Developing Skills Outside the Classroom: Active Learning of Consultancy Projects Beloucif, A and Kohler, M School of Business and Enterprise University of the West of Scotland

Content Study Background Aim of the Study Theoretical Foundation Methodology Results Conclusion

Study Background Competition in Higher Education (Auster and Wylie 2006) Developing students into desirable employees (Wingfield and Black 2005) As part of improving their teaching methods and providing students with a learning experience, Universities are offering work placements and consultancy-based projects. There have been hardly any studies examining the benefits and challenges of consultancy projects across MSc/MBA courses in ABS. This paper explores the active learning approach and the use of student-consultancy projects in Business Management Studies

Aim & Research Questions To explore the use of the consultancy project modules across the postgraduate courses at the Business School. Research Questions What type of skills are acquired through the process and how do they enhance employability? Would “work-placement/consultancy-project” influence course choice?

Purpose of Business Consultancy “To develop business consultancy skills that are transferable into the business consulting profession or in internal consultancy positions within organisations. These skills will be developed through business research and or consultancy practice within an organisation.” (MBA- BSM2051 Consultancy Project) “To develop business consultancy skills appropriate for the Energy sector that are transferable into the workplace. These skills will be developed through business research and/or consultancy practice within an organisation.” (MSc-BSM673 Energy Project).

“To provide an opportunity for students to demonstrate knowledge and professional competence in the technical implementation of projects as part of a project team and to instill a commitment to Continuing Professional Development (CPD) through an ability to systematically and continuously review personal development.” (MSc Project Management - BSM079 Consultancy Project) To provide learners with the opportunity to apply knowledge and understand business management practice, together with professional skills, in an organisational setting (MSc Management- BSM020 Business Practice)

Theoretical Foundation Passive Approach Active Learning Preparing students for business careers (Gaumer, Cotleur & Arnone, 2014) A student is more committed to the learning experience and his/her learning is profound and lasting. Well recognized amongst employers and accreditation agencies (Griffis, 2014)

Active Learning Process (Classroom) The context setting is crucial in the creation of active learning in the classroom; Choosing a suitable physical environment, establishing rules and communicating expectations (defining the content and also how the content will be taught). Class delivery needs to take students’ participation as well as incorporate students’ input and experience. Use student feedback to continually improve their active learning. Source: Auster and Wylie (2006)

Experiential Learning (EL) Experiential learning (EL) has emerged as one of the most prevalent approaches to assist students with active learning (Paul and Mukhopadhyay 2004). The 1984’s Kolb work is regarded by many as having instituted the present theory and practice for EL. Kolb claims that a student exercise has to involve four components to fulfil the requirements for EL: Concrete experience, Reflective observation, Abstract conceptualisation and, Active experimentation. Source: Young, Caudill and Murphy (2008,p.29)

Methodology In-depth interviews with ABS postgraduates’ students and staff (MBA, MSc Energy Management, MSc Management and MSc Project Management). Convenience sampling Sample size (8 students , 4 academic staff and 4 placement officers) Thematic analysis

Themes Theme 1 - Learning outcomes Theme 2 - challenges of consultancy projects for students Theme 3 – Challenges for Business School / University Theme 4 - Choice of course Theme 5 - Employability Theme 6 - Learning process

Findings: Theme 1 - Learning outcomes Skills “At the end of the project I would like to be in place where I actually feel that I’m confident to take up any project” (RP) Personal Development “I think the placement has maybe matured me”. (RF) Professionalism “It is about being able to manage yourself within the workplace as well and having a degree of professionalism”. (RK)

Factors confirmed from literature and primary research Emerging factors Skills Soft skills Communication skills Team building Research skills Critical thinking Job application skills Knowledge to take up any consultancy project in the future Project and planning skills Presentation skills Personal Development Self-confidence Students feel matured Self-reflection Professionalism Interaction with stakeholders involved in project Office politics Realise complexity of real world projects Learn how to deal with meetings and boardroom situations

Theme 2 – Challenges for Students Time requirement “It’s quite a short amount of time to do a project that produced relevant information for the company.” (RH) Cooperation with client “... we make some suggestion and, and they don’t want to do it.” (RB) Cooperation with the Business School / University “... the module is quite challenging in the sense that it sometimes overstretch you as a student in terms of expectations because you’re dealing with a third party...” (RC)

Factors   Challenges Factors identified in literature Emerging factors Time requirements Time-consuming Target is reachable in the timeframe specified Output limited by time available Restricted by UKVI Cooperation with client Learning how to interact with client & third party Lack of support from company Importance of scoping meeting Losing motivation (unpaid work) Cooperation with Business School Concern how much supervisor should be involved in project activities Aim of project not clear Lack of support from university to secure projects University waited too long to supply information regarding the project Positive that previous experiences were takin to account before assigning the project Expectations of students in regards to companies they want to work with

Theme 3 – Challenges for Business School Staff resources “... it takes a lot in terms of the staff resources. Because I overlook and I attend every single meeting with the clients so students are not left on their own.” (RM) Cooperation with students “I think we’ve never not managed to place students. But whether or not they are the kind of projects students expect that’s a very different question.” (RK)

Cooperation with client “The supervisor is very important in this whole consultancy project. I will say he’s the manager, he’s the driver while we are the passengers.” (RD) “... we do go out and chase the companies but we’re experiencing now a number of companies who will come back after one positive experience year upon year upon year saying yeah, we want to take more.” (RG) “A company might be struggling for resources, a company might be struggling identifying how they need to go forward in a specific area, so they have real problems in place which I will go and discuss and identify and I will agree with them that students will actually work on their team and sort out some of those issues.“ (RM)

Reason for consultancy project module Expectation of stakeholders Experiential learning A competitive advantage of the university “I wouldn’t say that all of our placements are successful and I wouldn’t’ say that all of our placements were at the right level, but on the whole I would not like to lose it from the programme. I think when it works well it works really, really well. And I think it’s a great thing to do to give students the opportunity to get some work experience before they actually leave with a master’s.” (RK)

Identified in the literature Fieldwork (emerging factors) Staff resources Time & commitment by staff Level of help provided by supervisor Validation by the placement office (Health & Safety; Module Credits) Finding the right projects Help from supervisor not needed all the time Cooperation with students Expectation of students Withdrawing or cancellation of project Project location Students with prior experience Behaviour during the project Cooperation with clients Concerns about the level of supervisor involvement in the project Recruitment opportunity for the company after monitoring & observing the student Reason for consultancy project modules Requirement from employers Providing work experience before graduation Maintaining placement for future students

Theme 4 - Choice of course Not covered in the previous studies Strong believe amongst staff that “work-placement” helps students to decide about the choice of their course. “… I really wanted to try and get a placement to have something on my CV and that was how to make myself employable” (RF) But, some students: Not able to grasp the importance of the project Not aware of its existence Choice based on subject and career change

Theme 5 - Employability

Theme 6 - Learning process

Conclusion

Greater understanding of theoretical knowledge and research skills also emerge as appropriate sets for career development and future employment.

Recommended Actions Cooperation Choice of course Inform students early about the project Highlight the impact the projects on employability, Communicate clearly the aim of project and what expected to achieve Inform & communicate the benefits of consultancy project Explain to students companies’ expectations Use open days, applicant days and university webpage to make prospective students more aware of client-based projects Improve the communication between students and the placement office  

Future Research Widening the scope of the study and using a questionnaire survey to measure the identified key themes/concepts from both perspectives (students and supervisors)