Abstract:

Educators at Swansea University aimed to address a mismatch of graduate skills gained at university and those required by employers through the provision of experiential learning that aimed to produce confident, articulate, technically prepared students ready for the workplace. Students were able to apply theory to practice whilst gaining an insight into the real world of accounting. Using authentic learning activities where the assessments were designed in collaboration with industry partners, students presented their findings and client advice via online live or pre-recorded group videos. Platforms such as Zoom were used as an online learning space to ensure students were provided with an opportunity to work with others, a vital part of the learning process as it not only replicated a remote style office setting but also a team-based classroom environment allowing students to interact, share, and develop ideas which fuelled collaboration on a global scale.

The aim of this comparative study is to explore the benefits and drawbacks of groupwork assessment and consider any cumulative effects from year 2 to year 3 to further enhance the student learning experience.

Findings from student responses indicated that the groupwork assessment improved their soft skills to support their transition into the workplace and through the co-creation with industry partners their learning outcomes can be evidenced and showcased to future employers.

Keywords:

Student Learning Experience, Employability, Industry Collaboration, Experiential Learning.