Productive passions and everyday pedagogies: Exploring the industry-ready agenda in higher education

Abstract

This article addresses the increasing emphasis placed on industry collaboration and dialogue for underpinning student employability. Drawing on research with higher education students on digital games development courses, this article examines students' accounts of preparing themselves as industry-ready in terms of industry needs. On an industry-focused Games Design course, students highlighted their appreciation and engagement with industry needs and what is required on their part to enhance their employment prospects. Criticism in this context was focused on making better games. Students on a theory and practice mix course, in contrast, drew on theory to offer critical accounts focused on industry norms and production practices. To explore these different critical engagements and how they sit in relation to students becoming industry-ready, this article draws on everyday pedagogies to highlight students' revealing reflections on the industry-ready agenda in higher education.