The power of challenge-led learning

Power, EJ

Abstract

It is widely accepted that innovative/sustainable solutions for complex global-challenges reach beyond a discipline boundary or single methodological approach, and as such the practical argument for embedding interdisciplinary collaborations into Higher Education (HE) is strong and supported by policy makers, funding councils and professional bodies. A model is presented for integrating interdisciplinary challenge-led learning into HE, to build communities for learning through knowledge co-creation. A case study is presented for integrating challenge-led learning into the UG experience based on evidence gathered during 2012-2017. Two contrasting frameworks are used, introducing complex global challenges and commercial challenges into an interdisciplinary context. The research evaluates challenges, successes and provides a synthesis of impact. It is a blueprint for experiential learning in practice, and a best practice example which could be simulated across the sector. The connected approach overcame institutional, discipline and individual barriers within the sector to foster a culture of integration across disciplines. It transcendence traditional discipline boundaries, created a platform for new forms of knowledge-sharing and enabled students to develop a tool belt of transferable skills. Impact can be demonstrated, firstly in the development of student skills (problem solving, resilience, networking and metacognition), a number of case studies have been published. Secondly the wider impact on society is demonstrated through staff participants being shortlisted for internal awards and students group participating in international competitions resulting in social mobility. And finally there are quantifiable benefit to the region and economy through impact within the commercial sector.

• Presentation Conference Type: Presentation / Talk
• Conference Name: Staffordshire University Staff Research Conference 2018
• Start Date: May 24, 2018
• Publication Date: 2018-05
• Deposit Date: May 6, 2022
• Publicly Available Date: May 6, 2022
• Publisher URL: http://eprints.staffs.ac.uk/4564/
• Additional Information: Event Type : Conference