This research examines the relationship between student, Higher Education (HE) institution and industry as future employer, proposing that the ethos of HE institutions must grow to reflect educational values that aspire to enable learners, teachers and leaders whilst connecting meaningfully with industry. Utilising the case study of a single vocational performer training provider at HE in the United Kingdom, the journey of establishing a common core of practices framed by Equality Diversity and Inclusion (EDI) shared across all programmes is proposed here as a potential approach toward a forward thinking integrated curriculum that seeks to democratise the HE vocational learning environment, releasing traditionally held potentially oppressive and/or suppressive loci of control. The standpoint is offered that educators in partnership with industry must embody and model leadership that enables the practical and impactful examination and reimagining of vocational training that, whilst founded on tradition, truly reflects, and enables the possibilities and opportunities for current and future creative communities. This research reflects on a three-year institutional journey and identifies possible next steps for future development, action and change that holds relevance across the global HE sector.

这项研究审视了学生、高等教育 (HE) 机构和作为未来雇主的行业之间的关系，提出高等教育机构的精神必须成长，以反映教育价值观，这些价值观渴望使学习者、教师和领导者在与行业有意义地联系的同时。利用英国 HE 的单一职业表演者培训提供者的案例研究，这里提出了建立由所有项目共享的平等多样性和包容性 (EDI) 框架的共同实践核心的旅程，作为迈向前进的潜在方法思维综合课程，旨在使 HE 职业学习环境民主化，释放传统上具有潜在压迫性和/或抑制性的控制点。提供的观点是，与行业合作的教育工作者必须体现和塑造领导力，使职业培训能够进行实用和有影响力的检查和重新构想，同时建立在传统之上，真正反映并为当前和未来的创意社区提供可能性和机会。这项研究反映了三年的机构之旅，并确定了与全球 HE 部门相关的未来发展、行动和变革可能采取的后续步骤。