Practice-Based Education
As part of my commitment to preparing students for successful professional lives after graduation, I place a strong emphasis on practice-based learning that places students in real-world (or closely simulated) occupational contexts. Higgs (2011, cited in Higgs et al. 2012, p. 4) list the following key theoretical foundations suggesting that as an educational strategy, PBE [Practice Based Education]:
- is situated within practice-relevant contexts
- involves reflexivity, participation and dialogue
- occurs in many communities of practice (including workplace, academic, multidisciplinary communities)
- involves a process of socialisation into professional/occupational worlds, roles, identities and career paths
- involves engagement, through industry partnerships, in practice-based teaching and learning activities
- develops capabilities and behaviours that will enable graduates to contribute to local communities and society as responsible citizens and professionals who display ethical conduct and duty of care
Aliens and Avatars
Camper, (2018). Aliens and Avatars. Available at: https://www.camper.com/en_GB/content/history (Accessed 11 March, 2026)
Camper Workshop
One of the learning activities I have organised in collaboration with an Industry partner is an extracurricular intensive 5-day workshop together with Spanish Footwear brand Camper, for selected final year students, recent graduates and alumni of the BA (Hons) Cordwainers Footwear course. The brief was to reimagine a new feminine direction for the brand through research, experimentation, and prototyping. The objective was to give students the experience of working for a current, operating (and rather successful!) brand. For Camper the workshop served as an opportunity to identify and connect with emerging design talent for potential recruitment.
Workshop Poster
Camper, (2024). Workshop Poster [Poster]
The designers from Camper and I worked together in delivering tutorials for the students. We also worked together with a footwear technician, specialised in pattern cutting, who supported the students with the experimentation and prototyping process. At the end of the workshop, students presented their development and final outcome, and one candidate was invited to attend a 5-day workshop hosted by Camper at their headquarters in Mallorca.
Camper Presentation
Bikker, D. (2024) Camper Presentation [Photograph]
An important focus was maintaining a pace that reflects real-world industry standards. In contrast to academic settings, where students are often given extended timelines, this project emphasized working efficiently and meeting tighter, industry-relevant deadlines.
Considering this, one key feedback I received from the Camper team was that the participants strived for perfection, aiming to produce mock-ups or prototypes that appear polished and meticulous. I assume that this tendency is somewhat driven by academic assessment criteria, which place strong emphasis on the appearance of the final outcome. The criterion of ‘Realisation’ is described on the UAL website as followed:
‘Realisation: the work you create and how this reveals what you’ve learned. It’s taking a look back and evaluating the work you’ve produced.’ (UAL, 2022)
However, in professional practice, the visual perfection of a mock-up or prototype is often secondary to its ability to effectively communicate the core design concept. Functionality, clarity of intent, and speed of iteration are typically prioritised over flawless presentation.
Reflecting on this, I have recognised the importance of helping students shift their mindset from perfectionism to purposeful communication. Going forward, I will be more intentional in reinforcing that prototypes are tools for exploration and dialogue, rather than finished products. This shift will not only align more closely with industry expectations but will also encourage students to work more fluidly, take creative risks, and build confidence in communicating ideas at all stages of development.
Work by Eva Hau
Camper, (2024) Work by Eva Hau [Photograph]
References
Higgs, J. et al. (2012). Practice-Based Education: Perspectives and Strategies. Sense Publishers
UAL (2022). Assessment and marking criteria. [online] Available at: https://www.arts.ac.uk/study-at-ual/course-regulations/assessment [Accessed: 10 March 2026]