Home Academy for Learning & Teaching Excellence Curriculum framework Co creation Industry Experts

Industry Experts

Overview

Including: PSRBs, Employers, Practitioners, Experts by experience, Community


Engaging with Professional, Statutory and Regulatory Bodies (PSRBs), employers, practitioners, experts by experience, and the community in curriculum design is vital for several reasons (Coonan and Pratt-Adams, 2018). PSRBs provide accreditation and quality assurance, ensuring that the curriculum meets industry standards and prepares students for professional practice (HEBRG, 2011). Collaboration with employers allows for the integration of real-world skills and knowledge, contributing to the design and implementation of authentic assessments and aligning the curriculum with current industry needs and trends, improving students’ employability (QAA, 2014). Practitioners and those with extensive experience in their fields offer valuable perspectives rooted in real-life contexts, enhancing the authenticity and inclusivity of the learning environment and bring current insights and expertise, enhancing the curriculum with hands-on experience. Additionally, involving the community fosters civic engagement and social responsibility, promoting partnership and collaborative initiatives that address local challenges and priorities. By working with these stakeholders, higher education institutions create curriculum that is not only academically rigorous but also responsive to the needs of society, industry, and diverse learner populations, ultimately enhancing student employability and societal impact (Coonan and Pratt-Adams, 2018).

Guidance

Professional, Statutory, and Regulatory Bodies (PSRBs) collectively encompass a broad spectrum of roles within higher education, including regulatory functions mandated by law. It is important to recognise and engage with the PSRBs and be familiar with their diverse statues and the functions they provide within your subject area (HEBRG, 2011)

There are a number of reasons why learners choose to attend university and with the current economic climate, employability is increasingly becoming a priority (Bhardwa, 2017). The government have initiated the Levelling Up initiative in order to improve jobs, pay and living standards; universities play a large role in this, with employability and graduate outcomes being essential (Taylor, 2024). In order for the university to ensure that graduate outcomes and employability skills that are embedded into learner experience, it is essential to work with learners, PSRBs, industry experts and employers to provide career focused education.

Answers to the following questions will provide a framework for work with employers and other industry professionals.

  • What are the learners’ career aspirations? Studies show that HE learners are motivated by career prospects and that career development is a high-ranking reason for learners to attend university (Bhardwa, 2017). Knowing what careers and roles learners are wanting to go into will be the starting point for what industry professionals should be involved in co-creation of the curriculum.

  • What are the industry trends? According to Jackson and Tomlinson (2020) studies show that learner perceptions of the employment market have a direct impact on their engagement with employability development at university. An understanding of the current job market is essential for ensuring that learners will have jobs and careers to go in to and we are producing graduates that will fill these roles.

  • What are the needs of the employers and what employability skills are required? This will ensure that the academic curriculum aligns with industry requirements and learners are being given the tools they need to progress and succeed in their careers.

  • What do you want engagement from employers to look like? Understanding and defining what the organisation wants is essential before contacting potential employer collaborators (Centre for Education in the Built Environment, 2009). Decide on the scale and scope of collaborative activity and make this clear from the start.

Once these are identified, industry experts can be utilised to co-create the curriculum.

  • Establish Partnerships: Foster partnerships with employers, industry associations, and professional bodies. Engage in dialogue to identify mutual interests, potential collaboration opportunities, and ways to enhance student learning experiences. Explore current networks at the university and carry out research in the local area to identify local partners.

  • Collaboration: Co-create and develop industry-relevant projects, case studies, and real-world scenarios that reflect current workplace challenges and practices to better equip learners for ‘real life’ situations in the workplace. Collaboration should also be beneficial for the employers so strive to develop long-term collaborative projects or projects that can be repeated yearly to maintain the partnership and support the employer (The Community Engaged Learning Service, 2019).

  • Shared Experience: Invite guest speakers, host industry panels, or facilitate workplace visits to provide students with first hand insights into industry trends, practices, and expectations. Encourage employers to share their expertise through workshops, seminars, or mentoring programs.

  • Facilitate Work-Based Learning: Explore opportunities for work-based learning, such as internships, placements, or collaborative projects. Provide guidance and support for students during their industry experiences, fostering skills development and professional growth through first-hand experience. Create a list of local businesses that are willing to support volunteers to support learners finding and building experience.

  • Embrace Flexibility: Recognise the dynamic nature of industry demands and be flexible in adapting teaching approaches and content to align with evolving employer needs (Centre for Education in the Built Environment, 2009). Embrace innovative teaching methods and technologies to enhance the learning experience and prepare students for future challenges.

  • Celebrate Success: Celebrate successful collaborations and student achievements resulting from employer engagement initiatives. Highlighting the impact of these partnerships reinforces their value and encourages continued collaboration for the benefit of students, employers, and the broader community.

  • Evaluate Impact: Regularly assess the effectiveness of employer engagement activities in enhancing student employability and learning outcomes. Gather feedback from students, employers, and lecturers to identify areas for improvement and inform future collaborations.

  • Maintain Networks: Encourage ongoing engagement between lecturers, students, alumni and employers through networking events, industry showcases, or collaborative research projects. Create platforms for sharing successes, challenges, and best practices in teaching and learning.

Additional Resources, Guidance and Reading for Co-Creating with Industry Experts