Try a ‘not by the book’ teaching approach for student-centred, industry-focused learning

Business education is at a crossroads. Employers are calling for graduates who can think creatively, adapt quickly and bring fresh perspectives to complex problems. Traditional lectures and exams, however, too often fail to deliver these outcomes and are increasingly challenging to administer owing to increased use of AI in higher education.

Over the past 10 years, I have developed what I call the “not by the book” approach: a pedagogical model that blends interactive, participatory teaching with a strong industry focus and deep corporate partnerships. The goal is simple but powerful: prepare students to thrive in dynamic environments while giving companies direct value through innovation, talent and insight.

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Here are my four key practices:

1. Replace class projects and exams with real-world consultancy work

Seek and work with company partners who are eager to provide projects for your students. In return, your selected partners will benefit from high-quality analytical work and recommendations, new insights from potential young consumers and a chance to challenge their teams’ conventional thinking. Here’s how to do it:

• Help company partners scope their project, refine their brief and define clear deliverables that address the module’s key learning outcomes and sufficiently stretch your students’ abilities.
• Invite company partners (preferably the most senior available manager) to deliver the project kick-off, share the story of their professional journey, discuss challenges and opportunities in their sector and their company and answer students’ questions.
• Help company partners select mentors within their own teams who will work with students throughout their projects. This is a great role for up-and-coming high-potential managers who will benefit from mentoring junior staff and providing feedback.

2.  Expand your course’s learning outcomes to include real-life and soft skills

Students learn best when working with real clients. Here are some of the soft skills and learning outcomes you can assess beyond the course curriculum:

• Teach students how to listen to their client and understand their job-to-be-done. I have them practise business skills such as time management, careful note-taking and streamlined communication.
• Teach students how to practise rigorous analytical and research skills, such as refining problem statements, formulating hypotheses and conducting research, before moving into creative-solution phases.
• Allow students to reflect on how they can build confidence under real-world pressure and improve their ability to receive candid and constructive feedback.
• Use the projects as an opportunity to practise teamwork skills. Conduct a session on how to formulate their team’s shared purpose before the start of the project and to have them reflect on their collaborative performance along the way.
• Provide sessions and feedback on public speaking skills to help students nail their professional presentations.

3. Teach as a coach, not a lecturer

Your role as an educator is to unlock knowledge rather than transmit it. Transform your teaching experience into an open dialogue, where instead of only sharing knowledge, you also coach your students and co-create knowledge in the following ways:

• Encourage students to openly challenge conventional wisdom in your subject and invent new frameworks, methodologies and solutions. Include frequent interventions where you actively ask them to think critically, reflect on their experiences and think of approaches that go beyond traditional frameworks.
• Think of your topic as a structured problem-solving process and provide tailored guidance through each stage, not just at the end of the course. Requiring students to submit their work for each phase of your process is far more effective and engaging than having one final assessment at the end.
• Ensure that class is a safe space for experimentation where both successes and failures are treated as valuable learning experiences. Show your excitement, encouragement and open-mindedness to hear all ideas and let students debate and learn from each other.

4. Create a feedback-powered cycle

Feedback is not an afterthought; it drives continuous improvement. The following practices can help you continuously improve your curriculum and provide value to industry partners: 

• Collect and act on input from both students and company partners.
• Share insights back with companies so they can refine their management practices and return the following year.
• Continuously update course content so it evolves in step with industry trends.

Closing the gap between education and industry

When done right, business education creates a virtuous cycle: students gain confidence, resilience and workplace skills; companies benefit from fresh ideas and early access to top talent; and educators remain firmly at the cutting edge of practice.

This is the purpose of my “not by the book” approach. It challenges outdated approaches, aligns education with real-world demands and ensures that creativity is not just taught, but lived.

Marie Taillard is a professor of marketing at ESCP Business School, London. She has been shortlisted for Most Innovative Teacher of the Year in the Times Higher Education Awards 2025. A full list of shortlisted candidates can be found here.

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