Using real-life consultancies in teaching, learning to enhance student employability

Douglas, CH 2004, Using real-life consultancies in teaching, learning to enhance student employability , in: Education in a Changing Environment, 12-13 January 2006, University of Salford, UK. (Unpublished)

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Abstract

This paper reports the findings of a TLQIS project to investigate the approaches followed and the role that consultancy projects carried out for external corporate organisations currently play in student-centred learning and skills development at the University of Salford. Through a series of in-depth interviews, questionnaires and follow-up Delphi-type questioning approach, the research examined the use of placements and work-based consultancy across the Schools of the University. Findings show that placement remains the main form of external work-based learning activities. The main focus of the consultancy project form of teaching and learning activity was in the School of Environment & Life Sciences and Information Services Institute. The research demonstrated that student employability is potentially enhanced by embedding supportive knowledge-skills transfers into the teaching and learning process through the consultancy project approach. The paper discusses student reflections on their own learning and development of their competences from carrying out consultancy activities. It therefore provides insights for considerations in developing this approach as a method of learning.

Item Type:	Conference or Workshop Item (Paper)
Additional Information:	ISBN: 9781905732074
Themes:	Subjects / Themes > L Education > LB Theory and practice of education > LB2300 Higher Education Subjects outside of the University Themes
Schools:	Schools > School of Environment and Life Sciences Schools > School of Environment and Life Sciences > Ecosystems and Environment Research Centre
Refereed:	Yes
Depositing User:	Institutional Repository
Date Deposited:	03 Jun 2009 11:01
Last Modified:	16 Feb 2022 08:22
URI:	https://usir.salford.ac.uk/id/eprint/2016

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