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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 0000-0001-5876-778X), Ivan Govender (ORCID 0000-0001-6896-8454)
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
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  Data: Student-Led Consultancy as a Distinctive Model of Experiential Learning: A Structure-Process-Outcome Framework for Higher Education
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  Data: <searchLink fieldCode="AR" term="%22Fredrick+Agboma%22">Fredrick Agboma</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0001-5876-778X">0000-0001-5876-778X</externalLink>)<br /><searchLink fieldCode="AR" term="%22Ivan+Govender%22">Ivan Govender</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0001-6896-8454">0000-0001-6896-8454</externalLink>)
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  Data: <searchLink fieldCode="SO" term="%22Higher+Education%2C+Skills+and+Work-based+Learning%22"><i>Higher Education, Skills and Work-based Learning</i></searchLink>. 2026 16(3):631-643.
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  Data: 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
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  Data: 13
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  Data: Journal Articles<br />Reports - Evaluative
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  Data: <searchLink fieldCode="EL" term="%22Higher+Education%22">Higher Education</searchLink><br /><searchLink fieldCode="EL" term="%22Postsecondary+Education%22">Postsecondary Education</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22Consultants%22">Consultants</searchLink><br /><searchLink fieldCode="DE" term="%22College+Students%22">College Students</searchLink><br /><searchLink fieldCode="DE" term="%22Experiential+Learning%22">Experiential Learning</searchLink><br /><searchLink fieldCode="DE" term="%22Work+Based+Learning%22">Work Based Learning</searchLink><br /><searchLink fieldCode="DE" term="%22Higher+Education%22">Higher Education</searchLink><br /><searchLink fieldCode="DE" term="%22Models%22">Models</searchLink><br /><searchLink fieldCode="DE" term="%22Learning+Processes%22">Learning Processes</searchLink>
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  Data: 10.1108/HESWBL-10-2025-0489
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  Data: 2042-3896
– Name: Abstract
  Label: Abstract
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  Data: 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.
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        Value: 10.1108/HESWBL-10-2025-0489
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      – Text: English
    PhysicalDescription:
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        PageCount: 13
        StartPage: 631
    Subjects:
      – SubjectFull: Consultants
        Type: general
      – SubjectFull: College Students
        Type: general
      – SubjectFull: Experiential Learning
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      – SubjectFull: Work Based Learning
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      – SubjectFull: Higher Education
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      – SubjectFull: Models
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      – SubjectFull: Learning Processes
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      – TitleFull: Student-Led Consultancy as a Distinctive Model of Experiential Learning: A Structure-Process-Outcome Framework for Higher Education
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