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This qualitative study aims to explore how a university-level School of Marketing integrates the Sustainable Development Goals (SDGs) into curriculum, using Bloom’s Taxonomy, and to develop a reflective process that could be applied within tertiary education, more broadly. The research investigates the depth of SDG integration, with marketing subject coordinators mapping the Goals within their teachings across Bloom’s dimensions, then identifying and reflecting on how they are embedded. The reflective process has revealed that some subjects are directly mapped to SDGs, for example where students are required to work on an assessment task which relates to a specific Global Goal [1]. The results also show that other subjects are indirectly mapped, such as where subject coordinators discuss topics linked to Goals or Targets but do not explicitly state this content is SDG-related. To effectively implement SDGs within teaching and learning practice, marketing subjects require an evaluat ....
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The literature on laboratory objectives in engineering education research is scattered and inconsistent. Systematic literature reviews identified the need for better understanding. This paper ranks the laboratory learning objectives across the cognitive, psychomotor and affective domains to improve scaffolding. It provides an opportunity for reflection, a pathway to confirm assessment alignment, and opens future research areas. To accomplish this, the Laboratory Learning Objectives Measurement (LLOM) instrument is used to survey 160 academics from around the world representing 18 engineering disciplines. The results suggest that the collective ranking order does represent a framework that can be used broadly. However, for greater alignment with consensus thinking, discipline rankings should be used. The cognitive domain was deemed the most important. These results provide the community’s opinion and may not necessarily be best practice, providing an opportunity for reflection. ....
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