Abstract
A cycle of reflection and revision can be used to involve students and teaching staff in the development of curriculum and teaching methods, with a resultant increase in quality learning outcomes. The paper describes the process used in an undergraduate management ethics course, which resulted in an increased emphasis on collaborative teaching and the introduction of integrated communication skills. Qualitative analysis (student evaluation of teaching, student e-mail communication and feedback) and quantitative data (grade comparisons) are used to show the learning outcomes.
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