Reimagining Higher Education Delivery Models within the Open University for Employer-Facing Engineering Education in the Digital Era (Phase 1 only)

• Project leader(s): Sarel MaraisGareth NeighbourRuss Lewis
• Theme: Other
• Faculty: STEM
• Status: Current
• Dates: June 2025 to July 2026

How do rapid changes in the workplace challenge traditional pedagogy models in Higher Education (HE)? Does the current structure of higher education delivery remain relevant and responsive in the context of ongoing changes in the world of work? Are employer perspectives considered by tutors in delivery? Is the current model of tuition delivery holding back our students? These are just a few questions when considering the nuanced relationship between the learner, the employer and the tutor. The rapid advancement within the workplace especially with the advancement of newly arrived Industry 5.0 within STEM, the digital era as well as the recent advancements in Generative AI is reshaping traditional higher education (HE) models, necessitating more flexible, skills-based, and industry-aligned learning pathways. As the workplace’s transformation introduces advanced techniques and tools—displacing some roles while generating new ones—HE institutions from tutors to vice-chancellors must evaluate whether their current delivery and assessment models are sufficiently agile (i.e. can change quickly) and flexible (i.e. the ability to meet diverse needs and challenges) to adapt to these shifts, while maintaining expected levels of academic rigour. Ultimately this will foster learner engagement and progression by demonstrating relevance to the learner’s aspirations.

This project asks the research question:

What is the current understanding of employer-facing education within the literature and to what extent is this captured in the current tuition model and the practice of tutors or is there a latent need to develop our understanding?

This question is increasing in prominence recognising the transformations of the digital era with AI as the vanguard of new tools. It is evidently latent currently. Digital tools and AI will not eliminate the need for education but will reshape pedagogy to better prepare students for the workplace. This project will examine the evolving skills landscape. It will start to explore alternative HE delivery and assessment models that align with employer needs, technological advancements, and digital era skill requirements.

Work to date has resulted in two papers that define employer-facing education:

• Neighbour, G. B., Marais, S and Lewis, R. (2025).  Employer-Facing Education – What Does It Mean to You? The 14th eSTEeM Annual Conference 2025: Innovations in Impact, 30th Apr – 1st May 2025, The Open University (Poster, Pg 93, Abstract pp 75-76).

• Neighbour, G. B., Marais, S. and Lewis, R. (2025).  Employing-Facing Education – What Does It Mean to You?  Horizons in STEM HE Conference: Making connections, innovating and sharing pedagogy - UK National Higher Education STEM Conference. 25th and 26th June 2025. Aston University (Poster).

Given the complexity of this topic, the scholarship is structured into two phases. This proposal focuses on the first phase, which will analyse existing literature, the Open University (OU) delivery models and assess shifts in STEM workforce skill demands via structured interviews. Based on this analysis, the scholarship may identify alternative approaches for tutor practice and future exploration (such as hybrid learning models, micro-credentials, and competency-based education).

The first phase is through the lens of employers and module teams. Depending on the findings from this initial empirical phase, it may serve as the foundation for a potential second phase—submitted as a separate future bid—focused on implementation or further refinement of these approaches.