Learning & Teaching

Where does this sit on the Experiential Learning Continuum? 

Learning through work: an experience premised around an authentic scenario that simulates elements of a professional role or broader aspects of an industry/sector.

What is it?

Students are asked to provide consultancy to individuals or organisations to address specific course-related challenges. Consultancy often takes the form of a project-based activity where students act as consultants and offer evidence-based advice, insight or recommendations to a client.  

The client could be an organisation, a local charity, a cultural organisation or even an entrepreneur. Often in collaboration with an academic, the client will design and set a specific brief or challenge and the students will respond by conducting research and analysis and then presenting their findings and / or deliverables.  

Projects can be individual or team-bases, assessed or non-assessed and can range from a few weeks to a full semester. Due to the flexibility of who can be a client, this activity is suitable for any degree discipline.

How does it work?

A lecturer identifies a client with a relevant challenge that they need to be solved. 

In collaboration with the client, a specific brief or challenge that is aligned with the curriculum is designed around the real-world issue. 

On the course, students receive learning related to consultancy methods, expectations and professional behaviour / conduct. The client (or lecturer on behalf of the client) provides the project brief to the students. 

Students (either individually, or as a group) are then given sufficient time to research, plan and work towards producing actionable outcomes to present back to the client.  

Depending on the client and the discipline, the actionable outcomes could be in the form of a strategy, a report, a prototype, or suggested recommendations.  

Typically, students will be asked to present their findings in a final report or live pitch / presentation to the client. A consultancy project can be a great way of introducing meaningful assessment, with the presentation of findings and the potential for asking for reflection on the process and outcomes offering a way for this to be structured.

Does it work?

If the activity is well designed, it can support learning by: 

1. Promoting real-world problem solving where students will develop analytical, creative and strategic thinking by applying theory to meaningful challenges
2. Developing work readiness and future skills, such as communication, teamwork, time management and stakeholder engagement 
3. Boosting confidence and career readiness as students gain client-facing experience and can evidence consultancy work on their CV or in interviews 
4. Strengthening relationships with external organisations as clients often return or offer internships, mentoring or placements as a result of engaging

What do I need?

• Access to potential clients (consider contacting your College Careers & Employability Manager for support). 

• A process for setting up and scoping client briefs – ideally with academic alignment and manageable scope. 

• Teaching materials relating to briefing students on consultancy practices, expectations and professionalism. 

• A plan for project timelines, deliverables, and client engagement (check-ins, presentations, feedback). 

• If forming part of the course assessment, criteria and / or reflection prompts. 

References and further reading

Student consultancy projects playbook: Learning outcomes and a framework for teaching practice in an international entrepreneurial context 

Employer collaboration and authentic assessment: “talk to the face, not the hand…” 

Brief Encounter: the use of consultancy projects in enhancing the learning experience of postgraduate Marketing students 

Cracking the employability code with curriculum integration 

Student Consultancy Project, Queen Mary University of London 

Student Consultancy Projects, University of York