The Role of Experiential Learning and Reflection in Transition from Student to Graduate Worker
DOI:
https://doi.org/10.71634/57rs8r94Keywords:
Employability, experiential learning, reflectionAbstract
A final year undergraduate marketing module at Lancaster University, MKTG310, provides students with the opportunity to work on a client project using experiential learning (Kolb, 2015) to gain valuable work experience. However, the experience alone was insufficient as students did not fully recognise the value of the project and were often unable to articulate their experiences to future employers. MKTG310 was redesigned to embed employability skills and reflection. The assessment required students to reflect on their experiences using the CareerEDGE Questionnaire (Dacre Pool and Sewell, 2007), build self-confidence and ensure they could articulate their learning experiences. The paper concludes reflection should be an integral part of any university employability initiative.
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Copyright (c) 2025 Helen Meek, Lee Francis (Author)
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