Editor’s Note: During the European Association of International Education (EAIE) 2024 Conference, Dr. Kate Moore presented as part of an Ignite Session on Innovations in Student and Staff Mobility. The session is described here:
What are the newest innovations in student and staff mobility? Join this fast-paced Ignite session where presenters will have only five minutes to enlighten you on topics such as crisis response, project-based global learning, inclusive agendas and even some 'Very British problems'!
Five minutes goes quickly! Please find script and slides below and do reach out via kate@globalcareercenter.org to explore this topic and these types of programs further.
Thanks for joining! I look forward to exploring with you how project-based global learning can help connect education and employability as part of an individual or institutional portfolio.
I am Kate Moore with the Global Career Center (GCC), where we believe there is not a career ladder but more of a career labyrinth. Our organization partners with universities and colleges from across to globe to build customized programs and services that help learners navigate that labyrinth as part of academic programs and throughout their careers.
We aim to be responsive to how the world of work is changing and consider factors such as return on investment (ROI) for learners as well as relevance for employers as they develop their future workforce. We also consider which skills or competencies or attributes are most necessary for that future workforce. On the slide, you will see a few frameworks that we have drawn upon to structure or assess or evolve our programs and services.
One thing is clear…and employers, alumni, government agencies, and other stakeholders certainly let us know. As a field…we can do better. There is a gap between how we bridge theory and practice and how we connect campus and career.
How should we respond? How can we best bridge that gap, in a way that is responsive to the changing world of work and demonstrates relevance for the future workforce?
Particularly when we face limited resources - whether it's time, money, or energy - for students, universities, and supervisors. It’s critical we make the most of what we have.
One key approach as part of our portfolio is project-based global learning. These are outcome-driven, real-world experiences within a global context.
I’d like to share three examples from recent partner programs:
A community college launched a pandemic pivot when students were having a particularly challenging time balancing internships into already busy lives with multiple commitments. In this case, team of 4 or 5 worked part-time on a virtual project with NGOs based in India and contributed to meaningful outcomes while demonstrating collaboration and teamwork.
A master’s program in cybersecurity included a required and guaranteed work-integrated learning component. When more than 80% of the students enrolled were international, sourcing opportunities and navigating work authorization became a particular challenge. For this group, online projects with Canadian-based tech companies were embedded directly into coursework with an emphasis on transferable skills and exposure to a North American work experience.
A business school course on entrepreneurship sought to incorporate relevant experience for students anxious to learn by doing but needed structure are support. Students worked in pairs on specific consultancy projects within the fast-moving innovation ecosystem and not only shared a deliverable but also replicated the experience of having a co-founder or being part of a founding team.
Why are stakeholders motivated by project-based global learning?
For learners, it’s connected to authenticity, relevance, reality, and results.
For faculty, applied learning – or experiential education – is a proved pedagogy linking theory and action.
For employers, future team members can show – not just tell – that they can navigate, collaborate, and deliver.
We have identified several top tips for building these types of programs or program components.
Top tips for structure: embed within a course or curriculum; assess regularly based on both theory and practice; and design with a clear deliverable.
Top tips for support: build support based on that clear deliverable; include skills building to manage time and team or workload; plus provide resources and referrals related to key content areas for the project.
Once again, despite limited resources and a changing world of work, my hope today is to share a few examples and top tips to help motivate each of us to expand portfolios and engage with students using additional frameworks such as project-based global learning.
I’d love to continue this conversation, whether in person or online, so please do reach out as we work together to better connect employability and education.
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