Date: July 2026
Authors: Dr Karen Parrish and Dr Elizabeth Lawrence
Themes: Active learning
Subject area: Chemistry
Faculty: Science and Engineering
The Practice
Industry experience is beneficial for developing students’ employability and transferable skills, while also enhancing student experience. Increasing emphasis is being placed on creating opportunities for industry engagement, but it is important that these engagements are authentic and equip students with the skills needed for future employment. This project, between the School of Chemistry and Science Partnership Office, involved a pilot of industry‑linked group mini‑projects for third‑year MSci Chemistry students as part of the CHEM30005 Advanced Practical Chemistry unit.
Three groups of four students were partnered with an external organisation (EDF Energy, National Physical Laboratory (NPL), and the Drugs for Neglected Disease initiative (DNDi)) to plan and conduct short, authentic chemistry research projects, developing and implementing experimental designs to answer industry‑set research questions. Through this active, problem‑based learning approach, students were able to enhance key skills—including project planning, teamwork, problem‑solving, data analysis and professional communication—while gaining exposure to real‑world chemical research environments.
Findings
The project demonstrates that industry-linked, open-ended research significantly enhances student engagement, skill development, and understanding of real-world scientific practice, particularly in areas such as teamwork, problem-solving, and independent learning. The key lesson is that while students benefit from this autonomy, success depends on providing clearer early guidance, realistic project scope, and transparent assessment to ensure a consistent and fair experience for all. Additionally, there needs to be more emphasis during the project that research often doesn’t give the desired outcome and that the students will be assessed on processes rather than outputs to help alleviate some of the worries that arose as a result of experiments not working out as planned.
The Impact
The impact of this pilot was measured by two methods: firstly, student confidence in 8 skills (based on the Bristol Skills Profile) and the usefulness of their course in gaining employability skills was quantified before and after the industry-linked projects; and secondly, focus groups were held after the conclusion of the projects to understand the student experience and any areas for improvement in more detail.
Results from the survey to assess student confidence in key skills before and after the industry-linked projects showed that the average confidence increased for every skill (Graph 1), with the biggest increases seen in confidence to plan a set of experiments to tackle a specific problem and confidence in communicating with external partners. When looking at the change in perception of how their course had equipped them for future employment, an improvement in the average score after the projects was seen across all three categories assessed (Graph 2), with the largest improvement seen in provision of skills needed for a future career.
The focus group findings indicate that the pilot project has had a strongly positive impact on the student experience, with high levels of engagement, satisfaction, and perceived value. Students particularly valued the opportunity to work on industry-linked, open-ended projects, which were seen as more enjoyable and meaningful than traditional coursework. The approach supported the development of independent learning, practical problem-solving, and teamwork, while also enhancing confidence in laboratory work and communication skills. Interaction with industry partners was a key strength, helping students connect their learning to real-world applications and broadening their awareness of potential career pathways.
The project also contributed to improvements in the quality and depth of student learning, encouraging a more authentic understanding of research as an iterative, process-driven activity. However, students highlighted some areas for refinement, including the need for clearer guidance in the early stages, better alignment between project scope and available time, and more transparent assessment criteria. Variations in workload and group dynamics also affected consistency of experience. Overall, the project is viewed as a highly valuable and effective model that enhances both learning outcomes and employability, with targeted improvements likely to further strengthen its impact.
Next Steps
The 2026 pilot involved 12 students and is being used to aid the scale up of this initiative for delivery to a full cohort of approximately 90 students in 2026–27. Outcomes from the pilot will inform future curriculum integration and support improved student preparedness for final‑year research and future employment.
Contact
Dr Karen Parrish
Leave a Reply