Abstract
Introduction:
The rapid evolution of the communication and creative industries demands graduates possess not only technical expertise but the agility to respond to fast-paced changes in a globalised world. For students from regional universities like Western Sydney University (WSU) in Australia, this challenge is sometimes intensified by structural barriers that include limited access to industry networks and resources compared to city-based peers, compounded by socio-economic disadvantage.
To address these disparities, we developed the ‘Bite of the Big Apple’ (BotBA) New York Study Tour. First delivered in 2023, our initiative sought to remove barriers that discourage students from accessing creative industries networks and opportunities, while also fostering cultural intelligence and preparing students for global creative workforce demands. In this paper we examine how experiential learning initiatives like BotBA can significantly enhance students' professional identity development, career trajectory, and global competency acquisition. Drawing on reflective assessments and feedback, we assess the program’s transformative impact on students' readiness to succeed in an interconnected world.
Method:
As a site for experiential learning, New York offers an unparalleled environment for communication and creative industries students due to its dynamic cultural and creative ecosystems. Learning in New York allows for ‘place-based’ education, where the geographical and cultural characteristics of the city are integrated into the curriculum to provide tangible examples of industry-in-action. Here, the environment becomes the classroom, offering opportunities for cutting-edge learning.
With an emphasis on active learning, BotBA curricula included a curated program of workshops, site visits, and direct interactions with diverse professionals across media, PR, museum practices, music, theatre, design, photography, and creative writing. Students were invited to experiment with and reflect on their professional aspirations, practise intercultural and 'future-of-work' skills, and apply theoretical knowledge to international industry contexts to grow their professional confidence and sense of disciplinary 'belonging'. Reflective assessments anchored this immersive experience in academic learning by encouraging students to position themselves as participants in the broader creative economy. Aligning with Schön’s (1983) concept of reflective practice, students kept reflective journals, which allowed them to document observations and insights on theory and practice. Group discussions, modelled on Vygotsky’s (1978) social constructivist approach, amplified shared meaning-making.
Results:
By directly engaging with New York’s vibrant industries, our students imagined career paths and opportunities they had not previously considered. Survey data and qualitative reflections show the tour demonstrably broadened professional and cultural horizons. Many students reported increased confidence in navigating cross-cultural environments and interacting with professionals from diverse backgrounds. One student highlighted the transformational impact of the tour, noting, “It completely changed how I see my degree, [it] made me realise that it has so much more potential. The study tour taught me a lot about myself - how I see the world, my values, what I'm passionate about.” Another student reported the experience "made me realise that there are so many possibilities that perfectly combine my creative interests and my academic career goals. It showed me real people, living the 'dream jobs' that I had assumed only the lucky few get to accomplish. I was able to speak with these people, ask questions, network - already kickstarting potential careers.” Overall, the survey data showed all students felt the tour enhanced their employability, particularly in terms of understanding global industry practices and cultural differences. Additionally, many participants reported the tour strengthened their interest in international career opportunities, with several now considering employment overseas.
Conclusion and Next Steps:
Our study tour demonstrates the transformative potential of international learning for students from regional universities, particularly those facing professional structural barriers. The tour's success underscores the importance of experiential learning in preparing students for industry demands, especially those from under-represented backgrounds. Research suggests that such immersive learning experiences enhance students' professional identity and adaptability, allowing them to envision themselves as industry practitioners (Gomez-Lanier, 2017). Initiatives like BotBA provide critical access to global networks, thereby building "cultural capital" essential for navigating competitive fields (O’Connor, 2016). Such programs also support intercultural competency development, which Deardorff (2009) emphasises as central to global employability. Reflective assessments and qualitative feedback from BotBA reveal students acquired practical skills and the confidence to interact across diverse cultural and professional contexts—key attributes for thriving in a globalised creative industries landscape (Jones et al., 2023; Tan & Tan, 2023).
Driven by student demand, BotBA is returning to New York in 2025. Comprehensive evaluation of the 2023 tour is a valuable blueprint for refining the 2025 iteration. By analysing feedback and assessing program outcomes, we aim to create an even more impactful experience.
References:
Bruner, E. M. (1991). Transformation of self in tourism. Annals of Tourism Research, 18(2), 238-250.
Deardorff, D. K. (2009). The SAGE handbook of intercultural competence. Sage.
Gomez-Lanier, L. (2017). The Experiential Learning Impact of International and Domestic Study Tours: Class Excursions That Are More Than Field Trips. International Journal of Teaching and Learning in Higher Education, 29(1), 129-144.
Jackson, D. (2018). Challenges and strategies for assessing student workplace performance during work-integrated learning. Assessment & Evaluation in Higher Education, 43(4), 555-570.
Jones, C., Askin, N., Harvey, S., & Phillips, D. J. (2023). AMD Special Research Forum-Creative Industries: Challenges and Opportunities of Digital Technologies.
O’connor, J. (2016). The cultural and creative industries. In The Routledge Research Companion to Planning and Culture (pp. 171-184). Routledge.
Schön, D. A. (2017). The reflective practitioner: How professionals think in action. Routledge.
Tan, S. K., & Tan, S. H. (2023). A creative place‐making framework–Story‐creation for a sustainable development. Sustainable Development, 31(5), 3673-3691.
The rapid evolution of the communication and creative industries demands graduates possess not only technical expertise but the agility to respond to fast-paced changes in a globalised world. For students from regional universities like Western Sydney University (WSU) in Australia, this challenge is sometimes intensified by structural barriers that include limited access to industry networks and resources compared to city-based peers, compounded by socio-economic disadvantage.
To address these disparities, we developed the ‘Bite of the Big Apple’ (BotBA) New York Study Tour. First delivered in 2023, our initiative sought to remove barriers that discourage students from accessing creative industries networks and opportunities, while also fostering cultural intelligence and preparing students for global creative workforce demands. In this paper we examine how experiential learning initiatives like BotBA can significantly enhance students' professional identity development, career trajectory, and global competency acquisition. Drawing on reflective assessments and feedback, we assess the program’s transformative impact on students' readiness to succeed in an interconnected world.
Method:
As a site for experiential learning, New York offers an unparalleled environment for communication and creative industries students due to its dynamic cultural and creative ecosystems. Learning in New York allows for ‘place-based’ education, where the geographical and cultural characteristics of the city are integrated into the curriculum to provide tangible examples of industry-in-action. Here, the environment becomes the classroom, offering opportunities for cutting-edge learning.
With an emphasis on active learning, BotBA curricula included a curated program of workshops, site visits, and direct interactions with diverse professionals across media, PR, museum practices, music, theatre, design, photography, and creative writing. Students were invited to experiment with and reflect on their professional aspirations, practise intercultural and 'future-of-work' skills, and apply theoretical knowledge to international industry contexts to grow their professional confidence and sense of disciplinary 'belonging'. Reflective assessments anchored this immersive experience in academic learning by encouraging students to position themselves as participants in the broader creative economy. Aligning with Schön’s (1983) concept of reflective practice, students kept reflective journals, which allowed them to document observations and insights on theory and practice. Group discussions, modelled on Vygotsky’s (1978) social constructivist approach, amplified shared meaning-making.
Results:
By directly engaging with New York’s vibrant industries, our students imagined career paths and opportunities they had not previously considered. Survey data and qualitative reflections show the tour demonstrably broadened professional and cultural horizons. Many students reported increased confidence in navigating cross-cultural environments and interacting with professionals from diverse backgrounds. One student highlighted the transformational impact of the tour, noting, “It completely changed how I see my degree, [it] made me realise that it has so much more potential. The study tour taught me a lot about myself - how I see the world, my values, what I'm passionate about.” Another student reported the experience "made me realise that there are so many possibilities that perfectly combine my creative interests and my academic career goals. It showed me real people, living the 'dream jobs' that I had assumed only the lucky few get to accomplish. I was able to speak with these people, ask questions, network - already kickstarting potential careers.” Overall, the survey data showed all students felt the tour enhanced their employability, particularly in terms of understanding global industry practices and cultural differences. Additionally, many participants reported the tour strengthened their interest in international career opportunities, with several now considering employment overseas.
Conclusion and Next Steps:
Our study tour demonstrates the transformative potential of international learning for students from regional universities, particularly those facing professional structural barriers. The tour's success underscores the importance of experiential learning in preparing students for industry demands, especially those from under-represented backgrounds. Research suggests that such immersive learning experiences enhance students' professional identity and adaptability, allowing them to envision themselves as industry practitioners (Gomez-Lanier, 2017). Initiatives like BotBA provide critical access to global networks, thereby building "cultural capital" essential for navigating competitive fields (O’Connor, 2016). Such programs also support intercultural competency development, which Deardorff (2009) emphasises as central to global employability. Reflective assessments and qualitative feedback from BotBA reveal students acquired practical skills and the confidence to interact across diverse cultural and professional contexts—key attributes for thriving in a globalised creative industries landscape (Jones et al., 2023; Tan & Tan, 2023).
Driven by student demand, BotBA is returning to New York in 2025. Comprehensive evaluation of the 2023 tour is a valuable blueprint for refining the 2025 iteration. By analysing feedback and assessing program outcomes, we aim to create an even more impactful experience.
References:
Bruner, E. M. (1991). Transformation of self in tourism. Annals of Tourism Research, 18(2), 238-250.
Deardorff, D. K. (2009). The SAGE handbook of intercultural competence. Sage.
Gomez-Lanier, L. (2017). The Experiential Learning Impact of International and Domestic Study Tours: Class Excursions That Are More Than Field Trips. International Journal of Teaching and Learning in Higher Education, 29(1), 129-144.
Jackson, D. (2018). Challenges and strategies for assessing student workplace performance during work-integrated learning. Assessment & Evaluation in Higher Education, 43(4), 555-570.
Jones, C., Askin, N., Harvey, S., & Phillips, D. J. (2023). AMD Special Research Forum-Creative Industries: Challenges and Opportunities of Digital Technologies.
O’connor, J. (2016). The cultural and creative industries. In The Routledge Research Companion to Planning and Culture (pp. 171-184). Routledge.
Schön, D. A. (2017). The reflective practitioner: How professionals think in action. Routledge.
Tan, S. K., & Tan, S. H. (2023). A creative place‐making framework–Story‐creation for a sustainable development. Sustainable Development, 31(5), 3673-3691.
| Original language | English |
|---|---|
| Type | Poster Presentation |
| Publisher | University Industry Innovation Network |
| Publication status | Published - 11 Jun 2025 |
