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Bridging the Gap between Aims and Objectives for Business Clients and Academic Course Planners in 'Linked' Learning Projects

Citation

Loy, J and Ancher, S, Bridging the Gap between Aims and Objectives for Business Clients and Academic Course Planners in 'Linked' Learning Projects, Proceedings of E&PDE 2011, the 13th International Conference on Engineering and Product Design Education, 8-9 September 2011, City University London, UK, pp. 64-70. ISBN 9781904670346 (2011) [Refereed Conference Paper]

Copyright Statement

Copyright 2011 The Institution of Engineering Designers, The Design Society

Official URL: http://www.designsociety.org/publication/30862/bri...

Abstract

Creating learning experiences for students in higher education that have a basis in real world practice provide the opportunity for ‘significant’ learning. In addition ‘linked’ learning projects help business partners to understand the graduate attributes that are being developed on university courses and provide an opportunity to influence that development. Innovative practice, fostered in the safety of a learning environment, can emerge through positive collaboration between real world clients and university teams and there is the added benefit of contributing to professional development for academics in maintaining currency. This research reviews the characteristics of a range of ‘linked’ learning from knowledge based, restrictive and didactic learning projects to deep learning, participatory action research projects based on current teaching and learning theory and describes the aims, outcomes and challenges for lecturers and clients in each case. Specific examples of ‘linked’ learning projects are discussed in relation to the students, the academics and the business clients and the outcomes evaluated in terms of meeting expectations, quality of the learning experience (in line with current theory) and management issues. Conflicting aims and objectives are highlighted and recommendations for bridging potential gaps between the partners’ understanding and expectations are suggested. These provide starting points for an understanding of the drivers for learning for projects that will potentially reduce disappointment for clients and students and stressful organisational difficulties for lecturers. The aim is to contribute to positive, deep learning experiences that enhance the collaborative relationship between business and university partners.

Item Details

Item Type:Refereed Conference Paper
Keywords:real world projects, significant learning, professional practice
Research Division:Built Environment and Design
Research Group:Design Practice and Management
Research Field:Design Management and Studio and Professional Practice
Objective Division:Education and Training
Objective Group:Curriculum
Objective Field:Syllabus and Curriculum Development
Author:Ancher, S (Mr Simon Ancher)
ID Code:77176
Year Published:2011
Deposited By:Architecture
Deposited On:2012-03-20
Last Modified:2015-01-22
Downloads:0

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