Knowledge Exchange Through Applied Pedagogies: Delivering the Third Mission Through Student Projects

McLuskie, Peter; Johnson, Andrew; Clarke, Jo; Hatt, Lucy

Abstract

Aim
This paper explores the impact of Applied Pedagogies on SMEs through examining the extent to which knowledge exchange occurs in curriculum-based interactions between businesses and students. Typically, knowledge exchange is examined and understood in terms of academic contributions to industrial issues, the co-creation of knowledge and the more formal routes such as Knowledge Exchange Partnerships. However, students can be an unexpected resource for knowledge exchange through Applied Pedagogies.

What are Applied Pedagogies? To begin with, we can see there has been a shift in teaching and learning practice within HEis towards a more ‘authentic’ or relevant pedagogy. This notion of authenticity refers to a broad collection of practices and learning contexts including ideas around experiential learning, real world learning, learning by doing and initiatives focusing on industry and civic collaborations and partnerships. These diverse ideas and practices can be brought together and considered under the broad heading of Applied Pedagogies (Morley & Jamil 2021). Applied Pedagogies typically focus on providing students with opportunities to work on real projects and live industry briefs in order to provide more authentic contexts for their learning.

Current debates on the role of universities emphasise their so-called ‘third mission’, or knowledge exchange and transfer through industry engagement and collaboration with businesses (Compagnucci & Spigarelli, 2020). Evidence that universities promote economic growth through the creation of new knowledge has prompted interest in how knowledge exchange can assist businesses with innovation and development (Agasisti et al., 2019; Agasisti & Bertoletti, 2022; Schubert & Kroll, 2016; Valero & van Reenen, 2019).

The third mission activities of universities are also regarded as indicators of the ‘entrepreneurial’ and ‘engaged’ characteristics of universities (Breznitz & Feldman, 2012; Centobelli et al., 2019; Clark, 1998; Etzkowitz, 2017; Kirby et al., 2011; Sanchez-Barrioluengo & Benneworth, 2019). Consequently, in recent years there has been an increasing call for HEIs to move beyond its two core missions of teaching and research to engage in knowledge exchange and to pursue the ‘third mission’. Indeed, this focus on the third mission tallies with the prevailing belief that universities should increasingly demonstrate their ‘impact’ on society and economy (Reed et al., 2020; Watermeyer & Chubb, 2019).

In addition, the impact agenda is also relevant to the business and management discipline both in terms of the influence of research but also ensuring that curricula are relevant to modern economic and social needs (Tourish, 2020; Kellard & Silwa, 2016). However, a continuing debate exists within the literature as to the value and impact of business school teaching and research (Alvesson & Sandberg, 2013; Aldag, 2012).

In summary, these debates centre around the extent to which the knowledge and expertise within business schools can influence change within the business community (Johnson & Orr, 2019). This paper provides evidence that students who are engaged in projects with external learning partners are involved in impactful knowledge exchange within the business community and furthermore, this impact is not currently being recognised or reported.

Methodology
In order to explore the impact of students on the organisations (referred to as Learning Partners from now on) they worked with we chose to interview a sample of Learning Partners who were involved with applied learning projects (ALPs) across 3 different UK Higher Education institutions. We identified 15 Learning Partners who had worked with students from years 1 and 3 and postgraduate, MSc level.

Typically, ALPs included a challenge or problem set by the Learning Partner for the students to explore in groups and within the confines of a 12-week semester. There was some variability in terms of the level of contact between the students and the Learning Partners and the focus of the project – for instance one project focussed specifically on Marketing challenges. The Learning Partners themselves were all SMEs from diverse sectors, local to the respective institutions. Importantly, Learning Partners did not have any interest in student recruitment, and no work was funded or contractually formalised. The focus was purely on curriculum-based teaching and learning.

As an exploratory project, it was important to secure a diverse sample in order to generate a wide range of responses. A range of questions and themes for exploration were developed from the interviewer’s prior experiences of working with students and Learning Partners

Although the primary area of exploration was the impact of the project on the learning partner, broader questions concerning the reasons partners wanted to work with students and what they got out of the experience were also of interest. Semi-structured interviews allowed for some flexibility in this respect.

Contribution
The findings demonstrate that student projects as an Applied Pedagogy can deliver impactful knowledge exchange to SMEs. Firstly, the SMEs clearly perceived that they were receiving knowledge from the students’ inputs. Secondly, the extent of the knowledge exchange was evidenced in the new perspectives offered to the Learning Partners on how to tackle the issues they faced. Thirdly, these new perspectives provided knowledge that was acted upon by several SMEs. Fourth, the results of the partnerships were not always anticipated or expected and the kind of knowledge that was generated was often more accidental that planned. Finally, the SMEs regarded the students as more credible than traditional consultants on account of their independence; they were not professional engaged to offer a service but instead could offer unbiased recommendations.

While attention has been paid in the literature to formal student knowledge exchange via programmes such as the Knowledge Transfer Programme (Wynn & Jones 2017), there appears to be a gap around the role and value of curriculum-based student projects in delivering knowledge exchange to SMEs which this paper goes some way towards addressing.

Implications
There has been a move towards Applied Pedagogies in wider learning and an increasing expectation that research and knowledge from the business and management discipline should have a demonstrable and positive impact on the business community. As such, the findings suggest curricula can be designed to demonstrate such impact, and these approaches can promote knowledge exchange through student projects.

In addition, this paper proposes that knowledge exchange is not solely the domain of academics (the teachers), but student knowledge and expertise can be utilised too (the learners). Therefore, industrial engagement is broader than currently captured by traditional metrics.

Implications for policy, if applicable
There are implications for the Knowledge Exchange Framework (KEF) and its current reporting requirements. The findings show that there is impactful knowledge exchange happening between the university and the business community that is not being captured or accounted for. More consideration needs to be given to informal knowledge exchange and systems and procedures to monitor and account for this impact in HE institutions.

Implications for Practice
There are several implications for educators, firstly, educators may have an impactful role on the local business community via Applied Pedagogies. Secondly, for this benefit to be realised and measured, the additional workload demanded by Applied Pedagogies needs appropriate resource and recognition. Applied Pedagogies are resource intensive and require considerable time spent networking and building partnerships with local business communities. This additional work often goes unrecognized and is under resourced. However, the findings of this research demonstrate the ‘added value’ of these activities which help the university impact positively on the business community.

Presentation Conference Type	Conference Paper (unpublished)
Conference Name	ISBE (Institute for Small Business and Entrepreneurship)
Start Date	Nov 8, 2023
End Date	Nov 10, 2023
Publication Date	2023-11
Deposit Date	Nov 13, 2024
Peer Reviewed	Peer Reviewed
Public URL	https://keele-repository.worktribe.com/output/976282
Publisher URL	https://www.researchgate.net/publication/390541349_Knowledge_Exchange_Through_Applied_Pedagogies_Delivering_the_Third_Mission_Through_Student_Projects
Related Public URLs	https://www.isbe.org.uk/past-conferences/isbe-2023/isbe-2023-outline-programme/

Knowledge Exchange Through Applied Pedagogies: Delivering the Third Mission Through Student Projects

McLuskie, Peter; Johnson, Andrew; Clarke, Jo; Hatt, Lucy

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