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Productive passions and everyday pedagogies: exploring the industry-ready agenda in higher education

Productive passions and everyday pedagogies: exploring the industry-ready agenda in higher education
Productive passions and everyday pedagogies: exploring the industry-ready agenda in higher education
This article addresses the increasing emphasis placed on industry collaboration and dialogue for underpinning student employability. Drawing on research with higher education students on digital games development courses, this article examines students' accounts of preparing themselves as industry-ready in terms of industry needs. On an industry-focused Games Design course, students highlighted their appreciation and engagement with industry needs and what is required on their part to enhance their employment prospects. Criticism in this context was focused on making better games. Students on a theory and practice mix course, in contrast, drew on theory to offer critical accounts focused on industry norms and production practices. To explore these different critical engagements and how they sit in relation to students becoming industry-ready, this article draws on everyday pedagogies to highlight students' revealing reflections on the industry-ready agenda in higher education
digital gaming, employability, everyday pedagogies, higher education, industry-ready, operationalization
2040-0896
41-56
Ashton, Daniel
b267eae4-7bdb-4fe3-9267-5ebad36e86f7
Ashton, Daniel
b267eae4-7bdb-4fe3-9267-5ebad36e86f7

Ashton, Daniel (2010) Productive passions and everyday pedagogies: exploring the industry-ready agenda in higher education. Art, Design & Communication in Higher Education, 9 (1), 41-56. (doi:10.1386/adch.9.1.41_1).

Record type: Article

Abstract

This article addresses the increasing emphasis placed on industry collaboration and dialogue for underpinning student employability. Drawing on research with higher education students on digital games development courses, this article examines students' accounts of preparing themselves as industry-ready in terms of industry needs. On an industry-focused Games Design course, students highlighted their appreciation and engagement with industry needs and what is required on their part to enhance their employment prospects. Criticism in this context was focused on making better games. Students on a theory and practice mix course, in contrast, drew on theory to offer critical accounts focused on industry norms and production practices. To explore these different critical engagements and how they sit in relation to students becoming industry-ready, this article draws on everyday pedagogies to highlight students' revealing reflections on the industry-ready agenda in higher education

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More information

Published date: October 2010
Keywords: digital gaming, employability, everyday pedagogies, higher education, industry-ready, operationalization
Organisations: Winchester School of Art

Identifiers

Local EPrints ID: 382754
URI: https://eprints.soton.ac.uk/id/eprint/382754
ISSN: 2040-0896
PURE UUID: 0b1c2c70-0cc8-4969-aa6a-9be0365790c9
ORCID for Daniel Ashton: ORCID iD orcid.org/0000-0002-3120-1783

Catalogue record

Date deposited: 12 Oct 2015 08:29
Last modified: 06 Jun 2018 12:21

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