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Introduction Higher education is changing in response to a dynamic world of work that is placing new demands on the agility and resilience of graduates (Dacre Pool et al., 2019). Higher education is being driven toward models that are more responsive to the needs of industry and business in preparing ‘work ready’ graduates who are highly employable.Employability (and employment) are used as measures of success for universities and higher education (Osborne & Grant-Smith, 2017), with employment outcomes, for example, being tied to performance funding of Australian universities by the federal government (Tehan, 2019). This shift in role and purpose are driving new pedagogies and curriculum priorities. For the last decade,there has been a rise in the predominance of work-integrated learning (WIL) as a pedagogical and curriculum response toenhance graduate employability and employment outcomes. There is emergingevidence of connections between student experiences of WIL and employabilityoutcomes, and consequently universities are adopting WIL as an approach toensuring work ready’ graduates (Jackson, 2013, 2015). However, theseconnections are not a simple given, but a consequence of purposeful design andintentional policy directions. Utilizing a case study from the QueenslandUniversity of Technology (QUT), the relationships between career, language and learningeducators, and curriculum and learning designers have been reimagined. Thischapter aims to explore the connections between the policy and practiceframings of employability and pedagogical and curriculum designs of WIL.

The capabilities students need for success during and beyond higher education extend far beyond specific discipline skills to include the development of productive mindsets, the management of life circumstances and the way they relate to others and identify with their profession. The provision of support for these capabilities at university can be both diverse in scope and diffuse in delivery. Consequently, the development of streamlined and integrated evaluation strategies to measure the extent to which these capabilities are being successfully delivered can be challenging. This paper describes how one Australian university used a collaborative process to design an evaluation framework for student learning services. The framework, a first for this university, represents the breadth of student support, including a typology of support for learning: connectedness, mindsets, self-management, professional identity and academic capabilities. These terms, coined as dimensions, form the scaffold of university-wide delivery of support for learning initiatives.

Creative arts students at the Bay of Plenty Polytechnic have traditionally been relatively resistant to adhering to academic standards, particularly in writing academic essays and reports. Some of the students‟ arguments against academic constraints in the creative arts include comments indicating that these constraints stifle their creativity and have no relevance to their industry. Additionally, there seems to be an “impending sense of doom” (student) when faced with writing tasks, especially essays. In order to combat this perception, and to create a strategy for enhancing individual motivation, a collaborative team teaching initiative was trialled in Tioriori – Certificate of Music Production and Performance – at the Bay of Plenty Polytechnic. The collaboration took place between an academic staff member who is a Learning Advisor in Kahurangi Student Services and a new part-time teacher who is also the director of Island Films with 25 years of industry experience in music video production. The teaching took place on a revised module: Whakaaroaro – Communication for the Creative Arts. The two teachers wrote the overall objectives, assessments and course outline. The aim was to provide a relevant, fun module in communication that had clear industry-relevant outcomes for the students, whilst embedding a firm foundation of academic skills and standards in order to increase student retention and success in the academic areas of the creative arts.