Bridging academia and industry through curriculum partnerships
DOI:
https://doi.org/10.47408/jldhe.vi39.1834Keywords:
professional skills development, pedagogical design, curriculum partnerships, industry collaboration, authentic assessment, employability, experiential learningAbstract
This article critically examines how curriculum partnerships can bridge the gap between academia and industry. Focusing on the collaboration between the University of Sunderland and Northumbria Police, where students address crime-prevention issues through film production, it explores how partnership-based learning fosters authentic assessment, professional readiness, and civic engagement. The partnership, grounded in theories of experiential learning (Kolb, 1984) and authentic assessment (Herrington & Oliver, 2000), informs pedagogical design providing students with professional experiences that extend beyond traditional academic assessments. The research framework informing the partnership is that of reflective pedagogies and communities of practice. They enable students to gain real-world insights and engage with professionals in advance of graduation. A mixed-methods, practice-led approach combines quantitative module and survey data with qualitative reflections from students and graduates, demonstrating that embedded industry partnerships can strengthen employability readiness. The findings show that co-designed, client-led assessments enhance module engagement, employability awareness, and civic responsibility.
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