Examines the nature of commissioned projects in business education and the value they hold for key stakeholder groups: students, tutors and clients. Identifies the essence of commissioned projects as being a unique fusion of vocational and pedagogic (problem‐based learning) perspectives. Describes the structure of commissioned projects and argues that this is a necessary but not sufficient condition for their success. Argues that the key to their successful utilisation is the establishment of effective foundations. Identifies these as a strategy for curriculum support; a commitment to the integration of skills and knowledge; a negotiated approach to the specification of learning outcomes; a recognition of the importance of process issues; the development of a framework for applying learning; and an emphasis on the concept of reflective practice.
Laughton, D. and Ottewill, R. (1998), "Laying foundations for effective learning from commissioned projects in business education", Education + Training, Vol. 40 No. 3, pp. 95-101. https://doi.org/10.1108/00400919810214551Download as .RIS
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