The Centre of Business Education Research (CBER) at RMIT University has established an Ideas Laboratory Collaboratory.
The concept was developed at the inaugural CBER Industry Engagement Committee meeting in May.
The aim of the Ideas Laboratory Collaboratory is to provide a fluid space in which academics, students and external stakeholders come together in ’Explorespace’ sessions to identify, plan and design collaborative research into business education.
The three interrelated foci for this collaborative research are skills development for the future, learning design to graduate students with these skills, and RMIT’s Living Learning Laboratory partnership.
David Southwick MP, Chair of the Industry Engagement Committee, said this new approach to business education would revolutionise the field.
“RMIT’s initiative to establish an Ideas Laboratory Collaboratory will provide an environment for collaborative research that will allow business education to flourish.“ Mr Southwick said.
“Through a ’living laboratory’ approach, CBER will allow business, students, and community representatives to approach complex problems and create innovative solutions through experimentation in a fail-safe environment.“
Two initial Ideas Laboratory Collaboratory Explorespace sessions have been held with academics from the College of Business and with members of the CBER Industry Engagement Committee.
A third Explorespace session is currently being organised for students.
At each of these Explorespace sessions participants were asked to identify what they consider to be the issues that are important for industry, academics, and students.
Professor Sandra Jones, Director, CBER, said the results not only confirmed the importance of CBER’s three foci at the macro level, but also the importance of conversation, connection and collaboration between industry and university.
Professor Jones said that issues of mutual importance that will form the basis of future public Explorespace sessions include: how the expectations of external stakeholders, students and academics can be triangulated into a ’triple co-incidence’ of needs; and what learning design will best equip graduates with visionary and entrepreneurial skills for global futures.
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