Table Of ContentKathryn MacCallum
David Parsons Editors
Industry Practices,
Processes and
Techniques
Adopted in
Education
Supporting Innovative Teaching and
Learning Practice
Industry Practices, Processes and Techniques
Adopted in Education
·
Kathryn MacCallum David Parsons
Editors
Industry Practices, Processes
and Techniques Adopted
in Education
Supporting Innovative Teaching and Learning
Practice
Editors
KathrynMacCallum DavidParsons
UniversityofCanterbury TheMindLab
Christchurch,NewZealand Auckland,NewZealand
ISBN 978-981-19-3516-9 ISBN 978-981-19-3517-6 (eBook)
https://doi.org/10.1007/978-981-19-3517-6
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Preface
Introduction:TheMotivation forThisBook
In2016,wehadanideaabouteditingabookaroundagileandleanideasbeingbrought
into education. We had seen the level of interest in this link between industry and
educationandbelievedtherewasvalueinprovidingaforumforresearchersandprac-
titionersinthisareafromaroundtheworldtosharetheirworkinaneditedbook.That
book,AgileandLeanConceptsforTeachingandLearning:BringingMethodologies
fromIndustrytotheClassroom,waspublishedbySpringerin2019andcontained19
chapterscoveringareasasdiverseasagileapproachestograding,usingScruminthe
school classroom, using agile games to teach software development, and applying
Kaizenculturetoeducation,amongmanyotherinterestingandvaluableapproaches.
As we saw the high level of interest in that book in the first year or so after its
publication,webegantodiscussthepossibilityofafollow-upvolume.Weconsidered
another book on the same topic, but felt that perhaps there would be insufficient
newmaterialsosoonafterthefirstbooktoensureboththequantityandqualityof
submissionsthatwouldberequired.Asaresult,wedecidedtocastournetsomewhat
wider within the same area of interest, namely ideas from industry that could be
used effectively for teaching and learning. We were already aware of a number of
educationalpractices,inspiredinvariouswaysfromwhatgoesonintheworkplace
that seemed to be effective in motivating, upskilling, and developing a wide range
ofcompetenciesinstudentsofallages.Theseincludedideassuchasmakerculture,
designthinking,andschool–industrypartnerships.However,wewerealsocurious
aboutwhatotherideasmightbeouttherethatwewerenotawareof,soalthoughwe
providedanindicativelistofpossibletopicareasinourcallforchapters,wewere
opentosuggestionsforsubmissionstothebook.
Theaimofthisbookwastoexplorethedynamicimpactof“industry”oneduca-
tion—howitshapeswhatweteachandhowweteachit.Inthisbook,wearedefining
industrybroadlyasthedestinationsofourstudentsastheyexiteducation.Therefore,
onefocusofthebookishowwearepreparingourstudentsfortheserolesandhow
knowledge and skills from industry are brought into their learning. Another focus
v
vi Preface
ishowsuccessfulapproachestolearningandcreativity,individualorcollaborative,
which have been demonstrated in industry, can be applied within the context of
formal education. Ideas from industry may be practices, processes, or techniques,
andourfocusisonexploringhowtheseideascansupportinnovativeteachingand
learningpractice.
The book explores this focus from both an academic and practitioner perspec-
tive and includes chapters that describe a range of different approaches designed
to explore practices, processes, and techniques from industry in different ways.
Someofthesechaptersincludeempiricalresearch,whileothersprovidepractitioner
experiencereportsorpracticalguidance.
Rather than providing a comprehensive discussion of all possible practices,
processes,andtechniques,theintentofthisbookwastofocusonthosethatweremore
innovativeoradoptednewwaysofengagingwithindustry.Thebookisdesignedto
coverarangeofcontexts,andeachchapteriswrittentobereadstand-alone.That
said,therearesomecommonthemesamongmanyofthechapters,andtherefore,we
haveorganizedtheworkintoaseriesofparts,bringingrelatedchapterstogether.
TheSelectionProcess
We originally put out the call for initial proposals for this publication at the end
of 2020, with some preconceived ideas in mind about what kinds of submissions
mightarrive.Intheevent,wewerebothsurprisedandpleasedbythesheerrangeof
abstractsthatweresubmittedinresponse.Afteraninitialreviewprocess,weinvited
25fullchaptersubmissions,whichwentthroughdouble-blindpeerreview,followed
byaneditorialreview.Fromthisrigorousselectionprocess,18chaptershavebeen
chosenforpublication.Theinternationalnatureofourauthorsconfirmsthatbringing
industryconceptsintoteachingandlearninghasaglobalreach.Chaptershavebeen
contributedbyauthorsfromAustralia,Canada,Columbia,France,Ireland,Mauritius,
TheNetherlands,NewZealand,Switzerland,andtheUK.Thesecontributorshave
helpedustoprovidearichcollectionofexpertiseonhowideasfromindustrycan
beappliedinteachingandlearningatalllevelsofeducation.Thebreadthoftopics
inthesechaptersissurprising.Alongsidethemoremainstreamstudiesofpreparing
studentsfortheworkplace withprofessionaltools,andbringingindustryconcepts
intoinstitutionalprocesses,therearemanydiverseexplorationsofthebook’stheme,
fromcollaborativemusicproductionbetweenprofessionalmusiciansandstudents,
to courses that reconceptualize the future of work, from professional broadcasting
techniquesbroughtintowebinardesign,tousingdesignfictionstoimaginethefuture
ofeducation.
Preface vii
BookStructure
Wehaveorganizedthechaptersinthisbookintoseveralparts,beginningwithchap-
tersthatprovidesomebroadoverviewsofhowindustry-basedideasmightbeapplied
in education. We then include, in part two, chapters that look at how approaches
from industry have been brought into the academy, in terms of specific concepts
andpracticesthathavebeenreinterpretedintheeducationalcontext.Thethirdpart
includeschapterswherethereisaspecificlinkbetweeneducationandindustry,with
educatorsandpractitionersworkingtogetheroneducationalinnovations.Partfour
looksatagilelearningintheschoolclassroom,followedbychaptersinpartfivethat
address various aspects of bringing experiences and techniques from the creative
industriesintoteachingandlearning.Inpartsix,weconcludewithseveralchapters
onindustry-focusedsoftwareengineeringintheclassroom.
Thisnewbookservesasareferencetoarangeofdifferentwaysthattheauthorsof
thevariouschaptershaveaddressedtheconceptuallinksbetweenindustryandeduca-
tionintheirowncontexts.Thereisanoverlapofpractices,processes,andtechniques
withinthechapters,andthisbookwasnotdesignedtonecessarilybereadfromcover
tocover.Rather,thesixpartsidentifythesynergiesacrossthechapterscontainedin
each one. Each part highlights different ways that industry-based thinking is inte-
gratedintoeducationwithinanoverarchingconceptualidea.Thebookchaptersare
written by different authors, with different contexts, emphases, and focus. Never-
theless,arangeofcommonthemesemerge,whetherthatbeadoption,partnership,
agility,creativity,orcontemporaryengineeringpractice.Eachofthepartsisoutlined
below.
PartOne:BroadThemesFromIndustryinEducation
Part one opens the book with chapters that introduce broad themes from industry
that can have an impact on what goes on in the classroom. This part begins with
thechapter“FromtheWorkplacetotheClassroom:HowIdeasfromIndustryCan
InspireNewKindsofLearning”,writtenbytheeditors,whichisintendedtoprovide
anoverviewofvariousindustry-basedperspectivesonteachingandlearningasthey
havebeenexploredsofarintheliterature.Thischapterprovidesabroadandbrief
introduction to many aspects of this area and concludes with a summary of seven
ideasfromindustryandsomeoftheskillstheybringintotheclassroom.
Thesecondchapteris“CanTeachingtheFutureofWorkMaketheFutureofWork
Less Uncertain?” by Taurean Butler, Megan Rorich, Hayley Sparks, and Maheshi
Wadasinghe from Tech Futures Lab in New Zealand. The focus of this chapter
is a master’s program in Technological Futures that provides students with the
opportunity to rethink their own career paths in a rapidly changing world while
alsoprovidingnewopportunitiesfortheircommunitiesthroughentrepreneurialand
viii Preface
disruptiveprojects.Centraltotheprogramisanandragogicalapproachthatenables
studentstoinnovateindependentlywithinasupportiveenvironment.
Thefirstpartcloseswith“FromIndustrytoAcademia:CaseStudiesofInnovative
Learning Practices in a Digital Context” by Laurent Antonczak, Marion Neukam,
andSophieBollingerfromtheUniversitédeStrasbourgandUniversitédeLorraine,
France. This chapter provides three examples of teaching and learning that are
drawnfromindustrypractice;learning-by-doingthroughworkshops,project-based
learningbymeansofcasestudies,andaheutagogicalapproachfortheadvertising
and creative industries. The reference to heutagogy, where learners self-determine
theirownlearninginvestmentandactionsbasedontheirownmotivationandabil-
ities,linksbacktotheandragogyapproachreferencedinthepreviouschapter,and
indeedtheauthorsdiscusshowlearnerscandevelop,indifferentcontexts,alongthe
pedagogy–andragogy–heutagogy continuum. The authors also indicate the impor-
tanceofdirectcollaborationandsharedexperiencebetweeneducatorsandindustry,
asintroducedinchapteroneandfurtherexploredinthechaptersinpartthree.
PartTwo:BringingIndustryApproachesIntotheAcademy
Followingonfrompartone,whichcoversbroadindustry-relatedthemesineducation,
thispartcontainschaptersthathaveamorespecificfocus,whereparticulartechniques
havebeenbroughtfromindustryintotheimplementationoftaskswithintheacademy.
The first of these is “Hybrid Project Management in Post-secondary Research
andEducation” byGregorySkulmoskiandFabiola Brendolan fromBondUniver-
sity,Australia.Thischapterisbasedonexperiencesofprojectmanagementinboth
academiaandindustry.Theauthorsdefinehybridprojectmanagementascombining
project management elements from different project management methodologies,
suchasagileandlean,toachieveprojectgoals.Theyshareexperiencereportsfrom
bothacademiaandindustry,showinghowinsightsgainedineachcontexthelpedto
informpracticeimprovementintheother.Oneillustrativeexamplefromthechapter
describeshowleanprincipleswereappliedtotheupdatingoftheuniversityresearch
ethicsprocess.
The next chapter is “A Systems Engineering Approach for Blended Learning
Design”byAlisonMcKay,DanTrowsdale,SimonCarrie,GerardDuff,andCelia
Goodburn from the University of Leeds in the UK. This chapter focuses on the
development of learning materials for blended learning delivery in the university
context, using ideas taken from the systems engineering practices used to manage
thedesignanddevelopmentofproductsinindustry.Thechapteroutlineshowthis
approachinvolvedmulti-disciplinaryteamsofacademicsandlearningtechnologists,
asystematicapproachtodesign,andtheabilitytoaccommodatemultiplestakeholder
requirements.
The third chapter in this part is “Ambidextrous Approaches to Postgrad-
uate Programme Development in Higher Education” by Yvonne Hoggarth from
the University of York, UK, which looks at how educational institutions need to
Preface ix
address the various forces at play in complex environments. To support this anal-
ysis,thechapterusesaframeworkoforganizationalambidexteritybasedonMarch’s
concepts of exploitation and exploration. Exploration is outward-facing activities,
whileexploitationisinwardfacing.Bothhavetheirroles,andthechapterdescribes
the interplay between them in the form of contextual ambidexterity. One implica-
tionoftakingamoreambidextrousapproachtoacademicprogramdevelopmentis
thatitmaymeannegotiatingmoreflexibleteachingandlearningframeworkswhen
collaboratingwithexternalpartners.
PartThree:EducationandIndustryWorkingTogether
Perhapsthemostobviouswayinwhichideasfromindustrycomeintoeducationis
where students work directly with industry stakeholders as part of their learning.
This part comprises three chapters that describe how direct education/industry
partnershipshavebeenusedtosupportstudentlearninginverydifferentways.
Thefirstoftheseis“TheAgileSemester:HowWeUsedAgileasanEngagement
Mechanism”byLeighGriffinandBrendanO’Farrell(RedHat),andColmDunphy,
Peter Windle, and Eamonn de Leastar (Waterford Institute of Technology—WIT),
Waterford City, Ireland. The link with industry here is in preparing students for a
specificprofessionalpathwaythroughapartnershipbetweenasoftwaredevelopment
organization(RedHat)andaneducationalinstitution(WIT).Linksbetweenthetwo
include guest lectures, participation in industry boards, and the establishment of
a hiring pipeline where interns and graduates can find employment. The chapter
explainstheimportanceofanagilemindsetatalllevelsoftherelationship.
The second chapter in this part is “STUDIO602: A Model for Designing Real
WorldCollaborationsBetweenHigherEducationandIndustry”byThomasCochrane
(University of Melbourne, Australia) and David Sinfield (Auckland University of
Technology,NewZealand).Thischapterexplainshowastudentprojectwassetup
to work with a local district health board to develop designs for mobile applica-
tionsthatcoulddirectlyhelphealthcareworkersintheirdailyroutines.Thechapter
discusses the application of several techniques used in industry, including design
thinking, team management, stakeholder engagement, and rapid prototyping tech-
niques.Thepedagogicaldesignprinciplesoutlinedinthechapterfacilitateauthentic
collaborationbetweenstudentdesignteamsandindustry.
The next chapter is “Simulated Internships in Schools: Engaging Learners
withtheWorldofWorktoPromoteCollaborativeCreativity”byLouisMajorfrom
theUniversityofManchester,andAlisonTwinerandRupertWegeriffromtheUniver-
sityofCambridge,UK.Thischapterexaminesthepotentialofschool-basedvirtual
internshipstosupportcollaborativeandcreativelearningandlinkstotheworkplace.
Theseinternshipsinvolvesmallgroupsofschoolstudentsdesigning,modeling,or
buildingalocalsolutiontoaglobalchallengepresentedvirtuallybyengineersfrom
twoleadinginternationaltelecommunicationscompanies.Thechapteroutlineshow
virtualinternshipscansuccessfullylinkschoolsandtheworldofwork.
x Preface
The final chapter in this part is “Bringing the Human Resource Management
ExperiencetotheLectureHallThroughtheDramaticArts”bySinéadMcCotterfrom
theUniversityofYork,UK.HumanResource(HR)Managementstudentsmayhave
verylimitedexperienceoftheorganizationalsettinginwhichHRactivitiestakeplace.
Thischapterdescribesaninnovativepartnershipwherebyaspectsofaperformance
appraisalreviewmeetingaredramatizedinthelecturehall,withtheexpertinputofan
HRmanager.Studentsareabletointeractwithchallengingprofessionalscenariosin
asupportiveenvironmentwheretheycanproposesolutionstothescenario,advised
bybothacademicandprofessionalexperts.Althoughthischapterisplacedinthepart
thataddressesdirectcollaborationwithindustry,itmightequallyhavebeenincluded
inpartfive,“BringingExperiencesfromtheCreativeIndustriesintoTeachingand
Learning”,becauseofitsuseofthedramaticartsinteaching.
PartFour:AgileLearningintheSchoolClassroom
This part of the book looks at how agile methods have been applied in the school
classroom,withtwochaptersthatdescribehowschoolsindifferentcountrieshave
beenimplementingagileapproachesindifferentcontexts.Interestingly,articlesfrom
thesesameschoolswerepublishedinourpreviousvolumeonagileandleanconcepts
forteachingandlearning,butthesechaptersarewrittenwithacombinationofnew
co-authors, alongside Willy Wijnands (eduScrum), and Nicola Cosgrave and Paul
Magnuson(AgileintheAlps).
The first of these chapters is “Experience the ‘Flows’ with eduScrum: About
theWhy,How,andWhatoftheEmpowermentofStudentsandTeachers”byWilly
Wijnands and Kristina Fritsch of eduScrum. As the title suggests, one of the key
issuesaddressedinthechapterisflowexperience,includingteamflow,andhowit
canbefosteredwithintheeduScrumlearningexperience.Various“learningchances”
areoutlinedasexamples.ThemartialartsconceptofSangenisdiscussedasawayof
thinkingabouttheinteractionsbetweenlearningscope,students,andstudentteams.
The chapter concludes by presenting a learning value matrix that aligns a set of
personal competencies to twenty-first-century skills via the activities and learning
productswithintheeduScrumframework.
The second chapter from the school context is “Agile in the Alps: Stories
oftheAgileClassroom,fromTeachingandLearningtoAdministration”byNicola
Cosgrove,TomCosgrove,PaulMagnuson,andSarahGrahamoftheLeysinAmer-
icanSchoolinSwitzerland.Thechapterreflectsonarangeofagilepracticesthathave
beenadaptedtosuittheneedsofthestudentsandtheschool.Theauthorsdescribe
the challenges of applying new concepts such as “slack” in teaching and learning
andaligningsocialandemotionalcompetenciestoanagilemindset.Inadditionto
applyingagileideasintheclassroom,thesepracticeshavetransferredtootheraspects
oftheschoolsuchasresidentiallife,administrativework,andstaffrecruitment.The
chapterbeginswithstoriesfromtheclassroomandconcludeswithsomeexamples
fromtheadministrativesideoftheschool.
