Student-Led Consultancy as a Distinctive Model of Experiential Learning: A Structure-Process-Outcome Framework for Higher Education
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| Title: | Student-Led Consultancy as a Distinctive Model of Experiential Learning: A Structure-Process-Outcome Framework for Higher Education |
|---|---|
| Language: | English |
| Authors: | Fredrick Agboma (ORCID |
| Source: | Higher Education, Skills and Work-based Learning. 2026 16(3):631-643. |
| Availability: | Emerald Publishing Limited. Howard House, Wagon Lane, Bingley, West Yorkshire, BD16 1WA, UK. Tel: +44-1274-777700; Fax: +44-1274-785201; e-mail: emerald@emeraldinsight.com; Web site: http://www.emerald.com/insight |
| Peer Reviewed: | Y |
| Page Count: | 13 |
| Publication Date: | 2026 |
| Document Type: | Journal Articles Reports - Evaluative |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Consultants, College Students, Experiential Learning, Work Based Learning, Higher Education, Models, Learning Processes |
| DOI: | 10.1108/HESWBL-10-2025-0489 |
| ISSN: | 2042-3896 |
| Abstract: | Purpose: This paper conceptualises Student-Led Consultancy (SLC) as a distinctive mode of experiential and work-based learning. It clarifies how SLC differs from other experiential forms such as internships and service-learning and advances a model that captures its structural design, interactive learning processes, and multidimensional outcomes. Design/methodology/approach: Drawing on a desk-based synthesis of literature, policy, and practice, the paper integrates insights from experiential learning theory, work-integrated learning and service-learning. It develops a Structure-Process-Outcome (SPO) framework and re-conceptualises Kolb's experiential learning cycle as a set of three independent but interconnected learning spirals that illustrate the iterative, multi-stakeholder relationships among students, clients, mentors, and peers. Findings: SLC combines the client-focused realism of consultancy with the reflective depth of academic mentorship and the collaborative value of peer learning. The learning spirals represented in Figure 1 show how SLC extends Kolb's model from an individual cycle into a multi-directional, relational system of practice and reflection. This configuration generates simultaneous value for students, clients, and institutions through employability enhancement, identity formation, and applied problem-solving. Practical implications: The SPO framework and spiral model together offer institutions a practical guide for designing and evaluating SLC initiatives. They specify how structural conditions, stakeholder engagement, and reflective processes combine to produce integrated professional and academic outcomes. Originality/value: The paper contributes a new visual and theoretical articulation of SLC as a triadic experiential learning ecosystem centred on the student consultant. By depicting learning as three outward-flowing spirals linking students with clients, mentors, and peers, it provides a refined conceptual lens for educators and researchers seeking to embed consultancy-based experiential learning within higher education curricula. |
| Abstractor: | As Provided |
| Entry Date: | 2026 |
| Accession Number: | EJ1506134 |
| Database: | ERIC |
| Abstract: | Purpose: This paper conceptualises Student-Led Consultancy (SLC) as a distinctive mode of experiential and work-based learning. It clarifies how SLC differs from other experiential forms such as internships and service-learning and advances a model that captures its structural design, interactive learning processes, and multidimensional outcomes. Design/methodology/approach: Drawing on a desk-based synthesis of literature, policy, and practice, the paper integrates insights from experiential learning theory, work-integrated learning and service-learning. It develops a Structure-Process-Outcome (SPO) framework and re-conceptualises Kolb's experiential learning cycle as a set of three independent but interconnected learning spirals that illustrate the iterative, multi-stakeholder relationships among students, clients, mentors, and peers. Findings: SLC combines the client-focused realism of consultancy with the reflective depth of academic mentorship and the collaborative value of peer learning. The learning spirals represented in Figure 1 show how SLC extends Kolb's model from an individual cycle into a multi-directional, relational system of practice and reflection. This configuration generates simultaneous value for students, clients, and institutions through employability enhancement, identity formation, and applied problem-solving. Practical implications: The SPO framework and spiral model together offer institutions a practical guide for designing and evaluating SLC initiatives. They specify how structural conditions, stakeholder engagement, and reflective processes combine to produce integrated professional and academic outcomes. Originality/value: The paper contributes a new visual and theoretical articulation of SLC as a triadic experiential learning ecosystem centred on the student consultant. By depicting learning as three outward-flowing spirals linking students with clients, mentors, and peers, it provides a refined conceptual lens for educators and researchers seeking to embed consultancy-based experiential learning within higher education curricula. |
|---|---|
| ISSN: | 2042-3896 |
| DOI: | 10.1108/HESWBL-10-2025-0489 |
