Purple Innovation: A critical analysis of simulations and simulations as work-integrated learning in an SIC course

Abstract

This paper conducted a critical analysis of simulated learning, and simulated learning as work-integrated learning environment (Purple Innovation) assessments in a Strategic Integrated Communication course towards the development of graduateness. An exploratory mixed-method approach was executed using qualitative feedback and reflections as well as performance results to ascertain whether students could achieve the outcomes of the assessment in Purple Innovation, how well they engaged in experiential and problem-based learning, and which graduate attributes they developed through the simulated learning and simulated learning as WIL activities. The findings revealed that (i) students performed better in assessments that focused on experiential learning;(ii) students performed poorer when more graduateness was embedded in the assessments;(iii) the more they engaged in simulated learning as WIL, the better they performed; and (iv) students achieved overall higher results in the executive summary assessment, which was a difficult assignment to execute.