https://hdl.handle.net/2123/33783 Thu, 04 Jun 2026 08:40:31 GMT 2026-06-04T08:40:31Z https://hdl.handle.net/2123/35304 Sites of productive messiness: The critical need for Business Schools to develop and integrate the capabilities for effective and impactful business and management education research Bryant, Peter This working paper argues that business and management education research is a mission‑critical yet undervalued domain within contemporary Business Schools. It examines structural, cultural, and metric-driven factors that marginalise educational research, including journal rankings, research assessment frameworks, and institutional reward systems. Drawing on Humboldtian principles and Boyer’s scholarship model, the paper conceptualises business education research as a third space, where teaching and research intersect in productive yet complex and messy ways. This space is characterised by “productive messiness,” enabling reflexivity, innovation, and the translation of theory into practice. The paper contends that strengthening this nexus is essential for pedagogical quality, student outcomes, institutional legitimacy, and competitive advantage in a disrupted higher education landscape. It proposes the Business Education Research Capability (BERC) framework, outlining key capabilities required for impactful educational research. Ultimately, the paper calls for systemic recognition, integration, and development of educational research to support the long-term sustainability and societal contribution of Business Schools. Thu, 01 Jan 2026 00:00:00 GMT https://hdl.handle.net/2123/35304 2026-01-01T00:00:00Z https://hdl.handle.net/2123/34767 CONNECTSpace Project: Final Report Bryant, Peter; Alderton, Zoe The CONNECTSpace at the University of Sydney Business School represents a major intervention in learning space innovation, designed to support the Connected Learning at Scale (CLaS) curriculum transformation program. Conceived as a flat floor, collaborative learning environment timetabled for 160 students from the Business School and the Faculty of Engineering, the space was co designed by academic and professional staff and students to challenge foundational assumptions about university teaching spaces. Its design sought to reorient the centre of pedagogical gravity away from teacher centred performance and towards student driven connected learning, emphasising the creation, leverage, and activation of peer networks as core components of the learning experience. This report has three aims: first, to critically examine the design decisions underpinning the space and evaluate how these choices cultivate the capacities required for connected learning at scale. Second, it investigates the epistemological activities and affective responses elicited by the space, drawing on early experiences of students and educators during the first year of operation. Third, it provides insights analogous to a post occupancy review, reflecting on how the space functions in real pedagogical practice. While not an architectural or technological evaluation, the report foregrounds the lived teaching and learning experiences of the staff and students who have “resided, bent, broken, and learned” within the CONNECTSpace. The ongoing 2025 pilot demonstrates how the space continues to evolve as technologies mature, staff literacy deepens, and new learning environments emerge across the institution. Tue, 27 Jan 2026 00:00:00 GMT https://hdl.handle.net/2123/34767 2026-01-27T00:00:00Z https://hdl.handle.net/2123/33793 Connected Learning at Scale: Strategic Project Evaluation Report Bryant, Peter; Wilson, Stephanie; Huber, Elaine; Cram, Andrew; Menner, Ryan; Norman, Adrian; Prieto Alvarez, Carlos The Connected Learning at Scale: Strategic Project Evaluation Report provides a summary of the CLaS project, explains the co-design process used, summarises the project outcomes, notes the global outreach of the project, highlights core research output, and presents the future for the important lessons learned. Mon, 07 Apr 2025 00:00:00 GMT https://hdl.handle.net/2123/33793 2025-04-07T00:00:00Z