This can be done by making academician to explore various industry environment such that the experience what they gain from the same can be communicated to the students. Because pure academician cannot make student as professional, whereas industrial cum academician can do so. 

various universities are requesting academic people to work in industry for some time to understand what industry require from academic (from students) through industry institution partnership. such things will work for sure.

Kayaroganam:

Industrialists and industry can help academia to keep the curriculum relevant to changes in industry so that graduates can be readily absorbed into industry. They can also help to let the Universities know how many graduates they need in a particular area so that graduates would find jobs that are available and not saturated.

Best regards,

Debra

There are many changes occuring in the industrial world today. Thiis is due to technology applied in the industries to meet the high demands needed everyday by our growing population. Academics must as well be involved to can include some of theses critical changes in the curriculum. 

Dear Sir,

The collaboration between the industry and the faculty in curriculum development at university level may be a very complex issue in my opinion. Ideally, we would like to see university programmes able to keep up with the fast changing needs of the industry. But in actual reality, this may be a challenge at university level as the faculty may face challenges related to funding and specialized knowledge employed by the industry. 

Besides, the objectives of education in university may also differ from those of the industry. For example, at the university, education may mean to provide students with the right values and attitude for work and also as an individual beside providing the fundamental knowledge in the respective specialization. Thus, the combination of general and professional education in university programmes.

But the concerns of the industry may be to address the current need and can be quite different from the educational objectives of the school. 

Thus, I think at undergraduate level, collaboration in curriculum development may be limited. But it is always good to provide internship programmes that allow students to be aware and exposed to the current development in the industry. 

But collaborations with industry may provide more possibilities in developing the curriculum for post-graduate studies. As post-graduates are already moving into more specialized training, the collaboration with industry may provide access to the available technology that the university may not have and the university may provide the expertise in research to help address the needs of industry through research and development. 

The above is just my humble opinion.

Best Regards,

Leon

Dear Sir,

We have a large alumni group at our university. We can drawn on the members interested to be involved in curriculum design. Secondly, we deliver a unit in second and third year called Work Integrated Learning which enables undergraduate students to be placed in industry for 6-8 weeks to undertake industry focused projects . The students are supervised by an industry supervisor and an academic who visits the student on a regular basis. The supervisors are involved in developing the Work Integrated Learning Curriculum and assessment. Thirdly, we have lecturers that are not academics in a traditional sense  but have come from industry to teach at university and are called Professors or Practice. These people are also involved in course and curriculum design. Finally, a range of professional bodies are now accrediting the courses that are delivered at university. In order to be accredited, the courses need to meet the standards as set down by the industry body such as in Accounting, Finance, Information Management and so on.

These type of activities have been important in breaking down the barriers between university and industry.

Best regards

Silvia

Dear sir

In our university, we are every year conducting industry-academia meet. This may brought and bridging industrial expert and academia peoples together.

One of the impediments to this process and consequent benefit remains attributed to the lack of interest in such subjects by the experts from industry, and in their absence such answers, and domains analysis remain biased. The proof of pudding is in the posts here above, and none of them is supported by experts from industry, though there is one from design lab.

The competence emanates from their Education, Skill and Experience, which forms the total competence (except the orientation to support teaching and learning (pedagogy) knowledge. Do the industrial professionals have the former set, and or the latter. I mean that the experts from industry are experts and not Jacks (holistic) which teachers have to be.

To say this, I base upon our experience of curriculum development exercise for P.G programme in engineering, where 50% of participants were only undergrads (from field). 20% non engineers, 15 % from Research & only one graduate (with P.G.qualification) engineer (out of 12) had supported the process. 3 participants were teachers (only one from core area, others from allied). The result - a recipe which remained a mix veg driven from various seasons, not any further worthy of applying any seasoning - as no good outcomes were to be expected. 

Silvia is right that members are to be drawn from the industrial professionals who are interested to be involved in curriculum design, and have cared to venture a thinking at the holistic level, rather than being reactive to respond the points in discussion in their own way. As Wei also notes "collaboration between the industry and the faculty in curriculum development at university level [is] a very complex issue".

The help of industry is however not a neglectable option as industry is first to deploy manufacturing (and applied) technology in their industries so as to meet the high demands of competitiveness and quality, as advices Phetla. They are there to make money, and thus have investible resources to buy and try. The academia must follow suit, and can find their mentors visibly at the industry.

1. Add an industry professional to your curriculum committee. 2. Develop an adversary board for the college/department that meets quarterly or biannually to discuss planned curriculum changes, employer needs, student strengths and areas for improvement, opportunities for collaboration, etc.

@Buffie

The "adversary board for the college/department that meets quarterly or biannually to discuss planned curriculum changes, employer needs, student strengths and areas for improvement, opportunities for collaboration, etc" are present everywhere to RESIST any Change for the better. Given as Mareeswaran said " No industry will select an academic person for any role, because they feel that an academicians are lazy persons, and they never select highly qualified candidates also." The biases are too many?

They may even negate the contribution from industry professional to your curriculum committee as Wei suggested " the industry [ professional ] may [contribute] to address the current need and ... the educational objectives of the school.[which though can be quite different from the current need ] "  

In short, I believe that corporations and industry leaders need to seek out the educational institutions in their surrounding areas and try to incorporate their needs and vision with the local schools, especially high schools and community colleges. If they can provide monies through grants and scholarships for the schools and  students, then they can impact the curriculum and they can recruit from the graduating classes those students that have the qualifications and skills that can make those business enterprises more productive.  Thank you for reading my remarks!

@ Andres well said :"I believe that corporations and industry leaders need to seek out the educational institutions in their surrounding areas and try to incorporate their needs and vision with the local schools," If that is done, the problem is solved. Earlier I had remarked in my post.. 

One of the impediments to this process and consequent benefit remains attributed to the lack of interest in such subjects by the experts from industry, and in their absence such answers, and domains analysis remain biased". we still have no (more) contribution to this thread from industry.

There are two pockets. and we need them back. It is not current that they now need you ;-(

Interestingly, I was reading a book by Peter Sacks  titled,Tearing Down the Gates: confronting the Class Divide in American Education,   he talks about the local industry giants in Boise, Idaho and how they got involved with the foundation of a Science and Math Center for the high achievers and gifted students from the area. The Mericon company (maker of software chips) donated about 1.2 million dollars and Hewlett Packard donated thousands of dollars worth of scientific equipment. I say, where there is a will, then there is a way. Thank You!

With a theoretical framework such as the collaborative partnership, it may be possible to bring all the stakeholders to plan, develop, implement and evaluate a curriculum. It was used in initial teacher education and found to be a very effective strategy to strengthen meaningful and effective collaboration.

Inculcating a societal concern is necessary, so that the people at large concern for the society. If such a culture is present, the collaborative partnership  of all the stakeholders (to plan, develop, implement and evaluate various issues) for the benefit of society shall be enabled,   

Unfortunately, in a competitive and materialistic scenario, where every one is in a hurry, and the concern for others lacks, societal concern element has veined..

It is essential that both the parties agree on a win-win partnership and exchange views and encourage each other. Industry people can give suggestions regarding the curriculum based on the industry needs. Because they will be busy in their routine work they may not be inclined to visit the institutes and spend time. Hence it is better the institute people meet them whenever they are free and discuss the matter. But industry people may have their own expectations and preferences and they may not show interest in every institute.

One practical approach is to hire a large pool of part-time faculty who work in industry to deliver the curriculum at colleges and universities, so that students are exposed to current industry practice. In that way, they are more work ready up graduation.

Best regards,

Debra

Since the industries employ university and college graduates, industry players are important to informing the design of the curriculum.

If the curriculum is to be relevant, curriculum designers must include an occupational analysis in the process of curriculum design.

As part of the process of conducting an occupational analysis, the industry specialists inform of the knowledge, skills, and attitude that are important to the industry. Educators will then use that information to create the curriculum.

Universities and colleges should also enter into partnerships with industry to provide opportunities for work experience/internships for students.  This provides an opportunity for feedback that informs how well the curriculum is performing.

It is not a easy Process but is possible

Invite many industrialists months in advance, some will certainly respond

There are organizations that work towards industry-academia relations for example in India : ICTACT, (Tamilnadu, Pondicherry) and sevaral other organizations like FICCI..etc.  Have a professional membership in such organizations.

Have the transparency needed to have an industrialist on the board of selection of faculty members

Have some industrialists in the board of management of the college, it always begins small, later the network expands into bigger companies

Have some strong alumni circles that bring in industrial rapport, 

Maintain great relationships with parents who will bring you contacts...

Give the liberty to your faculty members to conduct programmes related to campus to corporate transition...

Have separate funds for industry relations,  and a team who are determined to learn a lot from the industry

Encourage faculty members to do consulting with the industries around taking teaching load away on a specific day...

Have some professional bodies on your campus example, TMI, ISTD, (India) IHRM, HRPA, You will have a place that all corporates need,

Extend your play ground for the corporate activities like annuual sports events and employee competitions

May we go forward with a sense of urgency in building industry-academia relations

Jayaprakash Jala

ASC, VIT, India

91-9600299184

Jayaprakash and others, my view in this regard is that, we must come to terms that it is the sole agent that monitors and evaluates our products- the students we graduate.

The one most important formula in the equation is the role of education, media and communication. The diversification of media and technology and its rapid up-take by people in all walks of life is paving and ushering changes and innovative democracy on a new generation of thinkers. Like communication and development, University and industry are two sides of the same coin, each affecting the other. The development of a country is as good as its communication flows promoting social justice, appropriate change and a dynamic and participatory democracy in development education come hand in hand.

The current available technology and social media tools and systems readily connect to engage with the wider community and create awareness of  issues. And now even though social media apps continue to intrigue us in higher education and we still cannot integrate and participate with Industry for the development of our students through the courses we offer.  Remember, it is sometimes the medium of communication that attracts more than the message so we participate in the discussions like these for forward planning to chance the time honored University didactic and integrate industry concerns in academia.

Please Go To This Link:

https://courses.lumenlearning.com/boundless-ushistory/chapter/the-industrial-revolution/