Work-Integrated Learning in the Midlands Space Cluster: bridging academia and industry

By Dr Chloe Billing, Research Fellow, City-REDI

Dr Chloe Billing shares her insights from her research into Work-Integrated Learning (WIL) models in the Midlands space cluster and their role in addressing skills challenges and enhancing productivity in the UK space sector.

Funded by The Productivity Institute’s “Investment in Places” initiative, this research explores WIL initiatives across four leading institutions in the Midlands. By examining how these programmes blend academic study with hands-on industry experience, we’re uncovering valuable ways to strengthen the talent pipeline and drive growth in one of the UK’s most promising high-tech sectors.

Setting the scene: productivity and skills in the space sector

The UK faces a pressing productivity challenge, with significant challenges in its skills policies, characterised by underinvestment and coordination gaps. These issues directly contribute to persistent skills shortages, which in turn severely hamper productivity growth.

The space industry, a high-tech, high-value sector with significant growth potential, offers a unique lens through which to examine this skills-productivity nexus. In this sector, the presence or absence of specialised skills can dramatically impact technological advancements, operational efficiency, and overall economic output, making it an ideal case study for productivity enhancement strategies rooted in skills development.

Closer collaboration between academia and industry through WIL programmes can enhance workforce skills, drive innovation, and boost the commercial impact of research.  In this way, WIL might serve as a mechanism for addressing productivity challenges in high-tech industries, particularly in the context of regional economic development.

Spotlight on the Midlands: leading universities driving WIL

The case studies examined showcase a range of innovative space education and industry collaboration initiatives.

• University of Birmingham’s MSc in Space Engineering demonstrates a focused postgraduate initiative designed to address specific industry needs
• The Warwick University Satellite Team (WUSAT) programme illustrates a long-running, hands-on undergraduate project that closely simulates real-world space industry practices
• The Nottingham Geospatial Institute (NGI) at the University of Nottingham exemplifies a cross-disciplinary approach to integrating space technologies into broader
• The University of Leicester’s space education programmes showcase a comprehensive ecosystem of space-related courses and initiatives, including the innovative Space Park Leicester, which fosters direct industry collaboration on a significant scale.

The four Midlands institutions collectively showcase the significant potential of WIL in developing industry-ready graduates, fostering innovation, and strengthening the links between academia and industry.

The impact of these programmes on skills development is evident across all case studies, with students gaining practical, industry-relevant experience that complements their theoretical knowledge. This hands-on approach, whether through satellite development projects, industry placements, or cross-disciplinary applications of space technologies, is proving effective in preparing students for the unique challenges of the space sector.

Early indicators for talent retention and productivity are promising, with graduates securing positions within the space sector both regionally and nationally. The long-term impact of Leicester’s established programmes and the emerging influence of newer initiatives at Birmingham suggest a positive trajectory for talent retention in the Midlands space cluster.

The crucial role of academic leadership

These case studies highlight how individual leaders within academic institutions, often working in close collaboration with industry partners and policymakers, have been instrumental in identifying opportunities, securing resources, and driving the development of innovative space education initiatives.

The MSc Space Engineering Programme at the University of Birmingham reflects the foresight of its academic leader who recognised the need for specialised space engineering education aligned with industry needs. Similarly, the Warwick University (WUSAT) programme stands as a testament to the long-term commitment and vision of its leadership, persevering for nearly two decades.

The Nottingham Geospatial Institute (NGI) at the University of Nottingham exemplifies how strong leadership can create a cross-cutting research group that integrates space-related technologies across multiple engineering disciplines. Finally, the University of Leicester’s space education programmes showcase how sustained leadership over decades can build a comprehensive ecosystem of space education.

Best practices for higher education-industry collaboration

The research has also identified several other best practices for HE-industry collaboration.  These include the development of physical hubs like Space Park Leicester, the use of Industrial Advisory Boards, long-term project structures, and extensive networks of industrial partners.

The flexibility and diversity of these approaches highlight the importance of tailoring collaboration models to specific institutional strengths and local contexts.

Recommendations for WIL’s future in space education

Based on our study, we have developed a set of key recommendations to provide a roadmap for enhancing the effectiveness of WIL in the space sector. These include:

• Adopting a mixed approach to space education that integrates both specialised and interdisciplinary programmes, catering to the diverse needs of the sector.
• Providing hands-on experience with state-of-the-art facilities and equipment is important, as it familiarises students with the tools and technologies they’ll encounter in their future careers. Resource sharing across institutions may enable this
• Emphasis on developing soft skills is essential for producing well-rounded professionals. While technical expertise is crucial in the space sector, the ability to communicate effectively, work in diverse teams, manage projects, and think critically are equally important.
• Developing diverse postgraduate offerings that cater to various aspects of the space sector, allowing for specialisation and advanced study in emerging areas.
• Creating collaborative spaces that foster innovation and industry engagement can significantly enhance the learning experience and promote cross-pollination of ideas. To ensure continuity and professional development, implementing robust knowledge transfer mechanisms is essential.
• Engaging with the broader community through outreach programmes and public events can extend the impact of space education beyond the classroom, inspiring the next generation of space professionals.
• Developing flexible partnership models with industry can create a more dynamic and responsive educational ecosystem.

For policymakers, supporting these recommendations means securing diverse funding streams, fostering regional initiatives, and developing a national framework for space education.

Future research and broader perspectives

While this research has focused on university-level education in the Midlands space cluster, future research should broaden its scope to encompass the entire educational ecosystem supporting the space sector.

A key area for further investigation is the role of Further Education (FE) institutions, non-degree routes, and degree apprenticeships in addressing the sector’s skills needs. These alternative pathways may offer unique advantages in terms of flexibility, industry alignment, and addressing specific skills gaps, and thus warrant in-depth study alongside university programmes.

Furthermore, recent developments underscore the importance of digital skills across various sectors, including space. A report published by Skills England highlights the crucial role of digital skills in driving growth and widening opportunities. Future research should explore how space education programmes are integrating these critical digital skills into their curricula and how this integration impacts graduates’ readiness for the evolving demands of the space industry.

Additionally, further investigation is needed into how WIL can specifically address the unique risks and safety concerns of the space sector. This research should aim to ensure that graduates are not only technically proficient but also well-versed in critical risk management aspects of space operations, including launch safety, satellite infrastructure costs, and the challenges posed by harsh space environments.

By expanding the scope of research to include these broader perspectives, we can gain a more comprehensive understanding of the entire space education ecosystem. This holistic approach will be crucial in developing strategies to address skills gaps, enhance industry readiness, and ultimately drive innovation and growth in the UK space sector.

To find out more, read the full research paper: Enhancing Productivity: Work-Integrated Learning in the Midlands Space Cluster, by Dr Chloe Billing.