The role of educational research in reforming education has become increasingly important in the political arena. However, this research is not only limited to academia. University and industry are largely independently pursuing high quality research. Increasingly, collaboration between the two sectors are commended, encouraged, and measured. Successful cooperation between industry and universities brings substantial benefits to organizations, their staff, to higher education institutions, academics, students, and to society as a whole.

The heart of the proposal focuses on industry and academic collaboration in an international project on Innovative Learning Environments and Teacher Change. Funded by the Australian Research Council and industry partners in four countries (Australia, New Zealand, Sweden and the United States), the four-year collaborative project, led by researchers at the University of Melbourne, investigates how teachers enable learning most effectively in innovative learning environments to accommodate the learning approaches of the 21^st century student.

Cleveland, Leonard and Horton draw on empirical research over the past decade to develop a framework for effective collaboration between educational leaders and design professionals in the development of new educational facilities. Their paper draws on the literature (e.g. Gislason, 2010; Dovey & Fisher, 2014; Woolner et. al, 2014; Cleveland & Kvan, 2015; Cleveland et. al, 2015; and Fisher, 2016) to identify aspects of the ‘the messy business of collaborative translational design’ that educational leaders and design professionals are required to ‘sort out’ in the process of designing, delivering and inhabiting new learning environments to positive effect.

Campbell and Mahat discuss the educational and pedagogical aspirations at individual, institutional and national levels and the use of Activity Based Acoustic Design Approach to facilitate learning activities in the classrooms. Drawing on three case studies in Germany, Netherlands and Spain, they offer exemplary practices which incorporate acoustic conditions that enable effective teaching and learning. The paper makes a contribution to the theory, policy and practice of acoustics in the classroom. It provides empirical evidence that a considered approach to acoustic design, which is aligned to the educational aspirations of the school, can lead to a sustainable learning environment for teachers and students.

 Fisher, Kim, Newton, and Strickland-McGee draw on research and industry innovations undertaken over the past two decades to question the traditional role of the desk and chair (OWP/P Architects, VS Furniture, & Bruce Mau Design, 2010). They suggest that lessons can be learnt from the way offices are reconfiguring their spatial layouts to encourage new conversations across disciplines boundaries. However, organisational change within schools is difficult and requires leadership, professional development and consultation as well as time and space for educators to plan and respond to new opportunities for learning in a digitally rich world.

Imms, Steigler-Peters and Smith explore the significant role corporate industries can play in the development of new knowledge in education.  In addressing the issue of teachers’ supposed poor spatial competency, this paper uses one industry/academic partnership strategy under development - the ‘My Learning Spaces’ tool, to illustrate not only how such spatial illiteracy can be addressed, but also the way that large communication entities such as Telstra Australia can assist in the collection and use of quality data by classroom practitioners.

The papers in this symposium showcase industry and university collaboration across Australasia, Europe and the United States in high quality research and practice in the use of innovative learning environments. In particular, the papers provide exemplary practices on how greater industry and academic research collaboration can build increased knowledge and product development capacity. This in turn has an impact on how this knowledge influence practice and policy.

Cleveland, B., & Kvan, T. (2015). Designing learning spaces for interprofessional education in the anatomical sciences. Anatomical Sciences Education, 8(4), 371-380. Cleveland, B., Leonard, R., & Tweedie, D. (2015). Dandenong High School: The architecture of regeneration. Architecture Australia (1), 66-69. Dovey, K., & Fisher, K. (2014). Designing for adaptation: The school as socio-spatial assemblage. Journal of Architecture, 19(1), 43-63. Fisher, K. (Ed.) (2016). The translational design of schools. An evidence-based approach to aligning pedagogy and learning environments. Rotterdam, The Netherlands: Sense Publishers. Gislason, N. (2010). Architectural design and the learning environment: A framework for school design research. Learning Environments Research, 13(2), 127–145. Monahan, T. (2005). Globalization, technological change, and public education. New York, NY: Routledge. OWP/P Architects, VS Furniture, & Bruce Mau Design. (2010). The third teacher: 79 ways you can use design to transform teaching & learning. New York, NY: Abrams. Woolner, P., J. Clark, K. Laing, U. Thomas, & Tiplady, L. (2014). A school tries to change: How leaders and teachers understand changes to space and practices in a UK secondary school. Improving Schools 17 (2): 148–162.