How the IAT-D collaboration model is preparing learners for the digital economy

The Institute of Applied Technology-Digital (IAT-D) is a collaboration between TAFE NSW^[1], Macquarie University, University of Technology Sydney (UTS), Microsoft and additional industry partners committed to the creation of a skilled pipeline of ICT professionals. The IAT-D is located in the Australian state of New South Wales and offers micro-skills and micro-credentials that combine industry-relevant content, hands-on learning, and academic rigour.

The IAT-D is a powerful example of cross-sector collaboration in response to the increasing demand for digital skills. It addresses a challenge many countries now face, and we believe that its success provides useful lessons for similar experiments.

Bridging the digital skills gap

Demand for digital skills in New South Wales is far outstripping supply. The State will need to add 85,000 tech workers by 2030, many from outside the ICT sector^[2]. Already, supply from traditional sources such as universities and vocational education and training (VET) is not keeping pace with demand.

To address this decline, and broader challenges within the VET sector, the New South Wales Government commissioned a review^[3] which recommended establishing a new model of education, to be known as Institutes of Applied Technology (IAT).

In addition to addressing acute skills shortages, IATs would enable a unique collaboration between VET, higher education, and industry.

The State Government accepted this recommendation, and the IAT-D was funded for a four-year pilot commencing in 2021. Following a RFP process to select the right partners, Microsoft, TAFE NSW, Macquarie University, and UTS set about creating an IAT. Amid the pandemic, we rolled up our sleeves and got to work.

A new model of education

From the beginning, we established six collaboration principles: co-design, co-delivery, co-innovation, co-location, commercial support and advocacy, and infrastructure and resources. These guide our decision-making and ways of working together so that today, the IAT-D delivers on all six. 

A significant proportion of IAT-D funding had been earmarked for a state-of-the-art building. This gave us the opportunity to co-design an internal fit-out. This included a new form of cybersecurity education, delivered by immersing students in a Cyber Range Training Centre. Visualising the impact of attacks delivered by virtual scenarios gives IAT-D learners a practical edge in an otherwise highly theoretical education experience. This is particularly important for learners who have no previous background in cybersecurity – a specific target audience for the IAT-D. 

The partners have created an education model that integrates industry input, practical experience, and academic excellence. Microsoft and other industry partners provide guidance on what to teach, and provide practical advice on how to teach technical skills. Additionally, the educational partners contribute their expertise on content and methods, ensuring a balanced delivery of both theory and practice.

We also share a strong commitment to creating a more diverse and inclusive digital talent pool, by attracting and supporting students from underrepresented groups, such as women, Indigenous Australians, and people from low socio-economic backgrounds. We intentionally work with partners who provide outreach or services to these audiences, and we seek additional funding opportunities to provide wrap-around services to provide additional supports necessary for a successful learning experience.

We provide students with a flexible and personalised learning pathway, that allows them to choose the level and mode of study that suits their needs and goals. 

They can enrol in individual micro-credentials or stack these to deepen their expertise. Depending on their needs, students can study online, on-campus, or in a blended format.

The IAT-D offers students opportunities to connect with industry and academia and to apply their learning in real-world contexts. These opportunities include internships, projects, mentoring, networking, scholarships, and competitions. The IAT-D also hosts events and workshops, where students can learn from experts, showcase their work, and meet potential employers.

Delivering real-world impact for students and industry

Over 180,000 learners have enrolled across micro-skills and micro-credentials programmes. We continue to develop the model with new products, responding to the needs of learners who demand more flexibility. Learners report high student satisfaction and engagement, with over 80% rating their experience as good or excellent.

The keys to making cross-sector collaboration work

The IAT-D has been widely recognised in Australia as an innovative model exemplifying cross-sector collaboration. We attribute this to:

• Continuing investment by the New South Wales Government in a new education model that is genuinely inclusive of all relevant stakeholders.
• The dedicated commitment of all partners who invest considerable time and resources to implement this model.
• The active involvement and support of Microsoft and other industry partners contributing to course design and delivery.
• The high quality and relevance of the courses together with flexible and personalised pathways which meet the needs of both learners and employers.
• The rich and engaging learning experience, which provides students with access to state-of-the-art facilities and resources, and exposes them to real-world scenarios and challenges.

Lessons learned: What it takes to build a successful partnership

The IAT-D has generated many lessons on the benefits and challenges of cross-sector collaboration. Some, which have broader relevance are the importance of:

• Shared vision, trust, and commitment.
• Establishing a strong governance structure, with specialist working groups organised by discipline that give equal voice to all partners.
• Acknowledging upfront that there will be challenges, particularly in managing the complexity and diversity of the partnership, and in navigating different cultures and systems.
• Striking a balance between alignment and autonomy, agreeing on common goals and standards, but also leveraging the unique strengths and identities of each partner.
• Being open to the unexpected value that can be created by expanding opportunities and learning from each other.
• Taking the view that the partnership is a startup (with all its inherent strengths and flaws) and seeing this as a helpful construct for navigating the journey toward maturity together. 

Today, the IAT-D partners see themselves as colleagues who have successfully launched a new form of education and are all strongly committed to its success. We hope that the learners of New South Wales benefit from our commitment and collaboration.

References

^[1] TAFE NSW is the major organisation delivering vocational education and training (VET) in New South Wales.

^[2] ICT Industry Landscape Report | NSW Government. Available at https://www.nsw.gov.au/education-and-training/resources/ict-industry-landscape-report.

^[3] Final VET Sector Report (nsw.gov.au). Available at https://education.nsw.gov.au/content/dam/main-education/about-us/strategies-and-reports/Final_VET_Sector_Report.pdf.

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This article is part of The Hidden Engine of Innovation: University-Industry Partnerships in Action, UIIN’s new book showcasing 15 stories of successful university–industry collaboration. Packed with insights, strategies and real-world examples, the full book is exclusively available to UIIN members. You can also download the teaser version here and explore how partnerships are driving talent, innovation and impact.

Helen Fremlin (author) is the Director, Institute of Applied Technology Operations, TAFE NSW. Helen began her career in VET as a TAFE teacher in South Western Sydney. Over 15 years in the VET sector, she has worked on significant state-wide educational projects and strategic initiatives. Helen joined IAT program during the early design phase and is now Director of IAT Operations, leading both Digital and Construction institutes in the pilot.
Matt Crocker (author) is an Strategic Advisor, UTS. At UTS, Matt focuses on vocational education-university collaboration. He is also Deputy Chair of the Sydney Institute of Marine Science and of the Biennale of Sydney. Previously, Matt was Policy Director for three NSW Premiers. In the corporate sector, he served as COO of health insurer Manchester Unity and was a senior advisor at the Australian Energy Market Commission.
Peter McCarthy (author) represents Macquarie University on the Institute of Applied Technology-Digital Management Committee.
Yasminka Nemet (author) is the Future Skills Lead at Microsoft Australia & New Zealand. Yasminka has over 25 years’ experience developing products and programs for educators and students across K–12 and post-secondary education in Australia and the US. As Future Skills Lead at Microsoft Australia, she leads strategic partnerships to help students—particularly women and those furthest from opportunity—graduate with the Microsoft skills employers need to thrive in the digital economy.