Building bridges between university and industry: theory and practice

Abstract

PurposeThe purpose of this paper is to examine the level of benefit to learning through developing strong links between universities and industry, and to suggest a methodology for building bridges between university and industry that provides a full learning experience for students.Design/methodology/approachA case study approach which included the development of interactive projects that join students with industry, and follow‐up questionnaire surveys of the outcomes, carried out among students and businesses.FindingsIt was found that both parties feel that they benefit from building bridges between universities and industry, and data from this research are reported on in greater detail in the latter part of this articleResearch limitations/implicationsResearch is limited to students following the Manufacturing Management and Quality Systems courses within the Industrial Engineering Department of the Tecnologico de Monterrey, Mexico, over a one year period.Practical implicationsProvides evidence for a positive factor that linking university students and industry in joint projects increases the potential for a fuller learning experience for the students.Originality/valueThe paper is based on actual experience of students, teachers and companies who participated in this experimental learning process.

Modelling graduate skill transfer from university to the workplace

“…Liaising with academics, on consultative committees or advisory groups, does not often facilitate collaborative teaching and learning among industry and education partners or the direct interaction students need with managers, supervisors, mentors and previous graduates to fine tune their employability skills. Meredith and Burkle (2008) highlight the advantages of authentic learning using live classroom projects based on active firms requiring informed analysis and decision making processes in high pressured environments. Further, the secondment of lecturers and professionals between the university and workplace settings may also prove valuable in enhancing undergraduate skill development (Smith and Kruger 2008) as parties better appreciate each others' needs and parameters of learning and applying skills.…”

Business graduate employability – where are we going wrong?

“…Some respond by challenging industry's seemingly endless demands on higher education institutions, already straining under the pressures of reduced funding (International Association of Universities [IAU], 2010). Others work hard at drawing industry closer through consultative committees and professional learning initiatives (see Lawson, Taylor, Papadopoulos, Fallshaw & Zanko, 2010) such as interactive projects linking industry and higher education (Meredith & Burkle, 2008). The incorporation of WIL is increasingly popular, "generally students and employers consistently perceived that the 'transition out' of university education to the profession was made more seamless by an integration of academic studies and professional work experience" (Blake & Susilawati, 2009: p. 13).…”

Students' experiences with the business internship program at Kuwait University

“…Since then, educational institutions have been increasingly required to produce highly skilled graduates who are able to respond to the ever-changing and complex needs of the contemporary workplace (Ackerman et al, 2003;King, 2003;Sleezer, Gularte, Waldner, & Cook, 2004). Finding a way to ensure that students take what they learn in abstract form and apply and practice it in real workplaces is seemingly the most obvious and useful way of solving this dilemma (Meredith & Burkle, 2008).…”