Experiential learning at institutional scale

The gap: isolated experiences vs. institutional system

The difference between running isolated experiences and building an institutional system of experiential learning is the difference between anecdote and strategy. Institutions seeking scale face the same obstacles:

• Coherence across programmes and courses.
• Cognitive depth and comparable quality.
• Genuine involvement of companies and surrounding organisations.
• Faculty adoption beyond the initial enthusiasts.
• Consistent assessment and operational sustainability.
• Data on outcomes and alignment with the educational model.

Design the system, not just the experience

Scaling experiential learning requires working across the three layers: a strategic decision about the role the real world plays in the educational model (macro), the curricular, interdisciplinary and assessment structures that sustain it (meso), and the pedagogical design of each challenge, project or internship with roles, feedback and reflection (micro).

University–industry engagement

Companies participate when they find real value: observable talent, relevant challenges and simple processes. I design engagement mechanisms that turn the relationship with the environment into a permanent source of learning experiences and employability evidence.

Technological execution

This line is executed through BeChallenge, the platform I founded to operate experiential learning at scale: more than 100,000 students, 7,500 faculty members and 30 institutions across Europe, Latin America and Africa.