Abstract:

In a bid to prepare students for a fast-changing future, universities around the world have implemented consultancy projects in collaboration with industry partners. Although much research has focused on how these projects can help students achieve gains in academic knowledge and employability, there is scant attention on how we can prepare students psychologically to take the best advantage of these potential gains. We contend that the key to effective learning in such projects lies in students’ self-awareness, which has typically been linked to continuous learning and leadership effectiveness. In an environment that no longer relies on a stable set of skills, self-awareness allows one to navigate changes effectively and flourish. It also allows one to collaborate with others with complementary skillsets and perspectives.

We examined this hypothesis with 60 final year business students in a university in Hong Kong. They enrolled in a capstone project subject, serving nine consultancy clients in different industries. We took a mixed-method approach, with quantitative analysis of pre- and post-project surveys, and qualitative analysis of student reflection of the project and process. Preliminary analyses of the reflection journals suggested that the meaningfulness of the project and a sense of group efficacy were associated with need for self-reflection. Many students emphasized the importance of intrinsic motivation in the project. Such intrinsic motivation pushed them to appreciate the need to self-reflect and seek out for feedback, such that they could adjust from setbacks and adapt to changing demands in their projects. Indeed, self-reflection was often cited as a factor that contributed to agility and project success. This was corroborated by our quantitative data, which showed a positive association between student self-awareness and final assessment scores. Taken together, these preliminary findings reveal the criticality of going beyond academic and technical preparation when designing consultancy projects. In order to make the most of these projects, educators may want to consider preparing students psychologically as well. With a holistic approach, we can develop self-motivated and agile graduates who will be fit for a fast-moving and complex future.

Keywords:

Self-awareness, Life-long learning, 21st Century skills, Industry projects, Problem solving.