Student-Industry Partnerships and Project-Based Learning: Motivations, Achievement and Implications for Teaching and Learning

Abstract

Student-centred, active learning approaches such as project-based learning (PBL) are considered more authentic and motivating than traditional passive teacher-centred learning approaches. This study investigates student experiences and evaluations of accredited PBL (otherwise termed as Work-Integrated Learning) in the business discipline. Students were provided with project briefs from industry, and over the course of 3 months worked in teams to address the brief. This study examines how PBL impacts on development of authentic learning, and the impact of motivation and expected value perceptions, through the lens of the self-determination and expectancy value motivation theories. Interviews were conducted with students (n = 6), and qualitative data analysis revealed three themes: (1) Real life context as facilitating deeper and more authentic learning, (2) Influence of others, enjoyment and perceived value as impacting positively on motivation and affect related to achievement and (3) Unmet expectations, lack of clarity and communication as impacting negatively on motivation and affect related to achievement. Findings are presented under respective themes and sub-themes and related teaching and learning implications are discussed with regards to PBL design and implementation, authentic skills development and the influence of motivation. Findings can inform appraisal and design of PBL approaches.