Higher Education, Skills and Work-Based Learning, Volume 7, Issue 4, Page 337-353, November 2017.
Purpose The purpose of this paper is to demonstrate how the Triple-V model of experiential learning, when applied to Higher Education (HE), can transform the student-learning experience by integrating the model’s three elements of Vision, Value and Vocation into delivery, assessment and beyond. Design/methodology/approach The paper sets out how the Triple-V model was introduced in three case studies. Feedback data were gathered through formal and informal surveys with students and other respondents. Findings The Triple-V model expounds the virtues of integrating Vision, Value and Vocation into HE to engage students in deep learning and to provide an external employability reference framework, which is particularly vital for students leaving HE with concerns about securing suitable employment to service soaring levels of student debt. The implementation of the model, based on measured outcomes, met with positive feedback from respondents. Research limitations/implications The Triple-V model was tested across three scenarios, using different respondents, within a School of Management. A Twitter account has been established (#triple_v_model) to invite wider participation and feedback to hone the model further, in particular its suitability for more esoteric, and less exoteric, subjects. Originality/value The Triple-V model is entirely original, devised by the present author, and is intended to enhance the HE student learning experience, contextualising for students their studies within a wider employability framework.