Competence or capability: Work-Based Learning and Problem-Based Learning

Hanney, Roy

doi:10.1386/jmpr.6.2.73/3

Cited by 14 publications

(9 citation statements)

References 1 publication

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“…The experience gained in student-run agencies can be categorized as experiential learning or PBL. PBL focuses on the process of finding the best solution among many for solving complex, real-world problems (Hanney, 2005). Quintanilla and Wahl (2005) asserted that service-learning projects allow students to “apply and learn course concepts by having them solve authentic, real-world problems with tangible outcomes” (p. 67).…”

Section: Literature Reviewmentioning

confidence: 99%

Student-Run Communications Agencies: Providing Students With Real-World Experiences That Impact Their Careers

Bush

Haygood

Vincent

2016

Journalism & Mass Communication Educator

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While several studies have examined the learning outcomes of student-run communications agencies, these studies have mostly been from the perspective of faculty advisors. Through in-depth interviews with student agency graduates, this study examined how current industry professionals perceive the benefits of their student agency experiences and how they applied those experiences to their professional careers. Graduates placed a high value on the real-world experience gained from student agencies, learning how a professional agency functions, and working with a diverse set of clients and people in team-based settings. Graduates also reported that their student agency involvement set them apart in job interviews and made them better prepared than their peers for entry-level positions.

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Section: Literature Reviewmentioning

confidence: 99%

Student-Run Communications Agencies: Providing Students With Real-World Experiences That Impact Their Careers

Bush

Haygood

Vincent

2016

Journalism & Mass Communication Educator

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“…Student-run agency experience, at its core, strives to provide hands-on learning, and its foundation is in problem-based learning (PBL). PBL presents complex, real-world problems and offers students the opportunity to find the best solution (Hanney, 2005). It provides students with opportunities to produce tangible outcomes by solving authentic problems of real organizations (Quintanilla & Wahl, 2005).…”

Section: Literature Reviewmentioning

confidence: 99%

Getting the Job in Advertising: Hiring Decision Makers’ Perceived Value of Student-Run Communications Agency Experience for Recent Graduates

Haygood

Vincent

Bush

2019

Journal of Advertising Education

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Student-run communications agencies on university campuses provide the opportunity for communications students to apply classroom learning to real client projects with actual budgets. Students have direct contact with marketing and communication professionals who hold the students accountable for their work and results. This research looks at the level of understanding and perceived value of these student-run agencies among hiring decision makers at professional communications firms. The research shows these decision makers value the experience students gain from this kind of agency work, including understanding agency operations and culture, interacting with clients, producing actual creative work, and being held accountable for results. Further, students experience the challenges associated with driving projects from start to completion while working with people of different backgrounds and skill sets. Overall, student agency experience provides students with valuable professional skills and a meaningful point of difference versus other candidates when competing for jobs.

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“…A further and perhaps more serious problem is that academic teaching is often criticised by business practitioners and students because it lacks relevance, focuses too much on theory and does not address practical, real-life problems sufficiently (Alvarstein & Johannesen, 2001;Van Hoek, 2001;Hanney, 2005;Garcia, 2006). Gattorna, (2009:47) expresses a serious concern about the capability of business managers, particularly in logistics and supply chain management.…”

Section: Introductionmentioning

confidence: 99%

“…While case-based learning and PBL can be distinguished by the presence (or absence) of an active engagement with business enterprises, the difference between PBL and problembased learning is somewhat ambiguous. Many experienced PBL practitioners regard PBL as synonymous with problem-based learning (Alvarstein & Johannesen, 2001;Hanney, 2005). Although Savin-Baden (2003) as cited by Hanney (2005:110) highlights some semantic differences, the most prominent feature that distinguishes PBL from problem-based learning is that PBL culminates in an artefact or end product such as a report to a 'client' (Danford, 2006;Helle et al, 2006).…”

Section: Introductionmentioning

confidence: 99%

An integrated approach to teaching and learning logistics: A case study

Cronjé

2011

Journal of Transport and Supply Chain Management

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Business managers and students often criticise university teaching for not addressing real-life problems. Furthermore, professors are dissatisfied with the research capabilities of postgraduate students. This paper advocates an integrated approach to teaching and learning based on the features of project-based learning aimed at enhancing the practical and research skills of undergraduate students in Logistics. A case study is presented where third-year students were engaged in a real-life project in collaboration with industry, exposing them to collaborative learning, questionnaire design, surveys, analysing and evaluating results, literature review and report writing. The project was carried out in phases where students were assessed after each phase. The paper analyses the assessment of students and their perception of the value of the project. It is concluded that an integrated teaching and learning approach will increase students’ interest in the subject, understanding of theoretical concepts, research skills, business skills and life skills.

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Competence or capability: Work-Based Learning and Problem-Based Learning

Abstract: There has been increased pressure upon academic institutions to further develop Work-Based Learning (WBL)

Cited by 14 publications

References 1 publication

Student-Run Communications Agencies: Providing Students With Real-World Experiences That Impact Their Careers

Student-Run Communications Agencies: Providing Students With Real-World Experiences That Impact Their Careers

Getting the Job in Advertising: Hiring Decision Makers’ Perceived Value of Student-Run Communications Agency Experience for Recent Graduates

An integrated approach to teaching and learning logistics: A case study

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