Matthew France

Curriculum design and development is a vital higher education (HE) agenda item at both departmental and institutional level. Issues of internationalisation, widening participation, sector competition, oversight as well the increasingly market focused culture of the HE sector have placed a challenge on academics to be reflective, creative and open minded in how they approach curriculum development. A well-documented area of curriculum development involves the increasing use of technology as a pedagogic tool. Through a small scale quantitative study, this paper will seek to examine the impact of technology (Socrative) on the learning experiences of eight business management students at a UK university. Feedback from the respondents indicates that Socrative can have a positive impact on students' comprehension of the curriculum materials. The purpose of this study is to help promote best practice and explore new strategies for technology supported pedagogy in management education.

The modern higher education learning environment has become increasingly underpinned by virtual pedagogic tools, which are able to enhance the learning experience of students. This study seeks to investigate the effectiveness of social media app Whatsapp in helping enhance the postgraduate student experience. Through a qualitative approach, feedback was gathered regarding the lived experiences of twelve management postgraduate students at a UK university during the course of 2018. The feedback of the students in the study indicated that whilst Whatsapp does provide several positive benefits and opportunities for postgraduate students e.g. a more interactive and accessible learning context as well quality and speed of feedback; the use of Whatsapp as a learning tool does raise some important questions regarding issues of in-class tension, communication barriers and privacy.