University–industry teaching collaborations: a case study of the MSc in Structural Integrity co-produced by Brunel University London and The Welding Institute

Abstract

The paper presents an evaluation of an MSc in Structural Integrity co-produced by Brunel University London and industry partner The Welding Institute (TWI), designed to supply 'work-ready' graduates. Pre-, mid-and post-course quantitative surveys were administered to students, and two mid-term focus groups were conducted. Pre-and post-course quantitative surveys were administered to industry supervisors. Seventy-seven per cent of students chose the MSc because it was co-designed with industry. Student expectations of the course and skills attainment were largely met; hopes for employment decreased due to a downturn in the oil and gas industry; industry supervisors were 'bridging scientists' between Brunel and TWI for largely altruistic reasons. The paper concludes that being 'work-ready' is composed of technical and 'soft' skills, employer engagement being important for the latter. It recommends integrating group-placed students with industry employees, including within social spaces; and tax incentives for employers engaging with postgraduate training provision.

Prehistoric process in HE: A critical review of institutional processes for business–academic partnerships in management development provision

“…Many strategies of institutions and business schools proudly announce this direction forward into partnership arrangements. However, whether the desire to move in this direction is underpinned with the necessary change readiness, capacity and capability (Balogun and Hailey, 2008) is a question that needs be posed, as many institutions wishing to follow this path may lack the structural strength and ability to do so (Samuel et al, 2018). The reality of ensuring that busy staff members cater for corporate needs may bring to the surface the restrictions of traditional academic diaries, with resultant inflexibility, or academics who are talented in many respects but who are not used to dealing with front-line corporate clients.…”

“…In addition, at the individual level, further training and development are needed to ensure that appropriately prepared staff are at the front line in negotiations with businesses. That done, systems and processes in the HEI need to be in place that will enable the institution to enter into successful partnerships with business corporations (Samuel et al, 2018).…”

Evaluation of the Allied Health Rural Generalist Program 2017‐2019

“…The value of industry and professional bodies contributing to university course development and delivery is well recognised 26 . A strength of the RGP education program was the collaborative process for development between the participating universities and industry partners.…”

“…The value of industry and professional bodies contributing to university course development and delivery is well recognised. 26 A strength of the RGP education program was the collaborative process for development between the participating universities and industry partners. This process occurred throughout the conceptualisation, development and implementation phases of RGP development and ensured that contextual knowledge related to rural and remote practice informed curriculum.…”

Succeeding beyond Your Doctorate: The Importance of Identity, Industry Awareness, and Decisive Action

“…While contemporary workforce conditions are challenging, they also provide the opportunity for innovation, co-creation and further collaboration among and between educators, students, employers and leaders across industries, including in higher education (Kunttu, 2017;Samuel, Donovan, & Lee, 2018;Schech, Kelton, Carati, & Kingsmill, 2017;Schilling, & Klamma, 2010). Overall career identity, knowing ourselves, and locating where we currently are in the process of becoming, are of utmost importance in the contemporary context (McCarthy, Song, & Jayasuriya, 2017).…”