Use of Student 'Consultancy to Industry' Projects to Achieve Authentic Assessment and Problem-based Learning in an Undergraduate Business Degree

Gardiner, Claire M. (2008) Use of Student 'Consultancy to Industry' Projects to Achieve Authentic Assessment and Problem-based Learning in an Undergraduate Business Degree. In International Conference on Learning and Teaching (TIC 2008), 4 – 5 August 2008, Malaysia.

PDF (84kB)


Authentic assessment has been promoted as a key ingredient in good teaching and assessment practice in higher education, incorporating problem-based learning, testing of higher order skills, and problem based learning beyond the classroom. It may foster problem based learning that will be valued for its currency, relevance and practicality by the learners and future employers, fostering employability. So, learning activities and assessment tasks can progress beyond recall and reproduction, to more complex challenges involving evaluation and meta-cognitive skills (Maclennan, 2004; Neuman, Marks & Gamorran, 1996). Applied learning has been associated with the development of connections between the theoretical and cognitive, application of knowledge in practice, improved transferability of skills between university and the workplace, and engagement with business and the community (Rae, 2007). This paper reports the initial findings from student 'consultancy to industry' projects within an undergraduate business degree in an Australian university. Data were gathered over four years from student surveys and employer feedback. Analysis indicates that the project-based learning is seen to be relevant to the degree and subject matter, add value and extend students' technical and discipline learning outcomes. Further, 'consultancy to industry' projects should be appropriately designed, well organised, properly managed and add value for the industry partner. The development of pedagogy and practice in relation to 'consultancy to industry' projects to enhance outcomes for: (a) students' learning, (b) industry partners, and (c) project design and management are discussed.

Impact and interest:

Search Google Scholar™

Citation counts are sourced monthly from Scopus and Web of Science® citation databases.

These databases contain citations from different subsets of available publications and different time periods and thus the citation count from each is usually different. Some works are not in either database and no count is displayed. Scopus includes citations from articles published in 1996 onwards, and Web of Science® generally from 1980 onwards.

Citations counts from the Google Scholar™ indexing service can be viewed at the linked Google Scholar™ search.

Full-text downloads:

520 since deposited on 29 Oct 2008
232 in the past twelve months

Full-text downloads displays the total number of times this work’s files (e.g., a PDF) have been downloaded from QUT ePrints as well as the number of downloads in the previous 365 days. The count includes downloads for all files if a work has more than one.

ID Code: 15367
Item Type: Conference Paper
Refereed: Yes
Additional URLs:
Keywords: Authentic Assessment, Student Industry Projects, Undergraduate Business Projects, HERN
Subjects: Australian and New Zealand Standard Research Classification > EDUCATION (130000) > CURRICULUM AND PEDAGOGY (130200) > Vocational Education and Training Curriculum and Pedagogy (130213)
Australian and New Zealand Standard Research Classification > COMMERCE MANAGEMENT TOURISM AND SERVICES (150000) > BUSINESS AND MANAGEMENT (150300) > Business and Management not elsewhere classified (150399)
Divisions: Current > Research Centres > Australian Centre for Business Research
Current > QUT Faculties and Divisions > QUT Business School
Copyright Owner: Copyright 2008 (please consult author)
Deposited On: 29 Oct 2008 00:00
Last Modified: 27 Oct 2014 04:57

Export: EndNote | Dublin Core | BibTeX

Repository Staff Only: item control page