Applying the alignment model for sustaining student motivation and active learning in a multi-cultural context

Central to the theory and practice of teaching and learning is the search for alignment between course aims and objectives, content, structure, delivery, assessment methods and outcomes sought. The research reported in this paper was based on two broad assumptions. The first is that without alignment it is unlikely that directed teaching and learning will occur. The second is that more attention must be paid to student motivation. This paper reports an attempt to improve correlation between one particular third year business unit and the motivation of the students concerned. This largely qualitative research found that while there was an element of connection, alignment and student motivation did not necessarily always go together.