University of Brighton & Royal College of

Art Jake Leith & Malcolm McInnes ~

February 2011

The research is explicit in finding the key qualities that the teacher-practitioners bring to the students’ experience, these are:

EnthusiasmExperienceCritical judgementSpecific industry guidanceRole of the critical friend

As budgets are reduced the role of non- contracted teacher-practitioners is vulnerable.

If the universities are not in a position to employ non- contracted teacher-practitioners as evidenced by recent government cuts in UK Further and Higher Education, how can we ensure that established members of staff are given opportunity to engage with industry?

What might be those opportunities?How might this be configured into academic

contracts?

The teacher-practitioners in education demonstrate a significant role in shaping the students’ learning experience as the findings in the research suggest.

How best can Academia attract these individuals to the learning environment?

How then can Academia integrate these professionals

and support them in order to actively effect and shape the curriculum and therefore facilitate and sustain employability for graduates?

What are the mechanisms that can be put in place to ensure that the vital qualities that the teacher-practitioner brings are preserved for the immediate future and beyond within academia?

Are we suggesting that institutions are to become more entrepreneurial in the way they engage with industry?

The Future