Meet Teaching Excellence award winner Charlene Gallery
Charlene Gallery is a Reader in Digital Fashion Innovation, Employability Lead and Inclusive Pedagogy Specialist in the Department of Materials. She leads the Student Knowledge Exchange (SKE) team that won the Inclusive Education award at the 2024 Teaching Excellence Awards for the SKE project – a project that addresses professional attainment (PA) gaps for international and marginalised students by integrating interdisciplinary industry live projects into the curriculum.
Here she tells us more about why the initiative was established, the challenges the team faced and how this has been received by students and industry.
How the project came about
As the employability lead in the Department of Materials I noticed that many students, particularly our international students and those from underrepresented backgrounds, lacked relevant work experience. As industry exposure is so crucial before graduation, we wanted to help students develop their employability skills during their studies. However at the time, a lot of our teaching was very theoretical without many connections to the industries our students would eventually work in. This led us to consult with industry to understand where the disconnects were between academia and the real world, and we found that these gaps were widening. It became clear that one of the most effective ways to bridge that gap was to integrate live projects directly into the curriculum.
What the project entailed
We modelled the process on something similar to an MBA consultancy project but tailored for final year undergraduates. The idea was to have students act as consultants, where they bring that professional objectivity and critical thinking into the real world. It’s an approach that encourages students to not only engage with industry but also to step into a professional role where they’re applying what they’ve learned in a real business setting. One of our industry partners, Pentland brands is the parent company for a diverse range of brands, including Speedo, Berghaus, and Lacoste, so students had the freedom to select which client they wanted to work for and then conduct the initial investigation into that brands business needs and priorities with a lens digital transformation and sustainability, all while understanding the bigger picture of how these brands can accelerate towards industry 5.0.
The first time we delivered this unit, 206 students participated. Of course it wouldn’t have been feasible to
send 200 individual consultancy reports to the organisation. Instead, we went through an intensive shortlisting process and then the company further narrowed down the selection. The shortlisted students were then invited to the company’s head office to present their findings to a panel of key stakeholders. However, the presentation element was not part of the students’ formal assessment, as we wanted to avoid creating an inequitable experience. All students received industry feedback and were assessed equally.
Selling it into industry
Securing industry buy-in was a lengthy process that required persistence and dedication. It involved numerous emails, chasing leads, and following up on communications—it certainly didn’t happen overnight. In the early days, we faced setbacks and often had to work hard to convince industry partners of the value this collaboration would bring to their organisation.
We understood that time is a scarce resource in the corporate world, but we didn’t just want industry partners to provide a project brief and walk away. We wanted deeper involvement—inviting them to the University to deliver workshops, lead discussions, and offer students opportunities to visit their offices, gaining real-world experience and a true sense of working in the industry.
The unit is deeply rooted in digital transformation, and from an organisational standpoint, companies are eager to integrate new technologies. However, that can be a costly process. By leveraging insights and use cases from our students, organisations gain valuable perspectives. What makes our students exceptional is that they essentially provide a blueprint for industry, offering fresh perspectives that can challenge internal assumptions. Often, companies become so focused on their internal processes that they overlook opportunities for improvement. Our students are able to step in with new ideas, suggesting ways to enhance performance by comparing how other brands are navigating similar challenges, and offering critical feedback on how to bridge the gap. If companies were to hire a professional consultancy for these kinds of insights, it would cost thousands. Instead, they receive fresh, innovative ideas from students who are dedicated to the project for 12 weeks, offering real-world solutions that could have a significant impact.
Measuring the impact
Student feedback has been consistently high. We’ve developed a system to track the project’s impact, starting with a skills audit to identify areas for growth, especially in terms of confidence and industry engagement. Throughout the module, we offer sessions with the career service on networking, interview techniques, and building confidence. After students interact with our industry partners we reassess their progress, and by the end of the unit, the improvement in their professional skills is clear.
Students gain confidence in articulating their ideas, critical thinking, and presenting their work. By the time they graduate, they have tangible outcomes like consultancy reports, pitch decks, and executive summaries that they can confidently showcase in interviews. This portfolio, combined with their understanding of industry needs, particularly in areas like digital transformation and sustainability, gives them a significant advantage in the job market.
A team effort
I couldn’t do this alone. I’m fortunate to have a fantastic team that supports both the project and the students. Our teaching staff play a key role in shaping students’ understanding of the industry, offering valuable feedback throughout the project. With just three staff members and over 200 students, we provide one-on-one guidance, which is a significant workload, but one we’re committed to.
We maintain an open-door policy for students to ask questions anytime. Both Fiona Velez Colby and Courtney Chrimes bring an innovative approach to teaching, making theories come alive with real-world applications. The students genuinely enjoy the unit because the workshops are highly interactive. Fiona and Courtney are fully involved from start to finish, contributing to every aspect of the project, and helping students critically engage with industry challenges in a hands-on way.
What’s next for the project?
Word has spread beyond our Department and this year we welcomed our first Physics students. Initially, it was a challenge to see how a Physics students could engage with a module from another Discipline, but we made it work, and now I’m excited about the potential for greater interdisciplinary collaboration. Imagine Physics, Fashion, and Computer Science students working together with industry partners to provide critical, cross-disciplinary insights. This is something I’m now trialling with support from Peter Green and Mark Hughes via my ProjectX initiative.
