The research conducted 

From the outset, my research partner Oscar and I collaborated to address the research gap concerning student perceptions around experiential learning (EL) at our institution, University of Leeds. The research adopted a multi-faceted methodology as we analysed both existing data on student perceptions but to better understand their experiences, we also collected new evidence through primary methods.  

We commenced our research by attending an experiential learning workshop where students shared personal experiences and challenges associated with the phenomenon, and as a concluding task designed their idea module based on the approach. Lots of valuable insights were drawn from this and I used certain elements mentioned in their answers to design a survey which further illustrated what the ‘student voice’ was in relation to EL. Findings revealed that students’ concerns were less about the content of EL modules and more about their facilitation, including access to teaching staff and opportunities to build rapport with peers. Students consistently praised the distinctive and practical nature of EL, indicating that innovation in teaching is welcomed, provided they feel supported and able to develop positive connections with their classmates. 

My research partner, Oscar, targeted conducting research about student perspectives specifically. This involved analysing survey data that was created and distributed by me, examining a diverse range of EL module evaluations from across the University -spanning disciplines from Electrical Science to Creative Enterprise, Physiological Studies, and Music- and data from a prior humanities-focused EL research project completed by an EL intern. 

Whereas I concentrated on exploring student experiences of EL through a comprehensive analysis of other intern-generated data which addressed thematic EL areas such as sustainability, reflection and authentic assessment. I also examined secondary data in the form of a dissertation based on a group of final-year university students who organised and produced creative fundraising events for Leeds Community Foundation. The study revealed that despite stress and other social capital barriers being identified as challenges, it was ultimately a beneficial experience in terms of skills as it supported participants in securing creative industry roles at a postgraduate level. In addition, I also attended a forum on the use of podcasts as a form of authentic assessment, which emphasised its potential to foster deeper creativity and learning while also highlighting likely resistance to its adoption face resistance unless universities provide sufficient training, clear grading criteria and reassurance that such formats are valued in contributing to academic success.  

The core aspect of my research contribution was the development and production of a podcast, which I designed, structured, scripted, and edited. This audio project featured interviews with leading figures in experiential learning and higher education, offering a platform to explore innovative practices and strategic insights. Through this, I was able to examine diverse perspectives on effective implementation strategies, generating insights into how experiential learning can be embedded and strengthened within higher education, University of Leeds in particular. 

Overall, the intersection of Oscar and I’s viewpoints, further informed by the thematic research undertaken by the intern team, provided a critical foundation for the formulation of a set of recommendations. These were carefully constructed to respond to the project’s aims and to support the strategic embedding of experiential learning within institutional practice. 

How the research work we have been undertaking is impactful or important 

This research explored student perceptions and experiences of experiential learning (EL) with the aim of informing its strategic implementation in higher education. Although there are extensive studies on pedagogical models and institutional practices, the student perspective has often been overlooked. By foregrounding the student voice, this study contributes to a more balanced understanding of EL and helps to address the potential disconnect between theoretical frameworks and lived experiences. 

Unlike approaches that focus primarily on the end outcome of learning, EL places equal emphasis on the learning process itself. Central to this process is the principle of “learning by doing,” ideally through activities with an explicit and tangible connection to real-world contexts. A defining feature that distinguishes EL from other forms of active learning is the structured incorporation of reflection. This requires students to critically evaluate their experiences, identifying successes, recognising challenges, and, most importantly, considering how they might approach similar situations differently in the future. In doing so, EL introduces learners to the constructive value of failure, a concept often absent from traditional educational models that implicitly encourage its avoidance. Indeed, EL is arguably most impactful when students encounter setbacks that serve as catalysts for deeper reflection and growth.  

Given its potential to enhance both the quality and depth of learning, the implementation of EL across the University has relevance to the broader goals of higher education. It can contribute to improved academic outcomes, foster critical engagement with societal issues, and equip graduates with the reflective and practical skills necessary to succeed in professional contexts. These capabilities not only support students in excelling at tasks such as interviews, cover letters, and applications, but also in applying their learning with confidence and adaptability in diverse real-world situations.

Activities we've been involved in to disseminate our research

A key output of our second phase of the project is that Oscar and I are working with higher education staff at the University of Leeds and sharing our findings about student perceptions and experiences on experiential learning which will be transformed into visual infographics following our summer project. This will share our key research themes in an easy-to-understand format and will aid the development of staff training in this area of higher education. 

Additionally, as part of this experiential learning project, I have produced a research poster which contains my research’s condensed aims, methodology, results and recommendations. I am also very excited to be attending the 2025 Laidlaw scholar conference in October and Oscar and I will hopefully be sharing our research findings with scholars via a presentation to further spread awareness about our conclusions.  

As a management and marketing student, I understand the importance of promotion and advocacy and so I believe disseminating research via social media, such as on LinkedIn to my large audience or the Laidlaw Scholars Network (as I am doing now) is an amazing way to raise awareness about my project but also to encourage participation in the programme as a whole. I also love being creative, so I have also recorded and shared several podcast episodes with staff members and students about different areas of experiential learning to be shared with the wider academic community. 

Finally, we are committed to distributing our findings beyond these six weeks of the programme through being co-authors of an e-book in 2026 where we will be writing a book chapter surrounding student perceptions and experiences and the key challenges/resolutions. This means we will enhance the visibility and impact of our research by reaching diverse audiences such as researchers, other university members and the public.  

What impact conducting research has had on me 

Working on my research project has been one of the most transformative experiences of my academic journey thus far. It wasn’t just about gathering data about experiential learning- it was also about discovering more about myself and what I’m capable of. In all honesty, I’ve experienced personal growth in ways I didn’t expect. For instance, my confidence as a student has deepened; both as an individual to express my ideas effectively with others but also in academic writing. I can know contribute meaningfully to a scholar conversation within a sector I initially knew very little about and so the process itself has been experiential as I was testing and researching student perceptions and experiences over the course of the summer first-hand as opposed to simply reading about them through the intern summaries. 

What I think has most surprised me is how emotionally fulfilling this project has been. Knowing that the work Oscar and I have conducted will positively impact others, through hopefully a redesign of the curriculum, means I have gained a sense of direction which goes beyond grades or academic achievements. I believe my core purpose is to help others and so embarking on this experiential learning project has given me the opportunity to move beyond theory and engage with real-world higher education challenges, where my work will make a tangible difference. Therefore, conducting research has enabled me to connect my academic growth with personal meaning and that has lead to an incredibly powerful intersection. 

In addition, this project has blurred the line between learning and doing as I’ve found myself stepping into the role of a change-maker, influencing how educators think and how institutions support student development. This has been a major turning point for me as I’ve moved from simply absorbing the research to actively shaping the dialogue around it and so this personal engagement can be seen as experiential learning in itself. When reflecting, I see how much I’ve evolved throughout this process- not just intellectually but also personally. It isn’t simply a research project. To me, it’s a direct reflection of my values and desire to make a difference within higher education and that is the real reward. 

What leadership skills have I gained from the research period and how has my view on leadership changed? 

Throughout this research period, I’ve developed an understanding of leadership which is more practical and nuanced- far beyond traditional definitions I have encountered in my degree textbooks. A significantly valuable skill which I have refined is my ability to lead with empathy. Conducting research which directly impacts others has taught me the importance of active listening, considering multiple student perspectives in relation to experiential learning and instead of approaching challenges with control, treating them with compassion. Empathy goes beyond being simply a soft skill, it’s essential especially when working with diverse groups or navigating complex educational systems.  

I’ve also strengthened my communication skills, particularly by translating academic findings from primary and secondary sources into accessible insights which can influence real-world change. Whether it was collaborating with my research partner or discussing ideas with supervisors, I’ve also learnt how to tailor my ideas and messages to different audiences- which I view as a key leadership skill. 

As always, time management and organization have been crucial as part of this project. It allowed Oscar and I to set clear goals, stay accountable and adapt when certain aspects of our research didn’t go as planned. The sense of ownership over my work has helped me become more confident in terms of difficult decision-making and staying resilient during uncertain times throughout the process- which will be important throughout my academic journey as well as corporate career.  

Most importantly, I’ve learnt that leadership is a collaborative process. This is because my research wasn’t done in isolation- I had the privilege of working alongside Oscar and that meant we shared ideas, challenged each other’s thinking and supported each other throughout the project’s highs and lows. I learnt how to lead by listening and celebrating shared small wins throughout the process. This experience has completely reshaped how I view leadership- it’s not just about guiding others but also growing together, and that’s something I’ll carry with me into every future project I’m involved in. 

What my future career, educational plans or continued research plans are 

These six weeks have been an incredible start to the Laidlaw journey, and I am so proud of what Oscar, and I have achieved. However, this is only the beginning of our experiential learning project. As previously mentioned in this report, we are collaborating with academics and those in professional services to be co-authors of an open access digital book chapter. It will focus on how student voice work can shape and inform educator-facing development resources, and we’re excited to take our findings globally. Our subsequent phase involves expanding our reach about experiential learning beyond the University of Leeds but looking at higher education at other partner universities too and hopefully improving their curriculum design also.  

I hope to continue working on podcasting episodes as a side project whilst studying for my business management and marketing degree as whilst this isn’t directly related to my digital marketing career paths, it was always my childhood dream to be a teacher so this project is the perfect way of making her proud by continuing to advocate for change within higher education as a sector. Whilst neither Oscar or I are studying subjects which directly relate to experiential learning, this project has had a personal impact on us as students as it’s highlighted how outdated our curriculum is and highlights the importance of us continuing with our Laidlaw project beyond as this is going to be in development for the foreseeable future and we’re excited to be part of it in any way we can.