In the past years, academic leaders have demanded the adoption of ‘pedagogies of engagement’ in order to increase the capacity of graduates to apply knowledge and transferable skills gained in university education. This development has been further encouraged by lifelong and life-wide learning initiatives. Through increasing numbers of adult learners, pedagogic concepts providing transferable skills have already become a necessity to be adopted in the curriculum at higher education institutions.
Also in undergraduate programs, numerous higher education institutions have joined this global movement towards the use of more student-centred and problem-based teaching and learning methods. Skills training programs for the workplace have been implemented that contribute to the production of flexible and multi-skilled knowledge workers.
However, many higher education institutions, which aim to promote acquisition of real world skills and knowledge still face major difficulties. This is because new instruments and roles are required: for the management and assessment of experiential learning in authentic real world contexts, where educators promote knowledge creation and dissemination beyond traditional classrooms within professional practice.
With its online programs launching in October 2016, Dual addresses this challenge with a unique learning model which involves universities and educators as well as corporate organizations and industry experts from all around the globe. For this launch, Dual is currently looking for business educators and researchers in marketing and sales or related fields. If you like to participate as program developer and/or facilitator in our endeavor to create relevant business education, please get in touch with us!
“It is important to recognize that knowledge creation takes place not only in ivory towers, but also in corporate boardrooms. The key for improvement in the educational value chain is to identify the different options for increasing overall knowledge “production” such as more clearly recognizing respective roles of all parties involved”. Friga, Bettis and Sullivan (2003, p. 237)