G. YAN*, and S. Punjabi
Lifelong Education and Training,
School of Continuing and Lifelong Education (SCALE)
Yan, G., & Punjabi, S. (2024). Bridging the gap: Enhancing academic-industry collaboration through industry engagement projects [Poster presentation]. In Higher Education Conference in Singapore (HECS) 2024, 3 December, National University of Singapore. https://blog.nus.edu.sg/hecs/hecs2024-gyan-spunjabi/
SUB-THEME
Opportunities from Engaging Communities
KEYWORDS
Industry Engagement, real-life challenges, collaboration, academics
CATEGORY
Poster Presentation
OVERVIEW
In the contemporary educational landscape, the imperative for stronger synergies between academia and industry has become increasingly pronounced. This study advocates for the active involvement of academics in industry projects aimed at solving real-world challenges. By participating in such initiatives, academics gain invaluable insights into industry complexities, which enhances their teaching and research. This engagement fosters stronger connections between theoretical knowledge and practical applications, ultimately benefiting students by providing them with more relevant, hands-on learning experiences. It also enables universities to contribute directly to industry innovations, preparing both educators and students for the evolving demands of the business environment. The underlying premise of this study lies in the notion that through immersive participation in practical, hands-on experiences within the corporate realm, academics can cultivate a heightened awareness of the current challenges confronting businesses. Such experiential learning endeavours hold the promise of fostering a more profound comprehension of the intricate dynamics and multifaceted complexities inherent in today’s rapidly evolving business environment.
OBJECTIVES
The primary aim of this research endeavour is to scrutinize the potential ramifications of involving academics in industry projects, with a view towards fortifying the interconnectedness between academia and industry. By directly interfacing with real-world challenges and collaborating alongside industry practitioners, academics stand to glean invaluable insights that transcend the confines of traditional academic discourse. These engagements afford them a unique vantage point from which to appreciate the practical applications of theoretical constructs and to garner a comprehensive understanding of the contemporary exigencies and opportunities that characterize the modern business landscape.
The new findings on university-industry collaboration, particularly through research parks, joint consortia, and mentorship-driven projects, significantly bolster the objectives of this study. These models have proven effective in commercializing academic research and increasing the impact of scholarly work, aligning with the abstract’s emphasis on immersive, real-world industry engagement. By integrating these practices, the potential for academic involvement in addressing business challenges is enhanced, further bridging the academia-industry divide and better preparing students with industry-relevant skills and experiences. This directly supports the study’s hypothesis on improving educational outcomes.
FINDINGS
Mentorship-driven projects such as NUS’s Enterprise Transformation Projects (ETP), as part of industry-academia collaboration, play a pivotal role in improving educational outcomes. These projects provide professors and students with direct industry engagement, fostering the transfer of practical knowledge and skills from experienced industry professionals. By participating in real-world problem-solving, educators can incorporate contemporary business challenges into their teaching, enriching course content with relevant case studies and applications. The mentorship aspect empowers students and talents in companies to develop critical thinking, hands-on experience, and the industry-ready competencies necessary for thriving in today’s dynamic job market. This aligns closely with the study’s aim of bridging the academia-industry gap.
Findings from the implementation of ETP, funded by SkillsFuture Singapore’s (SSG) Mentorship Support Grant, have demonstrated significant success in bridging this gap. ETPs have not only assisted companies in overcoming challenges but have also enabled academia to apply theoretical knowledge and skills to address these issues. One ETP helped a company in a sunset industry discover new business streams by leveraging its existing internal capabilities, ensuring long-term sustainability. Another project successfully integrated AI into business processes, significantly boosting productivity and profitability. In a third case, a professor from the College of Design and Engineering collaborated with a company that had lost clientele due to slow response times. The project reduced prototype development time by threefold, giving the company a substantial competitive edge. These successes illustrate the value of academia-industry collaborations in driving innovation and growth. A crucial aspect of the ETP involves transferring skills and knowledge to the company’s human resources, enabling them to effectively overcome challenges. This dual benefit underscores the mutual advantage for both industry and academia, facilitating a richer, more collaborative learning environment. Having completed over 15 ETPs to date, with more than 20 still ongoing, statistics show significant outcomes such as productivity gains, cost reductions, and improved lead generation. These tangible results are essential as SSG assesses eligibility for funding based on the demonstration of such outcomes.
Furthermore, the research contends that academics who partake in industry projects possess the capacity to leverage their newfound industry acumen to enrich classroom pedagogy and instructional content. By infusing their teaching methodologies with real-world illustrations, case studies, and pragmatic insights, academics can engender a more immersive and pertinent learning experience for students. Drawing upon their industry project experiences, educators can enliven classroom discussions, proffer distinctive perspectives on contemporary issues, and inspire students to engage critically with real-world challenges.
“ETP helps to integrate industry insights into academia with real-world challenges in the classroom – the key to equipping students with the skills and mindset to navigate today’s market complexities.” – Associate Professor Song Kee Hong of College of Design and Engineering
Figure 1. Common Industry Challenges
An essential implication of this hypothesis is the potential for academics to craft enhanced case studies for student engagement. According to D. Kolb (2014), “learning is the primary process used to navigate life, people can use this process for all forms of learning, development, and change.”. Kolb described the learning process in a four-step cycle – Experience, Reflecting, Thinking and Acting. Academics’ experiential learning from ETPs can enhance classroom teaching, thereby improving students’ experiential learning as well. Through their involvement in industry projects, academics have the opportunity to amass primary data, insights, and experiences that can be transmuted into compelling case studies for educational use. These case studies serve as potent learning tools, empowering students to apply theoretical principles in practical scenarios, hone their problem-solving proficiencies, and cultivate a nuanced understanding of how theoretical constructs intersect with real-world contexts.
Figure 2. Kolb’s Experiential Learning Cycle
SUMMARY
In summation, this research explores the transformative impact of industry collaboration on university academics and its implications for elevating the calibre of education. By bridging the chasm between academia and industry through immersive engagement, academics assume a pivotal role in preparing students for the exigencies of the modern business milieu, nurturing a culture of continuous learning and innovation within academic ecosystems. The success of Enterprise Transformation Projects funded by SkillsFuture Singapore further substantiates the efficacy of such collaborations, showcasing the tangible benefits for both businesses and academic institutions.
REFERENCES
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