The consideration of the role of universities in preparing students for the workplace brings attention to the complex nature of WBL in the context of higher education (e.g. Lund et al, 2021; Mason, 2020). The paper will draw on the perspectives from a case study of practically-based higher education in the hospitality sector in England. The case study presents an example of an innovative vocationally-related model of higher education which combines the development of theoretical and practical knowledge and skills in contextually relevant curricula through an action-based learning approach. The unique feature of the model is to enable university students to obtain foundation or honours degrees in hospitality while working in an on-site 4-star country house commercial hotel. A key and distinctive aspect of the case is the embedded practical experience researched through both our contextual desk study (relevant documents and reports) and empirical fieldwork. The empirical research involved interviews with some 37 participants, including individual and group interviews with lecturers (7), students (27) and employers (3), to explore some approaches and good practice which support students’ participation in the cultural contexts of work-places as a way of learning and appreciating the way in which theory is embedded in practical activities. The findings indicate that the development of a practically-based higher education is much more complex than simply bringing together ‘academic’ and ‘practical’ learning. This cross-over between academic studies and practical experiences involves continuous stakeholder collaboration in the process of curriculum development, aiming to foster a deep understanding of student skills and expertise such that they are able to meet unknown challenges in the context of a constantly changing world of work. The study argues, that this requires deep understanding of theory, that is integrated with practical skills on a regular, day to day basis. The paper will also aim to consider wider implications, aspects of innovation and lessons to be learnt from this model for the development of industry-engaged higher education curricula (within hospitality and other fields) that support ‘work-readiness’ among graduates through equipping them not only with relevant academic knowledge but also with practical employment and employability skills required for professional and industry success.

Lund, S., Madgavkar, A., Manyika, J., Smit, S., Ellingrud, K., Meaney, M., Robinson, O. (2021). The postpandemic economy: The future of work after COVID 19. https://www.mckinsey.com/featured-insights/future-of-work/the-future-of-work-after-covid-19 Mason, G. (2020). Higher education, initial vocational education and training and continuing education and training: where should the balance lie?, Journal of Education and Work, 33:7-8, 468-490, DOI: 10.1080/13639080.2020.1755428