Being real about teaching virtual: comparing academic and industry views on 3D/Virtual technology adoption

Abstract

ABSTRACT As the number of new technologies used in the apparel industry continues to grow, greater pressure is placed on university faculty to incorporate opportunities for students to learn them within the curriculum. The purpose of this study was to examine the benefits and challenges of this decision from the perspective of faculty who teach in apparel programmes and to compare their perspectives with those of industry professionals that hire new graduates. Data were collected with faculty via an online questionnaire and through virtual interviews with industry professionals. Findings point to areas of overlap between faculty and industry perspectives, especially the need for students to learn 3D/virtual technologies and the relatively high costs involved in doing so, as well as differences, including the goals for adopting 3D/virtual technologies. Further study can help to align industry expectations with the realities involved in adopting such technologies by apparel programmes.