CO-LOCATION LABS FOR AUTHENTIC LEARNING: EXPERIENCES FROM SINGAPORE POLYTECHNIC'S ENGINEERING CLUSTER

The rapid evolution of technology presents constant challenges for Institutes of Higher Learning (IHLs) in maintaining curriculum relevance whilst ensuring graduates possess industry-ready competencies. This paper examines how Co-location labs (Co-labs) within Singapore Polytechnic (SP)'s Engineering Cluster address these challenges through systematic industry-academia collaboration, exploring how students achieve authentic learning within Engineering Learning Workspaces under the CDIO framework. The paper first provides a literature review on different approaches to industry-academia collaboration, namely internships and Co-location arrangements, discussing their relative merits in affording real-world learning experiences. This work further examines Co-lab implementation within SP's Engineering Cluster, which comprises the Schools of Electrical and Electronic Engineering (EEE) and Mechanical and Aeronautical Engineering (MAE). Through the Cluster Industry Engagement Centre (CIEC), strategic partnerships have established physical industry presence on campus featuring Industry 4.0 applications, 5G and AIoT systems, Smart Energy Technologies, and Advanced Manufacturing solutions that emphasize hands-on learning and collaborative environments. Survey results based on stakeholders’ feedback and focus group discussion are shared to examine experiences with Co-location learning environments. The study investigates how these engineering workspaces enhance students' learning outcomes, develop their skill attributes, and improve their industry readiness, whilst several implementation challenges are identified and elaborated upon. Findings demonstrate that Co-labs provide a means to advocate CDIO Standards 6 and 7 through industry-integrated environments supporting concurrent skill development. This approach enhances faculty competence (Standard 9) through direct industry exposure and collaborative opportunities with professional practitioners. The paper concludes with reflections on Co-labs as effective mechanisms for supporting authentic learning in IHLs. Key success factors are identified, and strategies for overcoming implementation challenges are proposed using guidance from the CDIO Framework, providing a roadmap for other institutions seeking to implement similar initiatives in engineering education.