Pedagogy 2025
Abstract
The concept of inclusivity in higher education has evolved in response to widening participation agendas and the need to address persistent attainment gaps among ethnic-minoritised and other disadvantaged student groups (May & Bridger, 2010; Berger & Wild, 2017). The rapid emergence of Generative Artificial Intelligence (GenAI) tools, such as ChatGPT, is challenging traditional assessment practices (Moqbel & Al-Kadi, 2023), while offering new opportunities for inclusive curriculum design and delivery (Nilson et al., 2024). This project investigates how GenAI might be harnessed to support inclusive curriculum and assessment practices within a large UK Business School, through staff development and cross-disciplinary collaboration. It explores four key questions: 1. What are the critical considerations for integrating GenAI into curriculum and assessment? 2. How is GenAI currently used across Business School disciplines, and what benefits have emerged? 3. What are the perceived staff development needs? 4. What are the implications for designing a CPD programme to support GenAI integration across the Business School and beyond? Using a mixed-methods, pragmatic approach, the study combines a narrative literature review with internal and external case studies. This paper presents initial findings from the literature review and preliminary insights from a staff survey currently underway across the Business School. These early findings will inform the development of a staff development framework aimed at supporting ethical, inclusive, and pedagogically sound integration of GenAI into curriculum and assessment design.
Dr Christine O’Leary is an experienced academic leader, educator and researcher with expertise in interdisciplinary research, transnational and business education, applied linguistics and HE pedagogy, particularly assessment. A Principal Fellow of Advance HE, she promotes inclusive practice, technology-enhanced pedagogy and co-leads research networks on HRD and learner self-regulation/autonomy.
Georgina Murray is a Lecturer in Finance and Accounting at Sheffield Hallam University. Her research focuses on enhancing student engagement within Accounting education, with a particular emphasis on creating accessible and inclusive learning environments. Georgina is committed to fostering a classroom culture where all students feel comfortable, supported, and empowered to participate fully in their studies. Her work contributes to broader efforts within the Business School to promote equity and inclusion through pedagogical innovation and reflective practice.
Zoe Newsham is a Lecturer in Accounting and Finance. She is committed to equity and inclusion in her teaching practice. She has a particular research interest in technology-enhanced teaching and learning and the responsible use of Gen AI within the Finance and Accountancy Curriculum, including assessment.
Jayne Revill is an experienced Senior/Principal Lecturer with expertise in Entrepreneurship, Educational Technology, and Curriculum Development. She has held leadership roles as Faculty e-Learning Lead and Department Learning and Teaching Lead. Jayne is deeply committed to inclusive education and the responsible integration of technology-enhanced learning, with a particular focus on embedding generative AI into the curriculum to support innovation and accessibility.
4:30 pm - 6:00 pm
Friday 21st November, 2025