Experiential learning exists in different formats in STEM Higher Education programmes. However, the informal, experiential learning dimensions are often not fully integrated and recognised, even though they play a key role in enriching student learning, employability and career progression.

Greater recognition of experiential learning has the potential to:

reduce student workload
shorten programmes
encourage greater industry and third-sector involvement
offer broader opportunities to embrace learning beyond the classroom
provide more flexibility and individualisation.

Outputs

The project team developed a suite of vignettes which demonstrate good practice examples of how providers have successfully integrated experiential learning within STEM programmes to enhance the student experience.

Vignettes

Literature review

This literature review responds to the research question: How can higher education qualifications in STEM better integrate experiential learning to improve student experience and attainment?

Lead:

University of Warwick

Partners:

Aston University, Glasgow Caledonian University and University of Strathclyde

QAA supports a number of projects every year, covering a range of topics and interest areas. Each is led by a QAA Member, working in collaboration with other members institutions. You can find more information on all projects, and access resources and outputs, on our website.

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