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Keywords
Higher education, Industry, Projects, Problem-based learning
Abstract
This paper discusses the experiences of three stakeholders involved in live projects (live projects are part of an industry and education partnership to provide level 2 students with an opportunity to work with "real life" business problem situations). In particular the paper examines the expectations and perceptions of industry partners, tutors and students involved in a live project experience at Birmingham College of Food, Tourism and Creative Studies (BCFTCS). From a comparison of these stakeholder perspectives it can be suggested that although a more self-managed approach to student teaming is desirable, it is not always achievable with large student groups and time-constrained activities. Despite this, the students appeared to have further developed the desired skills of communication, teamwork, problem solving and research, as well as the personal attributes of greater self-confidence and leadership.
Introduction
The aim of this paper is to investigate the use of a live project in the teaching of undergraduate programmes. The research was conducted in three stages: first, 256 questionnaires were administered to all level two undergraduate students who had recently undertaken live projects during the semester two period in 2002. Second, a focus group was held with all tutors involved in the planning and delivery of live projects. Third, a sample of industry partners was interviewed during September and October 2002.
The focus of the study explores the challenges of using live projects (collaborative industry-led projects) as a teaching and learning tool. Both students and tutors have raised a number of interesting issues and there are several challenges that need to be resolved when using live projects with a relatively large student cohort (20 plus in a group).
This has resulted in the generation of a matrix indicating hallmarks of experience from the perspectives of all parties involved.
The need for education-business partnership
There is increasing pressure from government on educational institutions to provide opportunities for higher education students to acquire and develop the skills and attributes required by industry. Nationally, a number of studies (O'Brien, 1997; Williams and Owen, 1997; McLarty, 1998) have been performed to ascertain exactly what skills the employers want to see included in the graduate profile. Although the findings of the various national...