This report examines the potential of work-integrated learning models to address skills challenges in the UK space sector, with a specific focus on the Midlands Space Cluster. The research was conducted as part of the Productivity Institute’s “Investment in Places” initiative, aiming to enhance productivity through place-based investment strategies.
The four universities in the Midlands space cluster demonstrate a strong commitment to work-integrated learning, each with unique approaches. These range from comprehensive industry projects and internships at Leicester, to intensive industry-relevant skill development at Birmingham, hands-on satellite development at Warwick, and cross-disciplinary integration of space technologies at Nottingham.
Key takeaway
Work-integrated learning significantly enhances students’ practical skills and industry readiness, contributing to talent retention in the Midlands space cluster. However, the scale and approach vary among institutions, suggesting the need for tailored strategies based on institutional strengths and local context.
Each institution has developed effective models for industry collaboration, ranging from physical hubs like Leicester’s Space Park to Birmingham’s Industrial Advisory Board, Warwick’s long-term industry partnerships, and Nottingham’s extensive network of industrial partners, as well as, their Centre for Doctoral Training.
Key takeaway
Strong, diverse industry partnerships are crucial for aligning education with sector needs and providing students with real-world exposure. Institutions should develop flexible collaboration models that can accommodate various levels of industry involvement.
All institutions face funding challenges, with competition for limited resources impacting programme development and sustainability. This is particularly evident in the need for access to industry-standard equipment and software.
Key takeaway
Diversifying funding sources, including stronger industry partnerships and targeted government support, is crucial for the sustainability and growth of space education programmes. Institutions could also explore resourcesharing models to maximise the impact of available funding.
Whilst all institutions emphasise practical, hands-on experience, they also recognise the need to maintain a strong theoretical foundation. This balance is crucial for producing graduates who are both immediately employable and capable of long-term career growth in the rapidly evolving space sector.
Key takeaway
Educational programmes should strive for a balanced curriculum that combines theoretical knowledge with practical skills, whilst also developing soft skills such as project management, communication, and teamwork. Regular curriculum reviews with industry input can help maintain this balance.
The case studies reveal a mix of specialised programmes (like Birmingham’s focus on space weather and materials science) and interdisciplinary approaches (like Nottingham’s integration of space technologies across various engineering disciplines).
Key takeaway
Both specialised and interdisciplinary approaches have merit in space education. Institutions should leverage their unique strengths and consider local industry needs when developing programmes, potentially combining both approaches to create well-rounded graduates capable of addressing the diverse challenges in the space sector now and in the future.
Author Chloe Billing
