Innovation and diversity in HE have become increasingly related to enhancing employability, life chances and career opportunities for students (Harvey et al., 2002; Cranmer, 2006; Fettes et al, 2020). Institutional responses have been characterised by implementing diverse and innovative approaches to make the academic provision more relevant to both the current and future realities of the world of work (Kersh and Laczik 2022) and to develop the appropriate capacity for self-learning and life-long skill and personal capabilities which will support their transition to the workplace and beyond (Emms et al, 2021). This paper is reporting on an ongoing research study, funded by the Edge Foundation, that aims to address these complex issues, and identify emerging patterns and approaches characterising models of practically based higher education, and the ways, universities develop their strategies to enhance the relevance of academic studies to the world of work. In this study we are drawing on the concept of practically-based higher education, which goes beyond a mere integration of theory in practice, and involves curriculum innovation, diversity of approaches to develop job-ready transferrable skills, and collaboration between key stakeholders. (Huegler and Kersh, 2020). Specifically, the following research questions have been explored: • What are the emerging patterns characterising models of practically-based higher education? • What are the features of innovation and diversification of practically-based higher education models, and how these prepare young people for their transitions to the word of work? • What is the role played by key stakeholders involved in these developments ? The project methodology has involved researching 3 selected case studies of examples of practically based higher education (in the context of HE in England, across different occupational sectors). The study includes undertaking both individual and group interviews with some key informants (identified through purposeful and snowball sampling), including HE lecturers and curricula leaders; industry representatives, students and other relevant stakeholders. The sample size is 10-15 participants per case study. The findings indicate that, although each case has illustrated a range of unique features, there are some common characteristics of innovation and diversity of practically-based higher education, including curriculum re-design to make it more relevant to the world of work, incorporating specific approaches (e.g. simulation or client-facing projects), and putting industry engagement into practice, to provide opportunities for the students to experience the realities of the workplace.

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