Figure 3.1: University-industry collaboration model Source: Modified from Holmberg et al., 2022 According to King and Zhang (2017), work placements or internships can also be considered forms of experiential learning since they are participative and interactive. Furthermore, in internships, students have contacts to the work environment that is very often variable and uncertain compared to campus life. Work placements or internships are most often a part of the curriculum and at times are also a requirement in national legislation. There are several main approaches to experiential learning which are explored below. Inquiry learning Inquiry learning enhances the empowerment of students to construct, together with teachers, their own aims of learning. This means that students are active subjects in the learning process, and that learning is also a social process. Thus, socio (-) constructivism is a significant influence on inquiry learning processes. Most often, students learn through commissioned, real-life projects that originate from businesses and other organisations outside campuses. In the inquiry learning setting, the projects allow students to work in a learning environment wherein they are able to practice the competences and skills needed in work life (Ritalahti, 2015). 25
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