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1. Introduction
As educators, we understand at an almost innate level that learning takes place in a number of ways. Simply telling students something does not mean they will learn or understand complex theoretical or social phenomena ([26] Mumford, 1993). Facts and theories are dry and one-dimensional and they will not take "seed" unless they are put into context, brought to life and practiced ([25] Moesby, 2004). Theory that is supported by practice makes understanding, and hence learning, far more likely. Kolb's Learning Cycle ([20] Kolb and Fry, 1975; [21] Kolb, 1984) contains the four components essential to learning, which are:
abstract conceptualization;
active experimentation (also known as simulations);
concrete experience; and
reflective observation.
Kolb argues that learning takes place through this cycle of experience, reflection, conceptualization and experiment. The entry point to the cycle is not important, but learning only occurs when the cycle is completed. These four components provide the foundation for teaching in specific courses in the Department of Industrial Engineering, Monterrey Institute of Technology, Mexico. The courses in Manufacturing Management and Quality Systems, both taught in English, are based on a Project Oriented Learning (POL) approach, which gives students the opportunity to interact with course content while applying their learning to real circumstances in companies ([29] Packer, 2001; [25] Moesby, 2004). All theoretical aspects taught in the classroom were reflected in practical application by forming what the authors have called a "Consultancy[1] Team" approach. In other words, students working in teams approached a range of companies with the intention of identifying a real problem, analyzing it, and offering a solution ([28] Ormerod, 1997).
Building on Kolb's learning theory, this case study is the account of one instructor's response to the fact that merely lecturing to students in classroom-bound situations, without giving them recourse to the real world, leaves students without full learning or an understanding of the subject. Finding a way to ensure that students take what they learn in abstract form, and apply and practice it in real organizations seems like the most obvious and useful way of solving this dilemma. This paper follows a three-semester project that used a POL approach to develop student consultancy teams. It also outlines the outcomes of this approach in terms of the student...