EPC Recruitment and Admissions Forum 2020 Series Speakers

Jon Adamson (Entry qualifications, 18/11)

Jon Adamson is Director of Post-16 Standards at Oakgrove School, Milton Keynes. Jon has 25 years of experience working in state schools. He has spent 20 of those years in the role of Head of Sixth Form in three very different schools in London and Milton Keynes. An English teacher at heart, Jon has also taught a range of other subjects including Classical Civilisations.

Oakgrove School has been praised for its excellent careers provision and has been well ahead of the game in meeting all Gatsby benchmarks. In recent years, Jon has been focusing on increasing the number of students progressing to competitive courses and universities, especially Oxbridge and medicine.


Prof Louise Archer (Fair access, 18/11)

Louise Archer is the Karl Mannheim Professor of Sociology of Education at UCL Institute of Education. Her research focuses on educational identities and inequalities, particularly in relation to gender, ethnicity and social class. She directs a number of large funded research studies focusing on understanding and addressing injustices in young people’s engagement with science/ STEM in both school and out-of-school settings, including the ASPIRES, Youth Equity + STEM, Primary Science Capital: A whole school approach and Making Spaces projects.


Dr Jude Brereton (Entry qualifications, 18/11)

Jude is a Senior Lecturer in Audio and Music Technology at the University of York with research interests in interactive acoustic environments for musical performance. Since 2017 she has been Undergraduate Admissions Tutor for the Department of Electronic Engineering, where she is responsible for recruiting and admitting students to a variety of programmes in Electronic Engineering and specialisms such as Audio and Music Technology Systems, Nanotechnology, Medical Engineering and Robotics. She is a strong advocate for gender equality, serving as a UK Athena SWAN panel member and chair. She is dedicated to promoting inclusive engineering, through innovative, creative approaches to teaching, which are grounded in interdisciplinary research and sit at the boundary between arts and technology. 


Prof Mike Bramhall (Student numbers, 02/12)

Mike is Emeritus Professor of Engineering Education at Sheffield Hallam University (SHU), having previously been the Assistant Dean Academic Development for the faculty of Arts, Computing Engineering & Sciences until his retirement in 2017, after working there for 30 years. He now works as an independent Higher Education consultant. Mike has been on QAA teams for Subject Review, Higher Education Review, Quality Review Visits and Quality and Standards Review for a wide range of Universities, further education colleges and alternative providers. He is a Governor at Northern College for Adult Education, Barnsley, and chairs its Quality Committee. Mike is a Fellow of the Institute of Materials, Minerals and Mining and is also an active member and on the Board of the UK Engineering Professors’ Council, being also a member of its Recruitment and Admissions sub-committee. He was Associate Director of the SHU Learner Autonomy CETL from 2005 to 2010 and has worked for the HEA as an Associate Director of the Materials Subject Centre from 2003 to 2012 at the University of Liverpool. Mike is a National Teaching Fellow and a Principal Fellow of the HEA. He played a key role as Project Manager in developing Sheffield Hallam’s Retention & Student Success Strategy, which was subsequently adopted by Brighton University.


Dr Steve Bullock (Entry qualifications, 18/11)

Dr Steve Bullock is Programme Director for Aerospace Engineering at the University of Bristol, and leads on Widening Participation across the Faculty of Engineering. Previously a physics teacher, he was on the founding team of a highly-successful central London academy, later moving into HE with a teaching focus on inclusion and transition, and research interests in aerial robotics for search and rescue and humanitarian applications via his work in the Bristol Flight Lab. He has consulted on wide-ranging outreach including Google’s Global Science Fair and Ben Ainsley Racing’s STEM Crew, and co-hosts ‘The Guardian’s favourite podcast’, The Cosmic Shed, covering science fact, science fiction, and everything in between.

Contact: steve.bullock@bristol.ac.uk; http://weird.engineer 


Lucy Collins (Student numbers, 02/12)

Lucy Collins is Director of Home Recruitment and Conversion, University of Bristol. Lucy graduated from the University of Bristol with a BSc in Sociology in 2000.  She then went on to gain an MSc in Sociology and Social Research in 2004. Lucy has always been interested in education and believes strongly in the transformative effect of higher education. Following two years working for the educational charity Common Purpose, running a citizenship programme for young people, Lucy returned to the University to take up the post of Schools and Colleges Liaison Officer in the newly created Widening Participation Office. In 2006 she was appointed as Head of Widening Participation and Undergraduate Recruitment. In 2015 Lucy became Head of UK Student Recruitment at the University of Bristol, a role encompassing the development and delivery of strategy for the recruitment of all home students at undergraduate and postgraduate level.  In July 2018 Lucy became the Director of Home Recruitment and Conversion. Lucy and the Home Recruitment Team developed the Bristol Scholar’s scheme in 2016, a new initiative designed attract high quality students from the city of Bristol whose potential is not reflected in their predicted A Level grades. Lucy has been a school governor for over 12 years.  She is currently Vice Chair on the Board of Venturers Trust, a multi-academy trust in Bristol, co-sponsored by the University and the Society of Merchant Venturers.


Dr Mark Corver (International students, 25/11)

Mark has worked on data in higher education for over 20 years. Most recently this has been with dataHE – a business dedicated to helping universities use data better –  which he set up with colleague Andrew Hargreaves two years ago. Prior to founding dataHE, Mark was Director of Analysis and Research at UCAS. Here he built a data science capability that innovated across research, data products, and digital marketing areas. Previously Mark has worked for HEFCE, OFFA and central Government, playing a leading role in development of many of the analytical structures supporting the sector. Mark has degrees in spatial statistics and chemistry and is an advocate of code-based data-led methods for successful outcomes in the higher education sector.


Peter Derrick (Student numbers, 02/12)

Peter joined UCAS is 2015, initially as Head of Service Delivery, subsequently taking on the Admissions Delivery portfolio, covering the full breath of UCAS’ Operational Delivery. He leads and manages the core service delivery to UCAS’s provider, student, and adviser customer groups. He is accountable for the admissions, results, collection, and data quality services, including digital learning and business change. He leads the delivery of the annual Confirmation and Clearing activity as well as working across the breath of UCAS’s change initiatives. Peter is a Biochemistry and Physiology graduate with experience broad range of roles related to applicant and student administration, including Head of Admissions at both the University of Southampton and Middlesex University.


Dr Inês Direito (International students, 25/11)

Inês Direito, Ph.D., is a Senior Research Fellow at the Centre for Engineering Education (CEE), University College London, UK. She is a psychologist working in engineering education research since 2007. Her main  focuses are on the development of transversal and professional skills; gender, diversity and inclusion; and, more broadly, how social and cognitive sciences can inform engineering education and practice. She is the Chair of SEFI’s Special Interest Group on Gender & Diversity, member of the UK and Ireland Engineering Education Research Network (UK&IE EERN) Steering committee, and Fellow of the Higher Education Academy.


Gero Federkeil (International students, 25/11)

U-Multirank


Stella Fowler (Student numbers, 02/12)

Stella Fowler is the EPC Executive Policy and Research lead. She is responsible for all aspects of policy and research including projects; data analysis; report writing; member surveys and consultations; and events and communications. Stella has worked in HE analysis for over 20 years with experience at UCAS, on the Higher Education Strategic Planners Association (HESPA) Board and in senior university planning and research data management roles.


Anne Marie Graham (International students, 25/11)

Anne Marie Graham is Chief Executive of UKCISA. Anne Marie joined UKCISA in 2019 from the Association of Commonwealth Universities, where she was Director of Chevening, the Foreign & Commonwealth Office’s flagship global scholarship scheme.
Prior to that, Anne Marie has led on a range of educational programmes and projects promoting international mobility and intercultural exchange. At Universities UK International, she developed the first government-funded UK Strategy for Outward Mobility, and established the Go International programme to build capacity and influence institutional change in UK universities to increase the proportion of UK domiciled students with international experience. Before moving into the education sector, Anne Marie spent several years in the language services industry managing high profile accounts with multinational engineering and pharmaceutical companies. Anne Marie is a linguist, with a first degree in Modern Languages from Anglia Ruskin University and a postgraduate translation qualification from University of Westminster.


Josephine Hansom (Fair access, 02/12)

Josephine oversees all youth research and insight at the award-winning agency, YouthSight. Leading a team of specialist researchers, she helps clients grow by better understanding the needs of Millennials and Gen Z. During her nineteen years as a researcher Josephine has worked with many university clients as well as brands like the BBC, BMW, Facebook, Google, Tinder and Sport England. She is the mastermind behind the State of the Youth Nation – the most up-to-date youth tracker in the UK; keeping clients plugged into youth culture since 2015. She is a regular on the conference circuit, having spoken in Milan, Chicago, Boston and Vienna.

Twitter: @JosephineHansom / LinkedIn: https://www.linkedin.com/in/josephinehansom/


Dr Georgina Harris (International students, 25/11)

Georgina is Director of Engineering at The University of Salford. She joined the university after working at Manchester Metropolitan University for over five years where she held the post of Head of School of Engineering and Associate Dean. Georgina is a Chartered Mechanical Engineer with an Engineering Doctorate.  She holds two Master’s Degrees: one in Mechanical Engineering and the other in Business Administration. She is a passionate advocate for engineering with a firm belief that it can solve the world’s grand challenges and improve daily life for everyone. Georgina also feels that engineering has the potential to provide social mobility for our successful graduates.


Rachel Hewitt (Student numbers, 02/12)

Rachel joined HEPI in November 2018, as Director of Policy and Advocacy and has written about a wide variety of HE policy issues, including the financial stability of universities and the impact of focusing on graduate employment metrics. Prior to joining HEPI, Rachel held a number of roles at the Higher Education Statistics Agency (HESA), focused on data policy and governance and gathering requirements for information that could be met from HESA data. Rachel also lead on the review of data on graduate destinations and designed and implemented the new Graduate Outcomes survey.


Dr Omar Khan (Fair access 09/12)

Dr Omar Khan is Director of the Centre for Transforming Access and Students Outcomes in Higher Education (TASO). Omar joined TASO from race equality think tank the Runnymede Trust, where he had been Director since 2014. Prior to this, Omar was Head of Policy at the Runnymede Trust and led its financial inclusion programme.

Omar holds several advisory positions, including chair of Olmec, chair of the Ethnicity Strand Advisory Group to Understanding Society, chair of the advisory group of the Centre on Dynamics of Ethnicity at the University of Manchester, Commissioner on the Financial Inclusion Commission and a member of the 2021 REF and 2014 REF assessment. Omar was previously a Governor at the University of East London and a 2012 Clore Social Leadership Fellow.


Dr Steph Neave (Fair access, 09/12)

Stephanie Neave is the Head of Research at EngineeringUK, where she is responsible for developing and delivering the organisation’s research programme, including its State of Engineering reports; the Engineering Brand Monitor, a national survey of young people, teachers and parents on their attitudes toward engineering; and research initiatives to support the STEM community to improve educational outreach. Prior to EngineeringUK, she led research in various education policy organisations on behalf of bodies such as the European Commission, the Home Office, and HEFCE on topics ranging from the diversity of the scientific workforce to the BME degree attainment gap.


Rohit Ramesh (International students, 25/11)

Rohit Ramesh is Head of International Student Recruitment at the University of Liverpool, where he is responsible for providing strategic direction to the institution’s internationalisation objectives. In this role he manages a team that is tasked with devising and overseeing the implementation of the University’s strategy to increase the number of international students coming to study at Liverpool, through the University’s network of partners; exploring and bringing suitable opportunities to grow its overseas partnerships; and managing student numbers and relationships with governmental and commercial partners. Prior to this, he was in the Investment Banking sector, having worked for companies like Goldman Sachs and Deutsche Bank. Rohit holds an MBA from the University of Liverpool and is a registered Member of the Chartered Management Institute.


Johnny Rich (Fair access 09/12)

As well as his Chief Executive role with the EPC, Johnny Rich is well known across the higher education sector as a high-profile commentator on policy issues as well as the chief executive of student advice and outreach organisation Push, as a consultant working in education and careers, and as an author. Before joining the EPC, Johnny has already worked on many issues of concern to our members. Over the past 25 years, he led Push’s research – such as on drop-out rates and student debt – which has had direct impacts on policy. Johnny’s thought leadership, such as his papers for a graduate levy and a national access fund (2018) and on employability (2015) for the Higher Education Policy Institute, have been influential throughout the sector. Policy issues are also a significant part of his consultancy work, along with communications. His clients have included the European Commission, HEFCE, U-Multirank, as well as many universities, recruiters and charities. He’s a regular speaker at conferences, awards and in schools. In 2013, his novel A Human Script was published.

Twitter @JohnnySRich


Dennis Sherwood (Entry qualifications, 18/11)

Dennis now runs his own consulting business, The Silver Bullet Machine Manufacturing Company Limited, working with clients in all sectors and all scales on creativity and innovation – including many academic science and engineering departments, and DTCs, under the EPSRC’s “Creativity@home” programme. And, following an assignment for Ofqual in 2013, using systems thinking to compile causal loop diagrams to map all the systems within which Ofqual operates, Dennis has been an active campaigner for the award of grades that are fully reliable and trustworthy. Earlier in his career, Dennis was an Executive Director at Goldman Sachs and a consulting partner in Deloitte, having read Natural Sciences (Physics Part II) at Clare College, Cambridge, followed by an MPhil (Molecular Biophysics) from Yale and a PhD (Biology) from the University of California at San Diego. Dennis has written many journal articles and blogs, and is also the author of 11 books on a variety of subjects – including thermodynamics!


Helen Thorne MBE (Entry qualifications, 18/11)

Helen has over 25 years of experience working with the HE sectors in the UK and the US, covering student recruitment, admissions, research and innovation.  She was most recently Director of External Relations for UCAS with responsibility for strategy, digital product management, marketing, PR and student exhibitions.  Helen serves as an independent governor for Northumbria University and two schools in Swindon. 


Thijs van Vugt (International students, 25/11)

Thijs van Vugt is the strategic power of the Analytics and Consulting Team at Studyportals. With 30 years of experience in international education, he brings to the table experience as an entrepreneur, consultant, trainer, author and board member. Some of his recent clients include University of London, University of Glasgow, University of Edinburgh, University of Nottingham, Glasgow Caledonian University, Karolinska Institute, Sciences Po, the European Commission Pearson, San Diego State University, Keypath and PwC. Thijs is the founder of the Expert Community Marketing & Recruitment of the EAIE. He was chair of M&R (2002-2008) and a member of EAIE’s Executive Board (2004-2008). In 2006 he published a book on The Impact of Tuition Fees on International Student Recruitment and in September 2009 was awarded the Bo Gregersen Award for Best Practice of the EAIE. Thijs holds a Master’s in International Economics from Tilburg University and post-graduate diplomas in Public Management (Tias Business School) and Customer Relationship Management (Beeckestijn Business School).


EPC Recruitment and Admissions Forum 2020 Series Posters

Click on the thumbnails below to view the posters.

UK engineering students’ maths entry qualifications: grades and non-progression

Tim Bullough, University of Liverpool

NMITE recruitment and selection

Costa Coleman, New Model Institute for Technology and Engineering

Experiential Capital of mature returners to Engineering Education

Martin Eason, University of Wolverhampton

Math workshop as a valuable vehicle to learning

Karin Ennser, Swansea University

In engineering, what changes would be needed to receive applications / make offers after level 3 results were known? And what might be the unintended consequences?

Stella Fowler, EPC

Guest Blog: To trust or not to trust?

Imagine the situation, you have worked tirelessly to make a discovery which is important, potentially revolutionary, or worked long days and nights and sacrificed everything in order to bring that life changing product to the market. You feel elated and hopeful of what the future holds only to find out that everything you have worked for is for naught as your partners have passed off all your work as their own. Or even worse the discoveries you have made are being used to increase oppression, or worse, and your reputation is damaged even though you had no knowledge of the use. The following case study shows the risks:

A university signed a memorandum of understanding (MoU) to collaborate on research into facial recognition technology with an overseas university. As part of the proposal, the overseas university committed to providing significant funding and to sponsor two research fellows. The university conducted in-depth due diligence, including financial assurance and checking compliance with export control legislation. A year into the research, a newspaper published an exposé which highlighted well-publicised details of the overseas university’s work with the military and police of their country to support surveillance and repression of dissents to the political leadership.

I wish I could say these were one off incidents but worryingly, this is happening a lot more than is realised. A quick search online reveals stories of IP theft from universities or AI being used to increase mass surveillance.  However, these risks can be mitigated and CPNI and NCSC are here to help.

The CPNI (the national technical authority for physical and personnel security) have now collaborated with the NCSC (the national technical authority for cyber security) to bring you Trusted Research to support academics to manage the risks to international research collaboration. This guidance

  • Outlines the potential risks to UK research and innovation
  • Helps researchers, UK universities and industry partners to have confidence in international collaboration and make informed decisions around those potential risks
  • Explains how to protect research and staff from potential theft, misuse or exploitation

The website also includes a simple checklist to help identify potential risks and also has guidance for senior leaders.

We recognise international collaboration is vital, we also realise that collaborating with the wrong people could end up costing everything, rather than paying dividends.

In an increasingly uncertain world, it is safer to know who you are doing business with.

Guest Blog: Engineering Council on Revised Standards

By Catherine Elliott, Education and Skills Manager at the Engineering Council

The fourth edition of Accreditation of Higher Education Programmes (AHEP) has been published, ahead of the 2020-2021 academic year. There will be a transition period, from publication until the start of the 2023 academic year, during which providers can request accreditation against the old or new learning outcomes.  

Accreditation is the process of reviewing an engineering degree programme to judge whether or not it meets the defined standards set by the Engineering Council. A degree may be accredited by one or more of the engineering institutions licensed to do so, particularly where it spans several engineering disciplines. Accredited engineering degrees offer students, their parents and advisors, and employers an important mark of assurance that the programme meets the high standards set by the engineering profession.

Alongside the fourth edition of AHEP, we have published:

  • a summary of key changes to the document
  • a comparison of the learning outcomes in this fourth edition to the previous edition of AHEP, ‘Mapping Learning Outcomes AHEP4 against AHEP3’
  • a table of ‘Defining characteristics and learning outcomes’, which sets out the characteristics that define accredited programmes and the generic learning outcomes

all of which are available at: https://www.engc.org.uk/ahep4th

Revisions to AHEP aim to encourage development of innovative programmes and pedagogy, as well as making the importance of industry involvement in programme design and delivery clear. The updated document also has a sharper focus on inclusive design and innovation, and the coverage of areas such as sustainability and ethics.

Approval and Accreditation of Qualifications and Apprenticeships (AAQA) is the new Engineering Council Standard against which apprenticeships (including Degree Apprenticeships and Graduate Apprenticeships) and non-degree qualifications can be recognised.   AAQA supports the formal recognition of competence, as well as knowledge and understanding, developed through non-degree qualifications and apprenticeships. For higher level programmes this refers to the same defining characteristics and generic learning outcomes as degree accreditation.

More information on and links to all the Engineering Council’s revised Standards is available in our press release.

The Engineering Council would like to thank the professional engineering community for its valuable contribution to this process, including providing consultation responses and nominating volunteers for the relevant Working Groups. This revision of our Standards would not have been possible without the expert perspectives offered by higher education providers, the professional engineering institutions and the community as a whole.

Emerging Stronger: Lasting Impact from Crisis Innovation – a new publication

At the start of 2020, no-one could have known what major changes lay just three months ahead for HE. Yet, here we are living through a pandemic, and in the midst of one of the most significant, challenging, and disruptive periods imaginable.

As COVID-19 hit, we all saw and delivered innovation, change, and resilience in colleagues and students of unprecedented scope, on an unprecedented scale, and at unprecedented speed. What was striking about these changes was the apparent loss of perceived barriers that had previously hindered innovation. COVID-19 provided a new freedom for us all to try new ideas and do things differently, and a catalyst for everyone to do so: the status quo no longer existed to be maintained.

An obvious question quickly arose: what value might there be in the longer term retention of some of these new approaches, beyond the immediate crisis? Some benefits seemed immediately apparent – for example, open-book assessment prompted a shift to more authentic questions of application rather than simple recall of knowledge; digital delivery of lectures enabled students to choose the pace and place of their learning with greater flexibility; and students’ employability was enhanced through developing skills in collaboration across space and time. There were, of course, challenges, too: How do we develop practical skills in students at a distance? How can students gain workplace experience in the absence of internships? How do we maintain academic standards in remote assessments?

To explore these questions, we launched a series of webinars – Engineering Education: Lasting Impact from Crisis Innovation – through our Pioneering Programmes and Practice in Engineering Education Advance HE Connect network. Across six weeks, we brought together over 250 educators and practitioners to share ideas and discover how the sector was responding. We explored assessment; collaboration and professional skills; remote laboratory work and practical skill development; employability; and student partnership in learning design. In the sixth week, eight invited contributions from across the sector showcased emerging good practice.

We were encouraged to see so many positive innovations, and the creativity of our community in keeping the show on the road, with determination to deliver positive learning outcomes for students. Emerging Stronger: Lasting Impact from Crisis Innovation  – published today by the EPC – celebrates this work, sharing the thinking and discussion that we explored together. It adds further examples of emerging good practice in case studies from colleagues across the sector, and students’ perspectives on the changes to their learning experience.

We hope that Emerging Stronger will provide inspiration, guidance – indeed, reassurance – to colleagues as we now face the challenge, over summer 2020, of planning for the start of the new academic year with online or blended approaches to learning and teaching. We encourage you to capture your own stories of innovation, and to reflect on the benefits and challenges that arise. The EPC has created a new set of webpages to share your innovations with the wider community, and we encourage you to tell us what you’ve been doing, using this form.


Engineering admissions: share your insights and help us make engineering’s voice heard in the national admissions debate.

EPC response to the Office for Students (OfS) consultation on the higher education admissions system in England.

In response to both the pending consultation and the uncertainty around this year’s university admissions the EPC is conducting a one-off admissions survey (in addition to our annual temperature check of the health of HE engineering enrolments which will take a light touch this Autumn). Please complete the survey here. You can view all questions here before you begin.

Background

Earlier this year, the OfS launched a review of the current English higher education admissions system, with an emphasis on the interests of undergraduate applicants. The scope included the effectiveness of the current admissions system as well as reform.

The consultation was paused – in response to the coronavirus outbreak – before it really got going, but not before it was heavily criticised for overstepping the mark when it comes to institutional autonomy and the right of individual providers “to determine the criteria for the admission of students and apply those criteria in particular cases” (as per the Higher Education and Research Act).

Meanwhile, despite the OfS not having the power – at that point at least – to require changes to individual institutions’ admissions processes, and the coronavirus pause in the admissions consultation, ministers and the OfS waded in to “protect” the integrity and stability of the English higher education sector by imposing an unconditional offers moratorium and proposing the extension of OfS’s regulatory powers regarding admissions. A new temporary condition on sector stability and integrity was adopted by OfS on 3rd July 2020 but the scope of the condition was narrowed as a result of EPC and others’ lobbying, with only unconditional offers and marketing activity in final scope. The EPC’s concern that OfS would be able to take enforcement action in relation to conduct that predated the consultation was heard, and this additional power conceded.

At the same time, other reform pressures are rife and PQA is undoubtedly back on the agenda.

EPC Admissions Survey

With the triple whammy of curbed international student imports, squeezed budgets and student number controls weighing down on HE engineering portfolios, we know that the HE engineering sector needs to know more…urgently. An engineering admissions profile will give our members an insight into how our sector manages admissions, the benefit of understanding what our peers are doing, and an opportunity to share best practice. The EPC will also play a critical role in carefully evidencing HE engineering’s collective admissions behaviour in order to inform future policy responses in the interests of engineering.

Please be assured, there are no trick questions and we won’t share your information or publish any findings which might identify your university.

There are 9 sections to this survey:

1. About your engineering courses

  1. About your recruitment and admissions response to Covid-19
  2. About your response to government policy resulting from Covid-19
  3. About your admissions infrastructure
  4. About your undergraduate engineering admissions processes
  5. About your wider engineering admissions processes
  6. Evaluating your admissions processes
  7. The future of admissions
  8. Get involved

You’ll need to set aside about half an hour to complete the survey in full but you can skip any questions you don’t want to answer. You can also save your partially completed survey to come back to if you are short of time in a single sitting. Please complete whole sections in a sitting where possible. They survey is easiest to complete on a computer or tablet, but can be navigated on a phone if necessary. You can view all questions here before you begin. Please complete the survey here.

Principles of the paused OfS admissions consultation

Notwithstanding that no revised deadline for the OfS admissions consultation has yet been published and, in any event, the impact of Covid-19 may have an urgent and lasting effect on university admissions anyway, a summary of the original admissions review is provided below.

The consultation starts with the overarching principle that “all students, whatever their background, are able to choose between and select courses and providers matched to their needs, achievements and potential” plus a further set of proposed principles for a reliable, fair and inclusive admissions system (revised from the 2004 Schwartz review).

  • Applicants, their advisers and universities and colleges should find that the admissions system is transparent and that they have access to full information, presented in a way that enables applicants to make effective choices.
  • Applicants should be given the opportunity to demonstrate their achievement and potential with clear evidence. They should know how this evidence will be used by universities and colleges to select students.
  • Applicants should be assessed using methods that are reliable, fair and inclusive.
  • Applicants, their advisers and universities and colleges should experience a system that is professional in every respect and underpinned by appropriate structures and processes.
  • The public should have confidence in the admissions system.

Perceived admissions issues

Beyond these principles, there are a total of ten issues in scope:

  1. Advertised entry requirements versus actual entry requirements
  2. The use and accuracy of predicted grades in undergraduate admissions
  3. The use of assessment methods including personal statements and references, auditions, portfolio, admission tests, and interviews
  4. The role of contextual offers and contextual admissions
  5. The use of unconditional offers and “attainment offers”
  6. The use of offer incentives, inducements, and false marketing claims
  7. Applications which are made later in the admissions cycle, including the use of the UCAS Clearing system
  8. The transparency of the admissions process
  9. Applicants’ experience of the admissions system processes
  10. Stakeholder’ perceptions of the extent to which the English higher education admissions system is fair and effective.

The last three are predominantly aimed at applicants but within these they pick up on the following institutional activities:

  • The use of integrated foundation years
  • The use of admissions processes other than UCAS
  • The use of admissions processes where more than one university, college, or other organisation is involved, such as under a partnership arrangement or for an apprenticeship
  • The use of recruitment agents to recruit UK, EU and international students onto higher education courses

Somewhat off topic, the OfS is also seeking views on the use of higher education provider ‘league tables’.

Future options

OfS consultation includes three possible future admissions models:

Existing system with reforms

Possible reforms here include more transparency on entry requirements, getting rid of personal statements and/or references, and limiting the use of unconditional offers and incentives. Slightly more sweeping reforms, including getting shot of predicted grades entirely, and reforming clearing, are also mooted.

Post-qualification offers

Applying to full-time undergraduate admissions, this would be a halfway house between what we have currently – seeing applicants apply before their A levels but receiving offers after results are known. This would likely see some changes to dates for results or the start of the academic year for first years and would mean the end of conditional offers.

Post-qualification admissions

This would see students applying to full time undergraduate courses after their A level results are known, with a speedy response from providers seeing offers made and accepted before the (delayed) start of the academic year. Conditional offers would again disappear.

Although postgraduate and other direct entry applicants are largely ignored through much of the consultation, we are told that they are in scope and asked to consider whether aspects of a PQA might apply across the wider admissions system.

Survey for European engineering students in the UK

This is the student survey, for the staff survey, please click here.

Are you a non-UK European citizen? And an engineering STUDENT in a UK Higher Education Institution?

We want to hear from you. This survey is part of an EPC / UCL Engineering Education project funded by the Royal Academy of Engineering, looking at the experiences and expectations of European nationals currently studying engineering in the United Kingdom.

Last year we interviewed European engineering students, at undergraduate and postgraduate level, who shared a variety of experiences, expectations and concerns about their future in the UK. When the interviews were run, the General Election (on the 12th December 2019) had not occurred. Since then, the UK has left the EU and is currently in a transition period until the end of 2020.

It would be enormously helpful to understand why you have chosen the UK to study engineering; what your experiences have been so far; and what are your future plans and expectations. We want to understand how UK universities can support your capacity to learn and succeed in your engineering studies and future career.

Link to the survey: https://is.gd/EUengineeringstudent

We hope that this survey is relevant to you, but we understand that you are frequently asked to complete online surveys. We would like to give you a £5 gift voucher for your time completing this survey. The survey is organized in 4 sections and it should take about 20 minutes to complete. If you wish to receive this voucher, please provide your student email (your university email address) at the end of the survey. The voucher will be sent by email no later than September.

All the information you provide will be kept anonymous and you will not be able to be identified from your responses. You can find more details in the Participant Information Sheet, which explains how we will analyse and store your data. The submission of your responses implies consent to participate in the research.

Although COVID-19 has been impacting the whole society in unprecedented ways, when completing the survey please focus on the impact of UK’s departure of the EU on your experiences and future plans.

Your voice matters! Thank you for participating in this critical research.

Dr Inês Direito, UCL Centre for Engineering Education

Contact: i.direito@ucl.ac.uk

Survey for European engineering academic staff in the UK

This is the staff survey, for the student survey, please click here.

Are you a non-UK European citizen? And an engineering academic working in a UK Higher Education Institution?

We want to hear from you. This survey is part of an EPC / UCL Engineering Education project funded by the Royal Academy of Engineering, looking at the experiences and expectations of European nationals currently studying and working in engineering HE in the United Kingdom.

Last year we interviewed European engineering staff, who shared a variety of experiences, expectations and concerns about their future in the UK. When the interviews were run, the General Election (on the 12th December 2019) had not occurred. Since then, the UK has left the EU and is currently in a transition period until the end of 2020.

It would be enormously helpful to understand why you have chosen the UK to work as an engineering academic; what your experiences have been so far; what are your future plans and expectations; and how can the engineering education sector support you.

You are, therefore, invited to participate in the survey and / or share it with your European engineering academic colleagues.

Link to the survey: https://is.gd/EUengineeringAcademic

The survey is organized in 4 sections and it should take about 20 minutes to complete. All the information you provide will be kept anonymous and you will not be able to be identified from your responses. You can find more details in the Participant Information Sheet, which explains how we will analyse and store your data. The submission of your responses implies consent to participate in the research.

Although COVID-19 has been impacting the whole society in unprecedented ways, when completing the survey please focus on the impact of UK’s departure of the EU on your experiences and future plans.

Your voice matters! Thank you for participating in this critical research.

Dr Inês Direito, UCL Centre for Engineering Education

Contact: i.direito@ucl.ac.uk

Media release: University engineers across the UK commit expertise and equipment to join coronavirus struggle

Tales are emerging of the many ways that universities across the UK have stepped up to beat coronavirus and Engineering departments in particular have been at the forefront, lending specialist equipment, resources and problem-solving skills.

96% of engineers surveyed reported that they and their colleagues had volunteered their skills and resources in response to the Covid-19 pandemic, deploying their efforts in local communities and on a nationwide level.

University engineering teams’ contributions have ranged from developing augmented reality headsets to jump-start the manufacture of lifesaving ventilators, using drones to deliver medical supplies to island communities, adapting diving masks into medical equipment, and inventing a molecular test and smartphone app that can tell people if they have Covid-19 in just half an hour.

For example, Swansea University engineers are leading a project using a blast of gas for rapid decontamination of ambulances, cutting cleaning time to under 20 minutes and minimising the risk to workers.

Ulster University engineers have been analysing call data from crisis helplines to show that distressed individuals are contacting crisis helplines for longer calls since the pandemic outbreak. This data is critical in showing the increased need for this helpline support while traditional face-to-face options remain unavailable.

At The University of Birmingham student engineers co-ordinated an online quarantine hackathon – Hack Quarantine – with over 2,500 technologists and scientists across five continents taking part. In the global initiative, participants around the world worked to invent solutions to problems created by the Coronavirus pandemic.

Meanwhile, many engineering departments have been collaborating to mass-produce hundreds of thousands of face shields and other PPE for NHS and other healthcare workers. The University of Hull alone produced and distributed over 21,000 and, by working with industrial partners, engineers at the University have increased output to over 70,000 per week – certified to the highest EU standards – to buoy up the national supply chain. 

A survey by the Engineering Professors’ Council (EPC) has highlighted the phenomenal scale of the sector response as teams of university-based engineers across all UK regions join forces with colleagues, students, industrial partners and frontline clinical staff to support both local and national Covid-19 initiatives.

Out of over 50 separate engineering departments that responded to the survey, all but two had been actively involved in Covid-19 response activities. Four out of five respondents had produced PPE, one-third had supplied or developed other medical equipment, one-quarter had provided specialist facilities, and over half had provided expert advice, analysis and engineering skills.

EPC President, Professor Colin Turner, commented:

“It is humbling to see so many colleagues across the country do what engineers do best: see a problem, get creative and do whatever it takes to solve it. Universities are the anchors of so many towns and cities and we take seriously our civic duty to offer up not only our world-class university engineering facilities and workshops, but also the expertise of leading engineering minds.

“Engineering academics, technicians and students aren’t just helping address our immediate crisis. Our skills and innovations will help get the nation back on its feet logistically, practically and economically. Engineers will be the keyworkers of the recovery.”

Ends

Notes to editors:

The EPC is the representative voice of over 8,000 academic staff working at all levels in UK Engineering departments, schools and faculties.

Our survey, which we opened to member for one week in April, received 56 responses from our 80-university membership.

There is a press resource, giving many more examples of the phenomenal contributions of our engineering academics and details of their press offices, on the EPC website.

For more information:   Johnny Rich 078 1111 4292, j.rich@epc.ac.uk

Engineering departments and the Covid-19 response

University engineers donate expertise and equipment in coronavirus struggle

A survey by the Engineering Professors’ Council (EPC) has highlighted the phenomenal scale of the sector response as teams of university-based engineers across all UK regions join forces with colleagues, students, industrial partners and frontline clinical staff to support both local and national Covid-19 initiatives.

Out of over 50 separate engineering departments that responded to the survey, all but two had been actively involved in Covid-19 response activities. Four out of five respondents had produced PPE, one-third had supplied or developed other medical equipment, one-quarter had provided specialist facilities, and over half had provided expert advice, analysis and engineering skills.

Please see below for just some examples of the work shared with us during April. The brief summaries – listed by region – are accompanied by press contacts and links, where appropriate. Many staff have also been involved in university wide and community volunteering schemes. Please note that some respondents provided details but did not wish these to be made public; these are not included in this resource.

EPC members are invited to add further examples using the comments box below. Please do provide a media contact.

(L-r) Ed Lester-Card, Dr Chedly Tizaoui, Anthony Lewis and Dr Karen Perkins of Swansea University College of Engineering, with the demonstration ambulance used to test out their speed-cleaning procedure. Picture courtesy of Swansea University.

Yorkshire and the Humber

West Midlands

Wales

South West

South East

Scotland

Northern Ireland

North East

London

East of England

East Midlands

Yorkshire and the Humber

The University of Hull has been leading a collaboration to develop and produce face shields to support the NHS and other healthcare organisations in the region. Over a two-week period in April, they produced and delivered 1,490 3D printed face shields within the University before partnering with an injection moulding company to produce 8,330 injection moulded headbands within 11 days and a further 25,000 within 16 Days. Mass production of the face shields is expected to produce between 35,000 – 70,000 per week to feed into the national supply chain.

Engineers have produced and distributed visors, initially by designing and 3D printing them, but have redesigned them for injection moulding, which is being undertaken by a local company, with the capability of producing 20,000 per week. These are being distributed to local hospitals and health care workers. The materials cost is being funded by crowdfunding (mainly alumni).

Media contact: Stella Harkness, Press Officer e: S.Harkness@hull.ac.uk t: 07484 534322

The University of Sheffield has been mass manufacturing face shields, including 3D printing and disinfection. Around £60,000 worth of personal protective equipment (PPE), including masks, gloves, aprons and eyewear, has been donated by the University to front-line NHS staff treating patients with coronavirus, with significant donations from the Departments of Electronic and Electrical Engineering and Materials Science and Engineering.

The Department of Materials Science and Engineering has also provided Doncaster Royal Infirmary and Sheffield Teaching Hospital Trust with eleven powered respirators, while the Department of Chemical and Biological Engineering has loaned a number of Polymerase Chain Reaction machines to the army for use in Covid-19 testing.

Engineers have joined the Covid-19 Genomics UK Consortium, a £20 million investment to create valuable intelligence that could provide breakthroughs in how to fight this, and future pandemics. The expert consortium will work together to analyse rapidly the genetic code of coronavirus samples circulating in the UK. In doing so, they will provide unique cutting-edge intelligence about the cause of the disease to share with public health agencies, hospitals, regional NHS centres and the government to help combat the virus.

The University’s Advanced Manufacturing Research Centre (AMRC) has, as part of the Ventilator Challenge UK consortium, produced augmented reality headsets programmed to enable skilled aerospace and automotive production line operatives to rapidly switch to the manufacture of 10,000 life-saving medical ventilators. It has also turned its recently opened R&D facility in North Wales into a production facility for the devices.

In the Department of Chemical and Biological Engineering; academics, technical and administrative staff and researchers are working together to produce the Covid-19 spike protein as rapidly as possible to enable their local NHS to widely deploy an antibody test. Meanwhile, researchers are working on developing RNA extraction methods for the high throughput extraction of viral RNA from patient samples to help with the detection of Covid-19.

The Department of Automatic Control and Systems Engineering is working with academic colleagues to develop models to help the NHS Sheffield Trust, and the Sheffield City Council to effectively allocate resources.

Professor Vanessa Speight, from the Department of Civil and Structural Engineering, has acted as co-chair on a working group at the Virtual International Research Summit on Covid-19. The group looked at the potential to recover Covid-19 genetic material from wastewater to give an indication of the level of infection across the community, sharing best practice and identifying areas where more research is needed to increase confidence in estimates.

A website created by engineers at the University of Sheffield, has been made available to schools as a free resource for GCSE and A-Level physics students, allowing them to conduct virtual experiments and continue their learning during the coronavirus pandemic.

Media contact: Meg C Holmes, Marketing & Communications Manager, Faculty of Engineering e: m.holmes@sheffield.ac.uk t: 07966 415653

West Midlands

The University of Birmingham has worked with medical colleagues to design and develop a disposable plastic ‘pop-up tent’ which creates a protective barrier between patients and healthcare professionals. The Disposable Resuscitation, Intubation and Nebulisation Kit Shield – or DRs INK Shield – is a compact device designed to cover the patient’s head, neck and shoulder area while treatments for Covid-19 are administered.

They are also working on a solution to improve the seal and fit of facemasks used in hospitals during the Covid-19 crisis and manufacturing hand sanitiser for local social care workers.

Engineering staff have been joined by students to 3D print protective visors for Queen Elizabeth Hospital Birmingham.

Meanwhile a University of Birmingham engineering student is leading on a huge global initiative in which participants around the world are working around the clock to combat issues created by the Coronavirus pandemic. The global online ‘hackathon’ called Hack Quarantine has over 2,500 technologists and scientists across five continents taking part.

Media contact: Rachel Ellis, Head of Marketing and Communications – Engineering and Physical Sciences e: R.Ellis.3@bham.ac.uk

Wales

Cardiff University has been working very closely with the Welsh Government and industry and clinical partners to develop and test new mask materials and methods of decontaminating masks so they can be reused.  They have been involved in testing and manufacturing equipment for use by Public Health Wales.

Media contact: Amy Stackhouse, Head of Communications, College of Physical Science and Engineering e: stackhouseaj@cardiff.ac.uk t: 029 2087 9717

Swansea University engineers are currently leading a project for rapid decontamination of ambulances. Cleaning the vehicles by hand can take 45 minutes and is potentially dangerous to workers; researchers have developed a new system which could cut that to less than 20 minutes. The new system, using rapid release gases to penetrate all areas of the vehicle, has been developed by researchers and the University also provided space and lab access to carry out the tests. The technology could be used to decontaminate hospitals and schools.

Engineers have also been busy 3D printing visors and ventilator parts and formulating hand sanitisers.

Media contact: Kevin Sullivan e: k.g.sullivan@swansea.ac.uk

University of Wales Trinity St David (UWTSD) has been involved in the rapid development of a highly efficient 3D printed jet Venturi based respiratory support system to support patients with breathing difficulties.

The solution is the result of assessing and revisiting Post-Graduate project work undertaken within the School of Engineering which outlined the potential of the Venturi effect in gas therapy applications.

Engineers have also supported the development of 3D printed face shields supplied to local hospitals and assisted clinicians in the development of respiratory snorkel mask adapters for viral filters.

Media contact: Rebecca Davies, Executive Press and Media Relations Officer e: Rebecca.Davies@uwtsd.ac.uk t: 07384 467071

Wrexham Glyndwr has been busy 3D printing.

Media contact: Sarah Collis, Corporate Communications Manager e: sarah.collis@glyndwr.ac.uk

South West

The University of Bath has been making face shields, eye protectors and medical gowns for the Royal United Hospitals, Bath. They have so far made over 50,000 A3 face shields and 10,000 A4 face shields free of charge and achieved BSI approval. They have also delivered to local GPs, care homes, pharmacists and the B&NES GP Hub, and shared their designs online. Additionally, they have helped a collaborator to provide over 80,000 pairs of eye protection.

Engineers have also created trolley enclosures to reduce cleaning time between patient appointments, and carried out research with the Royal United Hospitals to model and simulate whether one ventilator can be shared between two patients.

Media contact: Will McManus, Media and PR Manager e: wem25@bath.ac.uk t: 01225 385798

The University of Exeter is currently working with the local 3D printing community supporting PPE production in the city. The community identified 10 university 3D printers that were of use and these have been loaned out, until the end of May 2020 to support 3D printing of PPE for local healthcare needs in the city.

Engineers have also led a project to manufacture disposable face shields for the local healthcare community, including the RD&E. A team of volunteers has come together to contribute to this initiative in collaboration with the local business community in Exeter.

Large donations of PPE (FFP2, FFP3 and surgical masks, disposable aprons, disinfectant, hand sanitiser, alcohol wipes, goggles, safety glasses, disposable scrubs and PPE suits, and gloves) have been donated to the RD&E, RCH NHS Trust, Devon County Council, and Hospiscare.

Media contact: Press Office e: pressoffice@exeter.ac.uk

3D printers at the University of Plymouth are being used to supply plastic frames for face visors in a city-wide initiative co-ordinated by Babcock engineering at Devonport Dockyard.

University of Plymouth’s Dr Antony Robotham has conceived a novel recyclable face shield that has been developed into a low-cost, high-volume manufacture product by Plymouth based Prestige Packaging. The frame and strap are made from a folding boxboard that is 100% recyclable, 100% compostable and made from FSC-certified wood products. The anti-fog, anti-glare, see-through visor is made from a type of polyethylene terephthalate (PET) that is 100% recyclable and can be returned to the production cycle. The product has been assessed by BSI and is type approved for Covid-19 healthcare settings. Initial production will be 20,000 units per week with the potential to increase to 100,000 units per week.

Media contact: Alan Williams, Media & Communications Officer e: alan.williams@plymouth.ac.uk t: 01752 588 004

South East

The University of Brighton’s Advanced Engineering Centre has responded to an emergency plea from Manchester City Council to urgently provide scientific evidence to evaluate the efficiency of uncertified fluid resistant surgical masks required by frontline staff. The team devised an experimental test rig and procedures to mimic inhalation in order to measure the flow resistance of mask samples benchmarked against the performance of CE approved masks. The results showed a marked difference in filter efficiency between the samples sets and the control set allowing the masks to be ranked and prioritised. 

Media contact: Mr Philip Mills, Senior Press Officer, P.J.Mills@brighton.ac.uk t: 01273 644756

Canterbury Christ Church University has been supporting 3DCrowdUK visor initiative coordinating visors to end users and hub for disinfecting cleaning, fabrication and distribution of 3D printed visors for care homes and NHS.  The science and engineering section has also donated Laboratory personal protective equipment (PPE), including masks, gloves, laboratory coats, aprons and eyewear to front-line NHS staff.  The engineering team is working with Canterbury Hospital consultant on prototyping for health professionals low cost inclusive PPE respiratory system to support acute phase operation of COVID19.

Media contact: Melissa Cleary, Assistant Director and Head of Corporate Communications e: melissa.cleary@canterbury.ac.uk

The Open University has produced hand sanitiser and PPE for Milton Keynes Hospital and engineers have undertaken specialist research and modelling.

The Open University’s Toni Gladding has been involved in writing national health and safety guidance of international interest for the waste industry. This guidance has been key in keeping the waste collection sector moving and continues to be important in the re-opening of household waste recycling sites.

Media contact: Bridgette Honegan, Media Relations Manager e: bridgette.honegan@open.ac.uk t: 01908 659258

The University of Portsmouth has produced visors for a local hospital and developed prototype respirators.

Media contact: Professor Peter Kyberd, Head of School of Energy and Electronic Engineering e: peter.kyberd@port.ac.uk

The University of Southampton is using drones to connect Isle of Wight to the mainland.

Their towing tank 3D printer has also been used to produce face masks straps and face visor brackets as part of the “Southern Hampshire Covid-19 face visors…non front line medical” initiative.

Media contact Prof. Jim Scanlan, Head of Computational Engineering and Design Research Group e: j.p.scanlan@soton.ac.uk t: 02380 592369

Scotland

The University of Edinburgh is using 3D printing to make headbands for face shields, with students and research, technical and academic staff producing them in laboratories and their own homes. They are also making fully laser cut shields. They have donated thousands of shields made in this way to local health and social care providers including hospitals, a hospice, a dental practice, and a housing association.

Engineers are working with other academics, NHS clinical staff and collaborators at Heriot Watt to investigate the airborne transmission of COVID-19 and mitigation effectiveness of PPE. They have found that wearing face coverings can significantly lower the risk of Covid-19 transmission. The study is available as a preprint.

Engineers are are also working on the development of a pipeline that will enable rapid-response manufacture of bespoke items that could be requested by clinical engineers in a health emergency.

An engineering-led team has won funding from the Chief Scientist Office to design, build, and clinically evaluate some new designs of 3D-scanned-and-printed reusable facemasks for keyworkers in frontline services. The project involves collaboration with clinicians, a virologist and an entrepreneur.

Members of the University are also part of the SRPe Engineering in Response to Covid-19 working group.

Media contact: Edd McCracken, Head of News e: press.office@ed.ac.uk

Edinburgh Napier University has been busy 3D printing.

Media contact: Luigi La Spada, Assistant Professor in Electrical and Electronic Engineering e: l.laspada@napier.ac.uk t: 07584 100162

The University of Glasgow has provided testing equipment, donated a PCR machine to the Lighthouse testing facility in Glasgow and enrolled students to assemble their 3D printed visors for the NHS in Glasgow.

Engineers are also developing a point-of-care diagnostic test that could be used in the community to trace infections and detect more cases than with centralised testing facilities.

Media contact: Ross Barker e: Ross.Barker@glasgow.ac.uk

Northern Ireland

Queen’s University Belfast’s (QUB) engineers sought to quickly design a good-quality face shield which could be produced in reasonable quantities and meet the requirements of NHS staff and other key workers who may be exposed to the virus in their line of work. The design is made from separate parts which can be manufactured through laser-cutting flat polymer sheeting and assembled without adhesive.

The face shield was developed in consultation with senior NHS staff and provides distinct advantages over standard issue face shields. Thousands have been delivered to various key workers at the Royal Victoria, Mater, Belfast City, Ulster, Antrim Hospitals, SW Acute Hospital in Enniskillen, St John’s Ambulance, Care and Nursing homes, NI Hospices and NIFRS, among others.

Media contact: Suzanne Lagan, QUB Comms e: Suzanne.Lagan@qub.ac.uk t: 02890 975292

Ulster University is analysing call data from crisis helplines, from pre-Covid-19 dates to current Covid-19 lockdown dates. Their work has shown that distressed individuals are contacting crisis helplines for longer calls since the pandemic outbreak. This data is critical in showing the increased need for this helpline support while traditional face-to-face options remain unavailable.

Engineers have also mass-produced visors, incubation covers, Continuous Positive Airway Pressure (CPAP) masks, and sanitisers; as well as providing ventilator parts and diagnostic system 3D parts; and undertaken systems analysis and calibration tests.

Plus, they are developing apps for contact tracking and antibody testing and a near-infrared test system for Covid-19 monitoring.

The University’s Prof Maurice Mulvenna sits on the Department of Health’s Science and Technology Advisory Group (STAC) Behaviour Change Group (BCG) in Northern Ireland. Prof Jim McLaughlin is on a Government led – UK Rapid Test Consortium report to PHE and Minister of Health. The School of Engineering has been key to Northern Ireland Covid-19 modelling and exit strategy.

Engineers are also involved in community projects to help school children with maths and physics projects.

Media contact: Lee Campbell, PR Manager e: l.campbell5@ulster.ac.uk t: 028 9036 6295

North East

The University of Sunderland has designed and developed a door opening device to reduce the spread of the virus via touching door handles.

Engineers have also designed, clinically trialled, 3D printed and distributed face masks.

Media contact: Roger O’Brien, Head of AMAP e: roger.obrien@sunderland.ac.uk t: 0191 515 3888

Teesside University has completed preliminary work on 3D printing PPE equipment for healthcare professionals and batches of PPE have been produced by two industrial partners in Gateshead and Ripon and sent to Sunderland Royal Hospital and a Medical Practice in Spennymoor.

Engineering labs will also be used to test flow and pressure drop measurements of a disposable face mask in collaboration with an industry partner who is aiming to produce up to 3,000 masks per week within two months.

Media contact: Prof. Nashwan Dawood, Associate Dean e: n.n.dawood@tees.ac.uk t: 07879 888080

London

Brunel University London engineers are part of a consortia working on a molecular test and smartphone app that can tell people in half an hour if they have Covid-19.

Staff and students are part of the wide-scale 3D printing effort for Guys and St Thomas’s and engineers have also been using workshop space and personal 3D printers to produce PPE visors and components to repurpose ventilator equipment for the Royal Brompton and Harefield hospitals.

Electronic and Electrical Engineering staff have researched how Coronavirus can be identified automatically from sick patients’ lung X-rays using artificial intelligence (AI) while Computer Science staff and students have been simulating virus transmission, hospital utilisation and post-lockdown scenarios.

Media contact: Joe Buchanunn, Senior Media Relations Manager e: Joe.Buchanunn@brunel.ac.uk t: 01895 628821

A University of Greenwich engineer has designed a face shield for essential workers who still have to commute in public. The design ethos is to “embrace the change” rather than “respond to emergency” and so the design is among the first of its kind that considers a balanced approach to facemasks products. It fulfils the basic functions of a normal face shield which we see 3D printed on the television, but was designed as an item of fashion, comfort, durability, hygiene, and customisation.

Mohammed Elsouri will personally be supplying 5 free hand-made masks at his own cost, and the rest at material cost for his local neighbourhood delivery drivers and grocery shops initially.

Media contact: Kate Johnson / Phil Cox, Media, Head of Department e: K.Johnson@greenwich.ac.uk / P.w.cox@greenwich.ac.uk / public.relations@gre.ac.uk

Kingston University is producing face protection for local organisations and has provided PPE to local surgeries and to the local hospital.

Media contact: Rob Patterson e: r.patterson@kingston.ac.uk

Queen Mary University of London has 3D printed new and innovative design visors, developed to be rapidly produced and with most components reusable.

Engineers are also supporting projects to enhance the effectiveness of contact tracing and monitoring of symptom development and have also provided consumables and reagents for academic testing elsewhere in the University.

Media contact e: press@qmul.ac.uk t: 07970 096 188

TEDI-London has loaned their 3D printers to the charity HEROES for their SHIELD project to make PPE equipment for the NHS.

Media contact: Helen Merrills, Director of Communications e: helen.merrills@tedi-london.ac.uk t: 07878 871480

University College London is providing PPE – including 3D printing of face visors – and hand sanitisers to UCLH, Royal Free NHS and other NHS trusts as well as numerous specialist offerings elsewhere.

A team of UCL engineers has developed a Continuous Positive Airway Pressure (CPAP) breathing aid in partnership with UCLH clinicians and industry partners Mercedes F1. The team has now manufactured 10,000 “UCL-Ventura” devices which have been delivered to the UK Department of Health and are now being used in over 40 hospitals in the UK. To help meet international need, they have released the designs and manufacturing instructions for free to governments, industry manufacturers, academics and health experts across the globe. The designs have been downloaded over 1,800 times in 105 countries.

UCL Engineering has led a consortium of partners brought together by Global Disability Innovation (GDI) Hub to launch a new platform to provide global access to viable medical and protective equipment designs to aid Covid-19 response around the world.

Teams from UCL Computer Science are also working on tracking Covid-19 using online search – work that has been included in the first PHE health surveillance report on Covid-19. They are also working on resource allocation and flow models.

Researchers are compiling a database of chest x-rays and CTs to construct automated image analysis algorithms and are leading on image database work.

The UCL Biochemistry Department has also provided equipment for the Covid testing centre at Milton Keynes and has repurposed funds to support their Vax Hub partner, Sarah Gilbert’s team at Oxford University.

Derek Hill from the Department of Medical Physics is part of the Independent Regulatory Advisory Group working with the MHRA to define a regulatory approval process for rapidly manufactured ventilators for Covid-19, and to support the teams designing novel ventilators to navigate this process.

The UCL Engineering Engagement team, led by Elpida Makrygianni, is working to support children of keyworkers and other pupils by providing one to one STEM tutors. Engineers are also contributing to STEM Learning, Tomorrow’s Engineers and Engineering UK initiatives.

Media contact: Mark Greaves, UCL Media e: m.greaves@ucl.ac.uk

East of England

The University of East Anglia has supported the Norfolk and Norwich University Hospital with provision of PPE for key workers including mass producing hand gel and face visors.

Engineers have designed and developed a door opening device to reduce the spread of the virus via touching door handles and have developed and tested components to allow snorkel masks to be used for Continuous Positive Airway Pressure (CPAP) and non-Invasive ventilation.

Media contact: Julie Schofield, Head of Business Partnerships e: Julie.Schofield@uea.ac.uk

University of Hertfordshire has manufactured face shields, donated all of their departmental PPE, and supplied their Life & Medical Sciences colleagues with all their appropriate solvents to manufacture hand sanitiser for distribution through PHE Hertfordshire.

They are also in discussion with DSTL Porton Down to identify whether any of their biodetection technology can be rapidly adapted to the Covid-19 pandemic.

Media contact: Media Relations Manager e: d.way@herts.ac.uk t: 01707 281269

East Midlands

University of Derby has been 3D printing visors and providing mathematics teaching resources to support home-schooling children.

Media contact: Rosie Marshalsay, Head of Corporate Communications e: r.marshalsay@derby.ac.uk  t: 01332 591942 / 07920 235586          

University of Nottingham has designed a PPE face shield with CE approval that they are 3D printing at scale for healthcare workers. Engineers have also donated a range of PPE equipment to the Nottingham NHS Trust and have advised on PPE testing and guidelines.

PhD students have provided community support for those isolated.

Media contact: Katie Andrews, Media Relations e: katie.andrews@nottingham.ac.uk