!New! DATA BLOG: EPC engineering enrolments survey results

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EPC Engineering Enrolments Survey

Firstly, a huge thank you for your contributions which the Recruitment and Admissions Forum confirmed are highly valued by our members. You told us that the data is used in many ways, from enabling individual members and departments to understand their experience relative to the sector and their comparators, to evidence-based decision making on new courses to offer. The survey gives us all an early temperature check of the health of HE undergraduate and postgraduate engineering enrolments; our survey is the only place you can gain this insight, many months before enrolment data for 2018/19 is published by HESA.

This year we saw improved member engagement and data quality, plus an increased response rate from a greater number of universities resulting in better overall coverage across more discrete disciplines. We will continue to work to make your involvement as easy as possible.

Stable enrolments, changing distribution

  • The EU share of the undergraduate market contracted for non-Russell Group universities; while the Home share expanded.
  • Postgraduate courses saw a higher proportion of overseas enrolments; especially in the Russell Group which reported greatest volatility.
  • At undergraduate level, Non-Russell Group universities dominated the home market.
  • London universities reported a decline in engineering enrolments.
  • Mechanical engineering remains the sector headliner, but fares poorly when it comes to attracting women.
  • The most notable growth was reported in Biomedical engineering, with Product design, General engineering and Other also showing clear growth overall.
  • The most notable decline was in Mineral, metallurgy and materials engineering.
  • Software engineering may also be on the up, but for undergraduates was proportionally the singularly most EU dependent discipline.
  • A three-fold growth was reported in enrolments on degree apprenticeships. But where are the part-time enrolments?

Summary findings

Mechanical engineering remains the sector superstar, dominating our sample population (and official data shows undergraduate numbers have doubled in a decade); members also reported that the applicant field in this area remains strong.

Software engineering features more prominently in our survey than ever before. But interim UCAS undergraduate data doesn’t suggest an engineering surge, so if software engineering is really taking off, it may be at the expense of other disciplines. What’s more, at undergraduate level, software engineering is proportionally the singularly most EU dependent discipline in our sample (charts 1 and 2).

Both disciplines fared poorly when it comes to attracting women into engineering, between them they had the worse female:male ratios in our sample, at both undergraduate and postgraduate levels.

Nor does the EU student sample support the cause, which is surprising given Europe’s track record in this space. But recruiting from further afield (other overseas) does, particularly if you’re in the Russell Group…and enrolling postgraduates! Biomedical engineering continues to have the best female:male ratio in our sample.

This year we celebrated huge gains in the coverage of our female:male data, which was almost complete for home undergraduate enrolments (chart 3).

The EU share of the undergraduate market has contracted in our survey for non-Russell Group universities, while the Home share has expanded. Could this be an early sign to the new direction as Brexit looms near?

Postgraduate engineering courses saw a much higher proportion of overseas enrolments, especially within the Russell Group. At undergraduate level, Non-Russell Group universities dominated the home market (chart 4).

There are huge regional variations, with the North and London attracting the most enrolments from overseas, particularly at postgraduate level (chart 5).

Our survey showed part-time undergraduate enrolments to be pitiful in numbers, mostly seen in Civil engineering. At postgraduate level, part-time study was far more common, with Civil engineering again leading the way.

Degree apprenticeships

We received submissions for 3.5 x more degree apprenticeship enrolments than last year (572), and these were returned by one quarter of our respondents (approximately half of these were in addition to the enrolment figures submitted elsewhere). Degree apprenticeship enrolments were reported in all disciplines excepting Biomedical engineering, Chemical, process and energy engineering and Product design. They were dominated by Mechanical, aero and production engineering and Civil engineering. Just 3% of these were at postgraduate level (chart 6).

Undergraduate enrolments compared with 2017-18

The most notable growth was reported in Biomedical engineering, with Product design, General engineering and Other also showing clear growth overall. The most notable decline was in Mineral, metallurgy and materials engineering. Among the other disciplines, there were mixed fortunes.

Following an apparent hit last year, Chemical, process and energy engineering witnessed greater growth than decline this year. Members report that attracting core Electronic and Electrical Engineering students continues to be challenging.

The levels of stability (the gaps between the lower and higher bars) were relatively uniform in the data, suggesting relative stability in the engineering undergraduate sector (chart 7).

At postgraduate level, growth outweighed decline across all disciplines except Civil engineering and Software engineering. The stand-out pattern is, similarly, the consistency of those reporting their enrolments to be about the same (chart 8).

Enrolments at universities across Wales, Scotland and Northern Ireland collectively showed a notable increase overall, together with those in the South and the North. At undergraduate level, universities in the Central region also showed much greater growth than decline. Across the board, universities based in London fared worse with both undergraduate and postgraduate enrolments reported as being most in decline relative to their growth (chart 9).

While non-Russell Group universities reported relatively stable enrolments overall, the Russell Group witnessed greater volatility, showing growth overall, most convincingly at postgraduate level (chart 10).

Reflections

Notwithstanding Brexit, we also know that some (non-EU) overseas markets are struggling. And, of course, we know that recruitment and selection are made in the context of institutional strategies and targets. Share your own reflections below…

In addition to the slides published here, a headlines slide deck is available to download for all EPC members.

Protected: Recruitment and admissions forum 2018 presentations

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Engineering enrolments survey 2018-19

Download an .xlsx version of the EPC engineering enrolments survey

Go to the online survey

The EPC’s annual engineering enrolment survey gives us all a first glance at engineering enrolments long before official data becomes available. We hope that as many of you as possible will participate again this year; the more responses we receive, the more robust the wider insight we can provide. We understand that enrolment numbers will not yet be completely stable but ask that you provide your best estimates based on your university’s latest information. Our survey will close on 22 October 2018. The results will be launched at the annual EPC Recruitment and Admissions Forum at Sheffield Hallam University on 14th November 2018.

Book your place

The survey results will also be available on the EPC website.

Thank you for attaching your completed survey by email to s.fowler@epc.ac.uk. Or for completing it online at http://www.smartsurvey.co.uk/s/82B8J/..

Creating a new breed of ‘supergrads’

Creating a new breed of ‘supergrads’

When it comes to new approaches to education, what happens in engineering is the canary in the mine.

Along with medicine no discipline more clearly confronts the questions that the whole sector is now facing about the right balance between learning by doing, and learning by understanding. So everybody in higher education should take notice of the current debate in engineering about degree apprenticeships – and the extent to which they could (or should) be a game-changer.

There’s a well-documented shortfall of engineering graduates, a shortage of engineering and technical skills, and many employers tell us that graduates are not job-ready. So why aren’t we more excited about degree apprenticeships?

This is the theme of a landmark report published today by the Engineering Professors’ Council (EPC), the voice of engineering academics in the UK, representing 7,500 individuals in more than 80 universities.

Employer-led, not employer-dominated

The report states that in order to make degree apprenticeships in engineering a success, we must work collaboratively to put apprentices at the heart of the debate, and make an honest and reflective appraisal of what works and what doesn’t. We also need to convince policymakers that apprenticeships are not currently going according to plan, but that it’s not too late to make the changes required to make them attractive to school leavers and employers.

We have arrived at a system where degree apprenticeships are intended to be “employer-led” but instead they often become “employer-dominated”, failing to focus on apprentices’ wider learning needs and long-term goals. In an honest desire to ensure the relevance of apprenticeships, the system may have overlooked what we have already learnt about learning. We need to pool the understanding of academics and of industry to create degree apprenticeships that appeal to prospective apprentices and provide them, as well as employers, with what they need. Degree apprenticeships must be partnerships between employers, providers and apprentices themselves – there is no room for silo cultures here.

Failing brand

What’s more, the complexity of the apprenticeship system – coupled with ambiguous messaging and poor branding – is a barrier to potential apprentices, parents and employers – particularly smaller firms. We need a centralised approach to raising awareness among prospective degree apprentices, providing information about options and practicalities. Early intervention outreach must be coordinated, evidence-based and properly funded. And government should relax the rules around the apprenticeship levy to allow some of an estimated £1.28 billion of unspent funds to be used to improve careers advice and to promote degree apprenticeships.

But there is still the challenge that degree apprenticeships outputs are themselves ambiguous. The idea of promoting a broad appreciation of the benefits of degree apprenticeships in the current climate is baffling; apprentices’ rights to professional recognition, continued employment and a degree must become clearly navigable in order to move forward.

EPC calls for change

Today’s EPC report, Experience Enhanced, is the collective perspective of the UK’s engineering academic community, the culmination of a two-year project to assess policy and practice around degree apprenticeships. It highlights nearly 50 recommendations spanning four areas: ensuring the best possible learning experience and outcomes for apprentices; the need for closer collaboration between employers and learning providers like universities; the importance of building recognition as a professional engineer into the pathways of apprenticeships; and the financial sustainability of degree apprenticeships.

Degree apprenticeships might not be the silver bullet for all recruitment challenges where there’s a skills deficit, but they do bring the rigours of academic learning and knowledge together with the practical skills and behaviours of the workplace – a new breed of “supergrads”?

Experience enhanced: improving engineering degree apprenticeships

The EPC has published a landmark report calling for changes to degree apprenticeships to deliver a new breed of ‘supergrads’ – graduates with enhanced levels of practical experience.

The report, Experience enhanced, is the outcome of a two-year project to assess policy and practice around degree apprenticeships and it highlights nearly 50 recommendations for the Government, for employers and for other organisations such as the Institute for Apprenticeships and the Office for Students.

The EPC criticises the Government for creating a system where degree apprenticeships are intended to be ‘employer-led’ but can become ‘employer-dominated’, failing to focus on apprentices’ wider learning and long-term goals.

Among the key recommendations is a call for the Government to relax the rules around the Apprenticeship Levy to allow some of an estimated £1.28 billion of unspent funds* to be used to develop high-quality apprenticeships, to promote them and to improve careers advice.

The report also takes aim at the messaging around degree apprenticeships. The complexity of the system is described as “a barrier” to potential apprentices, to parents and to employers (particularly smaller firms). The branding of degree apprenticeships also runs the risk of presenting them as something less than traditional degrees, rather than as an enhanced experience.

The EPC’s other recommendations span four areas: ensuring the best possible learning experience and outcomes for apprentices; the need for closer collaboration between employers and learning providers like universities; the importance of building recognition as a professional engineer into the pathways of apprenticeships; and the financial sustainability of degree apprenticeships.

Professor Mike Sutcliffe, chair of the EPC’s degree apprenticeships working group that authored the report, commented:

“The UK has a desperate shortage of engineering skills. Degree apprenticeships could be a game changer in meeting that need and encouraging people from many new and diverse backgrounds into the sector. However, that will only happen if we get them right.

“Degree apprenticeships are still in their infancy, which is why the EPC feels it’s important to highlight some inconvenient truths while it’s still relatively easy for everyone to get behind a programme of helping them realise the potential.”

Professor Jonathan Seville, Chair of the Royal Academy of Engineering’s Education & Skills Committee, welcomed the report:

“At the Royal Academy we embrace the EPC’s positive approach in striving to ensure the success of engineering degree apprenticeships, which offer an exciting new route into a career in engineering. Their success is important for the nation, for employers, for the engineering sector and, most of all, for learners themselves. The EPC’s reflections and recommendations provide an important input for Government and a stimulus to all stakeholders, including the Academy, to continue to participate in the discussion.”

The report Experience Enhanced: improving engineering degree apprenticeships is available here. An EPC blog post can be found here.

REF 2021 full EPC member consultation

The UK’s HE funding bodies have set out detailed arrangements for REF 2021 and are seeking views from subject communities on the draft Panel criteria publication developed by the REF expert panels.

They are also calling for responses on key aspects of the Guidance on submissions publication, which they have developed with advice from the expert panels, including the equality and diversity, and interdisciplinary research advisory panels.

The EPC is running a full consultation on this important opportunity to provide feedback. Please complete our survey to share your views. The documents are available on the REF website.

This is a somewhat technical consultation in parts, but the detail has enormous repercussions for all of us working in research (or in universities more generally) and, when a consultation is as detailed as this, it means there’s a real opportunity to influence the small things that make a big difference. You can answer the questions quickly in about ten minutes, but to do it thoroughly is likely to take about half an hour and there’s no upper limit if you want to provide full feedback. We hope you’ll take the opportunity to make a difference to this important consultation.

Please complete our survey to share your views. Deadline for responses is 28 September.

If you find the survey format doesn’t give you the opportunities to express your views in the way you want, please feel free to email your thoughts to the EPC Executive.

Please note that there are funding councils led consultation events for individuals from higher education institutions on:

  • 14 September: Edinburgh
  • 20 September: London
  • 26 September: Leeds

Venue details will be provided in due course.

Registration is now open to individuals from higher education institutions with an interest in the conduct, quality, funding or use of research but places are limited to a maximum of two participants per institution. You can register by Wednesday 5 September: 

There will also be additional events for specific groups during the consultation period. Booking information will be available on the REF website.

  • Equality and diversity
  • Research users
  • Institutions new to the REF

There are also webinars planned with each of the main panel chairs. Main panel B is on 11th September (pm). Booking details aren’t available yet but will be posted here.

Chief Executive invites EPC to influence Engineering Council review of UKSPEC

At this year’s EPC Congress, Alasdair Coates’s invited the EPC – as the representative body of engineering in higher education – to input to the current review that is being undertaken of UKSPEC. Following a representative EPC consultation Professor Sarah Spurgeon, EPC President, submitted a formal response to the consultation, thanking the Chief Executive of the Engineering Council for his invitation.

To summarise the position of EPC:

1. We wholly support and endorse the current UKSPEC.

2. We strongly and collectively assert that the current problems with accreditation may be wholly attributed to inconsistent implementation of UKSPEC across the Professional Engineering Institutions (PEIs). Indeed, inconsistency across different panels from the same PEI were also flagged as a serious concern. Our consultation heard many examples of panels focussing upon issues that are nothing at all to do with UKSPEC.

We hope very much that the current review will tackle this problem to ensure we can all work in a supportive environment to render engineering educational provision fit for the future.

A document that reports the outcome of our consultation can be found here.

If you would like to input into the review of AHEP, please email accreditation@engc.org.uk directly.

New Approaches to Engineering HE: The Six Facets

New Approaches to Engineering Higher Education is on ongoing initiative that the EPC is running in partnership with the IET, with Professor John Perkins presiding as Chair. The aim is to encourage innovation in the sector’s approaches to policy, pedagogy and practice

The initiative was launched in May 2017 at a landmark conference held at the IET in London on innovative approaches to the teaching of engineering in universities in the UK and globally.

One year on, the EPC hosted a round table meeting, at which the EPC, IET and senior HE stakeholders – including several vice-chancellors – met to take soundings on what we are calling ‘the Six Facets’ of innovative engineering higher education.

The Six Facets are common themes drawn from the papers presented to the New Approaches conference (the proceedings of which can be read here) that address fundamental problems: skills shortages; the shifting nature of engineering, the workforce and the demography of the student population; promoting inclusion and diversity.

While the EPC isn’t seeking to impose the Six Facets on anyone – that isn’t our role – we have identified these as key indicators of an innovative and adaptive response to today’s challenges. Universities can use them as a marker by which to judge their progress and as an inspiration for further development.

The Six Facets

Incorporating creativity into engineering: To reflect developing industrial needs and to attract a broad range of applicants, engineering programmes should enhance and emphasise the creative and innovative nature of the work of engineers. Although maths and science are important, they are a necessary but not sufficient part of the required skill set.

Broaden the diversity of students: The image of engineering means that women and ethnic minorities are far less likely to apply to study it. The emphasis (and the perception in schools of an emphasis) on maths and physics as a requirement to study engineering at top engineering schools also restricts access to the subject. This is especially true in physics where the proportion of female students at A-level is particularly low. Opportunities to increase the diversity of engineering students by proactive steps to address the image of engineering and the barriers to entry should be explored.

A strong emphasis on project work: Students engage and are enthused by authentic and relevant engineering experiences. In engineering, a primary vehicle for this is the design project. However, it is not sufficient that these are only in the latter years once sufficient grounding in theory is achieved. They should be from day one and spread throughout the degree programme to develop skills and encourage active learning.

Industry engagement in design and delivery: It is vital to work with industry to frame the skills graduates need and highlight to students their relevance and importance. This is particularly important to encourage students to enhance their transferable and employability skills.

Experience of the workplace for students: The formation of the professional engineer is a process; one that involves education, training and experience. In an ideal world these are not separated. It is incumbent on academics and industry to work together to develop programmes that bridge the separation between university and work in a way that provides equal opportunities for all students, regardless of background and career aspirations.

Greater interdisciplinarity: Modern engineering challenges and the global issues that most enthuse our current cohort of students will not be solved by any one discipline, but instead by teams of engineers from across the disciplines and non-engineers, bringing together their skills and expertise to create innovative solutions. We must prepare out students for this with appropriate experiences, such as undertaking complex projects in interdisciplinary teams.


There has been a lot of support for the work of the EPC and IET so far and we will now be looking for  exemplars from across the sector. If your work exemplifies one or more of the Six Facets, please contact the Chief Executive with your thoughts.

There will be a further meeting of stakeholders in the autumn – this time the invitees will have more of a national policy perspective and we will explore what the Government, OfS, employer groups and other policy stakeholders could do to change policy to promote the Six Facets.

Invitation to host the EPC Annual Congress 2019

 

DEADLINE FOR SUBMISSIONS: 4th June 2018

Proposals are invited from higher education Engineering departments to host the 2019 Engineering Professors’ Council Annual Congress.

‘Hosting the 2018 Engineering Professors’ Council Congress was a great way to showcase the University’s work to a wide range of experts in the field as well as to the professional bodies in engineering.  Our staff and students gained a lot from explaining their approach to engineering education and research, and we were also able to explore new collaborations to broaden the reach of our engineering activities.  We were delighted to welcome the EPC to Harper Adams and hope that other universities taking the opportunity act as the venue for the Congress will gain as much from the experience as we have.’
David Llewellyn, Vice-Chancellor, Harper Adams University (hosts of the 2018 Annual Congress) 

The Annual Congress is the flagship event in the EPC calendar, an opportunity for engineering academics from across the UK to come together to explore policy and practice and to network.

Hosting Congress is a unparalleled opportunity to showcase your institution and region to the engineering academic community.

Download guidelines.

Download the form for submitting a proposal.

In 2016, the Congress was held at the University of Hull as a prestigious addition to its preparations as European City of Culture. In 2017, the Congress was held in Coventry attracting a host of high-profile speakers and delegates. This year’s Congress at Harper Adams University boasts not only a fantastic line-up of speakers, but also an exciting array of social and educational activities ranging from off-road driving in quad bikes and armoured vehicles to opportunities to explore the latest in cutting-edge agricultural technology.

The Congress usually takes place in April or May (although it has sometimes taken place in September) and lasts two days with a reception on the evening before the Congress formally starts.

The host institution nominates a Congress Convenor who will become a member of the EPC Board for up to three years (2018, 2019, 2020) and who, with guidance from the EPC executive team, will lead the organisation of the Congress, including determining the themes and scope for the Congress, and the speakers and events.


Please email the completed proposal to Johnny Rich, Chief Executive, no later than 9th May 2018: j.rich@epc.ac.uk. For enquiries or to discuss a proposal, please do not hesitate to contact him.


What is expected from the host

The host institution (host) would be expected to provide:

  • an academic of suitable standing to act as Convenor and other staff resource as necessary to assist planning the Congress;
  • suitable function rooms such as a lecture theatre and smaller break-out rooms, as well as space for networking;
  • catering for the Congress;
  • possibly accommodation, particularly, for early career staff delegates to the Congress who may be provided free accommodation in student residences;
  • management of the Congress during the event;
  • financial accountability in accordance with the financial arrangements (see below).

There will be some support from the EPC executive, but it is advisable to ensure that the host can provide conference support staff as the smooth running of the Congress will primarily be the Convenor’s responsibility.

The Congress usually attracts up to 100 delegates, but the numbers have grown in recent years and the host should be able to provide for 150.


Selection process

The process for selection as host involves submission of your proposal to the EPC Board, which will conduct a vote. The basis for its decision is entirely at its discretion, but they will take into account issues such as the nominated Convenor, the suitability of the facilities, the arrangements for costs, the geographical suitability (although the EPC is keen not always to be restricted to big centres of population), the suggested activities such as Congress Dinner venue and other attractions, and other arrangements to ensure the smooth running of the Congress.

The host institution must be a member of the EPC. We would particularly welcome joint proposals from separate institutions to host jointly, such as two engineering departments at separate universities in the same city.


Financial arrangements

The suggestion for the financial arrangement between the EPC and the host forms part of the proposal. The EPC will seek to minimise its risk and, if possible, would like to generate a surplus from the event to contribute to its own in-house costs in running the Congress. However, the quality of the event and its appeal to members will be of greater weight in selecting the host institution.

That said, it may be helpful to provide as guidance the following arrangement that has been used in the past. The EPC would hope that the host would aim to meet at least this arrangement:

Costs may be divided into three categories as follows:

  • ‘External costs’: ie. costs that will genuinely have to be met, such as catering, external venue hire, student ambassadors, etc. The EPC would guarantee all these external costs and, if necessary, would pay them up-front. In any case, the EPC would be liable for these costs.
  • ‘Internal costs’: such as staff who are already employed by the host. The host would guarantee these costs and, in the event that registration income was insufficient to meet them, the host would be liable for them.
  • ‘Internal fees’: where the only cost to the host is a notional price that it sets internally – room hire, for instance. Once the two types of costs above have been met from revenue, 75% of any remainder may be used to defray the host’s internal fees and the other 25% will be due to the EPC to defray our internal costs and fees. After the host’s internal fees have been met, any surplus would be split equally.

The proposal should make it clear whether the host proposes to manages the bookings process and receive the registration fees or would prefer this to be handled by the EPC. If the host receives the fees, after the Congress it will be expected to provide a full account of income and expenditure (outlining the categories of expense as above, if that model is used). If the EPC receives the fees, the host may invoice the EPC for costs in accordance with the agreement. In either case, the host will be expected to agree with the EPC a full budget for the Congress at the earliest opportunity (and before substantial Congress planning) and would not be entitled to incur costs on behalf of the EPC outside the agreed budget without separate agreement.

While the host will be responsible for setting the registration fees and packages for delegates, these must be agreed in advance with the EPC. These should not include a more than 10% increase on equivalent packages for the previous year. A significant number of places for early careers staff (not more than 5 years in an academic post) should be made available at the lowest possible rate (including, ideally, some complimentary places).

In some years, the host has acted as a major sponsor of the event contributing to the costs or not passing on some or all of the costs it incurs. Any such support would be acknowledged and the EPC will seek to support the host’s objectives in sponsoring Congress. Any other sponsorship revenue will normally be retained by the EPC or used to offset the costs of running the Congress.


Download guidelines.
Download the form for submitting a proposal.

Please email the completed proposal to Johnny Rich, Chief Executive, no later than 9th May 2018: j.rich@epc.ac.uk

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DATA BLOG: The state of engineering? Not too shabby

The supply of skilled engineers may not yet be being met by the education pipeline, but the evidence base required by the sector to make sound strategic decisions is met in abundance within the annual Engineering UK: The State of Engineering Report. Having worked with HE data for a very long time, I feel gifted to be presented with such a complete showcase of context, policy and data analysis covering the full engineering lifecycle.

I have lost count of how many university meetings I’ve endured where planners’ careful analyses of institutional data and sector benchmarks meet academics’ equally considered deliberations about definitions, interpretations and nuances in the data. Often, those on the ground delivering the programmes don’t recognise the student, staff or survey information presented to them, and the discussion descends into whose data is right, how to present it differently, and which upstream process has failed in order to bring us to here!

What this report gives us is a collective and comprehensive insight into each stage of the engineering skills pipeline. It’s a baseline, tried and tested over many years, and a practical springboard to more detailed analyses, specific research and, most importantly, evidence-based decision-making and strategy formulation. This is the coordination between activities and evidence – analogous to the sector’s explosion of engineering initiatives – which enable academics and policy-makers alike to navigate this complex landscape.

What this systematic presentation of evidence is not is common sector practice. It’s an engineering slam dunk. So, let’s practice what we preach and truly help ourselves to make best use of our resources as a community and tackle the skills shortage more effectively. Let’s take the evidence and continue the conversation.

To download the report, access supporting Excel resources which includes further detail not in the report and read a think piece by the EPC Chief Executive on why Engineering HE must deliver employability not employment visit the Engineering UK website (see p225).