Project Description

Higher education institutions and educators are often criticised for failing to prepare students for the workplace but instead focusing on teaching theory. Yet, educators who do use examples and scenarios from practice allow students to interact like practitioners in a “real-world setting”. Real-world applications enable students to compare and contrast theory to actual practice, leading to a smoother transition to the workplace. We investigate whether students’ perceptions of practice-oriented teaching differ based on certain variables and factors. The findings will be of value to educators wanting to become better teachers and to curriculum developers designing module content and learning activities.