Impact of Expert Sessions and Industry Talks on Undergraduate Learning and Development: A Kirkpatrick Model Evaluation

Aim: This study investigates the impact of expert sessions and Industry talks on enhancing undergraduate university student leaning outcomes, professional development and awareness about industry requirement which pave way for bridging academic knowledge with real world insights. Methods: A mixed-methods approach was used, integrating quantitative and qualitative opinions from over 250 students in various disciplines at Undergraduate level. Patterns and correlation were explored by analysing the quantitative data using Statistical Package for Social Sciences (SPSS). The effectiveness of the training sessions was measured at four levels i.e. Reaction, Learning, Behaviour and Results as per the Kirkpatrick Model of Training Evaluation. Results: Observational results were suggestive of a positive correlation between session attendance and increased industry awareness. Students indicated that they felt more comfortable applying theoretical material to real-world situations. The Kirkpatrick Model assessment showed results of increased engagement and satisfaction, transferable skills development from the academic setting to real-world application for professional engineering practice upon graduation. Conclusions: The study concludes that expert sessions make students aware of the industry and their application is beneficial in practical knowledge. These findings provide a basis for academics and administrators looking to incorporate expert interventions within higher education in order to enhance curriculum quality. This study is a detailed assessment of expert sessions and Industry talks in higher education, employing both student perspectives along with an evaluative model focusing their impact on professional development down to the learning outcomes.