into practice.’

As a new field there are more opportunities to make an impact: ‘not a dinosaur field’; ‘can contribute to a field you are working on…so many areas where there’s a gap’ and ‘you feel like you’re making a meaningful contribution to the field.’

 Practitioner comments (CCE/PD course on political marketing)

  • ‘Overall was a super course, good tutor, and good materials. Just generally worth doing the course’
  • ‘This learning will enable me to embark on a marketing project for the next election with better understanding.’
  • ‘While I think the course was most relevant for people working in political roles, I was able in many cases to relate the principles to my own organisation.’

Recent peer review/assessor comments

  • ‘This is an excellent paper that combines academic research with a vocational/practicum element. Courses like Pols704 will have an appeal to students who not only want a degree but want to get a job after leaving university!’  (Political Management in Government, 2014)
  • ‘This course bridges the curriculum-graduate outcome-graduate employability continuum in a way that many academic courses struggle to achieve.’ (Practice of politics, 2013)
  • ‘There was a palpable buzz of anticipation in the room…They jumped to their feet to move into different groups for the group breakouts, they were all carrying with them their preparation materials and their discussions were substantive, professional and highly collaborative. Their feedback was more of the style that I am used to observing at graduate, not undergraduate, level.’ (Practice of politics, 2013)
  •  ‘The use of slides, video clips and course notes made the seminar rich, diverse, interesting, and easy to follow….Students were very attentive for the entire seminar… The peer tutors were very articulate and the quality of their answers was extremely high…Theoretical models were constantly applied to contemporary or past political parties and political events’ (Political marketing, 2012)
  •  ‘The classroom session that I observed was lively and engaging…Jennifer’s approach to teaching is excellent. She is modelling good practices that could be emulated to good effect by others…To even call the meetings “lectures” is something of a misnomer. These are active learning sessions. They are grounded in solid preparation and appropriate pedagogical considerations… The flexible learning website associated with Politics 231 offers a rich array of material for students. It creates the possibility for students to work their own way through the course, by giving them supporting information and resources that effectively scaffold the learning process.’ (Media opinion and propaganda, 2010)
  • ‘An outstanding example of a student-led class…the teaching effectiveness is spectacular’ (Marketing media and citizens, 2010)
  • ‘Dr Lees-Marshment’s method of teaching, with her focus on discussion on media footage is particularly innovative. This is a course in which students are strongly encouraged to contribute actively to, and to take responsibility for their own learning in class. But they are also provided with the resources that they need in order to do so.’ (Political marketing, 2009)

For a list of courses taught please see CV.

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