Active Comparison: A Strategy for Building Competence and Confidence in Experiential Learning
DOI:
https://doi.org/10.56433/azmg1v45Keywords:
Experiential Learning, Active Comparison, Inner Feedback, Employability Skills, Graduate AttributesAbstract
Higher education has long prioritised knowledge acquisition over skill development, often neglecting the competencies essential for workplace readiness (Andrews & Higson, 2008; Clarke, 2018; Finch, Peacock, Levallet, & Foster, 2016; Succi & Canovi, 2020). As globalisation and economic pressures reshape educational priorities, there is increasing pressure from employers (Boughey & McKenna, 2021; Goriot, 2024; Tuononen et al., 2022) and accreditation bodies (Abbasi, Ali, & Bibi, 2018; Mainga, Murphy-Braynen, Moxey, & Quddus, 2022) to integrate experiential learning to enhance employability (Amoroso & Burke, 2018; Mainga et al., 2022; Succi & Canovi, 2020). However, traditional assessment practices often encourage students to focus on grades rather than developing transferable skills such as problem-solving, communication, and collaboration (Fischer, Bearman, Boud, & Tai, 2023; Souto-Otero, Donnelly, & Kanol, 2023; Velasco, 2012).
The need to create an environment that facilitates the practical application of accumulated knowledge and bridges the gap between theory and practice has emerged (Fantinelli, Cortini, Di Fiore, Iervese, & Galanti, 2024) as a crucial topic of discussion within Higher Education Institutions (HEIs) (Mtawa, Fongwa, & Wilson-Strydom, 2019). This article explores active comparison as a pedagogical strategy for bridging the gap between theoretical learning and practical application. Drawing on Nicol’s (2020) DO-COMPARE-EXPLICIT framework, we examine how structured feedback mechanisms shift students’ focus from assessment performance to competency development. Active comparison promotes self-regulated learning, encourages engagement with external comparators, and preserves student agency while maintaining educational rigour (Souto-Otero et al., 2023).
Using a case study from a business school setting, we demonstrate how embedding active comparison within experiential courses enhances students’ confidence, competence, and employability. Findings indicate that students who engage with active comparison develop stronger evaluative judgement, leading to deeper learning and improved workplace readiness. The study also highlights the role of external partners in fostering authentic learning experiences, supporting the development of practical skills alongside disciplinary knowledge (McArthur, Kubacki, Pang, & Alcaraz, 2017; Sokhanvar, Salehi, & Sokhanvar, 2021).
By advancing active comparison as a scalable and effective pedagogical tool, this article contributes to the discourse on employability-focused education. It provides a model for integrating experiential learning with structured feedback to better prepare graduates for professional success in an evolving labour market.
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