Experiential Learning Module Praised for Real-World Student Impact
Students and external partners have praised a distinctive experiential learning module for its real-world relevance and the value it brings to public sector innovation.
Launched in 2024 and now running into its second year, the Problem Hacking module, developed and led by Dr Richard Tunstall, immerses students in real-world policy and innovation challenges. The module is delivered in collaboration with the Common Mission Project - a non-profit organisation that brings together academia, government, and industry to foster leadership and problem-solving skills in students.
Designed to be both challenging and rewarding, the module sees students work in interdisciplinary teams to tackle real issues faced by public sector partners such as the Department for Transport and the Ministry of Defence (MOD). Student feedback has been overwhelmingly positive, with many highlighting it as the standout learning experience of their degree:
The real–world problem focus and direct collaboration with industry professionals made this module exceptionally valuable. Working on actual challenges faced by the Department of Transport provided practical context that theoretical coursework often lacks.
It was an incredible experience to present in front of the actual users who will be impacted by our work. Seeing how engaged and excited everyone was—and how quickly ideas were validated and taken further—really made us feel proud and accomplished.
One such student team, comprised of Leeds University Business School Masters students, worked closely with the Defence School of Transport (DST) on a live challenge: improving the feedback process used by instructors, students, and support staff. Titled “Sharing is Caring: Improving the Feedback Process for DST Staff and Students,” the project aimed to create a more effective way to collect, analyse, and act on feedback to support continuous improvement.
To tackle the challenge, the team conducted more than 50 stakeholder interviews and visited DST in person in April to better understand its unique environment. Their work focused on fostering a stronger feedback culture and improving the quality of questions used across the system. Weekly project briefs formed part of the academic component, culminating in a Final Presentation in May at HELIX, the University’s innovation hub, in front of senior MOD representatives.
In June, the team returned to DST to re-deliver their proposals directly to the command team and decision-makers. The visit included in-depth discussions on implementation, with DST leadership expressing a strong intention to adopt all of the students’ practical, innovative suggestions. As one student reflected:
Both study visits to DST were incredibly rewarding experiences. They allowed us to understand the problem environment firsthand and present our solutions directly to decision-makers who were ready to implement them.
In addition to this project, students joined Dr Tunstall at Common Mission Project’s annual showcase event in London, presenting alongside peers from King’s College London, Imperial College London, and representatives from the MOD and Department for Transport. Leeds student teams were shortlisted for the Outstanding Student Team award, while Dr Tunstall was nominated for Outstanding Contribution to Student Experience.
Leeds’ presence at the event made a strong impression. The Defence Innovation Accelerator (London Tech Bridge) praised the Leeds Navy team’s performance, while two Leeds students have been asked to present their work to senior leadership at the Defence School of Transport and to an RAF innovation section. The other two teams have been invited to present their results to the Department for Transport in September 2025. A previous Leeds student team has also been profiled as the main case study in the Common Mission Project’s annual report.
The module exemplifies the Business School’s commitment to impactful, real-world learning, providing students with high-stakes, high-support opportunities to develop practical leadership and problem-solving skills that stand out in today’s job market.
For more information on the Problem Hacking module and its benefits, visit Common Mission Project or contact Dr Richard Tunstall at the University of Leeds.
