Several education theorists advocate a capabilisation model based upon two pillars: professional emancipation and activation for citizenship comprised a balanced delivery of technical and research competences (TRC) and cross-disciplinary competences (CDC). Hence, this research makes a theoretical review of education governance literature and tests the capabilisation at Higher Education Institutions (HEI) in Denmark confined to a subset of educational support infrastructures - academic laboratories (ALs) - to grasp their contribution to HES capabilisation, which constitutes a fairly unexplored research gap. The empirical paradigm consists of an iteration along a purposive sample of 15 HEIs. Results uncover a mismatch among national policies, universities/colleges' governance and firm expectations on graduate's competencies. A capability-gap is acknowledged concerning budgetary expenditure to education versus budgetary efficiency in graduate employment rates (GER); and between firm's capability-requirements (CR) and HES capability-delivery (CD) to the industry. The latter suggests the notion of capability-fitness, which constitutes the micro foundation for the balanced model of higher education student's capabilisation (BHESC) design.

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Academic laboratories,BHESC taxonomy,Capability-fitness,CDC,Cross-disciplinary competence,HEI,Higher education institution,TCL,Transversal competences laboratory

• Economics and Business - Social Sciences
• Educational Sciences - Social Sciences