10.5193/JEE35.1.

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Journal of Experiential Education • 2012, Volume 35, No. 1 pp. 272–289

Incorporating an Authentic
Learning Strategy Into
Undergraduate Apparel and
Merchandising Curriculum
Yoon Jin Ma and Hyun-Hwa Lee

An authentic learning strategy fostering students’ active learning was

studied using the scenario of a real-world project. Students from two
different classes at two different universities worked as clients or con-
sultants to develop an apparel sourcing strategy. Quantitative and qual-
itative data were gathered from 44 undergraduates enrolled in apparel
and merchandising classes to assess students’ learning experiences
from the project. According to the findings, students had a positive
learning experience overall, gaining practical competencies and experi-
ences from various perspectives needed to solve the problems. These
results were further confirmed by emerging themes in the qualitative
data—namely, improved communication skills, enhanced profession-
alism through real-world experiences, team building, learning through
interaction, and improved research skills. The evidence suggests that
incorporating an authentic learning strategy in higher education by pro-
viding real-world experiences can benefit students’ learning and build
their professional competence.

Keywords: Authentic Learning, Team Building, Communication Skills,

Apparel Merchandising, Design Course

Yoon Jin Ma, PhD, is an Assistant Professor in the Department of Family

and Consumer Sciences, Illinois State University, Normal, USA.
Email: yjma@ilstu.edu

Hyun-Hwa Lee, PhD, is an Associate Professor in the Department of Fashion

Design and Textiles, College of Human Ecology at Inha University, Incheon,
South Korea. Email: hyunhwa@inha.ac.kr
2012, Volume 35, No. 1 273

T
oday’s textile and apparel industries are becoming increasingly glo-
balized and diversified; as a result, it is common for multiple parties
in different countries to collaborate in the production of one piece of
a garment. Therefore, knowing how to communicate adequately and
cooperate with others are critical skills for employees to work effectively in
textile and apparel fields. Indeed, employers frequently emphasize the impor-
tance of acquiring professional competence and essential technical skills to
enable graduates to transition successfully from school to workplace (Alibeigi
& Zarafshani, 2006). Connecting student learning to real-world experiences is
a significant pedagogical strategy in classroom instruction. Based on these
issues, higher education faculty believe that the five most important aspects
for preparing students for their professional careers in a marketing area are
oral and written communication, critical-thinking and problem-solving,
decision-making, marketing, and cooperative skills (Hyman & Hu, 2005).
An authentic learning strategy fosters students’ active participation
and engagement in learning by situating problems and questions in real-
world contexts (Brown, Collins, & Duguid, 1989). For students, challenging
tasks in authentic learning are more relevant to practical, real-world tasks
when compared to classroom-based projects. Furthermore, authentic learn-
ing emphasizes the importance of collaboration in achieving goals from
multiple perspectives rather than from a single perspective of learning
(Herrington, Reeves, & Oliver, 2006).
Although most previous studies related to the authentic learning strat-
egy have provided real-world projects, no available studies have demon-
strated students working with one another in different geographic locations,
which is a very common experience in a genuine workplace setting.
Therefore, the present study applied an authentic learning strategy to two
upper-level classes in apparel merchandising at two universities that were
located a significant distance from one another. This study provided stu-
dents with a scenario that has real-world relevance: One group played the
role of clients, while the other group served as consultants to develop an
apparel sourcing strategy.

Review of Literature on Authentic Learning

Authentic learning is an educational movement that seeks to increase
students’ motivation and learning by creating genuine connections to mate-
rial by relating it to the real world. It considers the students’ perspectives,
adapting the learning content to make it meaningful and genuine to them
through tasks associated with their learning in real-life situations (Andersson
& Andersson, 2005). In this learning environment, students not only discover
knowledge, but also relate it to the context of the real world and their own
personal experiences and values (Cranton & Carusetta, 2004).
274 Journal of Experiential Education

Authentic teaching is defined as “instructions that require students

to produce (not just reproduce) knowledge relevant to their lives through
disciplined inquiry, and to achieve in ways that are of value to them and
to society” (Duis, 1995, p. 136). Donovan, Brandsford, and Pellegrino
(1999) refer to this pedagogical approach, which provides students with
the opportunity to acquire knowledge from the classroom and apply it to
real-world projects related to their particular professional fields. Authentic
learning is a strategy that draws upon the students’ talents and experi-
ences to provide settings for real-world tasks that demonstrate meaningful
applications of essential knowledge and skills (Mueller, 2008). To utilize
this strategy, a teacher needs to instill students’ confidence and profes-
sionalism by synthesizing their personal qualities as well as their profes-
sional practice (Lombardi, 2007). A genuine connection made between
teacher and students offers students the opportunity not only to provide
feedback to the instructor but also to feel more connected and involved
with the project and the instructor (Mueller, 2008).
Applications of an Authentic Learning Strategy in Higher Education
A wealth of evidence (e.g., Choo, 2007; Hey, Van Pelt, Agogino, &
Beckman, 2007; Lombardi, 2007; Mims, 2003) emphasizes the develop-
ment of students’ competencies and their learning process through the
integration of knowledge into problem-based learning in higher educa-
tion. Many educators have applied the authentic learning strategy to a
variety of fields—including physics (Murphy, Lunn, & Jones, 2006),
mathematics (Brown et al., 1989), cultural issues (Andersson & Andersson,
2005), technology (Mims, 2003), marketing (La Lopa, 2004), product
development (Hey et al., 2007), and distance learning settings (Lombardi,
2007)—by using real-world-based projects to provide learning opportu-
nities. For instance, to utilize this learning strategy in a mathematics
class, Brown et al. (1989) asked students to bring problems related to
their everyday lives to the classroom. The entire class, along with the
professor, then investigated the problems, sharing their ideas to develop
a solution. Consequently, students were able to increase communication
skills and to use these skills to collaborate in achieving a common goal.
Mims (2003) applied the authentic learning strategy to an intro-
ductory technology class by using a scenario in which students assisted
a local zoo with an advertising campaign aimed at educating local resi-
dents about giant pandas. Students actively engaged in the project
through discussions with group members and used various technology
applications learned from the class. Moreover, this project became an
interdisciplinary work as students became involved with various
research activities about giant pandas in different fields (e.g., mathemat-
ics, geography, and science) in order to develop their advertising cam-
paigns. This project provided the students with the opportunity to apply
their learning beyond the classroom setting.
Similar to Mim (2003), La Lopa (2004) facilitated a team project in
which students were asked to develop an advertising logo to promote a
2012, Volume 35, No. 1 275

local tourism business. Students were also asked to develop an evalua-

tion tool to assess the project. Sometimes students reported that they
were not sure of what was expected of them because they were doing a
real-world-based project that was different from classroom-based proj-
ects, to which they had become accustomed. According to La Lopa
(2004), creating a self-assessment tool enabled students to become better
aware of the requirements to complete the project thoroughly. The
assessment of students’ work in an authentic learning strategy should
measure the progress, emphasizing life lessons and skills learned through
the journey rather than merely assessing memorized knowledge (Choo,
2007). Such an assessment should be built into the process and include
students’ self-assessment by asking them to evaluate their understanding
of the lessons learned during the project (Hey et al., 2007).
Andersson and Andersson (2005) integrated specific settings to
teach Somali refugees in Sweden about Swedish culture. Rather than
focusing exclusively on learning about a society and culture new to the
students, the authors provided a situation that directed participants to
find ways to relate similarities as well as differences between the two
societies—namely, the one they already knew and the one they were try-
ing to learn. In their study, Andersson and Andersson (2005) also empha-
sized the importance of students’ responsibility for their own learning
and active involvement in the learning process.
Outcomes of Authentic Learning
Previous studies have indicated that students involved in authen-
tic learning experience several positive outcomes. Various studies have
suggested that students are able to increase communication skills
through teamwork interactions (e.g., Andersson & Andersson, 2005;
Brown et al., 1989; Herrington et al., 2006; Lombardi, 2007). For exam-
ple, both Herrington et al.’s (2006) and Lombardi’s (2007) studies
applied the authentic learning strategy in an online course by providing
discussion sessions to complete the projects assigned, during which
students were required to work with peers, mentors, and potential
employers at a distance over the Internet. These online discussions
brought a wide variety of people from different geographical regions
together and enabled them to work cooperatively; as a result, students
were able to improve their communication skills (Herrington et al.,
2006; Lombardi, 2007).
Previous studies have also identified that students can enhance
their research skills as an outcome of the authentic learning strategy.
Indeed, to complete real-life-based projects, students must gather rele-
vant information that might be related to class topics or sometimes to
issues beyond their classes (e.g., Hey et al., 2007; La Lopa, 2004; Mims,
2003). In La Lopa’s (2004) study, students successfully integrated past
experiences along with the information they gathered. As a result, stu-
dents viewed the research process as part of a larger learning setting,
which was different from a traditional one based solely on textbooks.
276 Journal of Experiential Education

Another outcome from authentic learning, particularly when a

project utilizes a team-based approach, is enhanced interaction experi-
ences with group members (Brown, Murphy, & Nanny, 2003; Choo, 2007;
Newmann & Wehlage, 1993). For example, in Brown et al.’s (2003) study,
students practiced problem-solving skills and learned collaborative
working skills by operating as a group to accomplish shared goals.
Meanwhile, in Newmann and Wehlage’s (1993) research, learners were
able to develop meaningful bonds with one another through “substantive
conversations” while creating solutions. In several studies, students
were also able to gain real-world experiences through the use of an
authentic learning strategy (Alibeigi & Zarafshani, 2006; Hyman & Hu,
2005; Murphy et al., 2006). Alibeigi and Zarafshani (2006) pointed out
the importance of incorporating real-world skills into higher education.
Indeed, providing projects relevant to students’ professional lives helps
students obtain required job skills, which can guide students to prepare
for real-world situations while they are in school (Hyman & Hu, 2005).
But several challenges have emerged regarding the use of the
authentic learning strategy (Hey et al., 2007; La Lopa, 2004; Murphy et al.,
2006). For example, some educators found that their students thought this
approach was too complicated and time-consuming; others expressed the
opinion that the project was difficult to adjust to and hard to complete
because they had rarely experienced a real-world-based project setting
(Murphy et al., 2006). Therefore, encouraging student involvement in the
project is a crucial part of the authentic learning strategy for educators. In
addition, discrepancies between what students and teachers expect can
also be challenging for some teachers. Thus, it is important to have clearly
communicated expectations to achieve successful outcomes when imple-
menting the authentic learning strategy (Hey et al., 2007; La Lopa, 2004).
Authentic Learning, Student-Centered Learning, and Service-Learning
Similar to the authentic learning strategy, student-centered and
service-learning strategies both require enhanced student participation
and are widely used in higher education. Instead of simply lecturing
about content through a traditional teaching approach, instructors
using student-centered learning emphasize students’ active participa-
tion in the classroom by increasing their sense of autonomy (Armbruster,
Patel, Johnson, & Weiss, 2009). The goals of student-centered learning
are to increase critical thinking skills as well as to improve students’
attitudes and motivation toward learning. Instructors teach students
how to analyze and construct knowledge themselves through a variety
of activities and discussions with other students about materials
(Armbruster et al., 2009). Student involvement can be increased by
restructuring traditional classroom elements to be more learner orient-
ed (Armbruster et al., 2009). Armbruster et al.’s (2009) research used
lectures focused around clearly stated objectives and pertinent vocabu-
lary words. Team-based activities were usually utilized to solve prob-
lems and answer questions, and quizzes were administered with the
2012, Volume 35, No. 1 277

emphasis of providing a way for students to judge their progress

throughout the semester. Similarly, exams covered the activities in the
classroom, including stated objectives, group work, and questions
asked by students. All these efforts contributed to students’ increased
performance and positive attitudes (Armbruster et al., 2009).
Service-based learning requires students to be engaged in commu-
nity-based problem-solving projects that relate to materials learned in the
classroom. This learning strategy results in benefits for both students and
community participants (Hirschinger-Blank, Simons, & Kenyon, 2009).
For example, working with underserved communities or in culturally
diverse settings can enhance students’ awareness of the importance of
serving others and increase their participation in civic engagement; it
can also even influence how they set career goals (Hirschinger-Blank et
al., 2009; Soslau & Yost, 2007). Such projects enable students to deepen
their knowledge and understanding of classroom lessons by connecting
them with activities that are relevant to the real world; moreover, they
serve to build interpersonal skills and cultural competencies, such as
leadership, appreciation of diversity, understanding of others’ needs, and
community and civic involvement (Hirschinger-Blank et al., 2009;
Sedlak, Doheny, Panthofer, & Anaya, 2003). In many cases, students’
motivational level positively increases because they feel more personally
related to class content through community-based projects and become
more aware of the importance of learning in the social context than when
they are taught using a traditional teaching method (Kahan, 1998;
LaMaster, 2001; Sedlak et al., 2003). Students have positively assessed
these learning experiences within the community, perceiving that the
lessons and skills learned significantly influence their development of
personal and professional plans as well as their building on life values
(Sedlak et al., 2003).
Each of these teaching methods seeks to increase students’ motiva-
tion and involvement (and therefore learning), and all three strategies
may use similar tactics to accomplish these goals. For example, authen-
tic, student-centered, and service-learning strategies take a student-cen-
tered approach to enhancing students’ involvement and participation.
However, student-centered learning relates materials to the students’ life
within the classroom, whereas authentic or service-based learning strate-
gies engage students’ work with real-world (i.e., beyond the classroom)
settings by encouraging them to apply knowledge learned in the class-
room to solve problems in the real world. Service-learning parallels
authentic learning to some extent by placing students in an actual real-
world situation outside the classroom with the goal of creating deep con-
nections with the materials learned (Soslau & Yost, 2007).
Whereas an authentic learning strategy emphasizes the context
that is directly related to students’ professional careers, a service-learn-
ing strategy focuses on the context relevant to community projects,
which might not necessarily be directly related to students’ profes-
278 Journal of Experiential Education

sional careers. Authentic learning not only seeks students’ participa-

tion and connection with classroom materials and community and/or
real-world involvement, but also encourages students to connect their
learning to culture, society, and their own professional work environ-
ment through a real-world application (Andersson & Andersson, 2005;
Cranton & Carusetta, 2004).
Objectives of the Study
The goal of the teaching strategy in the present study was to
enhance students’ professional competencies required to work within
the textile and apparel industries. Authentic and collaborative learning
strategies were used to develop students’ professional skills by having
students work with a cooperating institution. Specific objectives of the
project were to engage students in (a) participating in real-world busi-
ness communications in the context of working as either a consultant or
a client, (b) developing team-building skills, and (c) honing their prob-
lem-solving and critical-thinking skills by acknowledging and synthesiz-
ing multiple perspectives.

Methodology
Participants and Procedures
This study involved two courses—a product development course
(n = 21) and an economics of fashion course (n = 28)—with junior or
senior students pursuing an apparel merchandising and/or design
major in one of two midwestern universities. In order to provide stu-
dents with authentic tasks with real-world relevance, a project scenario
was created in which students in the product development class pur-
sued an outsourcing strategy for their product line development in
addition to other ongoing projects throughout the semester. To accom-
plish this, the students—as clients—had the opportunity to hire a con-
sulting firm to help them determine their sourcing strategy. Meanwhile,
students enrolled in an economics of fashion class at a cooperating
institution played the role of consultants in order to help their clients
make a sourcing decision.
Students from each institution worked on the project in groups of
five or six individuals, while their “partner group” from the cooperating
institution was randomly assigned by instructors. A contract agreement
was developed between student-clients and student-consultants prior to
initiating any tasks. Student-clients provided their student-consultants
with information about their target market and specific apparel category
(i.e., active wear, toddler wear, golf wear, casual wear for tall men, and
maternity wear) as well as price range for the apparel product line they
wanted to develop. Based on information provided by student-clients,
student-consultants investigated and chose a possible country to which
to outsource their clients’ apparel line.
2012, Volume 35, No. 1 279

Paired student groups communicated via email on an agreed-upon

schedule coordinated with the apparel industry’s production calendar. Doing
so established the responsibilities and the timeline for the project. Students
kept a communication journal throughout the semester, and emails were sub-
mitted to the teachers at the end upon completion of the project.
As an outcome, student-consultants provided their clients with a
presentation and paper regarding their chosen country and their sourcing
decision. Soon after, student-clients presented their entire product line
development project, including the sourcing decision suggested by their
consultants, to the class. At the end of the semester, students in both
institutions watched the videotaped presentations of their partners and
evaluated the project outcomes.
Instrument
A self-administered questionnaire was used to assess student
learning (see Table 1). Fourteen items on a 7-point Likert-type scale (1 =
strongly disagree to 7 = strongly agree) were either adapted from existing
scales (Fox-Cardamone & Rue, 2003; Umbach & Wawrzynski, 2005) or
developed by the authors. To assess student learning, eight additional
items from the authors were developed based on the concept of authentic
learning discussed by Herrington et al. (2006). In addition, five open-
ended questions were used to gather students’ feedback about the project
as well as their learning experiences. Data addressing demographic infor-
mation were also gathered.
Data Analysis
To analyze quantitative data, SPSS 15.0 was used for all quantitative
analyses. The standardized Cronbach’s alpha was used to assess internal
reliability of scale items (Cronbach & Meehl, 1955). Descriptive analysis was
used to examine mean values, standard deviations, and frequencies for each
scale item. For the qualitative data, content analysis was conducted to iden-
tify themes in open-ended responses. Two primary investigators read these
responses independently to identify themes. Following the preliminary
analysis, two graduate students also independently read the responses and
identified patterns. A total of five themes were identified from these four
readings. Interrater reliabilities were assessed to be .89–.95 between the
primary researchers, .71–.85 for the two graduate students, and .65–.84
between the primary researchers and the graduate students.

Results and Discussion

Sample Characteristics
Of the 49 students enrolled, 44 students completed the question-
naire (26 of 28 in the economics of fashion course, and 18 of 21 in the
product development course). All students surveyed were female and
ranged in age from 20 to 27 years, with a mean age of 21.7 years. Sixty-
eight percent of students were seniors (Year 4), and 27.3% were juniors
280 Journal of Experiential Education

(Year 3). The economics of fashion course (n = 26) was comprised of 2

sophomores (Year 2), 12 juniors, and 12 seniors. All students (n = 18) in
the product development course were seniors. The majority of students
were White or European American (93.2%), while approximately 5%
were Black or African American, and 2% were Asian American.

Table 1
Descriptive Statistics and Frequency for Student Evaluation of
Authentic Learning
Descriptive statistics Frequency (%)

Dis- Neu-
Items N Min. Max. Mean SD
agree tral
Agree

The project comprised complex activi-

ties to be investigated over a sustained
period of time (i.e., completed in 44 2 7 6.11 .95 15.9 2.3 81.8
days, weeks, and months rather than
minutes or hours.
The project provided the opporunity to
43 2 7 6.09 1.02 15.9 4.5 79.5
collaborate with other students.
The project had real-world relevance. 43 2 7 5.95 1.13 9.1 4.5 86.4

A variety of resources were used to

44 2 7 5.75 1.28 9.1 11.4 79.5
complete the project.
The project provided the opporunity
to examine the tasks from different
44 1 7 5.64 1.08 9.3 9.3 81.4
perspectives rather than a
single perspective.
The project allowed competing
solutions and a diversity of outcomes 44 1 7 5.59 1.09 13.6 6.8 79.5
rather than a single correct response.
The project made me think about
issues that I don’t ordinarily 44 3 7 5.52 1.17 2.3 2.3 95.5
think about.
Overall, this project was a valuable
43 3 7 5.44 1.35 4.5 9.1 86.4
learning experience.
The project helped prepare
me for work in the textile and 43 2 7 5.35 1.40 6.8 6.8 86.4
apparel industries.
The project helped me acquire job- or
44 3 7 5.34 1.22 4.7 0 95.3
work-related knowledge and skills.
The project helped me think critically. 44 3 7 5.30 1.39 4.5 6.8 88.6

The project helped me think

more clearly about the material in 44 2 7 5.20 1.29 4.7 2.3 93.0
the course.
The project was a worthwhile
44 2 7 5.14 1.23 11.6 4.7 83.7
experience.
The project helped me solve complex
43 2 7 5.05 1.19 14.0 2.3 83.7
real-world problems.
2012, Volume 35, No. 1 281

Student Evaluation of Project

Table 1 summarizes students’ evaluations of the project. Students rated

the project positively for all items, with mean values ranging from 5.05 to
6.11 and standard deviation values from 0.95 to 1.40 on a 7-point Likert-
type scale. Overall ratings of two items in particular were higher than
six others, indicating that the project consists of complex activities to be
investigated over time (M = 6.11, SD = 0.95) and provides a collabora-
tive working opportunity with other students (M = 6.09, SD = 1.02). Fur-
thermore, students’ agreement to the items ranged from 79.5% to 95.5%,
indicating that the majority of students in this study believed that the
real-world-based project was helpful and valuable for their learning as
well as their preparations for their future professions.

Emerging Themes
After examining student responses to the open-ended questions
regarding learner outcomes for the project, five themes related to authen-
tic learning emerged: improving communication skills, enhancing pro-
fessionalism through real-world experiences, enhancing team building,
learning through interaction, and improving research skills. Most stu-
dents expressed more than one opinion on the open-ended questions
related to learners’ outcomes; thus, reported percentages were calculated
based on their multiple responses.

Improving communication skills. The majority of students (n = 33

out of 44 or 75.0%) mentioned that the project helped them improve
communication skills by working with their team members as well as
with their clients/consultants at a distance. They learned the importance
of communication in a business setting and how to communicate effec-
tively with others in a professional/business manner—something they
had not had a chance to learn in other classes. The following are samples
of student responses:

It will allow me to understand how important communication with others

is and the effects of good and bad communication.

I think I will have better communication with business partners as a result

of this project.

It helps building skills for professional work communication.

Bancino and Zevalkink (2007) emphasized communication skills

as being critical in the current fast-paced global marketplace, as such
skills play an important role in producing better and more efficient end
282 Journal of Experiential Education

results of teamwork. Understanding how to communicate in a profes-

sional manner beyond students’ friends and family is important for
developing professional competencies (Sedlak et al., 2003).
During this project students were required to use communication
technology (e.g., the Internet) to enhance their learning process. They
often discussed ideas with each other in their groups as well as with their
work partners outside of the group, through email. While improving
communication skills through the project, some students (n = 9 out of 44
or 20.4%) noted the difficulties in communicating with their partners via
email and without face-to-face meetings:

Not meeting with someone and just communicating with email is hard. It
is hard to know what they want exactly unless they are very specific and
clear in their emails.

When working with other companies you should send more emails rather
than less and communicate with them as much as possible.

Communication through email is essential in today’s workplace

because it enables a wide variety of people from different geographical
regions to work together (Herrington et al., 2006). Indeed, it is common for
multiple parties involved in a project not to have the opportunity to meet
face-to-face until or even after they complete the project. This is true for
many professions in the global business world, including the textiles and
apparel industry. Thus, having adequate communication skills and the
ability to cooperate with others in different locations is crucial for working
effectively in textile- and apparel-related fields. Therefore, this project
provided a good opportunity for students to learn valuable real-world
skills necessary for effective long-distance communication.

Enhancing professionalism through real-world experiences.

Approximately three-quarters of students (n = 32 out of 44 or 72.7%)
indicated that they obtained insights into professional careers from the
project’s real-life aspect. Students reported they felt professionally pre-
pared for a job similar to their role in the project. They seemed to like
taking the role of a client or a consultant, as if they were actually working
in the industry, as opposed to simply being a student in a classroom.
Students noted that the project enabled them to review and use what
they learned in this and other classes. Students provided the following
kinds of responses regarding their enhanced professionalism through
real-world experiences:

It was a very practical real-life experience. I enjoyed that the project was
practical and had an element of real for related experience.
2012, Volume 35, No. 1 283

I feel that because I was able to experience the process firsthand, I will
have better ideas of what to expect if faced with this sourcing situation in
my career.

I have gained a background in the steps it takes to manufacture a product . . .

[and] I am confident that this [knowledge] will influence my future career
within the textile and apparel industries.

The importance of incorporating real-life experiences into authen-

tic learning has been emphasized in many studies (e.g., Brown et al.,
1989; Duis, 1995). Just as using real-world scenarios during classroom
lessons can help students remember and relate new information to their
existing knowledge, students are also able to recall and apply that new
information later on in real-life situations outside the classroom (Brown
et al., 1989).
Authentic learning helps bridge the gap between acquiring knowl-
edge and learning how to apply it in everyday life, as demonstrated by
Choo (2007), who claimed that real-life skills and experiences should be
at the core of authentic learning. A service-learning strategy might be
similar to authentic learning in that it also makes connections between
real-world learning and in-class learning (Soslau & Yost, 2007). However,
the authentic learning strategy provides unique benefits in terms of con-
necting with the real world associated with students’ professional life
and goals. Indeed, the project in the current study demonstrated how a
university learning environment could simulate a scenario where stu-
dents engage with real-world problems.
Current educational approaches emphasize training students to
be competitive in the real world by integrating realistic problem solv-
ing into their learning, whereas traditional teaching methods focus on
memorizing knowledge and learning all required materials before
being introduced to the real-world task. However, students may not be
able to fully apply their learning to the competitive workplace with-
out appropriate, meaningful training in the classroom. By adopting
such projects based on authentic learning strategy, students should be
better positioned to learn and appreciate the need to acquire profes-
sional skills in the classroom as well as the processes involved in
lifelong professional development.

Enhancing team building. Students in both institutions involved in

the current study were asked to form groups and to cooperate with one
another as group members as well as partners with groups in the other
institution. The final sourcing decisions were made using a two-phase
approach. In Phase I, students in the economics of fashion course devel-
oped an individual paper focusing on their own specialty area to assist
284 Journal of Experiential Education

them in making an informed sourcing decision for their clients in the

product development course. In Phase II, a group paper was developed by
integrating information from each individual paper through discussion
among team members. The final suggestion regarding the sourcing deci-
sion was then presented to their clients. More than half the students (n =
24 out of 44 or 54.5%) reported that participating in such team activities
offered a meaningful opportunity to learn how to enhance teamwork skills
as well as to develop effective strategies for collaborative work. Students
appreciated the fact that they could learn valuable work ethics by estab-
lishing and meeting deadlines. In terms of the teamwork-based project,
students were actively engaged in their work and learning. Students rein-
forced the idea that enhancing team-building skills is essential for their
professional growth, as the following quotes demonstrate:

I liked that we worked with other students to simulate a real-world

relationship.

I enjoyed working with my group the most. Everyone did their part and
met the deadlines, which was a pleasant change from other groups that I
have worked with.

I learned the importance of working with a group and trying to work

through the differences between team members.

Teamwork is vital in authentic learning experiences because it is

commonly practiced in a real business workplace setting. Business
partners, clients, and customers often work together to negotiate their
various perspectives (Lombardi, 2007; Soslau & Yost, 2007). Considering
that such collaborative efforts are an important component for develop-
ing effective working relationships (Hyman & Hu, 2005), it is critical for
students to learn how to draw upon multiple sources and reach an
agreed-upon end product through critical-thinking and negotiating pro-
cesses. Fostering a sense of responsibility as a member within a group
and building commitment for shared goals are key aspects of achieving
a successful outcome. By replicating real-world research in the current
study, students were able to practice collective problem-solving skills
by taking on multiple roles, thereby enhancing their confidence as a
team member.
But group work did present certain challenges. Students in a few
groups (n = 9 out of 44 or 20.5%) noted that they struggled with dividing
up the work and obtaining useful information relevant to their project
from team members in a timely manner, as the following student com-
ments indicate:
2012, Volume 35, No. 1 285

As one person in a group, I may not have always had all the most relevant
and important information in order to make the most informed decision.

It can be hard working in a group and making sure everyone did

thorough research.

Learning through interaction. Authentic and service-based learn-

ing incorporating real-world experiences encourages students to work
together with professionals in the field or community partners rather
than to rely exclusively on their classroom teacher for learning (Herrington
et al., 2006). In the current study, students enjoyed gathering input and
suggestions for their project from students at the other institution. After
completing the project, the videotapes of student presentations were
shared, thereby enabling students who worked as consultants to see how
their clients used the information they had provided, while students
who worked as clients saw their consultants’ research presentations
about their sourcing strategy. Both groups were excited to see all the pre-
sentations as this was the first time they saw one another after having
communicated exclusively through email. More than two-fifths of stu-
dents (n = 19 out of 44 or 43.2%) indicated that they enjoyed the experi-
ence of learning together and felt as if they were actually working for
their partners, as evidenced in the following statements:

[I enjoyed] meeting other students and sharing this challenge with

them. It was a very cool concept to work with other people in our major
miles away.

I liked seeing the video of all the presentations from the other class.
I also liked the feedback they gave us about why they did not choose
our company.

I thought it was interesting working with a group of students from a dif-

ferent university and getting to see and evaluate their work [through
video presentation].

According to Choo (2007), the authentic learning approach empha-

sizes social interaction through group work, thereby enhancing student
learning. Choo’s study highlighted the importance of allowing more time
for interactions among team members. Cranton and Carusetta (2004)
286 Journal of Experiential Education

demonstrated that interaction among all students, as well as with the

teacher, empowers a student’s ability to learn and process information.
The authentic learning project in the present study demanded that stu-
dents work within and between groups to define and execute the goals,
parameters, and tasks of the project. The dynamic interactions in the
present study, which are between clients and consultants and among
team members, allowed students to solve the problems and successfully
achieve the project goals.

Improving research skills. Throughout the project, students com-

pleted complex tasks to develop their research skills. Each consultant
team was required to search for a variety of resources and to gather rel-
evant information needed to complete the project so that they could
provide their clients with an appropriate sourcing strategy for product
line development. Nearly half of the students (n = 20 out of 44 or 45.5%)
agreed that they strengthened their research techniques through this
project. They learned how to investigate a problem and compile the nec-
essary information to make an informed decision. The following are
samples of students’ comments regarding their improved research skills:

I learned how to do research in the area of fashion economics and compile

that research to make a decision.

The project taught me how to research a specific topic related to a busi-

ness/sourcing decision, and pull out the most relevant and important in-
formation to help me make an informed decision.

It made me realize all the research that needs to be done for countries you
are considering sourcing apparel manufacturing to.

Because student-centered learning emphasizes the active learning

process through students’ involvement (Armbruster et al., 2009), teach-
ing research skills is one way of encouraging students to solve a problem
by using their own abilities. In the authentic learning strategy, it is
important that students be responsible for researching more information
for their own project so that they can develop and exercise their research
skills to gather the relevant information needed to complete their task or
solve their problems (Choo, 2007; Hey et al., 2007). As students are read-
ily able to access abundant information through the Internet, they need
to develop skills to distinguish relevant from irrelevant information in
order to complete their tasks (Choo, 2007). In this project, consultant
teams attended a librarian-led help session to learn useful web links to
guide them in their investigation at the beginning of the project. They
2012, Volume 35, No. 1 287

learned how to initiate research for their sourcing project by using

diverse resources. Consultant teams indicated that they also enhanced
their research skills by compiling information found by each group mem-
ber into a well-researched, cohesive final paper, which was designed to
help them locate relevant information for a better informed decision. As
they worked together through this process, students sharpened their
problem-solving and critical-thinking skills by acknowledging and syn-
thesizing multiple perspectives.

Conclusion
This study provided students with real-world experiences by
incorporating authentic learning strategy into upper-level undergraduate
apparel and merchandising courses. Findings from both quantitative and
qualitative data revealed that the project provided a positive experience
in which students learned practical competencies, gained professional
experience, and honed their ability to solve complex problems with vari-
ous perspectives. These outcomes were confirmed by the five qualitative
themes: improving communication skills, developing professionalism
through real-world experiences, enhancing team building, learning through
interaction, and improving research skills. Students reported that they
learned the importance of utilizing effective communication skills in busi-
ness settings as well as how to communicate with counterparts in a profes-
sional manner. In addition, students recognized the usefulness of the
project as they developed a broader understanding of how apparel compa-
nies conduct business with various business partners in different locations
at a distance. By collaborating with work partners in another institution,
students enjoyed the responsibilities and the challenges of teamwork.
Assuming multiple roles in group work enhanced collective problem-
solving skills. Furthermore, students engaged in complex tasks and
higher-order thinking skills, such as analyzing and synthesizing informa-
tion. Students value such opportunities and experiences, which differ
from those gained from other classroom-based projects.
The generalization of the study findings may be limited as the
sample included only females and primarily college juniors and seniors;
moreover, the sample size was relatively small. All the respondents in
this study were females in an upper-year course, thus future studies
should include a larger, more gender-balanced sample, from across year
levels. In addition, this study did not consider how the different instruc-
tors’ teaching styles might have impacted students’ assessment of the
project and outcomes, even though both classes used the authentic learn-
ing strategy. Future studies should include a control group to compare
authentic learning outcomes with those from more traditional approaches
to university education.
Finally, although the apparel industry is diverse and multifaceted,
the current study did not fully reflect its complexity and instead focused
288 Journal of Experiential Education

on one aspect of business: the development of a sourcing strategy. Rather

than dealing with multiple business partners in various geographic loca-
tions, which is common in many apparel businesses, participants in each
of the two classes had only one counterpart in a different location.
Therefore, future projects and studies could more accurately reflect the
complex patterns and partnerships that occur across diverse domestic
and global companies in the textiles and apparel industry.

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