Assessing Business Education Innovation in a Global Talent Lab (GTL) Case Study

Thesis Abstract

The rapid evolution of business education amidst digital transformation and global talent mobility necessitates an empirical evaluation of innovative practices within specialized learning ecosystems. This study addresses the gap in understanding how a Global Talent Lab (GTL) shapes learning outcomes, employability skills, and organisational readiness for innovation in business education. The aim is to assess the effectiveness, adoption, and impacts of GTL-driven innovations on student competencies, industry engagement, and institutional capability. Specific objectives include (1) to examine the alignment of GTL innovations with contemporary business competencies (critical thinking, data literacy, collaboration, and ethical decision-making); (2) to evaluate student engagement, satisfaction, and perceived employability resulting from GTL-based experiences; (3) to identify drivers and barriers to GTL adoption among faculty, industry partners, and administrators; (4) to assess the impact of GTL on pedagogical practices and curriculum design; and (5) to develop a theoretical model linking GTL activities to learning outcomes and organizational readiness for continuous innovation. The study employs a mixed-methods design anchored in pragmatism, combining quantitative and qualitative strands to provide a comprehensive assessment. The population includes undergraduate and postgraduate business students (n=420) enrolled in GTL-enhanced programs, GTL faculty (n=28), and collaborating industry partners (n=15). A stratified random sample of students (n=210) completes a structured questionnaire measuring learning outcomes, engagement, and employability perceptions, while semi-structured interviews are conducted with faculty (n=12) and industry partners (n=10) to capture experiential insights. Instrument validity is established through expert review and pilot testing (Cronbach’s alpha for scales ?0.80). Reliability is ensured via test-retest procedures and inter-rater checks for qualitative coding. Data analysis integrates regression analysis to test relationships between GTL exposure and competence development, ANOVA to compare differences across programs, and structural equation modeling (SEM) to validate the hypothesized pathways from GTL activities to outcomes. Thematic analysis is applied to interview transcripts to identify emergent patterns regarding stakeholder experiences, with triangulation to corroborate quantitative results. A conceptual model drawing on the Resource-Based View (RBV) and Transformative Learning Theory guides interpretation, linking GTL resources, practitioner collaboration, and reflective practice to skill development and organizational readiness for innovation. Expected findings include (a) statistically significant positive associations between GTL engagement and higher-order competencies, shown through multiple regression and SEM with path coefficients indicating strong effects on data literacy, problem-solving, and teamwork; (b) higher perceived employability among students participating in GTL activities, compared with control cohorts; (c) identification of critical enablers—such as structured industry co-design of projects, invertible assessment strategies, and robust digital collaboration platforms—alongside barriers like time constraints, curricular rigidity, and uneven faculty readiness; (d) evidence of pedagogical transformation, with increased use of experiential, project-based, and cross-disciplinary learning activities; and (e) a validated conceptual model illustrating how GTL inputs translate into learning outcomes and organizational capacity for ongoing educational innovation. The study contributes to knowledge by providing an empirical, theory-informed evaluation of GTL as a structured innovation approach within business education, clarifying the mechanisms through which industry–academic collaboration enhances employability and essential business competencies. It advances the RBV by detailing resource configurations that create competitive educational advantages and extends Transformative Learning Theory to organizational learning contexts in higher education innovation ecosystems. Practical implications include actionable guidance for university governance on resource allocation, faculty development, and GTL design, as well as recommendations for industry partners regarding engagement modalities and co-creation of assessments. The conclusions emphasize the importance of aligning GTL initiatives with curricular flexibility, credible assessment, and scalable digital infrastructure to sustain innovation and improve student outcomes, with policy suggestions for scaling GTL models across similar global talent ecosystems.