About this paper

Appears in:
Pages: 2196-2201
Publication year: 2016
ISBN: 978-84-617-5895-1
ISSN: 2340-1095
doi: 10.21125/iceri.2016.0149

Conference name: 9th annual International Conference of Education, Research and Innovation
Dates: 14-16 November, 2016
Location: Seville, Spain

IMPROVING STUDENT’S EMPLOYABILITY SKILLS AND CRITICAL THINKING THROUGH INDUSTRIALLY-BASED PROJECTS

P. Juskiw

Glion Institute of Higher Education (SWITZERLAND)
The main purpose of this Paper is to apply learning theories to the experience of practical learning with MBA students within the Applied Business Projects (ABPs) and identify how this learning offers an insight into their learning experience, with employers. Students are involved in a number of centered learning on industrial/educational (I/E) links on ABPs with companies, but mainly in the hospitality field. The most appropriate learning theories will be discussed from research and experiences over a period of 12 years of successful collaboration with famous branded companies. These are (1), action learning, (2), problem-based learning, (3), appreciative inquiry, and (4), constructive learning. Students involved in the ABP increase their chances of being offered permanent employment, and many students do receive offers. Students find out very quickly that learning is not a passive process, but an active process in which facts from the organization are turned into actions and responses; this involves a different cognitive learning process. Simply memorizing information is no longer enough to gain the skills needed for a successful ABP. It is evident from the research that will be discussed in this paper that there is not one thing more empirical than a well-developed theory. Theories describe what occurs and why it occurs, and learning theories produce educational and study applications and the refinement of such applications. Learning theories support the foundation of how conventional courses are planned; consequently, they show how learning can be refined in the future. It allows students the opportunity to apply classroom learning to a real-world business environment, developing skills like negotiation and assertiveness as well as technical research and presentation skills. Students on the ABP should lead the learning issues through research on the theories and refer the problem back to the problem designer. This increases the attention to solve the problem as it arouses information seeking behaviors.
@InProceedings{JUSKIW2016IMP,
author = {Juskiw, P.},
title = {IMPROVING STUDENT’S EMPLOYABILITY SKILLS AND CRITICAL THINKING THROUGH INDUSTRIALLY-BASED PROJECTS},
series = {9th annual International Conference of Education, Research and Innovation},
booktitle = {ICERI2016 Proceedings},
isbn = {978-84-617-5895-1},
issn = {2340-1095},
doi = {10.21125/iceri.2016.0149},
url = {http://dx.doi.org/10.21125/iceri.2016.0149},
publisher = {IATED},
location = {Seville, Spain},
month = {14-16 November, 2016},
year = {2016},
pages = {2196-2201}}
TY - CONF
AU - P. Juskiw
TI - IMPROVING STUDENT’S EMPLOYABILITY SKILLS AND CRITICAL THINKING THROUGH INDUSTRIALLY-BASED PROJECTS
SN - 978-84-617-5895-1/2340-1095
DO - 10.21125/iceri.2016.0149
PY - 2016
Y1 - 14-16 November, 2016
CI - Seville, Spain
JO - 9th annual International Conference of Education, Research and Innovation
JA - ICERI2016 Proceedings
SP - 2196
EP - 2201
ER -
P. Juskiw (2016) IMPROVING STUDENT’S EMPLOYABILITY SKILLS AND CRITICAL THINKING THROUGH INDUSTRIALLY-BASED PROJECTS, ICERI2016 Proceedings, pp. 2196-2201.
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