This blog post by Dr Chloe Billing summarises 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.
The research, funded by the Productivity Institute’s “Investment in Places” initiative, examines WIL initiatives at four key institutions in the Midlands.
Context and Methodology
The UK faces a pressing productivity challenge, with its productivity gap widening compared to leading economies like Germany and the United States. Within this context, the UK has faced 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.
The study focuses on ‘Work Integrated Learning’ programmes in the Midlands’ space cluster (this spans the ITL1 regions of the East Midlands and West Midlands) as a case study, examining how closer collaboration between academia and industry through WIL programmes can impact workforce capabilities and sector performance. The research investigates whether WIL approaches in the space sector, defined as an educational approach that combines academic studies with practical work experience in a relevant professional setting, can contribute to developing a more skilled workforce, fostering innovation, and improving the translation of research into commercial success. By exploring these relationships, the study aims to shed light on how WIL might serve as a mechanism for addressing productivity challenges in high-tech industries, particularly in the context of regional economic development.
This research employed a qualitative approach centred on in-depth interviews conducted with representatives from four key university institutions within the Midlands space cluster. The institutions included the University of Birmingham, the University of Warwick, the University of Nottingham (specifically the Nottingham Geospatial Institute), and the University of Leicester. These universities were selected for their significant contributions to space-related education and research in the region. Semi-structured interviews were conducted with senior academics and programme leaders from each institution, allowing for a comprehensive exploration of their space education programmes, industry collaborations, and work-integrated learning approaches. The interviews focused on gathering detailed information about curriculum design, student experiences, industry partnerships, and perceived impacts on skills development and regional talent retention.
Key Findings
The case studies presented in the report showcase a range of innovative space education and industry collaboration initiatives, particularly in the Midlands region. The MSc Space Engineering Programme at the University of Birmingham 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 engineering education. Finally, 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. This aligns with research emphasising the importance of collaboration between educational institutions and employers in providing students with valuable work experience (O Regan and Bhattacharya, 2023). 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. This success resonates with findings that “experience seekers” and “early movers” who harness the dynamic of learning through work see experience accounting for a significant portion of their lifetime earnings (Madgavkar, 2022). 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.
A common thread running through these programmes is the crucial role of individual leadership in their inception, development, and ongoing success. The MSc Space Engineering Programme at the University of Birmingham, launched in 2023, reflects the foresight of its academic leader who recognised the need for specialised space engineering education aligned with industry needs. The Warwick University (WUSAT) programme, running since 2006, 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, with the recent development of Space Park Leicester further demonstrating how visionary leadership can create physical spaces that catalyse industry-academia collaboration. 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 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. These approaches align with recommendations for deep consultation with a broad range of stakeholders to ensure educational provision matches local needs (Walker, 2021).
Key Recommendations for enhancing the effectiveness of WIL in the space sector
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. Institutions should integrate soft skills development into their curricula through group projects, presentations, internships, and industry collaborations.
- We also recommend 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, recommendations include providing sustained funding and support for regional development initiatives such as Space Park Leicester and the Midlands Space Cluster Initiative, supporting international collaborations in space education, and developing national frameworks to streamline space education efforts across the UK. This funding should come from a variety of sources to ensure sustainability and diverse support. Potential funding avenues could include government agencies like the UK Space Agency and relevant departments, research councils such as UKRI, regional cluster funds, and industry partnerships. By diversifying funding sources, the sector can build a more resilient financial base and create a network of stakeholders invested in the success of these initiatives. Policymakers should work to facilitate access to these various funding streams and create frameworks that encourage multi-stakeholder investment in the UK’s space education and industry development.
Future Research and Broader Perspectives
While this study 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. This expanded focus could provide a more comprehensive understanding of the skills pipeline feeding into the space industry.
Furthermore, recent developments underscore the importance of digital skills across various sectors, including space. A report published by Skills England (Skills England report: driving growth and widening opportunities – GOV.UK, 2023) highlights the crucial role of digital skills in driving growth and widening opportunities. This aligns closely with the needs of the space sector, where software development, data analysis, and digital systems management are increasingly vital. 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 Work Integrated Learning (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.
Find out more about the project.
This blog was written by Dr Chloe Billing, Research Fellow, City-REDI.
Disclaimer:
The views expressed in this analysis post are those of the author and not necessarily those of City-REDI or the University of Birmingham.