University projects are often viewed as purely academic exercises, separate from the realities of professional practice. In fact, they can offer some of the most valuable preparation for working in the design industry. Through collaboration, deadlines, industry exposure, and reflective learning, academic environments provide a foundation that closely mirrors professional expectations.

Over three years at Coventry University, a combination of group projects, industry engagement, and professional development modules helped shape not only design skills, but also a broader understanding of how designers work within teams, respond to briefs, and communicate ideas clearly.

Learning through collaboration

Group projects were a consistent feature throughout the course, reflecting the collaborative nature of professional design practice. Working with others required negotiation, compromise, and clear communication - skills that are just as important as creative ability.

Some of the most valuable experiences came from international collaboration projects, particularly those involving students from Raffles Singapore and Coventry University’s Knowledge Hub in Egypt. These projects introduced differing cultural perspectives, design approaches, and working styles. Time zone differences, communication barriers, and varied expectations mirrored the realities of global practice.

Rather than being obstacles, these challenges encouraged adaptability and empathy, reinforcing the importance of clarity and respect when working within diverse teams.

Responding to real-world briefs

In first year, a competition day with Amtico introduced the pace and pressure of industry-led briefs. Students across all years were grouped together to design a 25th anniversary piece using Amtico products, working within strict time constraints.

This experience highlighted the importance of quick thinking, teamwork across experience levels, and designing within material limitations. It also reinforced that good ideas do not come solely from extended development time, but from understanding a brief quickly and responding with confidence.

Industry competitions like this provided a valuable insight into how designers must balance creativity with commercial and material realities.

Exposure to industry voices

Throughout the course, regular industry lectures offered insight into a wide range of professional pathways within interior design and architecture. Guest speakers included designers from studios such as Drawing Room Interiors, Gensler, Black Ivy, and Formation Global, alongside specialists in lighting, colour, and materials.

These talks helped demystify professional practice, offering honest accounts of career progression, studio culture, and sector-specific challenges. Hearing from practitioners working in healthcare, workplace, exhibition, and commercial design highlighted the diversity of roles available within the industry.

Importantly, these sessions also reinforced that there is no single route into practice, helping students understand that career paths can be flexible and evolving.

Understanding materials and technical knowledge

Beyond design studios, technical learning played a key role in developing professional awareness. Online courses such as The Quality and Properties of Timber by BM Trada provided a deeper understanding of materials beyond their aesthetic qualities.

This type of learning encouraged a more informed approach to specification, highlighting how durability, sourcing, and performance influence long-term design decisions. It also reinforced the responsibility designers have when selecting materials that impact safety, sustainability, and maintenance.

Professional development as a continuous process

Each year included a Professional Development module focused on CV writing, cover letters, portfolios, and interview preparation. Rather than being treated as a one-off exercise, professional readiness was embedded throughout the course.

This ongoing approach encouraged reflection on personal strengths, interests, and career direction. It also helped students understand how to communicate design thinking clearly and concisely, a skill just as important as visual presentation.

Optional modules such as Presentation Skills, Research Writing Skills, and Certified Adobe Photoshop (ACP) further supported this development, reinforcing both communication confidence and technical competence.

Bridging education and practice

University projects do not replicate professional practice exactly, but they provide a safe environment to test ideas, make mistakes, and learn from feedback. The combination of collaboration, industry engagement, technical learning, and reflective development helped build a strong foundation for entering practice.

Rather than being isolated academic exercises, these experiences encouraged a mindset aligned with professional design values: curiosity, adaptability, collaboration, and responsibility.