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Our Methodology

Studying at the Wült Institute of Business and Technology (Wült) is a unique experience. There are no artificial boundaries between the workplace and the online classroom. The world of work is never far away from everything we do. It is no coincidence that the Institute’s strap-line is ‘Die Praktische Wirtschaftsschule’’.

So how do we do this and how will students experience the difference? The answer is that learning from the workplace is embedded in all aspects of Wült courses.

Selected Students


For a start, most students will already have experience of the workplace and in postgraduate programmes, this is a prerequisite. This will enable students to see theories make sense in practice and, in turn, to bring real-life problems to the online classroom. Students will very quickly find, too, that they can also learn from each other, sharing experiences and looking for solutions.

Top Academics


All Wült facilitators are required to have appropriate academic qualifications, teaching experience as well as relevant workplace experience. With this background, they can bring interesting examples into online classroom discussions. In addition, with our international coverage we are very keen that facilitators can relate the various subjects to conditions in different parts of the world, making it all much more meaningful to students.

Tailored Curriculum 


Work-applied research is integrated in all Wült programmes. This is why we include a work-based assignment in all our programmes. It is also why students will be asked to undertake at least one work-based research project in the course of their studies. With the guidance of an experienced project supervisor, students will be able to explore a topic of their own choosing, ideally based on a problem that they want to address in the workplace.

Applied Knowledge


Even the way students learn will often be more like a workplace situation than a traditional classroom. Students will be encouraged to work in online groups and to share their understanding of real-world situations. As well as their own selection of case studies, they might discuss one presented by the facilitator in the course documentation or perhaps taken from a textbook. Course objectives are achieved when students relate their readings, course materials and facilitator guidance to the workplace. It is a ‘to and fro’ process, backwards and forwards between the online classroom and the workplace, reflecting on the links and developing unique and personal ideas.

Work Applied Learning at Wült

All of the above amounts to a distinctive approach to learning, known as work-applied learning. The following diagram indicated that knowledge of various aspects of business, management and technology is enriched through projects related to the workplace. This leads to questioning of what is already known and ultimately to well-informed, practical outcomes that can take students well beyond what could find in course material alone.

The natural starting point is Q. Students start by asking questions about a problem that has to be solved through a project, which is shown as P1, then move on to read about the existing knowledge, K, on this subject. Armed with that material,  the curriculum redirects to P1 to reinforce, then students can achieve project and learning outcomes, P2.

But that cycle iterations is not the end as on the basis of what was learnt, students will now want to return to the questioning stage and repeat the whole process. This theory encourage the cyclic repeat as each time understanding will be refined by more practical experience. At Wült, theory and practice, go hand in hand and this model helps to show how this is achieved.