Introduction
This report reflects on the research I conducted, the significance of that work, the
activities I undertook to disseminate it, and the impact that the project has had on me
personally and professionally. It also considers the leadership skills I have gained and
outlines how these experiences will shape my future career and educational trajectory.
Experiential Learning (EL) is increasingly recognised as a powerful pedagogical tool, but
most existing research has focused on institutional perspectives. My project sought to
address this imbalance by highlighting student views. In doing so, it provided a valuable
contribution to how EL can be best implemented across the university, enabling
teachers to maximise the potential of their students and students to make the most of
their classes.
The Research I Conducted
My research set out to examine how students perceive Experiential Learning, an
approach to learning that combines practical engagement with structured reflection. EL
is grounded in the idea that mistakes and challenges can be just as instructive as
successes and that the process of learning is as valuable as the outcome itself. It also
necessitates that students be pushed out of their comfort zone. While this has long
been understood in theory, it is less clear how students themselves actually experience
these processes in practice.
To address this question, my co-researcher and I divided the project so that I
concentrated on the student perspective while she explored the staff perspective, via
podcasts. My analysis involved several strands. I reviewed survey data collected from a
wide range of students, analysed evaluations of EL modules across disciplines as
varied as Electrical Science, Creative Enterprise, Physiological Studies, and Music, and
examined a dissertation focused specifically on student reception of an EL module. I
also worked with the results of a student workshop and drew upon findings from an
earlier EL project carried out by a previous intern.
Working with such a diverse dataset was both challenging and rewarding. It required me
to develop strategies for synthesising information from multiple sources and to be
mindful of the nuances of different disciplines. For instance, EL in a scientific context
might involve laboratory-based problem-solving, whereas in a creative subject it might
emphasise collaborative projects or entrepreneurial ventures. Despite these variations,
the same themes emerged: students valued EL’s practical, distinctive nature but
expressed concerns about facilitation, support, and communication.Furthermore, my co-researcher, meanwhile, undertook an analysis of the previous
interns' perspectives and wider thematic concerns such as authentic assessment,
sustainability, and reflective practice. She also spearheaded the creation of a podcast
featuring interviews with academic leaders. Together, our contributions provided a
holistic picture that integrated student and staff voices. This dual perspective is crucial,
since the success of EL depends on the alignment of institutional aims with student
experiences.
The Importance and Impact of the Research
The importance of this research lies in its challenge to traditional conceptions of higher
education. For centuries, universities have been associated primarily with the
transmission of knowledge through lectures, seminars, and essay-based examinations.
In this model, the most successful student is the one who can reproduce the greatest
quantity of knowledge. While such an approach has its merits, it often neglects the
broader skills and dispositions that are vital in the modern workplace, such as
adaptability, collaboration and resilience.
Experiential Learning seeks to redress this imbalance by emphasising the application of
knowledge in practical contexts. It also forces students to reflect on both their
successes and their shortcomings, encouraging a mindset of continual improvement.
In doing so, it prepares them not only to master academic material but also to apply it
meaningfully in professional and personal settings, such as interviews or job
applications.
The data I analysed made clear just how strongly students valued the practical and
applied aspects of Experiential Learning. As one respondent put it, modules that moved
beyond lectures were “so much more interesting than just sitting in a lecture” and it was
the “live teaching and practicals … makes me want to attend the sessions”. The
research also highlighted the importance of real-world relevance, with one student
noting, “My internship helped me to see what I was studying in lectures more in the real
world and it was valuable because it gave me the quality of work needed to help me
determine whether this route is for me”. Similarly, another commented that experiential
opportunities “enabled me to build connections and learn in depth about the possible
careers option including the day to day tasks for these roles”. The findings also
highlighted student priorities, for example, 100% of students surveyed in one
dissertation expected their EL module to help them find employment. Alongside these
positive reflections, however, the findings also revealed areas for improvement. For
example, many also reported challenges balancing commitments, with 40% citing job-
related difficulties and others highlighting barriers such as geography or social capital.These insights reinforce the need for EL to be both practically grounded and supported
by accessible structures that take into account students’ diverse circumstances.
My findings demonstrate that students welcome, this innovative approach but that its
success depends heavily on the support structures that accompany it. Students
reported that they thrived when staff were accessible, feedback was timely, and there
were opportunities to build rapport with peers. Conversely, when these factors were
absent, the experience could feel isolating or frustrating. These insights are valuable for
institutions seeking to implement EL more effectively, and they underscore the
necessity of keeping the student voice at the heart of educational reform.
The project is therefore impactful at multiple levels. On a micro level, it highlights
practical steps that can improve individual modules. On a macro level, it contributes to
broader debates about the future of higher education and the need to align teaching
methods with the skills and expectations of twenty-first-century students. As someone
who has at times found the traditional cycle of lectures, seminars, and essays
uninspiring, I feel strongly that this research has the potential to catalyse meaningful
change.
Dissemination of the Research
I have also come to understand that research only achieves its full value when it is
shared. Dissemination is not an afterthought but an important part of the process,
enabling findings to reach those who can act upon them.
One of the most significant dissemination activities I have undertaken is the co-
authorship of a chapter for an open education book. This chapter is designed to be
freely accessible to staff and will provide a comprehensive overview of student
perspectives on EL. By presenting our findings in this format, we aim to influence
teaching practice and encourage educators to consider the student experience more
carefully when designing modules.
In addition, I have applied to present at the Laidlaw Conference, an event that brings
together scholars from diverse disciplines to discuss innovative projects and
leadership development. If accepted, this will be an invaluable platform to
communicate the significance of our research and to advocate for more open-minded
approaches to pedagogy. Preparing for this potential presentation has already forced
me to think carefully about how best to distil complex findings into clear, persuasive
arguments that can resonate with a diverse audience.Personal Impact of Conducting Research
Conducting this research has had a profound impact on me. It was the first time I had
been entrusted with a project that demanded both independence and collaboration in
equal measure, and the experience has shaped me in multiple ways.
Perhaps the most striking change has been the development of patience. Early in the
project, I expected insights to reveal themselves quickly, but I soon discovered that
data analysis is a slow, painstaking process. Patterns only emerge through careful,
sustained engagement, and rushing to conclusions risks missing the subtleties. This
lesson has been invaluable not only for research but also for my law degree, where
success often depends on patient, detailed reading of lengthy cases and statutes.
Patience was also tested in communication. Waiting for email responses from busy
staff members was frustrating at times, but it taught me to empathise with the
competing demands on their time. I learned to plan ahead, to send reminders, and to
phrase requests clearly. This has made me more strategic in my communication and
more understanding of others.
Another area of growth has been responsibility. Unlike in previous academic tasks
where the consequences of my performance were largely confined to myself, in this
project my co-researcher depended on me to meet deadlines and deliver quality work.
This heightened the stakes and forced me to be more disciplined and reliable. It also
countered an earlier perception of myself as self-focused, making me more aware of
my impact on others and more mindful of collective outcomes.
The project also changed my mindset. I now find myself questioning assumptions more
readily, whether they concern the value of traditional educational models or broader
social conventions. This openness to reconsidering what I believe to be true has made
me more flexible and resilient. It has also reinforced my conviction that effective
leadership requires an open mind and a willingness to challenge consensus.
Leadership Skills Gained
Leadership was a central theme of my experience. Unlike most of my cohort, who
worked independently, I was paired with another scholar. This arrangement introduced
me to the challenges and rewards of collaborative leadership.
Collaborative leadership required me to think carefully about how to divide tasks, how
to match roles to strengths, and how to coordinate schedules. It demanded flexibility,
negotiation, and trust. At times, it was challenging to reconcile different working stylesor to manage deadlines across two busy timetables. Yet these very challenges provided
the opportunity for growth.
Before this project, I often equated leadership with control. I believed that a leader’s
role was to oversee every detail and to ensure compliance. Through this project, I came
to see leadership through a new lens. Effective leadership, I realised, is not about
command but about facilitation. It involves recognising the strengths of others, creating
space for their contributions, and guiding the team towards a shared goal. This shift in
perspective has been transformative, and I now feel more confident in my ability to
adapt my leadership style to different contexts.
Future Career and Educational Plans
Looking ahead, the lessons I have learned will shape both my academic journey and my
professional aspirations. In the immediate term, the skills I have developed, patience,
responsibility, critical analysis, and collaborative leadership, will support me as I
continue my law degree. The ability to synthesise complex information, to work
effectively with others, and to approach problems with resilience will all be invaluable.
Beyond my degree, I plan to pursue a career in law. The legal profession demands
precisely the qualities that this project has helped me to cultivate: attention to detail,
responsibility, communication, and the ability to lead collaboratively. I am particularly
interested in areas of law that require negotiation and cooperation, and I believe that
the insights I have gained into collaborative leadership will serve me well.
At the same time, I intend to remain engaged with questions of pedagogy and
educational innovation. This project has sparked a lasting interest in how students
learn best and how education can be made more relevant and meaningful. Whether
through further research, conference participation, or informal advocacy, I hope to
continue contributing to ideas about teaching and learning. In this sense, my research
project has not only prepared me for a career in law but also instilled in me a broader
commitment to improving education.
Conclusion
In conclusion, this research project has been one of the most significant experiences of
my academic journey to date. It has allowed me to contribute to an important area of
educational research, highlighting the value of student perspectives in shaping
Experiential Learning. It has shown me the importance of dissemination and given me
opportunities to share my findings with both staff and peers. On a personal level, it has
developed my patience, responsibility, communication skills, and leadership abilities.Most importantly, it has changed the way I think about education, leadership, and my
own future.
Going forward, I intend to take the lessons I have learned fully on board. Whether in my
studies, my career in law, or my future leadership roles, the insights gained from this
project will continue to guide me. The experience has shown me that research is not
only about producing knowledge but also about challenging assumptions, fostering
collaboration, and striving for impact. It is a lesson I will carry with me long after the
project has ended.