Pedagogy and Professional Development

Retail industry readiness through active learning: A student reflection approach

Authors: Emily M.S. Worrall (Iowa State University) , Caroline Zoe Schumm (Iowa State University) , Rachel Jean Eike (Iowa State University)

Abstract

This study addresses the gap between higher education apparel programs and industry requirements for fashion professionals. Recognizing a lack of soft skills and technical design proficiency in graduates, the research introduces a reflective component within a hands-on consulting project with a small retail business. Following Kolb's Experiential Learning Cycle, the study emphasizes all four stages of transformative knowledge acquisition. The consulting project focused on proposing product expansions for a small retailer and incorporated visits, analyses, and interviews. Reflective journal entries guided students through comprehensive reflection processes. The project's effectiveness was evident in improved soft and technical skills, increased confidence in product development, and enhanced knowledge in collection development processes. The findings suggest that structuring active learning projects according to the experiential learning cycle, with reflective practices, contributes to closing the knowledge and skills gap between academia and industry, fostering students' industry readiness.

Keywords: Apparel Education, Design, Product Development, Entrepreneurial Thinking

How to Cite: Worrall, E. M. , Schumm, C. Z. & Eike, R. J. (2024) “Retail industry readiness through active learning: A student reflection approach”, International Textile and Apparel Association Annual Conference Proceedings. 80(1). doi: https://doi.org/10.31274/itaa.17537