UNVEILING THE FACT GAP 2.0 FRAMEWORK: A QUALITATIVE EXPLORATION OF UNDERGRADUATE COMPETENCY DEVELOPMENT THROUGH INTERNATIONAL CO-CURRICULAR ACTIVITIES
DOI:
https://doi.org/10.35631/IJMOE.831129Keywords:
Co-Curricular Learning, Experiential Learning, Holistic Competencies, LEAP-SC Framework, Service-Learning, SULAMAbstract
This study explores the role of structured co-curricular and service-learning programmes in the development of holistic competencies among undergraduate students. It also presents the LEAP-SC Framework, which consists of Leadership, Entrepreneurship, Adaptability, Professionalism and Values, Scepticism, and Communication, as a scheme of conceptualising competencies gained in the process of community and corporate involvement. The qualitative multi-case study design was adopted that included four international and community engagement projects that were held in Malaysia and Indonesia. The participants were undergraduate students, faculty members, community participants, and external partners. Participant observation, semi-structured reflective sessions, and reviews of programme reports were used to collect data. Thematic analysis was performed on the data based on the FACT GAP 2.0 model of the Faculty of Accountancy. The results indicate that structured experiential learning supported competency development of the students in all LEAP-SC domains. The cross-cultural project implementation and crisis management led to the development of leadership. Operational audits, product redesign, and digital marketing of rural enterprises improved entrepreneurship. Students were flexible in overcoming technological constraints, infrastructure challenges, and language barriers. Professionalism and values were reinforced through ethical reflection, civic responsibility, and service to vulnerable communities. Scepticism was developed based on critical problem identification and analysis of small and medium-sized enterprise business models. The cross-cultural interaction, public presentations, digital content creation, and cultural performances were used to enhance communication skills. The paper finds that LEAP co-curricular and service-learning activities in a structured manner offer a good platform to develop competencies that are not limited to technical knowledge. The LEAP-SC Framework can provide institutions of higher learning with an effective pedagogical approach to designing, evaluating, and scaling up competency development programs to enhance graduates’ preparedness for professional and societal roles.
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