Author Identifier

Brad Nisbet: https://orcid.org/0000-0002-4337-725X

Date of Award

2026

Document Type

Thesis

Publisher

Edith Cowan University

Degree Name

Doctor of Philosophy (Integrated)

School

School of Arts and Humanities

First Supervisor

Cathy Henkel

Second Supervisor

Luke Hopper

Abstract

This thesis investigates the development and impact of an educational framework designed to bridge the gap between academia and industry within the media and entertainment sector. It addresses the prevalent "skills mismatch" where graduates often lack the specific technical competencies, foundational knowledge, practical experience, or soft skills required for entry-level positions in a rapidly evolving landscape influenced by advancements like virtual production, real-time VFX, immersive media, and Al. Grounded in both theoretical and practical insights, the framework aims to foster student creativity, technical proficiency, industry readiness, transferable skills, and adaptability, prioritising a transformative, student-centric learning experience.

The research employed a mixed-methods approach, integrating qualitative and quantitative analyses to capture the depth of individual experiences and measure program outcomes across participant cohorts. Data collection included interviews, surveys, reflective journals, and performance assessments. A comparative analysis examined factors influencing participant experiences, including technical skills, academic progress, personal growth, and professional development. Feedback from students, academic mentors, and industry partners highlighted challenges in aligning educational objectives with industrial expectations and the need to address systemic barriers to diversity and equity at earlier stages. Qualitative data was analysed using narrative phenomenological analysis and thematic analysis, while quantitative data utilised descriptive, correlation, and comparative analyses.

The presented framework is structured into seven implementation phases, from strategic planning to full program rollout, built to support academic rigour and industry relevance. It establishes a foundation through a vision statement and detailed competency mapping aligned with educational standards and market demands. Key insights from a preliminary investigation and pilot studies with two cohorts informed iterative refinement of the framework. Findings from the pilot studies underscored the perceptions of programs with strong industry connections, innovative curriculum design, practical application and hands-on experience, and student support and flexibility. Challenges identified included issues with the accessibility of support systems, perceived social pressures, balancing collaborative and individual learning, and the sustainability of resource-intensive models. The revised framework incorporates these insights, emphasising inclusivity, modular learning, and flexible pathways, while acknowledging the tensions between academic ideals and industry pressures, particularly the influence of commercial interests on educational structures.

The framework developed in this study is designed for application within university­level creative and screen media training. It is positioned primarily for postgraduate and advanced coursework contexts where students work with emerging technologies, complex collaborative pipelines and industry-linked production scenarios. While the framework can be adapted for undergraduate contexts, the study investigates its use within a graduate learning environment that requires a higher degree of autonomy, technical fluency and reflective practice.

This research contributes to media arts education by presenting a novel model emphasising flexible learning pathways, hands-on experience, technology integration, and collaborative partnerships. This thesis offers recommendations for future research on leveraging technology for accessible skills training, addressing diversity and equity barriers, reimagining the role of public universities, and navigating the future of creative education under late-stage capitalism.

DOI

10.25958/p63g-5m62

Download

Share

 
COinS