Book contents
- Digital Transformation and Disruption of Higher Education
- Digital Transformation and Disruption of Higher Education
- Copyright page
- Contents
- Figures
- Tables
- Contributors
- Preface
- Chapter 1 Nothing Is Constant Except Change
- Part I (R)evolution of the Higher Education Sector
- Part II Changes in Teaching Formats
- Part III Changes in Teaching Content
- Chapter 12 Building Human Capital for the Twenty-First Century
- Chapter 13 Combining Work Experience with Digital Learning
- Chapter 14 Integrating Digital Competencies into Non-STEM Subjects
- Chapter 15 Disrupting Curricula in the Area of the Humanities
- Part IV Networking and Social Activities
- Part V Certification and Diplomas
- Part VI Careers and Professionalisation
- Part VII Futuristic and Ultramodern Higher Education
- Part VIII Higher Education in Motion
- Editor’s Biography
- Index
- References
Chapter 13 - Combining Work Experience with Digital Learning
from Part III - Changes in Teaching Content
Published online by Cambridge University Press: 09 June 2022
Edited by
Book contents
- Digital Transformation and Disruption of Higher Education
- Digital Transformation and Disruption of Higher Education
- Copyright page
- Contents
- Figures
- Tables
- Contributors
- Preface
- Chapter 1 Nothing Is Constant Except Change
- Part I (R)evolution of the Higher Education Sector
- Part II Changes in Teaching Formats
- Part III Changes in Teaching Content
- Chapter 12 Building Human Capital for the Twenty-First Century
- Chapter 13 Combining Work Experience with Digital Learning
- Chapter 14 Integrating Digital Competencies into Non-STEM Subjects
- Chapter 15 Disrupting Curricula in the Area of the Humanities
- Part IV Networking and Social Activities
- Part V Certification and Diplomas
- Part VI Careers and Professionalisation
- Part VII Futuristic and Ultramodern Higher Education
- Part VIII Higher Education in Motion
- Editor’s Biography
- Index
- References
Summary
One essential activity that organisations must review as they capitalise on digital technologies' potential is their existing business processes. Put simply, they must examine 'how things are done around here' and, in doing so, identify if there is any way of improving these activities. In this chapter, I seek to offer an account of delivering a module on 'Innovation, Creativity and Critical Thinking' to final year students of a BA Honours Degree in Insurance Practice. This programme, which commenced in 2016,is Ireland's first apprenticeship towards awarding a level 8 honours degree. The three-year, work-based training programme combines digital academic learning with on-the-job learning, allowing students to acquire various skills. This chapter will demonstrate how students can practically apply techniques learnt in their online class to industry, bridging the theory-practice gap by adopting a learning-by-doing approach to business process re-engineering (BPR).
Keywords
- Type
- Chapter
- Information
- Digital Transformation and Disruption of Higher Education , pp. 159 - 168Publisher: Cambridge University PressPrint publication year: 2022
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