University–Industry Collaboration: Preparing Doctoral Students Through Co-Created Project Based Learning

Abstract

Student-staff partnerships enable shared decision making between students and staff in curriculum design. Through a partnership, student voice can be heard, which can be useful for checking learning outcomes and assessments meet the requirements of the learner. Engaging students in curriculum decisions empowers learners and can increase student-perceived and actual control of their education, also known as learner agency. The Doctorate of Physiotherapy (DPT) programme at Glasgow Caledonian University integrates the principles of student-staff partnership, with students encouraged to co-create curriculum. DPT staff foster a programme pedagogy with the aim of creating a ‘safe’ space to critically reflect, share experiences, take ownership of learning, and participate in co-creation to make sure the curriculum meets student needs. Graduates are developed with the aim to ensure they have the skills, knowledge, and behaviours necessary to meet current challenges of the physiotherapy profession. Although a young programme, graduates have achieved positions of advanced standing.

The programme can be considered the first of its kind with integrated components of research and professional development in a pre-registration degree. Professional development modules aim for student personal and professional growth through critical reflection and the completion of a project in partnership with academic staff and external stakeholders. Each project involves a university-industry partnership, with students designing and delivering quality improvement. Students co-create project methodology with academic and industry partners and through this novel opportunity, learn skills for leadership, teamwork, and project management in response to challenges faced in real life contexts. Industry partners have included heads of profession in the National Health Service, NHS Education for Scotland, and senior academics in university.

DPT staff apply a pedagogic approach to the project based on the principles of the Project-Based Learning, with students encouraged to take a leadership role, to develop enquiry skills and skills for knowledge development when approaching authentic problem-solving. Student projects stem from an industry question or problem, which requires innovative solutions and enhancements. All partners hold a personal stake in the outcome of the project. Industry partners are familiar with the problem or question which instigated the project and find meaning in the outcome. DPT staff also find value in the project as the university benefits from the collaboration and knowledge exchange with the industry. During the project, students learn new skills while using quality improvement tools and share this knowledge with industry partners, also benefiting from new skill development. Placing industry partners as assessors of the project allows quick changes to be implemented prior to the final submission of the project.

The current paper provides a case study of a unique university-industry partnership in a pre-qualifying doctoral programme. For illustration purposes, a vignette of a student quality improvement project offers context and an illustration of the innovative nature of the partnership. A student-staff partnership approach has been used in the authorship, with a DPT student, a DPT staff member, and a practice partner co-writing.