Universities across the UK are increasingly delivering large modules with hundreds of students enrolled. Scaling up in this way makes core module delivery across business programmes efficient and consistent, especially when delivered across multiple geographical contexts, but it also presents challenges: planning learning journeys that work at scale while maintaining cohort identity, promoting student engagement and ensuring alignment between large teaching and marking teams. This article offers insight from our experience of leading these mega modules.
1. Pre-module: design and plan
Design engaging, asynchronous materials
Since students spend the majority of their time learning independently, design must focus on engagement. Online materials should be concise and varied: short video lectures of no longer than 15 minutes, graphics, curated readings and short quizzes are good examples. Host Q&A activities at the beginning and end of each unit to check students’ understanding, and when suggesting key readings, direct attention to particular parts or offer summaries. For example, you can record short podcasts with de-jargonised overviews to break down complex concepts.
Module leaders must also bear in mind module design feedback from national and international partner institutions to maintain consistency and ensure replicability. This can be challenging given different delivery styles and cultural contexts, so we recommend appointing a dedicated contact who liaises with those delivering in other settings, provides briefings and receives feedback in real time. The module leader should be responsible for moderating the work of partner student cohorts and providing constructive comments.
Plan assessment and marking ahead
Having a large team spreads the marking load. However, this makes the calibration and moderation process even more essential. We hold a pre-marking meeting where all markers grade the same sample and discuss differences and common issues. Then, the module leader liaises with each marker on the first five marked scripts in real time, suggesting any realignment and highlighting good practice. A “marker pack” with exemplar scripts and feedback helps ensure consistency. Clear marking rubrics and regular communication reduce inconsistencies and build confidence.
2. In-module: engage, connect and adapt
Make workshops indispensable
Learning content comes to life during workshops and seminars. Students often view these as “high-value” learning events as they are smaller-scale and allow closer contact between students and teaching staff. Activities such as debates, case studies and role play exercises ensure that face-to-face sessions feel worthy of prioritisation in students’ busy schedules. For example, in a business studies context, asking small groups to analyse how a concept applies in start-ups versus public-sector organisations sparks lively discussion. We also use play in the classroom to help bring topics to life, for example, through games, role play or mini pitches.
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Build pro-social learning
Large cohorts risk anonymity as students from different programmes are often mixed. Creating small, stable groups of five to six students helps foster belonging, increase attendance and support peer learning. Incorporate team challenges or competitions across the whole cohort to help develop a stronger sense of community.
Maintain momentum beyond midterm
Twelve weeks is a long time to sustain momentum and keep the energy going. You can counter this by ensuring assessments are linked to in-class activities so that students can see a direct benefit in preparing beforehand and attending – in other words, show students how the work they do in the session will be useful for their assessment.
Formative feedback linked to these activities spread across the term helps to keep students engaged, and varied activities cater for different learning styles – oral, written, analytical or creative.
Support diverse learners
In very large modules, students’ prior knowledge varies widely, as they are likely to be from different programmes. A two-tier approach, where you offer basic material for all plus advanced tasks for those with more background knowledge, helps sustain engagement across the spectrum. Use examples from varied cultural and geographical contexts to make content more inclusive and relevant and broaden students’ perspectives.
3. Post-module: assess fairly and support students
Assessment design matters
Assignments should clearly connect to module content, discourage generic responses and encourage critical engagement. Clear and detailed guidance reduces confusion and workload later. Record assignment briefings and make these available online to ensure everyone knows what is required of students.
Efficient student support
With hundreds of students, queries can quickly overwhelm staff. Setting up an online Q&A forum on a platform such as Microsoft Teams where all students are automatically subscribed reduces duplicate questions. Regular proactive communication, FAQs and dedicated time for assessment queries during workshops also eases the pressure.
Debrief and improve
After marking, bring the teaching and marking teams together to review challenges and successes. This strengthens alignment and supports continuous improvement for future cohorts.
4. From lecturer to project manager
Once student numbers exceed 500, the module leader essentially takes the role of project manager; they must perform a juggling act of risk anticipation, staff coordination and prioritisation of the student experience. We recommend the following:
• Brief early and often: share weekly guidance and teaching materials well in advance
• Foster collaboration: recognise individual tutor strengths and create space for contribution
• Maintain alignment: standardise slides and templates and hold regular check-ins
• Plan for crises early on: whether it is system errors or marking anomalies, having contingency plans avoids delays and protects student experience.
With foresight, creativity and collaboration, modules enrolling 500+ students can still feel personal, purposeful and rewarding both for students and educators when planned carefully and led effectively.
Fujia Li is a senior lecturer in entrepreneurship and innovation at the University of Exeter Business School. Hugh Waters is a senior lecturer in organisation studies at the University of the West of England.
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