The IMPART model - imparting transformation through industry-linked multidisciplinary projects

Abstract

A gap exists between market expectations and graduate capabilities. In addition to acquiring knowledge, graduates are expected to be well equipped with soft skills, life skills and other non-technical capabilities. Educational objectives should therefore venture beyond filling the container to include facilitating changes in the size and shape of the container (enlarging capacity) with these being the metaphors for informative and transformative learning respectively. While both are essential, however, greater emphasis is usually given to informative learning. This article documents the attempts made by the author to address this imbalance, attempts that required time to develop into the current practice with valuable lessons acquired in the process. The approach was given the name IMPART as it is the acronym for industry, multidisciplinary, projects, assessment, reflection, transformation. The first five letters of the acronym represent the processes used, while the sixth letter represents the desired outcome. The model employs industry assigned projects, multidisciplinary collaboration, project-based learning pedagogy, 3600 assessment and feedback, reflection on project experiences and learning from failure to effect transformation. Its implementation, outcomes and lessons learned are presented in this article