Student and tutor reflections on how they have engaged with Inquiry Based Learning in a business school

A paper that reflects on some of the key themes that have emerged from research into student and staff experiences of Inquiry Based Learning.

This paper outlines practices developed to support IBL and how they are evolving in hybrid forms in three different module contexts. It then reflects on some of the key themes that have emerged from research into the student and staff experience. It looks at how students engage and make sense of this approach and how tutors can support their engagement and participation in a context in which the predominant paradigm of learning and teaching is didactic and not led by student inquiry.