Purpose This paper conceptualises Student-Led Consultancy (SLC) as a distinctive mode of experiential and work-based learning. It clarifies how SLC differs from other experiential forms such as internships and service-learning and advances a model that captures its structural design, interactive learning processes, and multidimensional outcomes. Design/methodology/approach Drawing on a desk-based synthesis of literature, policy, and practice, the paper integrates insights from experiential learning theory, work-integrated learning and service-learning. It develops a Structure–Process–Outcome (SPO) framework and re-conceptualises Kolb’s experiential learning cycle as a set of three independent but interconnected learning spirals that illustrate the iterative, multi-stakeholder relationships among students, clients, mentors, and peers. Findings SLC combines the client-focused realism of consultancy with the reflective depth of academic mentorship and the collaborative value of peer learning. The learning spirals represented in Figure 1 show how SLC extends Kolb’s model from an individual cycle into a multi-directional, relational system of practice and reflection. This configuration generates simultaneous value for students, clients, and institutions through employability enhancement, identity formation, and applied problem-solving. Practical implications The SPO framework and spiral model together offer institutions a practical guide for designing and evaluating SLC initiatives. They specify how structural conditions, stakeholder engagement, and reflective processes combine to produce integrated professional and academic outcomes. Originality/value The paper contributes a new visual and theoretical articulation of SLC as a triadic experiential learning ecosystem centred on the student consultant. By depicting learning as three outward-flowing spirals linking students with clients, mentors, and peers, it provides a refined conceptual lens for educators and researchers seeking to embed consultancy-based experiential learning within higher education curricula.
Agboma et al. (Thu,) studied this question.