Volume 11, Issue 1
  • ISSN: 1753-5190
  • E-ISSN: 1753-5204



This article, presented in the genre of a comic strip, reflects on the difficulties of teaching business content in the fashion curriculum through using a traditional linear inductive approach, an approach that students seemed to consider presented content that was completely irrelevant, unengaging and caused them to stop attending sessions. Using the abductive explorative visual learning strategies preferred by the divergent, creative thinking fashion students at Harrogate College, a series of comic books were developed, covering the same content of business studies previously, but in a very different way. The resulting engagement of students shows that it was not the content we were teaching them but how we were teaching them that created the previous lack of engagement.


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