The art of articulation: presenting university education as both intellectual and practical
By Hannah Clayton
Higher education finds itself at a critical juncture. The demand for demonstrable skills in the workforce is louder than ever, forcing universities to confront a long-standing challenge: how to effectively articulate the practical value of an intellectually rigorous education?
The fear, often unspoken, is that emphasising skills might “dumb down” the intellectual development that lies at the heart of a university experience reducing it to mere job training. This couldn't be further from the truth.
The reality is that intellectual rigor and practical skills are not mutually exclusive; they are deeply intertwined. The ability to critically analyse complex information, to synthesize diverse perspectives, and to communicate effectively are not just academic exercises. They are fundamental skills that underpin success in any profession. The challenge lies in how we communicate this.
The UK's industrial strategy has increasingly highlighted the urgency of addressing skills mismatches, particularly within the creative and cultural industries. The PEC's recent State of the Nation report, 'Skills Mismatches in the UK's Creative Industries,' sheds light on the critical gaps that need bridging to ensure the continued growth and global competitiveness of these sectors. This focus on skills is not just a policy priority but a fundamental necessity for fueling innovation, sustaining economic dynamism, and fostering cultural enrichment.
For Universities, this requires a shift in narrative. The opportunity lies in weaving together the intellectual and the practical. In showcasing how the development of curiosity translates to problem-solving, adaptability, and innovation. Illustrating how theoretical knowledge is applied in real-world contexts.
The reality is that a robust higher education already equips graduates with a wealth of transferable skills. Critical thinking, problem-solving, communication, research, and analytical abilities – these are all highly sought-after skills honed through academic study. In fact, the University of the Arts London (UAL) developed its Creative Attributes Framework to align with this very need. Established back in 2013, the model highlights the importance of recognising and valuing transferable skills that students acquire through their academic journey. The framework demonstrates how, through the curriculum, students and graduates develop qualities, abilities and behaviours to prepare for the future and sustain a rewarding professional life.
We don’t need a shift towards skills, but a reframing of how we articulate and communicate them. The challenge lies not in the absence of skills, but rather in the ability to recognise, seek out and communicate these skills effectively.
This disconnect often results in a lack of understanding and appreciation from students, prospective students and other main stakeholders including employers.
In my experience working for over a decade at London College of Fashion (LCF), UAL gave me a front-row seat to the power of this reframing. As a communicator, I had the privilege of working with some of the most creative minds, seeing firsthand how academic development and practical skills intertwine to create truly impactful stories. Blended from trade schools, LCF has always been oriented towards industrial practices and developments. This historical foundation made storytelling around the integration of practical skills with academic excellence more intuitive for the College. The emphasis on real-world applicability ensured that students were not only immersed in theoretical knowledge but also adept in the practical skills demanded by the industry. From groundbreaking material innovations to community-driven design projects, our strategy was built on how students and academics alike were not just learning about their fields but actively shaping them.
These experiences underscored the importance of communicating the inherent skills embedded within academic pursuits, showcasing the real-world impact and possibilities they unlock across not just industry and commerce but communities and society too.
Many STEM subjects readily recognise skills as core to their impact, making storytelling around them relatively straightforward, but the creative and humanities disciplines often face a greater challenge. Crafting a compelling narrative that connects academic learning in these areas to tangible skills and real-world outcomes requires more effort, an effort that's urgently needed. In the face of ongoing industrial strategy development and significant skills shortages across the creative and cultural sectors, we must demonstrate the value of these disciplines. We need to showcase how studying philosophy cultivates critical thinking essential for strategic leadership, or how a degree in history develops the research and analytical skills crucial for market analysis.
By reframing "skills" as the natural byproduct of academic excellence, we can bridge the perceived gap between theory and practice. We can empower graduates to confidently articulate their value to employers, demonstrating not just what they know, but what they can do. This isn't about turning universities into vocational schools; it's about recognising and celebrating the inherent skills that are already being developed, ensuring our graduates are prepared to thrive in a complex world.