Fostering practically based learning spaces through industry-engaged higher education models

Abstract

This article aims to identify settings where joint working in third space occurs between academics and other professionals supporting educational outcomes and through the development and sustainability of unique learning environments that link academic provision and work-related learning. Specifically, the focus of the article is on the preparation of higher education students for the world of work, facilitating links between academic studies and practical experiences. It aims to unpack the ways in which higher education institutions respond to the complexities of the changing labour market and develop approaches when moving their academic provision towards a more work-related provision to enable students to engage with industries and learn alongside professionals. An explorative, qualitative case study approach was employed, using semi-structured interviews with staff members from two universities. Findings indicate that the crossover between theoretical learning, practical experiences and employer engagement involves continuous boundary crossing of in-between spaces (for example, intersections between higher education and work) to foster the effective development of skills and expertise of students necessary for the contemporary world of work. The case study universities showed that engaging with third spaces contributes to integrating academic and practical learning, and introduces students to industry-engaged higher education, enhancing employability skills. Through these spaces, students can experience unknown challenges in the context of a constantly changing world of work. The findings suggest that this requires an enabling learning ecosystem, underpinned by a range of components, including continuous stakeholder collaboration, curriculum development and integration of theory and practice.