Professional Learning in the Business Curriculum: Engaging Industry, Academics and Students

Romy Lawson, Eveline Fallshaw, Theo Papadopoulos, Tracy Taylor, Michael Zanko


Professional Learning has become a feature of business curricula in universities around the world. The term “professional learning” (PL) is often used to encapsulate dimensions of educational programs that highlight contemporary industry issues explicitly linked to industry and professional bodies. PL encompasses the skills, qualities and attributes that are required by industry and the processes through which those skills are acquired. It encourages deep learning in relation to the student’s future profession, and includes industry engagement, work-integrated learning and authentic learning environments.

This paper describes a typology of approaches to PL derived from a national study of good practices in business faculties in Australian universities. It identifies the enablers and impediments to the successful adoption of PL, and discusses the challenges associated with industry engagement in PL for academics, students and business organisations.

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Asian Social Science   ISSN 1911-2017 (Print)   ISSN 1911-2025 (Online)

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