Bridging Theory and Practice Through Field-Based Learning: Student Engagement and Competency Development in Higher Education

This study addresses the limited empirical evidence on how field-based learning, grounded in principles of authentic and experiential education, is associated with students’ motivation and self-perceived competency development in higher education management. Employing an action research design in a third-year undergraduate cultural and educational management course in Taiwan ( N = 39), the instructor embedded site visits, stakeholder interviews, preparatory briefings, and reflection within a case-based learning framework. Quantitative pre- and post-test data were collected using validated instruments measuring student motivation and professional competencies, while qualitative data came from observations, reflections and interviews. The results indicated significant gains in motivation and self-perceived competencies, together with high course satisfaction. Qualitative findings showed that real-world organisational engagement helped students connect theory with practice, sharpen critical thinking, develop confidence and reconsider assumptions about social enterprises. The study provides evidence for field-based learning as a strategy for bridging theory and practice in domains where fieldwork is not routine.