Pedagogy and Professional Development

Learning for the Real World: Evaluating Skill Alignment Between Apparel Programs and Fashion Industry Needs 

---

Abstract

Apparel programs emphasize experiential learning to prepare students for careers in the highly competitive fashion industry, yet limited research examines how well these experiences align with industry expectations. Guided by Experiential Learning Theory, this qualitative study explores alumni perceptions of skill alignment between undergraduate apparel design and merchandising programs and professional fashion practice Semi-structured interviews were conducted with 12 alumni currently employed in the fashion industry. Interview data were transcribed and analyzed using inductive thematic analysis. Findings indicate that experiential learning opportunities, particularly internships, industry-sponsored projects, and co-curricular involvement, were perceived as the most effective components of academic preparation. Participants reported developing critical competencies such as problem-solving, leadership, multitasking, and technical software proficiency through these experiences. However, alumni also identified gaps in networking, professional communication, and industry-specific technical skills. Results highlight the need for apparel curricula to more intentionally integrate experiential learning with industry-relevant skill development to ehanhce graduate readiness. 

Keywords: Career Readiness, Apparel Industry, Hands-on Pedagogy, Experiential Learning Theory, Industry Skill Alignment

How to Cite:

Orescanin, A., Worrall, E. M. & Sarkar, J., (2025) “Learning for the Real World: Evaluating Skill Alignment Between Apparel Programs and Fashion Industry Needs ”, International Textile and Apparel Association Annual Conference Proceedings 82(1). doi: https://doi.org/10.31274/itaa.22070