A PEDAGOGICAL APPROACH TOWARDS BRIDGING THE GAP BETWEEN THEORY AND PRACTICE. A CASE STUDY OF UNDERGRADUATE AND POSTGRADUATE BUSINESS STUDENTS AT COVENTRY UNIVERSITY

This paper compares the impact assessed industry integrated modules have on undergraduate and postgraduate student academic performance and the development of employability skills as significant contributors towards raising student aspirations, performance and prospects. Borrowing from practitioner reflections i.e. both academic staff and student experiences in relation to employability as well as analysed data and practises of credit bearing employability modules at Coventry Business School (UK), this paper explores the value addition of assessed employer initiated projects on tangible real industry based experience, notable soft skills and holistic employability development. Moreover, it borrows from the Knight and Yorke (2003) USEM model and the Dacre and Pool & Sewell (2007) model for embedding employability into the curriculum. Correspondingly, embedding Employability has been noted as a means to improve university reputation, industry and government links and fulfilling trending expectations from other higher education stakeholders. (HEFCE 2011; 5) Qualitative and quantitative data was analysed from a masters level internship module and students undertaking a placement at undergraduate level. These were utilised as per the set research objectives and were contrasted to safeguard credibility. In conclusion, this paper argues that with the results being generalizable, providing embedding industry backed academic linked assessment is key not only as a means to enhance overall grades but to also fulfill industry, University, skills and personal development. Finally, it notes the importance of managing expectation and identifies scope for further research on linking skills with employer expectations