Student-led consultancy as a distinctive model of experiential learning: a structure–process–outcome framework for higher education

Agboma, F ORCID: 0000-0001-5876-778X and Govender, I ORCID: 0000-0001-6896-8454 (2026) Student-led consultancy as a distinctive model of experiential learning: a structure–process–outcome framework for higher education. Higher Education, Skills and Work-Based Learning. pp. 1-13. ISSN 2042-3896

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Abstract

Purpose
This paper conceptualises Student-Led Consultancy (SLC) as a distinctive mode of experiential and work-based learning. It clarifies how SLC differs from other experiential forms such as internships and service-learning and advances a model that captures its structural design, interactive learning processes, and multidimensional outcomes.

Design/methodology/approach
Drawing on a desk-based synthesis of literature, policy, and practice, the paper integrates insights from experiential learning theory, work-integrated learning and service-learning. It develops a Structure–Process–Outcome (SPO) framework and re-conceptualises Kolb’s experiential learning cycle as a set of three independent but interconnected learning spirals that illustrate the iterative, multi-stakeholder relationships among students, clients, mentors, and peers.

Findings
SLC combines the client-focused realism of consultancy with the reflective depth of academic mentorship and the collaborative value of peer learning. The learning spirals represented in Figure 1 show how SLC extends Kolb’s model from an individual cycle into a multi-directional, relational system of practice and reflection. This configuration generates simultaneous value for students, clients, and institutions through employability enhancement, identity formation, and applied problem-solving.

Practical implications
The SPO framework and spiral model together offer institutions a practical guide for designing and evaluating SLC initiatives. They specify how structural conditions, stakeholder engagement, and reflective processes combine to produce integrated professional and academic outcomes.

Originality/value
The paper contributes a new visual and theoretical articulation of SLC as a triadic experiential learning ecosystem centred on the student consultant. By depicting learning as three outward-flowing spirals linking students with clients, mentors, and peers, it provides a refined conceptual lens for educators and researchers seeking to embed consultancy-based experiential learning within higher education curricula.

Item Type:	Article
Uncontrolled Keywords:	3903 Education systems
Subjects:	H Social Sciences > HF Commerce > HF5001 Business L Education > LB Theory and practice of education > LB2300 Higher Education L Education > LB Theory and practice of education > LB1705 Education and training of teachers and administrators
Divisions:	Liverpool Business School
Publisher:	Emerald
Date of acceptance:	16 January 2026
Date of first compliant Open Access:	18 March 2026
Date Deposited:	17 Mar 2026 15:56
Last Modified:	18 Mar 2026 00:50
DOI or ID number:	10.1108/heswbl-10-2025-0489
URI:	https://researchonline.ljmu.ac.uk/id/eprint/28205

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