Most PhD candidates will not end up in academia and would need an alternative skill set. Higher education is under scrutiny for not devel-oping the graduate attributes needed by the world of work. Work-integrated learning (WIL) is suggested to provide ways to identify and develop the skills required. Due to the individualised nature of career development, a one-fits-all approach will not solve the challenge.

Career crafting provides a way, to consider career opportunities proactively. By integrating the dimensions of task, relational and cognitive career crafting in the design of work-integrated learning activities, PhD students can be supported to take responsibility for their career development. An explorative pilot study was undertaken with 32 PhD students to explore the application of career crafting in their reflection on their careers and how WIL can promote career crafting behaviour. The results indicate a need for an increased focus on career crafting as there is limited cognitive career crafting and reflection on identifying relevant WIL activities. A more systemic intervention should be adopted where all stakeholders are actively involved. Results confirm a need for further exploration of career crafting using WIL as part of the PhD journey.

The study contributes to how transdisciplinary research collaboration can be designed to address the complexity of the human-technology nexus in the context of Industry 5.0 and to identify incentives from the manufacturing industry to engage in transdisciplinary research efforts. Engaged scholarship and work-integrated learning approaches are applied to integrate diverse research disciplines and active stakeholder engagement to address complex societal challenges. The methodology of this research is a qualitative case study, including workshops and focus groups with a project consortium of eight companies, with industry experts and university researchers. Findings contribute to transdisciplinary research collaboration viewed as an iterative continuous process including three phases for the process of reaching full potential of transcending disciplines and organizations. Contribution shows that industry highlights the need to address human challenges in smart technology adoption, motivating engagement in transdisciplinary research. Advancing smart manufacturing requires embracing creativity and innovation in the human-technology nexus. Further, transdisciplinary research collaboration needs to be based on trust, relationships, sharing, courage, mutual understanding and respect for each other's disciplines and expertise. The collaborative design accentuates the significance of transdisciplinary research in university-industry collaboration when moving forward with human-centric and smart manufacturing in line with the evolving Industry 5.0 paradigm

Leadership education is included in higher education across disciplines. The role and expectations of leaders and leadership varies depending on context, despite the differences there are also major similarities when it comes to leadership education. There is value to explore how leadership education addresses contemporary societal challenges and life-long learning across disciplines, to better meet such challenges together.

To enhance the pedagogical quality of teaching leadership, we engaged in cross-disciplinary pedagogical discussions and shared learning from teaching leadership on master’s level (online) for mid-career professional master’s students in Business and Nursing respectively.

Both programs are Work-integrated learning (WIL) certified and thus include teaching and assignments connected to practice, where the students use their current workplace as practice context. As the students are mid-career professionals, they are also expected to share, jointly reflect and expand the integration of theory and practice based on their previous work experiences. In addition, both programs also share the intention of enhancing life-long learning through WIL.

The collaborative pedagogical exchange process was conducted in two leadership courses, one from each program. The process included being a guest visitor to the courses learning platform (Canvas), exploring each other’s course literature and jointly assessing how the set assignments engage students in leadership development in and for practice, in addition to learning leadership theories.

This project is ongoing with bi-weekly online meetings for three months. The intended outcome is course improvement and opportunities for sharing teaching materials and expanding opportunities for digital student interaction in each course with novel pedagogical tools and based on current research. As this is a pedagogical development project in process, the intention is to present the findings in the full paper.

Many PhD students desire a career in academia, despite this the focus on learning how to teach in higher education is often limited. This poses a problem, if the PhD student intends a career in higher education. Subsequent consequences are risk of PhD graduates having insufficient capacity to enhance learning experiences of future students. A potential way to improve this issue is through the approach of work-integrated learning (WIL). WIL can be described as an umbrella term covering education, collaboration, and research integrating knowledge and skills from academia and work life. WIL in PhD education is under-used, under-researched and can be considered complex, as PhD education can lead to careers both inside and outside of academia and in combination. However, WIL targeting a specific skill, in this case pedagogical understanding, is a more straightforward action. In a new PhD career planning course via WIL, the use of pedagogical tools was intended to be both a way to teach strategic career planning and to include learning activities with pedagogical tools to increase PhD students´ pedagogical understanding.

The objective of this paper is to present teachers’ reflections from including novel pedagogical tools in a hybrid PhD level course on strategic career planning. This includes reflections of how WIL can be included in course design, with a specific focus of including learning pedagogical tools and understanding pedagogical actions, while taking a PhD course in a non-pedagogical subject. Despite being a PhD course in career planning the course aimed through its interactive and creative course design to provide opportunities for enhancing PhD students' pedagogical skills through layers of learning. Pedagogical strategies to enhance layers of learning were interactivity, engagement, sharing of experiences and joint reflections in a hybrid PhD course. The pedagogical tools used in the course were Miro, Feedbackfruits, Feedforward and Liberating Structures.

A key reflection from teaching this course, was the joy of being part of the shared learning with the PhD students. This was due to several of the pedagogical tools being new also to the teachers. This innovative course design can be a way to support learning of pedagogical tools and pedagogical understanding for PhD students, and hopefully also increase the pedagogical interest of those aiming for a career in academia. We argue that research schools should design PhD courses to also include elements of learning pedagogical understanding useful for teaching in higher education. The layers of learning design can also give an increased understanding of skills needed to succeed as a teacher in higher education, regardless of discipline.