Closing the gap between business undergraduate education and the organisational environment: A Chilean case study applying experiential learning theory

Challenge-based learning in higher education: an exploratory literature review

“…Within STEM, common disciplines that utilised CBL included mobile application education (Chanin et al, 2018), civil, biotechnology, software, mechanical and introductory engineering (Chanin et al, 2018;Membrillo-Hernández, Muñoz-Soto, et al, 2019;Rowe & Klein, 2007), and computer science (Barth & Luft, 2012). Within non-STEM disciplines there were much fewer examples of CBL case studies or analyses; for example communication studies (Cruger, 2018), English language (Marin et al, 2013), international business (Sternad, 2015), and marketing (Valenzuela et al, 2018). Multidisciplinary approaches within the literature, though few, included students from medicine, law and marketing (Eraña-Rojas et al, 2019)…”

“…Many studies described how their case study was developed as a pilot (Guo et al, 2014), as a forthcoming educational intervention (Kerber, Holz, Thüs, & Schroeder, 2013), or was at an initial implementation phase to be included in future strategy (Maya et al, 2017). However, other studies noted how positive results from their initial project caused CBL to be expanded to other courses within the university (Quweider & Khan, 2016), how CBL is now integrated into core curricula (Valenzuela et al, 2018) or has been used for multiple cohorts of students (Morales-Menendez et al, 2019). CBL was used in both short term (i.e.…”

“…oral presentation (Gabriel, 2014). These rubrics were, in most cases, developed by the academic team rather than collaboratively with students (Félix-Herrán et al, 2019;Valenzuela et al, 2018). In some cases, existing rubrics such as the Research Skills Development Framework (RSD) were used for assessment (Hernández-de-Menéndez et al, 2019).…”

Challenge based learning in higher education– A systematic literature review

“…In this theme (n = 3) CBL is used as a frame for a pedagogical intervention and discussed as such, but other theories are used for the analysis. In two articles (Meyer, 2018;Valenzuela et al, 2018) theories on experiential learning and teacher beliefs are used to discuss educational design projects in business education and engineering. In Högfeldt et al (2019) Challenge-Driven Education, a version of CBL, is framed by Activity theory.…”

Work Integrated Learning in International Marketing: Student Insights

“…Our aim in the current research has been to explore students' overall experience of the live business projects but we note that there are other important issues to address before business educators adopt the usage of live business clients in their courses. In this context, the presence of real-life businesses in student projects contributes to closing the gaps between theory and practice in the education of future business professionals ( Bove and Davies, 2009;Valenzuela et al, 2017 ). Our findings show that students engaged in live business projects found them to be useful for (i) giving them confidence, preparing them, and teaching them knowledge mobilisation skills for the future, (ii) making them 'active learners' both engaged with their work and taking ownership of their work on a personal level, a university level, and at an industry level, and (iii) giving them responsibility and accountability, teaching them about personal and practical limitations, and giving them experience beyond their coursework.…”