Abstract:

This oral presentation discusses a cross‑institutional initiative examining how professionals from banking, marketing, and the military transition into academic careers. Whilst drawing on their individual sector‑based expertise, further collaborations were designed to enhance student outcomes. Emerging from a strategic objective to strengthen employability, belonging, and real‑world relevance across programmes, this case study draws on student evaluation data, curriculum design outputs, and reflective accounts to understand the value different practitioner‑academics bring and how institutions can better integrate them into teaching, learning, and enhancing student outcomes.

The work highlights curriculum innovation, authentic learning, workplace‑connected teaching, and inclusive educational practice. These areas reflect ongoing conversations across higher education about what students need to thrive in an evolving global environment. The presentation shows how practitioner skills and values shape learning design and demonstrates how programmes benefit from approaches grounded in lived experience, sector‑specific expertise, and cross‑professional collaboration. The outcomes support broader goals around quality enhancement, participation, and meaningful preparation for future workplaces.

The session will be relevant to academics, programme leaders, educational developers, careers teams, employability specialists, and professional staff involved in curriculum development or industry engagement. For colleagues focused on widening participation, the session offers insights into how practitioner‑led teaching may support mature, international, and first‑generation students through professional journeys.

Attendees will gain evidence‑based insights into the strengths each profession contributes: bankers bring analytical depth, regulatory understanding, and risk awareness; marketers contribute creativity, communication strategy, and digital fluency; military professionals bring operational discipline, resilience, and cross‑authority leadership. Shared traits, including calmness under pressure, pragmatism, and strong work ethic, consistently support student outcomes. Evidence from redesigned assessments, employer‑engaged projects, and student feedback demonstrates how these attributes contribute to authentic learning, improved confidence, and stronger employability outcomes.

The presentation also considers the challenges of integrating practitioner‑academics into environments shaped by traditional academic pathways. Differences around pace, expectations, or pedagogic emphasis can create tensions, yet these moments become opportunities for institutional learning when approached through team‑teaching, co‑creation, and reflective dialogue. These practices strengthen coherence across the student journey and encourage innovation in programme delivery.

Key takeaways for delegates include:
- strategies for embedding practitioner expertise into programme and curriculum design;
- practical steps to integrate authentic assessment and employer‑connected learning from the outset;
- approaches to fostering collaboration across academic and professional roles;
- ways to connect curriculum development with workplace insight and cross‑sector professional experience;

Delegates will leave with tools to enhance employability, belonging, and educational excellence being able to design approaches that support student success.

Keywords:

Practitioner‑academics, Employability, Curriculum design, Industry engagement, Cross‑sector collaboration.