The Use of Work-Simulated Learning in a Strategic Integrated Communication Module to Bridge the Gap between Theory and Practice: A Reflection of the Experiential Learning Pathway of Faculty

This article explored the integration of Work-Simulated Learning to bridge the gap between theory and practice. Due to contextual factors, students from North-West University, South Africa cannot participate in Work-Integrated Learning within a Strategic Integrated Communication module. To address this issue, faculty at North-West University incorporated Simulation-Based Learning within their module. A qualitative research approach was executed to gain insights into the faculty’s experiences regarding the implementation of Work-Simulated Learning as an experiential learning approach. Utilising Gibbs’s (1988) reflective cycle, this study explored module instructors’ perceptions of using Work-Simulated Learning. Findings suggest that instructors viewed the inclusion of Work-Simulated Learning as a practical approach to bridging the gap between theory and practice in the absence of Work-Integrated Learning. Due to the positive experiences highlighted by the instructors, this study recommends the incorporation of Work-Simulated Learning to enhance student readiness by not only mimicking industry but also by including industry in the formulation of Work-Simulated Learning scenarios. The main conclusion of the study emphasised the experiences of lecturers at the North-West University regarding the incorporation of Work-Simulated Learning as an alternative to Work-Integrated Learning to enhance student engagement and increase career development. Keywords: Work-Simulated Learning, Simulation-Based Learning, Experiential Learning, Gibbs Reflective Cycle, Strategic Integrated Communication