Redesigning the facilitation of students throughout a curriculum

Many commercial schools, such as business schools and post graduate adult education schools, offer curricula ranging from 4 months to slightly over 2 years in length. Part of these curricula are, among other things, ‘classic’ courses taught by academic experts and the practical meetings and discussion fora with well-known experienced practitioners. In addition, the participants learn to apply the content of these courses to either their direct practice or in a made-up case.

As classic course theory is widely available and well-known experts offer their experiences on all kind of platforms such as YouTube, EdX and TED, the importance of this decreases in favour of the real life application learning or case learning.

This new focus requires a design that taps much more into the participants personal characteristics, learning styles, objectives, motivations, and, desires for personal growth and development. It requires a well-balanced combination of application of theory in real life settings, case applications, theory and model input when the participants are ready, personal development plans, personal learning styles and individual motivations. Issues like this more and more become the core of commercial adult education, and, become the key element in selling and PR activities.

We help many commercial educational institutes to make this transformation, and, among others things, overcomes issues with conservative teaching staff, focus on exams, grades and scores, integration with accreditation or audit committees and procedures, pressure on the prices for education in the market, pressure from the participants to offer shorter trajectories, pressure to adapt to the multifaceted desires of participants who need to balance study, private, social and working lives.