Museum Learning for Improved Employability Outcomes in Undergraduate Business Management Education in the UK

This research explores how museum and object-based learning can enhance employability outcomes in undergraduate business management education within the UK context. With increasing emphasis from universities and regulatory bodies on practical skills and career-readiness, business schools are pressured to enrich academic content with experiential learning strategies. Based on systematic literature review methods, this study investigates how artefact-based pedagogy supports core employability competencies, including creativity, communication, collaboration, and reflective thinking. The research identifies a growing diversity in the student body, including mature students and those from non-traditional pathways, prompting a need for innovative, inclusive educational experiences. Physical or digital artefacts offer students opportunities to connect with historical, cultural, and business contexts, supporting deep learning through interaction, observation, and interpretation. Such engagement fosters transferable skills that align with employer expectations, including problem-solving, critical thinking, and adaptability. Despite the evident benefits, challenges remain in implementation. These include logistical barriers, educator preparedness, resource limitations, and alignment with learning outcomes. The study recommends structured integration of museum resources into business curricula, supported by digital platforms and interdisciplinary collaboration. It also calls for more guidance and professional development for educators to maximise the potential of these approaches. By synthesising literature and highlighting key strategies, the research contributes to the growing discourse on employability-focused curriculum design in business education. It positions museum and object-based learning as valuable tools to enhance engagement, deepen understanding, and bridge the gap between academic theory and real-world practice. This paper’s knowledge claim is conceptual and synthesising: it applies a systematic literature review of the past three decades to classify opportunities, challenges, and strategies for using museum and object-based learning in UK business management education. The findings are positioned to guide programme leaders and curriculum designers seeking to embed experiential pedagogies that demonstrably support employability outcomes.