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This article presents the summary and main recommendations for companies, local partnerships and networks, primary schools, education authorities and initial teacher education institutions, of the RSA project “Industry Matters”.

This paper explores how education and training systems can support a digitally-enabled workforce for the Australian manufacturing sector.

The study is based on interviews with 17 sector-level manufacturing stakeholders from industry, government and education/training organisations. Semi-structured interviews were conducted to gain an in-depth understanding of how education and training systems currently support a digitally-enabled manufacturing workforce as well as opportunities for alternative configurations or developments.

Analysis revealed three themes reflecting core dimensions of a supportive education and training system: partnerships, pedagogy and prospects. Cooperative, integrated and sustained partnerships are needed between vocational education and training (VET) institutions, universities, government, industry, high schools and private training providers. Pedagogy emphasises the vital importance of infusing curriculum with digital and technology skills and capabilities, alongside innovative and experiential delivery modes including simulated environments, online learning, on-the-job training, flexible delivery and micro-credentials. Prospects reflects the need for forward-looking assessment and planning to respond to industry trends and develop associated qualifications, skills and investments required to meet future industry needs.

With growing demand for digitally-enabled skills to support manufacturing, an industry which is acknowledged as critical for economic prosperity and national sovereignty, the findings contribute novel insights into current limitations and future opportunities to bridge the gap between skills shortages in the manufacturing industry, and education and training systems that deliver graduate readiness and a digitally-enabled workforce.

The purpose of this paper is to address the interface between design education and business start‐up in the designer fashion industry (DFI) and provide a new framework for reflecting on ways to improve design education and graduates’ business start‐up preparedness.

This interpretive study employed semi‐structured interviews to collect nascent fashion designers’ enterprise development narratives and tertiary educators’ views on how they prepare designers for the challenges of the DFI.

While design and production skills studied in design education are valuable, it was found that work placements are particularly important resources for aspiring fashion business owners because they provide “education in enterprise” and the sort of social capital required for business success. The research produced a framework for reflecting on and refining the fit between design education and the practice of enterprise development in the DFI that incorporates considerations of the creativity‐business tension and designer's enterprise orientations.

The findings suggest there is a need to create more intersections between fashion design and entrepreneurship education and to incorporate more education for and in enterprise. They also suggest there is value in encouraging students to select design education that fits their enterprise orientation and any skill deficits associated with this orientation.

The paper makes a valuable contribution to both the higher education and entrepreneurship literatures by presenting an original model for conceptualising the way design education can interface with business start‐up to develop industry‐appropriate social capital and sound business practices.

The primary purpose is to investigate the relationship between hospitality education and the industry of Cyprus as it relates to students' internship practices. The mismatch between the educational experience delivered to hospitality students and the “real world” practice they experience is investigated.

Methodological triangulation was utilized in order to investigate the unique characteristics of all three primary hospitality stakeholders; the students, the educators and the hospitality professionals. Quantitative survey and qualitative semi‐structured interview data were utilized to provide conceptual clarity of the discrepancies between hospitality education and the industry.

Analysis of both quantitative and qualitative data produced a five‐element model and revealed a number of respective gaps on the issues affecting the hospitality industry‐education relationship in Cyprus.

The article proposes the development of a model which measures the relationship, gaps or commonalities, between the hospitality industry and education. Such a model is of value and will find a multitude of uses for all stakeholders involved.

The librarian and researcher have to be able to uncover specific articles in their areas of interest. This Bibliography is designed to help. Volume IV, like Volume III, contains features to help the reader to retrieve relevant literature from MCB University Press' considerable output. Each entry within has been indexed according to author(s) and the Fifth Edition of the SCIMP/SCAMP Thesaurus. The latter thus provides a full subject index to facilitate rapid retrieval. Each article or book is assigned its own unique number and this is used in both the subject and author index. This Volume indexes 29 journals indicating the depth, coverage and expansion of MCB's portfolio.

The purpose of this study is to explore the benefits and barriers for learning in industrial PhD education through the perspectives of industrial PhD students. A work-integrated learning (WIL) approach is applied to highlight key issues that university and industry need to consider promoting mutual learning.

The empirical context is a Swedish university profiling WIL offering PhD programs in three disciplines for industrial PhD students from both the private and public sectors. Data was gathered using qualitative methods; 19 semistructured interviews with industrial PhD students.

Findings show that industrial PhD students are developing practical and transferable skills, hence, contributing to research of interest for academia and work–life. Identified benefits for learning include proximity and access to data, project and networks and contextual understanding and tacit knowledge. Barriers for learning are the perceived limited understanding of employers, the dilemma of balancing and switching between different roles, lack of belonging and identity, deficient collaboration agreements and ethical dilemmas.

Contributes insights into an industrial PhD education transforming along with societal needs promoting a future workforce of researchers with skills, new work practices and learning capabilities applicable in the work–life of contemporary society.

This study contributes to the emerging field of studies of alternative doctoral educations by identifying benefits and barriers for learning and providing recommendations for how university and industry may promote learning in a resilient industrial PhD education collaboration.

Where better than Bristol to consider education for a prosperous industrial future. I am using the word industrial in the same sense as it is used in the concept of Industry Year, to sum up all those practical, productive and commercial endeavours which serve people's needs and generate the wealth that supports a caring society. Industry Year has focused our attention on the importance of wealth‐creation. Although it has its detractors, the theme has generally been taken up with enthusiasm by educationists. Interestingly, some clearly believe that the campaign is one designed for education alone, and not addressed to the whole “anti‐industrial culture” in society at large.

This paper seeks to redress the lack of academic attention being given to the relationship between academia and industry in the competitive environment of international higher education‐related service delivery and use. It adopts a relational marketing approach to value creation in service interactions and explore the expectations and perceptions of employers and university academics and practitioners. The research focuses on a comprehensive mapping of gaps in the international higher education service at large, and specifically in the context of degree programme development, recruiting international students and associated service interactions with industry. It highlights some of the issues pertaining to service quality, customer orientation and sustainability in international higher education and associated service delivery.

This paper is an exploratory case study set in the context of Finnish higher education. It relies on qualitative research methods and applies the GAP model for the analysis of the empirical data.

Five gaps and a surplus gap are identified in the delivery of high‐quality customer service in the context of university‐industry interactions in international higher education. To close the gaps between academia and industry, the relationship marketing approach is proposed.

The paper contributes to the research stream on university‐industry relationships. The results should help to enhance understanding of customer service delivery in the linkage between academia and industry. The novelty of the paper lies in the integration of the language and logic associated with customer‐oriented service delivery into the operational context of higher education service interaction between academia and industry.

The purpose of this paper is to establish the extent to which Porter’s five competitive forces (PFCF) framework, among other factors drive the choice of response strategies adopted by public universities in Kenya.

The study design was descriptive and utilized a cross-sectional survey of all the public universities in Kenya by administering a structured questionnaire to the top management team. Additional primary data were collected through observations and interviews. Secondary data were also collected in order to corroborate the data collected from the primary sources.

PFCF framework influenced the choice of response strategies adopted by the public universities “to a great extent”, the most influence being the threat from new entrants. The influence of the choice of response strategies by PFCF framework was independent of the age and category of the universities. Pressure from stakeholders, changes in government policies and regulations, reforms in higher education, unethical response strategies by some universities and university location also influenced the choice of response strategies.

The study collected data from the top management team only; however, other stakeholders could have given additional information not reported here. Further, the research only considered public universities and not all higher education institutions (HEIs) in Kenya, and was cross-sectional, hence generalization and application of the results over a long time, respectively, may be limited.

The value of this study lies in HEIs achieving a competitive advantage and shaping strategic policy direction in the face of changing environment and global commodification of higher education.

Current public universities in Kenya have adopted a business-like approach in their operations in view of changing environment and have adopted coping strategies. Therefore, understanding the factors that influence the choice of response strategies is important for improvement of quality, efficiency and effectiveness as well as in policy formulation and serve as a guide to strategic management.

The purpose of this study is to identify the uses of Industry 4.0 technologies in the area of education and how they contribute to learning in addition to highlighting at what educational level they are used.

A systematic literature review was carried out in the Scopus (Elsevier), Web of Science and ScienceDirect (Elsevier) databases, starting in 2011. In total, 51 articles were selected for a quantitative analysis, and 23 of them were read to answer the questions of the research from a qualitative analysis.

The results show a greater use of augmented reality, simulation, Internet of Things and virtual reality. The level of education at which they are most present is higher education. They collaborate to increase immersion in content, student engagement, interpersonal interaction, reduce costs and risks, simulate real work scenarios, expand study possibilities, without limited time and space, develop soft skills and learn about technologies, their uses and modes of operation. It is concluded that the technologies of Industry 4.0 support the entire learning process, but they are not used as much as they should. They are still largely restricted to universities and courses related to manufacturing. It is hoped that this work can contribute to the development of Education 4.0 at all stages of teaching.

Reviews have already been carried out on the use of technologies in teaching. The originality of this work is in the fact that it focuses on Industry 4.0 technologies in the Education 4.0 scenario.