Reflecting on providing multiple assignment supports to first-year marketing students in a large class

This paper describes improvements in learning outcomes in a large undergraduate marketing class at the University of Wollongong. The authors reflect on the interventions developed and evaluated, aimed at supporting students in their transition from novice researchers into self-regulated researchers, and producing professional marketing reports in industry recognised report writing genres. The project, and therefore the paper, was focussed on the major assignment and the initial and ongoing supports provided to students. These have been developed through a continuous cycle of improvement – planned, developed in partnership with a central resource development unit, deployed using a website and classroom activities, evaluated and refined over 2 phases in a 12 month period.