Practice-based learning in the Tequila industry: the business school goes out of the classroom

Toledano-O’Farrill, Ruben

doi:10.1108/heswbl-07-2018-0078

Cited by 5 publications

(6 citation statements)

References 23 publications

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“…In our case, we observe that Omani students have trouble coping with a fast-paced world and that a frequent conception is that students read-only to pass exams, studying a similar context in different countries for the purpose of devising a specific pedagogy, ICC could be of great help. Furthermore, the advantages of PBL to teachers, as well as clients, can be studied to assess the overall benefits (Hero and Lindfors, 2019; Toledano-O'Farrill, 2019).…”

Section: Discussionmentioning

confidence: 99%

“…PBL orients students, primarily inexperienced ones, to the needs of the workplace while work-based learning orients workers, who missed higher education opportunities, back to education. A combination of PBL and Work-Based Learning has been mentioned as “Practice-based learning” by Toledano-O'Farrill (2019), recently. Nevertheless, a deeper understanding of the correspondence between individual, educational and workplace goals is necessary to find different vocational learning approaches to meet the expected learning/work outcomes (Fjellström and Kristmansson, 2016).…”

Section: Literature Reviewmentioning

confidence: 99%

“…While it benefits students on one side, it increases the general satisfaction of teachers/facilitators on the other side; and kindles in them a sense of self-efficacy to discharge their responsibilities well (Zadok, 2019). Furthermore, it also benefits client organisations in developing their own capabilities (Hero and Lindfors, 2019; Toledano-O'Farrill, 2019).…”

Section: Literature Reviewmentioning

confidence: 99%

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Project-based learning (PBL): outcomes of students’ engagement in an external consultancy project in Oman

Belwal

Sufian

et al. 2020

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PurposeProject-Based Learning (PBL) is an innovative approach to learning that employs a multitude of strategies critical for success in the twenty-first century. It exposes students to the real world, opens an extended inquiry process, and boosts their communication skills and interdisciplinary learning. However, the extant literature on PBL places more emphasis on learning through internal rather than external projects. Industrial collaboration projects build partnerships and provide opportunities to work on real problems, often seeking multidisciplinary approaches. This study explores and suggests the benefits that students derived from their participation in an external research and consultancy project at a University in Oman.Design/methodology/approachThe study follows a qualitative analysis approach founded on an exploratory research design. In-depth interviews were conducted with ten research assistants, two research coordinators, and two project leaders involved in the project. The data from the interview were subjected to the thematic inductive qualitative analysis using Atlas.ti 8 software.FindingsThe results of the study revealed that students derived some direct academic benefits, mainly in the area of conducting research. The major learning happened mostly in non-academic areas, for they learned many things necessary for success in real-life work situations. The students benefited largely on behavioural skills and abilities such as communication, self-confidence, English language skills, planning, thinking, and time management skills. Altogether, project-based learning offered them a different skillset beyond what they usually acquire in the conventional teaching and learning environment.Practical implicationsThe outcomes of this research support the development of curriculum design and instructional pedagogy in higher education in a specific context, concluding that PBL has much to do with the practical aspects of learning and employability. The finding suggests that by engaging in PBL, students can develop certain skills that cannot be acquired in a conventional teaching environment. PBL enables self-learning and prepares students to deal with different situations and challenges on the ground while inculcating professionalism to act in real-life situations. This study advocates the introduction of some PBL based courses in the curriculum to nurture a balanced set of skills and abilities among business students.Social implicationsThe research outcomes support Oman’s Vision 2040 and one of its strategies for capacity building that aims to adopt innovative methods for individual/collective development of students, as well as for their life-long learning.Originality/valueProject-based learning described in this study provides a pedagogical way to connect university education to a real-life situation. These results offer promising prospects for infusing outdoor multidisciplinary projects in the course curriculum. This work bears significant value for educators in designing curriculum and facilitating projects, particularly in environments where students exhibit weaknesses or inhibitions to receive the knowledge, appropriately, from the conventional mode of teaching.

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Section: Discussionmentioning

confidence: 99%

Section: Literature Reviewmentioning

confidence: 99%

Section: Literature Reviewmentioning

confidence: 99%

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Project-based learning (PBL): outcomes of students’ engagement in an external consultancy project in Oman

Belwal

Sufian

et al. 2020

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“…This project-based form of WBL is considered unique for the region, with the authors reporting this approach as an effective way to develop learning and apply prior knowledge. For more information see Toledano-O’Farrill (2019).…”

Section: Diverse Examples Of Npwblmentioning

confidence: 99%

Toward sustainability: a typology for non-placement work-based learning

Dean

Rook

2023

HESWBL

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PurposeStudents experience a range of benefits by participating in work-based learning (WBL) including increased employability skills, career development learning and enhanced industry networks. However, some approaches to WBL are not easily accessed by all students, with placement-based models placing demands on students to attend a physical worksite over a sustained period of time. This paper explores the emergence of non-placement WBL (NPWBL) as a global solution to broadening access to work-related activities. This approach is arguably a more sustainable model that enables students to engage in meaningful work-learning opportunities without the need for extended, physical proximity in a workplace.Design/methodology/approachThrough a review of the literature, a typology of NPWBL is offered that organizes activities around the degree to which a student practices work and engages with an industry partner.FindingsNew and different NPWBL activities are continuing to emerge due to placement activities being described as resource intensive and in some cases unable to meet the demands of industry, specifically small and medium-sized enterprises (SMEs) and large student cohorts, international students and those with disabilities. The NPWBL typology presented here has been developed to meet these challenges, while ensuring the authenticity of WBL is maintained.Research limitations/implicationsThis paper highlights the need for rich discussions around the sustainability of WBL activities to ensure relationships between institutions and industry continue to thrive.Practical implicationsNPWBL is less-resource intensive and offers a sustainable option for universities without compromising on quality, meaningful experiences for students. The typology can be a useful prompt for educators to consider their objectives for student learning when embedding a NPWBL activity in curriculum.Originality/valueThe NPWBL typology is unique and valuable as it organizes NPWBL activities around the learning practices of the external partner (industry or community) and the learning practices of the student. This enables the typology to be transferrable across disciplines. The paper closes with reflective questions for educators when designing NPWBL activities.

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“…The answer to this question would contribute to the research base about the changing role of the accountants since the responsibility awareness identified gap could be elaborated for stimulating the discussion about the centrality of the accountant in IT processes within organizations and promoting work-based learning experiences in the curriculum (Brook and Corbridge, 2016; Toledano-O'Farrill, 2017, 2019). This practice-based learning experience within the business school of HEIs could facilitate the required quantum leap from perceived skills to responsibilities.…”

Section: Introductionmentioning

confidence: 99%

Accountants' IT responsibilities and competencies from a student perspective

Silva¹,

Tommasetti

Gomes

et al. 2020

HESWBL

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PurposeResearch question is about the perception of stricto sensu undergraduate and graduate accounting students, from the Metropolitan Region of Rio de Janeiro (Brazil) of the accountants' responsibilities and competencies required to them in assisting IT/IS strategy definition and implementation.Design/methodology/approachThis is a descriptive research, using a qualitative paper-and-pencil approach. Designed based on United Nations Accounting Model Curriculum, a questionnaire was self-applied to 361 accounting students of eight higher education institutions (HEIs) in Rio de Janeiro, whose responses are quantitatively analysed.FindingsAccounting students strongly agree on the need to acquire strategic skills that enable them to assist organizations in IT/IS issues but are quite divided about the related accountants' responsibilities, underestimating their future role in this respect.Research limitations/implicationsAlthough quantitatively adequate, the sample is non-probabilistic and, thus, results cannot be generalized. The authors expect that this paper can encourage HEIs to engage the path of multidisciplinary education and rethink their silo-based pedagogical models which have to prepare students for their forthcoming professional challenges, by introducing interdisciplinary courses, soft skills disciplines and work-integrated learning activities.Practical implicationsFindings can be useful for teachers and coordinators of the IT/IS area in accounting courses, stimulating brainstorming on the accountant's role in assisting organizations in IT/IS strategies and practices implementation. The study has relevant implications for educators through the identification and analysis of difficulties faced by students.Originality/valueThis study contributes to the research base of accountants' strategic role since the responsibility awareness identified gap can be elaborated for stimulating the discussion about the centrality of the accountant in IT processes within organizations.

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Practice-based learning in the Tequila industry: the business school goes out of the classroom

Cited by 5 publications

References 23 publications

Project-based learning (PBL): outcomes of students’ engagement in an external consultancy project in Oman

Project-based learning (PBL): outcomes of students’ engagement in an external consultancy project in Oman

Toward sustainability: a typology for non-placement work-based learning

Accountants' IT responsibilities and competencies from a student perspective

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