The British Columbia Institute of Technology (BCIT) has a unique position in the Canadian higher education landscape. It is one of the largest polytechnic institution of higher education in Canada, located in the Metro Vancouver region with an enrolment of nearly 50,000 students annually. Unlike colleges that focus on foundational diplomas and universities that emphasize academic research and theoretical knowledge, polytechnics like BCIT prioritizes applied learning, hands on and experiential learning to meet the needs of the workforce. In today’s competitive higher education environment, how does BCIT ensure its students have the necessary skills and competencies to meet industry needs? Do Industry stakeholders value applied hands- on education, and if so, how is this demonstrated? Furthermore, how does our leadership collaborate with industry partners to develop trust and effective working relationships? The overarching question remains, how does this symbiotic relationship between BCIT and industry at a local level lead to partnerships at a national and global level leading to public engagement and community capacity building. The School of Health Sciences at BCIT will be used to illustrate examples.

One of the success factors of the School of Health Sciences, comprising of 34 distinct programs, can be attributed to the strong partnerships with industry/industries, government, regulators and other stakeholders through effective communication strategies, collective solution orientation and ongoing relationship building. As per BCIT policy, all programs must have Program Advisory Committees (PACs), comprising of senior industry leaders. These PACS keep the programs apprised of industry trends, help secure work-integrated- learning (WIL) opportunities and provide strategic guidance. Some partnerships have led to joint applied research initiatives to address industry and community challenges.

Despite the success of these local partnerships, the question remains: how can we develop successful partnerships for the good of society at a higher level in today’s competitive and fiscally challenging environment. BCIT has a provincial mandate for workforce development, which we have yet to fully realize. The current President of BCIT emphasizes the need for all schools to serve the entire province. Given the diverse demographics and geographic landscapes of British Columbia, let alone fiscal constraints and limited resources, initial meetings and conversations have started with other higher education institutions, focusing on shared goals and mutual benefits. BCIT aims to expand programs across the province, while other institutions seek to offer programs from BCIT that they cannot deliver independently. Sharing knowledge, information, resources, and space help avoid duplication and foster innovation. Importantly, expanding access to programs and learning opportunities in remote and rural communities supports local workforce sustainability by enabling students to remain in their home communities, thereby reinforcing economic and social benefits.

Nationally, some health care/health sciences programs are only offered at BCIT, and graduates of those programs, such as in the allied health areas are required elsewhere in Canada. While many national partnerships begin through contractual agreements, their long-term success depends on trust, clear communications, strategic alignment, and mutual benefits.

Globally, BCIT is beginning to explore transnational education strategies aimed at fostering global partnerships. For the School of Health Sciences, this includes student and faculty exchanges as well as sharing of curricula, teaching practices, education delivery models, and educational resources to support global health and well-being. Although these strategies are relatively new for the School of Health Sciences, their success relies on the same foundational principles: trust, shared values, effective and ongoing communication, adaptability, and innovation in the context of cultural differences.

As higher education faces declining enrolment and financial pressures, BCIT recognizes the need to strengthen and expand strategic alliances. Trust, communication, shared goals, flexibility, and innovation remain central to sustaining successful partnerships. Lessons learned and practical examples from these collaborative efforts will be shared during the presentation.

This paper will introduce participants to the educational experiences of Irish Travellers in the Republic of Ireland. Irish Travellers are a small indigenous ethnic minority. The Cant (Traveller language) terms for Irish Travellers are Mincéirs and/or Pavees. In the Irish language, Irish Travellers are called An Lutch Siúil, which translates into The Walking People and / or Ridirí an Bhóthair, meaning The Knights of the Road. For this paper, the term Irish Traveller will be used.

In an ideal world, universities and society exist in a mutually reinforcing relationship; today, that relationship is under strain. Political polarisation, economic insecurity, conflict, disinformation and environmental pressures amongst other things have created fertile ground for scepticism toward expertise and impatience with complexity. In this context, universities are often perceived as remote, elitist or politically captured and their contributions to the public good are questioned. Strengthening trust therefore requires deliberate, sustained change in how HEIs position themselves and act. As the saying goes, ‘Trust arrives on foot but leaves on horseback’. Universities must reaffirm their public worth via clear engagement with the ‘wicked’ challenges and problems societies face. Universities that open themselves more fully to society through genuine partnerships are better placed to counter misperceptions of academic detachment or irrelevance. Legitimacy is strengthened when communities see their concerns reflected in university priorities and practices.

According to the 2022 Census, there were 32,949 members of the Irish Traveller community in the Republic of Ireland (Central Statistics Office (CSO) 2022). It has been acknowledged though that this figure is likely higher because many Travellers are reluctant to identify themselves (Department of Children, Disability and Equality (DCDE) 2024). Irish Travellers have long endured racism in every aspect of their lives. In terms of education specifically, levels of participation, progression, and academic achievement have lagged behind their settled peers and other ethnic minority groups. Approximately 1% of Travellers attain a third level qualification relative to 55% of the settled population (DFHERIS 2022) but this is increasing; the census in 2022 recorded 312 Travellers had achieved a third-level qualification, up from 167 in 2016 and 89 in 2011.

While outcomes for Travellers remain remarkably low in comparison to the general population, and profound challenges persist, there has been some progress in education policy. In the Republic, this includes the National Traveller and Roma Education Strategy (TRES) (2024-2030), Travellers being identified and included as a priority group within the National Access Plan (2022-2028) and potential curriculum reform (NCCA 2019, 2024). The Supporting Traveller And Roma (STAR) project, which was established in 2019, aims to improve Traveller and Roma school attendance and completion through supporting a sense of belonging. Funding for 12-15 Community Link Workers and National Education Coordinator posts to support education for Traveller and Roma communities and the implementation of TRES was also made available. There is evidence to suggest that some progress has been made on many TRES actions between 2024-2026 (Committee on the Key Issues Affecting the Traveller Community, 2025).

This paper will draw on the research from STAR / TRES exploring the experiences of Irish Travellers in further and higher education to illustrate how HEIs have the potential to make a positive contribution to the development of more inclusive societies / communities. In doing so it will highlight some of the progress made to date whilst alerting participants to some of the complex challenges that remain.

Across Europe, trust between higher education institutions and minoritised ethnic communities has been shaped by long histories of exclusion and negative schooling experiences. For Irish Travellers and Roma communities, research consistently shows that poor treatment within mainstream education has created enduring mistrust of educational institutions that carries across generations (Brennan et al., 2025; Prout Quicke & Biddle, 2017; Bhopal & Myers, 2009).

In Ireland, this challenge is recognised at national policy level through the National Traveller and Roma Inclusion Strategy 2024–2030 and the National Action Plan Against Racism 2023–2027, both of which emphasise the need to rebuild trust between public institutions and Traveller and Roma communities. Despite this, Traveller and Roma students remain significantly underrepresented and underserved within higher education. According to the 2016 Census, educational attainment among Travellers remained far below that of the general population. Approximately 13% of Traveller women were educated to upper secondary level or above, compared with 69% of the general population. For Traveller men, 57.2% were educated to at most primary level, in contrast to 13.6% of the general population. In 2016, 167 Irish Travellers held a third level qualification, an increase from 89 in 2011.

Key findings from ‘A Community Needs Analysis with Traveller and Roma students on Their experiences of Higher Education’ conducted by College Connect in 2025 shows the challenges faced by Traveller and Roma students in Higher Education. Some of these experiences include significant, persistent structural racism and intergenerational trauma stemming from discrimination throughout their educational journeys, often accompanied by low expectations from educators.

This paper presents a case study from University of Galway which positions trust building, rather than recruitment, as the starting point for engagement. We examine three initiatives: the Uni4U primary schools programme, the TARGET Grinds secondary schools programme, and the Educational Transition Programme for Traveller and Roma adults. These programmes were intentionally designed to repair relationships with community members, parents, and schools before focusing on progression to higher education.

These initiatives move beyond traditional widening participation models by embedding long term, relational, and community led approaches that prioritise dialogue, visibility, and shared ownership. We discuss how this work seeks to counteract historical mistrust through sustained presence, collaboration with community organisations, and recognition of lived experience as a form of expertise.

By situating this case within Irish policy and European research on trust and minoritised communities, this paper offers practical insights for higher education institutions seeking to rebuild legitimacy and foster meaningful partnerships with communities who have valid reasons to distrust them. The lessons presented are relevant not only for Traveller and Roma engagement, but for any institution attempting to strengthen trust with marginalised ethnic groups across Europe.