Kevin has replaced the previous historical case study approach in his courses  to one that utilises live industry case studies, as experiential learning opportunities. This has enhanced the integration of theory and practice and  improved  student outcomes through the principles of  applied learning, enhanced engagement, meaningful contribution and work readiness (Roth and Smith, 2009; Wrenn and Wrenn, 2009).

The model of learning adopted by Kevin includes a  process of collaboration between teacher, students and industry partner, with teacher and students sharing the roles in a structured process that empowers students to actively engage in the learning experience. Students engage in higher-order thinking around problems presented both conceptually and within the live case study as per active learning (Meyers & Jones 1993). Together, teacher and students sharing teaching and learning roles to facilitate construction of understanding of complex problems linked to course topics. Engaging in real world learning and adult education (Kember, 2000), enables a cycle of applied learning involving planning, acting, observing and reflecting.