Experiential learning is often presented as a critical element in preparing students to enter the workplace. However, not all academic disciplines are equally enthusiastic about using curriculum time for learning perceived as more relevant to the workplace than to subject content. This is often the case in humanities programmes, yet paradoxically their graduates often have a broad range of career outcomes open to them and may struggle to know how to articulate the value of their degree to an employer. This paper proposes that there is an alternative to experiential learning centred around a workplace scenario or project which academics may see as inconsistent with curriculum content and which may showcase careers or sectors that are not of interest to students. Such an alternative redefines ‘work-based’ through the lens of transferable skills that are innate to the subject area (Daubney 2022). It uses experiential learning to enable students to develop and apply specific transferable skillsets that are highly relevant to the curriculum context as well as being strongly in demand by employers. This presentation explores how that approach would work in practice, and considers the implications for teaching, learning and assessment. It also proposes wider applications of such an approach for transdisciplinary learning and for preparing students and graduates for an uncertain future of work.

Authors:
Kate Daubney, Kate Daubney Careers, United Kingdom

About the Presenter(s)
Dr Kate Daubney PFHEA is a freelance consultant advising global universities and other bodies on careers, employability and education strategy. Her current focus is on skills, authentic assessment and experiential learning in the humanities.

See this presentation on the full schedule – Monday Schedule

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