Keywords
object-based learning
experiential learning
museum
art gallery
Categories
How to Cite
Abstract
This empirical paper reports on the findings of a pilot study that aimed to explore student attitudes towards the innovative use of the arts to develop university students’ transferable skills. Postgraduate business and management students were taken to a local museum and nearby art gallery to undertake a guided object-based learning activity. The art centre activities were designed to help students to learn, practice and develop key transferable skills through collaboration in an experiential learning setting. Methods: A questionnaire was dispersed to the students after the second trip had taken place, to ascertain student feedback on both their experience and skill development because of the object-based learning approach. Results: Of the 21 students who took part in the museum and art gallery trips, a total of 19 completed the questionnaire. The results show that the students found their visits to the museum and art gallery to be valuable, enjoyable, and social, while also gaining new skills. The quantitative and qualitative analysis supports that these experiences were especially effective in fostering discussions among students, promoting critical thinking through object-based learning, and allowing students to compare their perspectives with those of their peers. This study supports the use of informal learning environments like museums and galleries as they can be highly effective in complementing traditional classroom education by encouraging deeper engagement and support a shift toward more interactive, discussion-driven education. This deeper learning approach fosters critical thinking, cultural competence, and teamwork, thus simulates key skills employers seek in the workplace.
References
Acosta, J. D., & Brooks, S. (2021). Descriptive statistics are powerful tools for organizational research practitioners. Industrial and Organizational Psychology, 14(4), 481–485. https://doi.org/10.1017/iop.2021.116
Braun, V., & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative Research in Psychology, 3, 77–101.
Carlucci, D., & Schiuma, G. (2018). The power of the arts in business. Journal of Business Research, 85, 342–347. https://doi.org/10.1016/j.jbusres.2017.10.012
Chatterjee, H. (2011). Object-based learning in higher education: The pedagogical power of museums. Proceedings of the 9th Conference of the International Committee of ICOM for University Museums and Collections (UMAC), Berkeley, USA, 10th–13th September 2009, 2010(3), 179–182. https://doi.org/10.18452/8697
Chatterjee, H., & Hannan, L. (2016). Engaging the senses: Object based learning in higher education. Ashgate Publishing.
Das, S. (2015). Using museum exhibits: An innovation in experiential learning. College Teaching, 63(2), 72–82. https://doi.org/10.1080/87567555.2015.1005044
Decker-Lange, C. (2018). Problem- and inquiry-based learning in alternative contexts: Using museums in management education, The International Journal of Management Education, 16(3), 446–459. https://doi.org/10.1016/j.ijme.2018.08.002.
Kaimal, G., Drescher, J., Fairbank, H., Gonzaga, A., Junkin, J. S., & White, G. P. (2016). Learning about leadership from a visit to the art museum. International Journal of Education & the Arts 17(6). Retrieved January 9, 2025, from http://www.ijea.org/v17n6/
Kolb, A. Y., & Kolb, D. A. (2017). Experiential learning theory as a guide for experiential educators in higher education, Experiential Learning & Teaching in Higher Education: 1(1). Retrieved January 9, 2025, from: https://nsuworks.nova.edu/elthe/vol1/iss1/7
Mahayosnand, P. P., & Sabra, S. M. (2024). Generation Z: Increasing self-perceived employability and well-being through serious leisure. GILE Journal of Skills Development, 4(3), 87–92. https://doi.org/10.52398/gjsd.2024.v4.i3.pp87-92
Manpower Group (2024). Global Talent Shortage 2024. Retrieved January 9, 2025, from https://go.manpowergroup.com/talent-shortage
Molderez, I., & Ceulemans, K. (2018). The power of art to foster systems thinking, one of the key competencies of education for sustainable development. Journal of Cleaner Production, 186, 758–770. https://doi.org/10.1016/j.jclepro.2018.03.120
Olesen, K. B., Christensen, M. K., & O'Neill, L. D. (2021). What do we mean by “transferable skills”? A literature review of how the concept is conceptualized in undergraduate health sciences education. Higher education, skills and work-based learning, 2021, 11(3), 616–634. 10.1108/HESWBL-01-2020-0012
Qureshi, M. A., Khaskheli, A., Qureshi, J. A., Raza, S. A., & Yousufi, S. Q. (2021). Factors affecting students’ learning performance through collaborative learning and engagement. Interactive Learning Environments, 31(4), 2371–2391. https://doi.org/10.1080/10494820.2021.1884886
Scott, F. J., & Willison, D. (2021). Students’ reflections on an employability skills provision. Journal of Further and Higher Education, 45(8), 1118–1133. https://doi.org/10.1080/0309877X.2021.1928025
Scheuring, F., & Thompson, J. (2024). Enhancing graduate employability – exploring the influence of experiential simulation learning on life skill development. Studies in Higher Education, 50(2), 256–270. https://doi.org/10.1080/03075079.2024.2334837
Silber-Varod, V., Eshet-Alkalai, Y., & Geri, N. (2019) Tracing research trends of 21st-century learning skills. British Journal of Educational Technology, 50(6). https://doi.org/3099-3118. 10.1111/bjet.12753
Sirayi, S., Msuthwana, V., & Mazibuko, N. (2024). Developing Managerial Framework to Cultivate Critical Skills in The South African Automotive Retail Industry. GILE Journal of Skills Development, 4(3), 7–19. https://doi.org/10.52398/gjsd.2024.v4.i3.pp7-19
Tight, M. (2020). Twenty-first century skills: meaning, usage and value. European Journal of Higher Education, 11(2), 160–174. https://doi.org/10.1080/21568235.2020.1835517
Tipton, E., Hallberg, K., Hedges, L. V., & Chan, W. (2017). Implications of small samples for generation: Adjustments and rules of thumb. Evaluation Review, 41(5), 472–505. https://doi.org/10.1177/0193841X16655665
Tushar, H., & Sooraksa, N. (2023). Global employability skills in the 21st century workplace: A semi-systematic literature review. Heliyon, 9(11). https://doi.org/10.1016/j.heliyon.2023.e21023
van Laar, E., van Deursen, A. J. A. M., van Dijk, J. A. G. M., & de Haan, J. (2020). Determinants of 21st-century skills and 21st-century digital skills for workers: A systematic literature review. Sage Open, 10(1). https://doi.org/10.1177/2158244019900176
Wahab, M. H. S., Hosen, M., Islam, M. A., Chowdhury, M. A. M., Jantan, A. H., Wahab, S. A. (2025). Graduate employability: A bibliometric analysis. Global Business and Organisational Excellence: a review of research and best practice, 44(2), 38–57. https://doi.org/10.1002/joe.22267
Wanjohi, A. M., & Syokau, P. (2021, November 8). How to conduct Likert Scale analysis. KENPRO. https://www.kenpro.org/how-to-conduct-likert-scale-analysis/#:~:text=The%20range%20of%20interpreting%20the,likert%20scale% 20analysis%20is%20conducted.
Yin, R. K. (2018). Case study research and applications: Design and methods (6th ed.). Sage.
This work is licensed under a Creative Commons Attribution 4.0 International License.
Copyright (c) 2025 Victoria Jackson