Developing Key Employability Skills: Collaborating and Managing Social Impact Projects

Responding to a need

In my experience working with students and employers in my area of teaching and collaborating with employers, I noticed both a demand and a request from students and employers for skills that would enable students to enter their professions with the necessary competencies to quickly adapt and integrate into the workforce.  A key is the lack of practical application and real-world relevance in traditional teaching approaches, which can limit students' engagement, skill development, and career readiness. This gap was identified as a barrier to improving graduate outcomes and preparing students for the demands of the modern workplace. 

To address this, module BUS380 was designed to embed real-world problem-solving, strategic thinking, and work-based learning into the curriculum. By doing so, it aims to improve students’ academic engagement with employability skills, increase their confidence in applying knowledge in professional contexts, and ultimately strengthen their career prospects and satisfaction with their educational experience. 

Approach used

The Social Impact Project module is offered at Level 6 to undergraduate students studying Business and Management. It is designed for students who are preparing to transition into the workforce and aims to enhance their employability by addressing real-world challenges. Learners work in teams and collaborate with external stakeholders, including for-profit and nonprofit organisations, to develop solutions to pressing social issues such as sustainability and social justice. The module draws on a wide range of resources available through QMplus, including lecture slides, seminar activities, academic readings, and group learning environments. 

Module Design 

The module was carefully structured to integrate academic theory with real-world experience. It emphasises the development of key professional skills such as project management, stakeholder engagement, data collection and analysis, communication, and business report writing. The teaching approach combines interactive lectures, case studies, and seminars with guest speakers and problem-solving workshops. By blending academic content with experiential learning, the module creates a dynamic learning environment where students can actively apply knowledge to practice. 

Co-Creation and Student Participation 

The module, through its focus on student co-creation in real projects, is in line with Queen Mary's Values. It encourages all students to take ownership of their development, valuing diverse perspectives regardless of background. Furthermore, collaborative efforts enable students to recognize the meaningful contributions they make to their communities. Engaging with real-world problem-solving helps to foster innovation and creativity, while promoting cooperation among students, faculty, and external partners ensures a shared vision. By addressing real-world issues, students are encouraged to act with integrity and uphold high ethical standards, resulting in a socially responsible and community-focused learning experience. 

A notable example involved a partnership with Tower Hamlets Council. Early in the module, students participated in an interactive workshop led by council representatives, who presented a real project brief focused on improving recycling behaviours across the borough. Students worked in teams to analyse the issue, develop creative strategies, and apply change management theories to formulate practical solutions. Their proposals were later presented at Tower Hamlets Town Hall during a roundtable with council staff, creating space for open dialogue, feedback, and refinement of ideas. This participatory model empowered students to influence the outcomes of their projects and connect with public-sector professionals. 

Implementation of the Approach 

The approach is delivered through two-hour weekly workshops that incorporate various teaching and learning methods such as lectures, collaborative discussions, peer presentations, and project-based activities. Students are assessed via two summative components: a Work-Based Report (worth 80% of module) and a Project Presentation (worth 20%). These assessments are designed to be authentic in that they test both the depth of academic understanding and the ability to apply concepts in a practical, professional context. 

The module encourages autonomy and peer collaboration while providing ongoing academic and administrative support.  

Module organisers guide students through the process, offering regular feedback and direction. Students are also supported in engaging with multiple sources of information, fostering critical thinking and a nuanced understanding of social impact within business environments. 

By combining academic rigour with hands-on application, the module equips students with the tools to navigate complex social issues and contribute meaningfully to organisations and communities.  

Impact

Students participated in a mid-module review to provide feedback on the module's progress. The review was created using Mentimeter and shared via a link on QMPlus during the teaching session, allowing students time to complete it.  We discussed the results the following week, ensuring students saw how their input was addressed and identifying any necessary adjustments.  

Students found the module engaging and interactive. Importantly, students appreciated the involvement of Tower Hamlets in the module, both as session facilitators and through direct interactions in their offices.  

Below are results from the mid-module review: 

"Good participation", "Interesting content", "Clarification", "Engaging content", "great atmosphere", "Engaging", "The lecturer is kind", "Opportunities to interact", "Good pace", "Easy to understand" and "Engaging lecturer". 

Student feedback has highlighted several positive aspects of the module that enhance their learning experiences. Key themes include engaging content and a supportive learning environment, which promote active participation among students. Many students praised the clarity and pace of the lectures, as well as making complex topics more understandable. Overall, the combination of interesting material and an engaging lecturer has fostered a welcoming atmosphere, encouraging student involvement and improving learning outcomes. 

Recommendations

When implementing this type of module, I have identified a few key recommendations to share below.  

• Establish Guidelines and Structure: Before initiating any new classroom engagement or activity, it is crucial to create clear guidelines and a structured framework. This helps set expectations and create a sense of safety for students.
• Consistent Emphasis on Purpose: Regularly reiterating the purpose of the classroom engagement with employers can help students and employers understand its significance and encourage their participation.
• Acknowledge the Cultural Shift: Recognise that this new engagement may represent a cultural shift in the learning environment. Being sensitive to this change can help foster acceptance and adaptability among students.
• Support for Student Engagement: Given that students may be intimidated by working with key decision-makers, such as employer partners, for the first time, it’s important to provide support and resources to help them navigate these interactions.
• Create a Safe Learning Environment: Ensuring that the atmosphere is supportive and non-threatening can encourage students to engage more freely and confidently with the new approach.
• Strategic Collaboration for Enhanced Student Engagement: The module team should collaborate with Professional Services to secure live clients, prioritising relationship building, establishing clear goals, and ensuring alignment between academic outcomes and client objectives. 

Importantly, when the module's intent and learning outcomes are embedded into the curriculum and delivery, it should allow sufficient time for students to develop skills in the classroom and absorb the material. This module is designed to emphasize the QM Graduate attributes, particularly in areas such as problem-solving, communication, respect, taking responsibility, flexibility, critical application of expertise, teamwork, ethics, and sustainability. Each week, the curriculum includes activities and discussions that create opportunities for students to learn and demonstrate these attributes in various ways.