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The intentions with which hands-on simulations are used in vocational education are not always clear. Also, pedagogical-didactic approaches in hands-on simulations are not well conceptualised from a learning theory perspective. This makes it difficult to pinpoint the added value that hands-on simulations can have in an innovative vocational curriculum that not only aims at developing technical and procedural skills, but also at developing competencies and professional identity. This paper introduces a more explicit conceptual discussion regarding the opportunities for using hands-on simulations in innovative curricula. A systematic literature review aimed at positioning hands-on simulations in relation to other work-related contexts, based on their learning environment characteristics and outcomes, shows that certain constructivist characteristics and outcomes are underexposed in empirical research about simulations. The results of an additional in-depth analysis of literature specifically focusing on two fundamental characteristics of constructive vocational learning (i.e. authenticity and increasing students’ ownership) propose ideas about how hands-on simulations can have added value to innovative curricula. This paper concludes with concrete strategies for designing and implementing hands-on simulations from the social constructive learning theory with the aim of stimulating not only technical and procedural skills, but also competencies and professional identity. [ABSTRACT FROM PUBLISHER]

[Author's Note: This paper is the culmination of a variety of studies into the provision of higher education in Britain, and how it compares to innovations occurring in the rest of the world. While it refers to a truly British residual model of the "Donnish Dominion" (Halsey, 1995), the dominant and emerging models are drawn from an international arena, and the future model presented alludes to a global positioning of universities as they realize their corporate, virtual and global futures. Clearly, this model will have an enormous impact on the role of the academic, and the potential future student who will be studying at such institutions will have different demands, expectations and needs from those of the current student as the role of higher education changes.] [ABSTRACT FROM AUTHOR]