Developing student's skills and work readiness: an experiential learning framework
Purpose – This paper outlines a contemporary conceptual framework for the embedding of experiential learning into a business consultancy module. Experiential learning is a fundamental teaching approach that allows students to apply theory into a working business context. Design/methodology/approach...
| Main Authors: | , |
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| Format: | Article |
| Language: | English |
| Published: |
Emerald Publishing
2023-09-01
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| Series: | Journal of Work-Applied Management |
| Subjects: | |
| Online Access: | https://www.emerald.com/insight/content/doi/10.1108/JWAM-02-2023-0016/full/pdf |
| _version_ | 1797672462850195456 |
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| author | Adam Shore Track Dinning |
| author_facet | Adam Shore Track Dinning |
| author_sort | Adam Shore |
| collection | DOAJ |
| description | Purpose – This paper outlines a contemporary conceptual framework for the embedding of experiential learning into a business consultancy module. Experiential learning is a fundamental teaching approach that allows students to apply theory into a working business context. Design/methodology/approach – As a conceptual and not an empirical paper, the methodological approach was to draw upon the literature reviewed and to build a framework to support student learning through a business consultancy module. Findings – Exploration of the literature suggests that there are four elements critical to student learning in experiential learning environments: action, reflection, social and context. A framework has been developed utilising these elements with the interaction between the factors being key to developing learning. Research limitations/implications – So far, the framework is conceptual, and further research is needed to explore its use when staff members are developing these types of modules and to understand the interaction of the factors over the course of the student learning experience. Originality/value – The originality comes from the intersection and interaction between the core factors in experiential learning, which enables this framework to move thinking beyond more static models and hence work in a more fluid student learning environment. |
| first_indexed | 2024-03-11T21:30:25Z |
| format | Article |
| id | doaj.art-fe513a2e1641433cb428820ffea6e726 |
| institution | Directory Open Access Journal |
| issn | 2205-2062 2205-149X |
| language | English |
| last_indexed | 2024-03-11T21:30:25Z |
| publishDate | 2023-09-01 |
| publisher | Emerald Publishing |
| record_format | Article |
| series | Journal of Work-Applied Management |
| spelling | doaj.art-fe513a2e1641433cb428820ffea6e7262023-09-27T10:25:14ZengEmerald PublishingJournal of Work-Applied Management2205-20622205-149X2023-09-0115218819910.1108/JWAM-02-2023-0016Developing student's skills and work readiness: an experiential learning frameworkAdam Shore0Track Dinning1Liverpool Business School, Liverpool John Moores University, Liverpool, UKLiverpool Business School, Liverpool John Moores University, Liverpool, UKPurpose – This paper outlines a contemporary conceptual framework for the embedding of experiential learning into a business consultancy module. Experiential learning is a fundamental teaching approach that allows students to apply theory into a working business context. Design/methodology/approach – As a conceptual and not an empirical paper, the methodological approach was to draw upon the literature reviewed and to build a framework to support student learning through a business consultancy module. Findings – Exploration of the literature suggests that there are four elements critical to student learning in experiential learning environments: action, reflection, social and context. A framework has been developed utilising these elements with the interaction between the factors being key to developing learning. Research limitations/implications – So far, the framework is conceptual, and further research is needed to explore its use when staff members are developing these types of modules and to understand the interaction of the factors over the course of the student learning experience. Originality/value – The originality comes from the intersection and interaction between the core factors in experiential learning, which enables this framework to move thinking beyond more static models and hence work in a more fluid student learning environment.https://www.emerald.com/insight/content/doi/10.1108/JWAM-02-2023-0016/full/pdfExperiential learningBusiness consultancy moduleConceptual frameworkActionReflectionContext |
| spellingShingle | Adam Shore Track Dinning Developing student's skills and work readiness: an experiential learning framework Journal of Work-Applied Management Experiential learning Business consultancy module Conceptual framework Action Reflection Context |
| title | Developing student's skills and work readiness: an experiential learning framework |
| title_full | Developing student's skills and work readiness: an experiential learning framework |
| title_fullStr | Developing student's skills and work readiness: an experiential learning framework |
| title_full_unstemmed | Developing student's skills and work readiness: an experiential learning framework |
| title_short | Developing student's skills and work readiness: an experiential learning framework |
| title_sort | developing student s skills and work readiness an experiential learning framework |
| topic | Experiential learning Business consultancy module Conceptual framework Action Reflection Context |
| url | https://www.emerald.com/insight/content/doi/10.1108/JWAM-02-2023-0016/full/pdf |
| work_keys_str_mv | AT adamshore developingstudentsskillsandworkreadinessanexperientiallearningframework AT trackdinning developingstudentsskillsandworkreadinessanexperientiallearningframework |