The changing nature of work has and is impacting on emergency services education programs in Australia. University-Industry partnerships are becoming more common and the learning and outcome requirements at management level is becoming more complex. Professionalisation does not bring all good news for the staff receiving training. These training outcomes have become broader and less tangible than the discrete competencies of the students initial trade education. Student discomfort causes these trade professionals to scrutinise the credibility of the academics, and the university, and demands non-trade teachers to prove their relevance in an industry where work can be life threatening.