This article is part of the Get Into Games feature presentation. Check out the rest of the series for a complete look into the reality of getting a gaming career, as told to us by some of the industry’s best talent.

In meeting the challenge of offering practical, relevant experience to budding designers and engineers, University of Huddersfield didn’t just listen to the industry, it copied it. Its integrated Canalside Studios, visited in this issue’s Region Specific section, is manufacturing everything from tomorrow’s talent to the processes it’s expected to know and the games it aspires to create. Course leader Ruth Taylor explains how it works.

Much has been said of the disparity between what’s taught at universities and what developers actually need. What’s your opinion?

The important thing to keep in mind is that we’re all seeking the same outcome; that is, successful and capable graduates who can fill the workforce needs of industry, have the creative talent and ability to innovate, and who, over time, will continue the success of the industry in the UK. The industry’s obviously highly demanding in its need for skilled and qualified workers – after all, it’s on the cutting edge of new technology. UK university computing schools like Huddersfield have successfully provided computer science courses for many years and are also home to research and innovation in computing.

The move by universities to provide specifically targeted courses has been a response to the industry’s needs and the demand from young people to study in an exciting and challenging area. To do this successfully requires good communication. At Huddersfield, we’ve been fortunate enough to have the help and advice of the region’s game companies and professionals; we see these partnerships as essential in helping our understanding of the industry’s needs and enabling us to review and adapt what we teach and how we teach it.

At a time when modding is increasingly touted as a good route into gaming, what experience can a student exclusively acquire at university?

It provides a student with access to huge resources, from library and research facilities to equipment and software. There are lots of things you’d be able to experiment with at Huddersfield that you wouldn’t have access to at home, such as motion capture and VR. It can be a little daunting at first finding your way around and learning to make the most of what’s available, but the experience should be rich and rewarding.

And the people you’ll work with are as valuable an asset: your peer group, friends on your course who share your ambition. You’ll have experienced lecturers who will seek to challenge and inspire you and support your learning, helping you develop your individual skills and talents.



Generally speaking, is there too much theory in game education at present?

No, I don’t think so. University should provide a balanced education; it’s more than a training course and that’s why theoretical underpinning is so important. University learning seeks to address two things: knowledge and abilities. Concentrating on the theoretical aspects of each subject provides a solid understanding of core principles which a student is expected to apply in practice.

As an example, you could build a 3D character model that looks great and is attractively textured, well-lit, etc, but if you haven’t taken into account basic theory it could be useless in a game engine. It might be inefficient with too many polys, or have hidden faults in the mesh that are disguised by the texture. It might be difficult to rig, or might animate badly because vertices aren’t aligned in the right places. Theory isn’t there to slow you down – it’s important at the simplest level in supporting good practice and fostering an ability to innovate and move learning forward.

Do students and applicants generally understand the truth behind the many myths associated with making games?

Well, it varies. I think most students understand that it’s a very competitive industry and that developers are looking for a high level of skill and commitment, and that they’ll have to work hard to achieve that. There will be some students who only want to make the sort of games they enjoy playing and don’t fully appreciate the diversity of the market and audiences. It’s quite difficult to take the mental step of picturing yourself working not on the next GTA or Halo, but modelling incidental props for a game aimed at eight-year-old girls who like Barbie. It’s also common to see students at the start of a course wanting to be good at everything.

It takes a while to find your feet and focus on a particular area, and start to develop the skills and polish that will make you stand out from the crowd. Students need to get a feel for the range of possibilities that the industry offers and then understand how and where they can best apply their talents and specialise.