• Apply different problem-solving strategies developed by working in an industry setting within their educational practice;
• Formulate recommendations that enhance educational practice and curriculum design based on an analysis of workplace processes and challenges;
• Bridge the gap between professional requirements in the different industries and classroom learning;
• Evaluate the effectiveness of own professional competencies through inquiry-based reflection to ensure continuous professional development;
• Collaborate with industry professionals to co-create learning experiences, incorporate industry knowledge, skills, and standards into educational curricula.

• Contextually describe workplace learning theories such as activity theory and situated learning and their relevance to the professional practices in education;
• Analyse the interconnection between industry requirements and educational outcomes;
• Research methodologies for gathering and evaluating workplace data to address contextual problem in the industry and improve teaching practices;
• Describe and differentiate problem solving techniques such as root cause analysis, design thinking and adaptive learning strategies;
• Assess the validity and effectiveness of solution/s proposed within the industry and the educational context;
• Critically evaluate factors that contribute for effective learning, including organizational culture, technological advancements, and collaboration dynamics.

• Apply workplace-relevant problem-solving techniques to enhance industry-education collaboration;
• Conduct root-cause analysis to identify key problems and challenges and propose effective, research-driven solutions.;
• Propose valid, effective, and innovative educational solutions based on research and real-world industry insights;
• Assess the feasibility of solution/s, ensuring relevance to both workplace challenges and classroom integration ;
• Propose strategies to mitigate the identified risk factors associated with the problem being investigated.

This module will be assessed through: Logbook and Assignment.

Core Reading List

1. Boud, D., Feletti, G. (2021). The Challenge of Problem-Based Learning (3rd ed.). Routledge.
2. Huq, A. and Gilbert, D.H. (2017). “All the world’s a stage: Transforming entrepreneurship education through design thinking.” Education + Training, 59(2), 155-170.
3. Jackson, D. and Bridgstock, R. (2020). “Evidencing student success in work-integrated learning: A capabilities approach.” Teaching in Higher Education, 25(6), 754-770.
4. Kay, J., Ferns, S., Leoni, R., Smith, J. & Winchester-Seeto, T. (2019), “The emerging future: Innovative models of work-integrated learning”, International Journal of Work – Integrated Learning,  20(4), 401-413.
5. Kay, J., Ferns, S., Russell, L., and Smith, J. (2022). “Innovative approaches to work-integrated learning: Insights from a global perspective.” Higher Education Research & Development, 41(5), 1208-1224.
6. Savage, P. (2021). “A systematic review of problem-based learning in higher education.” Studies in Higher Education, 46(8), 1609-1629.

Supplementary Reading List

1. Deming, D.J. (2017). “The growing importance of social skills in the labor market.” Quarterly Journal of Economics, 132(4), 1593-1640.
2. Dobson, H.E. and Bland Tomkinson, C. (2012). Creating sustainable development change agents through problem-based learning: Designing appropriate student PBL projects. International Journal of Sustainability in Higher Education, 13(3), 263-278.
3. Kukkonen, S., Kärkkäinen, T., & Mäki, K. (2019). “Fostering lifelong learning skills through problem-based learning in higher education.” Innovations in Education and Teaching International, 56(1), 3-13.
4. Laxman, K. (2013). Infusing inquiry-based learning skills in curriculum implementation. International journal for lesson and learning studies, 2(1), 41 – 55.
5. Moore, T., and Morton, J. (2017). “The myth of job readiness? Written communication, employability, and the ‘skills gap’ in higher education.” Studies in Higher Education, 42(3), 591-609.
6. Silén, C. and Uhlin, L. (2022). “A learning approach for PBL: Establishing relationships among reflection, self-regulation, and learning activities.” Advances in Health Sciences Education, 27(2), 313-329.