Theme: Graduate employability and recruitment, Research

Author: Dr Salma .M.S. Al Arefi (University of Leeds)

Keywords: Science and Social Capitals, Sense of Belonging, Intersectionality, Student Success

Abstract: Being in a marginalised position due to feeling of otherness because of one’s gender as well as intersecting identity can create psychological hidden barriers. Coupled with science and social capitals such variables are key determines of student’s self-concept of engineering self-efficacy, competencies, and abilities. The impact of being othered may not only be limited to interest for participation in engineering but could extend beyond and significantly affect student engagement, success, and affiliation with engineering. This could impact students’ sense of belonging to their degree programme, university, and discipline, leading to adverse impacts ranging from low engagement to low attainment, or discontinuations. Such experiences can be greatly exacerbated for students with intersecting identities (‘double, triple, jeopardy’), e.g., a female student who identifies as a first-generation, working-class, disabled, commuter, carer, neurodiverse or mature student. This report presents work on progress on a student-centred interventional case study on exploring the impact of the intersectional lived experiences of underrepresented, disadvantaged and minoritised student groups in engineering beyond obvious gender and pre-university qualifications characteristics.

 

1.     Problem Statement

Initiatives on closing the technical skills gap remain limited to access to either engineering education or the workplace.  Identifying and supporting students facing barriers to continuation can be key to enhancing student success in a way that bridges the gap between the ignition of interest and transition to the engineering industry.  Early but sustained engagement throughout the life cycle of an engineering student is however vital to cultivate students’ sense of belonging to their modules, degree programmes and the wider industry. That would in turn support the formation of their engineering identity.

Gendered identity, as well as pre-university qualifications, are yet perceived to exert the strongest force for marginalisation and underrepresentation in engineering education and the workplace. The impact intersecting identities can have in relation to ignition of interest, participation, as well as the formation of engineering identity, also need consideration.  Along with gender, characteristics such as race, class, age, or language can have an added impact on already minoritized individuals (the ‘double, triple, quadrant…. jeopardy’), whereby the experience of exclusion and otherness can be exacerbated by overlapping marginalised identities. Coupled with the self-concept of own science capital, efficacies, and competencies [1-2], the formation of engineering identity could be expressed as a direct function of a sense of inclusion or otherwise exclusion [3]. Within this context, such an inherent feeling of connectedness describes the extent to which the lived experience of individuals is acknowledged valued and included [4], which is a healthy fertilizer for the formation of engineering identity. Perceived threats to one’s belonging due to a feeling of exclusion or rejection could on the contrary negatively impact one’s perception of self-efficacy and hence affiliation with engineering.

2.     Project Aims

The role of effect in learning to foster a sense of belonging and enhance a coherent sense of self and form the engineering identity has attracted growing pedagogical research interest. In academia, a sense of belonging has been shown to excrete the largest force on one’s intent to participate in engineering and to be the key sustainable vehicle for successful progressions. Because engineering learning activities are pursued in complex social interactions, acknowledging, and understanding the role of belonging in academic success is key to fostering an inclusive culture that encourages and recognises contributions from all.  It is hoped that the project outcomes can advise on understanding to support underrepresented, marginalised and minoritised students overcome self-perceived psychological barriers to their degree programme, university, or engineering workplace. The intersectional lens of the project is aimed to uncover key culprits that impact engineering identity formation for traditionally underrepresented, disadvantaged and minoritised students beyond obvious gender and pre-university education characteristics.

Outcomes will role model fostering an inclusive culture where engineering students from all backgrounds feel that they belong in an effort to support engineering higher education institutions to adhere to the changes introduced by the Engineering Council to the U.K. Standards for Professional Engineering Competency and Commitment around recognising inclusivity and diversity. This should be applicable to other STEM-related disciplines.

3.     Decolonial partnership

The project centres on students’ voices through a decolonial participation approach that acknowledges participants as co-researchers and enables them to take an active role in the co-creation of the project deliverables. Participation will be incentivised through recognition (authorship, certifications) as well as financial incentives.  The use of evidence-based active listening to enable students to share their lived experiences of belonging through storytelling and story sharing is hoped to create a safe space to empower and acknowledge student voices so that every student feel that they matter to their degree programme, university, and discipline. That in turn would cultivate authentic learner identity and a sense of belonging.

4.     Outcomes and future work

The findings are hoped to advise on a sustainable support approach whereby early and sustained engagement (throughout the student lifecycle from access to continuation, attainment, and progression) are prioritised to facilitate the transition of students into and from Engineering. Co-created artefacts from the project will be used to support access and continuation by providing examples of lived experiences for prospective students to associate with. Fostering a sense of belonging is hoped to have a direct impact on learner engagement, success, and attainment as well as enhancing students’ ability to progress towards achieving their unique goals beyond their degree.

The second phase of the 2-year project will involve student recruitment and selection, interventional listening, storytelling-based approaches and co-creation of artefacts.

Acknowledgement

The work is carried out as part of the fellowship of the Leeds Institute for Teaching Excellence in partnership with Dr Kendi Guantai, from Leeds Business School, Marketing Division and Dr Nadine Cavigioli Lifelong Learning Centre at the University of Leeds.

References

 

Any views, thoughts, and opinions expressed herein are solely that of the author(s) and do not necessarily reflect the views, opinions, policies, or position of the Engineering Professors’ Council or the Toolkit sponsors and supporters.

Theme: Collaborating with industry for teaching and learning, Knowledge exchange

Authors: Prof Robert Hairstans (New Model Institute for Technology and Engineering), Dr Mila Duncheva (Stora Enso), Dr Kenneth Leitch (Edinburgh Napier University), Dr Andrew Livingston (Edinburgh Napier University), Kirsty Connell-Skinner (Edinburgh Napier University) and Tabitha Binding (Timber Development UK)

Keywords: Timber, Built Environment, Collaboration, New Educational Model

Abstract: The New Model Institute for Technology and Engineering, Edinburgh Napier University and Timber Development UK are working with external stakeholders to enable an educational system that will provide comprehensive training in modern methods of timber construction. A Timber Technology Engineering and Design (TED) competency framework has been derived and a UK wide student design competition will run in the 1st quarter of 2022 as part of the process to curate the learner content and enable this alternative approach to upskilling. The EPC will gain an understanding of this alternative approach to creating an educational model by means of industry engagement. This new approach has been made possible via establishing a collaborative framework and leveraging available funding streams via the partners. This will be showcased as a methodology for others to apply to their own contexts as well as offer opportunity for knowledge and value exchange.

 

Introduction

Edinburgh Napier University (ENU), The New Model Institute for Technology and Engineering (NMITE) and Timber Development UK (TDUK) are working with external stakeholders to enable an educational system (Figure 1) that will provide comprehensive training in modern methods of timber construction. This case study presents an alternative approach to creating this Timber Technology Engineering and Design (TED) educational model by means of industry engagement and pilot learning experiences. This new approach has been made possible by establishing a collaborative framework and leveraging available funding streams via the partners.

Figure 1 – Approach to enabling Timber TED Educational System.

 

Project Aims

The aim of establishing Timber TED is to provide built environment students and professionals with a comprehensive suite of online credit bearing flexible training modules to upskill in modern timber construction techniques. To align the modules with industry need the learning content is to be underpinned by a competency framework identifying the evidence-based technical knowledge and meta skills needed to deliver construction better, faster and greener. The training modules are to be delivered in a blended manner with educational content hosted online and learners assessed by ‘learning by doing’ activities that stimulate critical thinking and prepare the students for work in practice (Jones, 2007).

Uniting industry education and training resources through one course, Timber TED will support learners and employers to harness the new knowledge and skills required to meet the increasing demand for modern timber construction approaches that meet increasingly stringent quality and environmental performance requirements.

The final product will be a recognised, accredited qualification with a bespoke digital assessment tool, suitable for further and higher education as well as employers delivering in-house training, by complementing and enhancing existing CPD, built environment degrees and apprenticeships.

The Need of a Collaborative Approach

ENU is the project lead for the Housing Construction & Infrastructure (HCI) Skills Gateway part of the Edinburgh & Southeast Scotland City Region Deal and is funded by the UK and Scottish Governments. Funding from this was secured to develop a competency framework for Timber TED given the regional need for upskilling towards net zero carbon housing delivery utilising low carbon construction approaches and augmented with addition funding via the VocTech Seed Fund 2021. With the built environment responsible for 39% of all global carbon emissions, meeting Scotland’s ambitious target of net zero by 2045 requires the adoption of new building approaches and technologies led by a modern, highly skilled construction workforce. Further to this ENU is partnering with NMITE to establish the Centre for Advanced Timber Technology (CATT) given the broader UK wide need. Notably England alone needs up to 345,000 new low carbon affordable homes annually to meet demand but is building less than a third of this (Miles and Whitehouse, 2013). The educational approach of NMITE is to apply a student-centric learning methodology with a curriculum fuelled by real-world challenges, meaning that the approach will be distinctive in the marketplace and will attract a different sort of engineering learner. This academic partnership was further triangulated with TDUK (merged organisation of TRADA and Timber Trades Federation) for UK wide industry engagement. The partnership approach resulted in the findings of the Timber TED competency framework and alternative pedagogical approach of NMITE informing the TDUK University Design Challenge 2022 project whereby inter-disciplinary design teams of 4–8 members, are invited to design an exemplary community building that produces more energy than it consumes – for Southside in Hereford. The TDUK University Design challenge would therefore pilot the approach prior to developing the full Timber TED educational programme facilitating the development of educational content via a webinar series of industry experts.

The Role of the Collaborators

The project delivery team of ENU, NMITE and TDUK are working collaboratively with a stakeholder group that represents the sector and includes Structural Timber Association, Swedish Wood, Construction Scotland Innovation Centre, Truss Rafter Association and TRADA. These stakeholders provide project guidance and are contributing in-kind support in the form of knowledge content, access to facilities and utilisation of software as appropriate.

Harlow Consultants were commission to develop the competency framework (Figure 1) via an industry working group selected to be representative of the timber supply chain from seed to building. This included for example engineered timber manufacturers, engineers, architects, offsite manufacturers and main contractors.

 

Figure 2 – Core and Cross-disciplinary high level competency requirements

 

The Southside Hereford: University Design Challenge (Figure 3) has a client group of two highly energised established community organisations Growing Local CIC and Belmont Wanderers CIC, and NMITE, all of whom share a common goal to improve the future health, well-being, life-chances and employment skillset of the people of South Wye and Hereford. Passivhaus Trust are also a project partner providing support towards the curation of the webinar series and use of their Passivhaus Planning software.

 

Figure 3 – TDUK, ENU, NMITE and Passivhaus Trust University Design Challenge

 

Outcomes, Lessons Learned and Available Outputs

The competency framework has been finalised and is currently being put forward for review by the professional institutions including but not limited to the ICE, IStructE, CIAT and CIOB. A series of pilot learning experiences have been trialled in advance of the UK wide design challenge to demonstrate the educational approach including a Passivhaus Ice Box challenge. The ice box challenge culminated in a public installation in Glasgow (Figure 4) presented by student teams acting as a visual demonstration highlighting the benefits of adopting a simple efficiency-first approach to buildings to reduce energy demands. The Timber TED competency framework has been used to inform the educational webinar series of the UK wide student design competition running in the 1st quarter of 2022. The webinar content collated will ultimately be used within the full Timber TED credit bearing educational programme for the upskilling of future built environment professionals.

 

Figure 4 – ICE box challenge situated in central Glasgow

 

The following are the key lessons learned:

Currently available outputs to date:

References

  1. Jones, J. (2007) ‘Connected Learning in Co-operative Education’, International Journal of Teaching and Learning in Higher Education, 19(3), pp. 263–273.
  2. Miles, J. and Whitehouse, N. (2013) Offsite Housing Review, Department of Business, Innovation & Skills. London

 

Any views, thoughts, and opinions expressed herein are solely that of the author(s) and do not necessarily reflect the views, opinions, policies, or position of the Engineering Professors’ Council or the Toolkit sponsors and supporters.

Authors: Dr Sarah Junaid (Aston University); Professor Mike Sutcliffe (TEDI-London); Jonathan Truslove (Engineers Without Borders UK); Professor Mike Bramhall (TEDI-London).

Keywords: Active verbs; Bloom’s Taxonomy; learning outcomes; learning objectives; embedding ethics; project based learning; case studies; self-reflection; UK-SPEC; AHEP; design portfolio; ethical approval checklist and forms; ethical design.

Who this article is for?: This article should be read by educators at all levels in higher education who wish to integrate ethics into the engineering and design curriculum or module design. It will also help prepare students with the integrated skill sets that employers are looking for.

 

Premise:

Engineering can have a significant impact on society and the environment, in both positive and negative ways. To fully understand the implications of engineering requires navigating complex, uncertain and challenging ethical issues. It is therefore essential to embed ethics into any project or learning outcome and for engineering professionals and educators to operate in a responsible and ethical manner.

The fourth iteration of the Accreditation of Higher Education Programmes (AHEP) reflects this importance to society by strengthening the focus on inclusive design and innovation, equality, diversity, sustainability and ethics, within its learning outcomes. By integrating ethics into engineering and design curricula, graduates develop a deeper comprehension of the ethical issues inherent in engineering and the skill sets necessary to navigate complex ethical decision-making needed across all sectors.

 

Policy:

There is growing advocacy for bringing engineering ethics to the fore in engineering programmes. At the policy level, this is evident in three general areas:

  1. UK-SPEC and accreditation bodies are identifying ethics as one of the core learning outcomes and competencies in accreditation documents.
  2. The inclusion of more descriptive competencies that expand on engineering ethics.
  3. The fourth iteration of AHEP standards reflecting the importance of societal impact in engineering.

However, to translate the accreditation learning outcomes and their intentions to an engineering programme requires a duty of care by those responsible for programme design and development. The following are points for consideration:

 

Curriculum structure:

In the UK-SPEC (4th edition) guidance the Engineering Council states: “Engineering professionals work to enhance the wellbeing of society. In doing so they are required to maintain and promote high ethical standards and challenge unethical behaviour.”

In AHEP 4, students must meet the following learning outcome: “Identify and analyse ethical concerns and make reasoned ethical choices informed by professional codes of conduct”

So, when designing a new programme, ethics should ideally be built into the learning outcomes of the programme and modules at the early design stage and consistently be emphasised throughout. To ensure ethics are embedded, students should be required to consider the outputs of their project work through a societal or community lens, especially if they are undertaking projects with a practical delivery of ethics such as, say, designing for older people in care homes.

For existing programmes, ethics could be most readily introduced through a stand-alone ethics module. It is better, however, for ethics to be embedded across the whole programme, encouraging a holistic ‘ethical considerations mindset’ as a ‘golden thread’ across, and within, all student project work (Hitt, 2022). Minor or major modifications could be made to programmes to ensure that ethics is considered and emphasised, such as through the use of active verbs that embed critical reflections of design. For programmes with a large project-based learning component, ethical considerations should be required at the initial stage of all projects.

 

Learning and teaching activities:

In all efforts to embed ethics in engineering education, there should be a focus on constructively aligning teaching activity to learning outcomes. Examples include: employing user-centred design and/or value-sensitive design approaches and case studies for technical and non-technical considerations, using empathy workshops for ethical design, and ensuring ethical considerations are included in problem statements and product design specifications for decision-making. The use of self-reflection logs and peer reflections for team working can also be useful in capturing ethical considerations in a team setting and for addressing conflict resolutions.

A pragmatic step for programmes that use project-based learning is to encourage these ethical discussions at the beginning of all project work and to return to these questions and considerations during the course of the project. Reflecting on ethics throughout will lead to an ethical mindset, a foundation that students will build on throughout their subsequent careers.

One way of ensuring this for students is to complete an ethical scrutiny checklist, which, when completed, is then considered by a departmental ethics committee. The filter questions at the start of an ethics scrutiny submission would help determine the level of review required. Projects with no human participants could be approved following some basic checks. In some universities it has become policy for ethical scrutiny to be required for all group and individual project work such as problem-based learning projects, final year degree projects, and MSc and PhD research projects. For projects that collaborate with the Health Research Authority (HRA), it is a requirement that scrutiny is through their own HRA committee and it is good practice to put these types of projects initially through a departmental and/or university ethics committee as well. Having students go through this process is a good way of revealing the ethical implications of their engineering work.

 

Assessments:

Closing the constructive alignment triangle requires assessments that are designed to utilise learning and teaching activities and to demonstrate the learning outcomes. The challenging question is: How can ethics be evaluated and assessed effectively? One solution is through using more active verbs that demonstrate ethical awareness with outputs and deliverables. Examples where this could be applied include:

For more information on methods for assessing and evaluating ethics learning, see this related article in the engineering ethics toolkit: Methods for assessing and evaluating ethics learning in engineering education.

 

Conclusion:

Using accreditation documentation to develop effective engineering programmes requires engaging beyond the checklists, thereby becoming more accustomed to viewing all competencies through an ethical lens. At programme design and module level, it is important to focus on constructively aligning the three key elements: learning outcomes written through an ethical lens, learning and teaching activities that engage with active verbs, and assessments demonstrating ethical awareness through a product, process, reflection and decisions.

 

References:

Davis, M. (2006) ‘Integrating ethics into technical courses: Mirco-insertion’, Science and Engineering Ethics, 12(4), pp.717-730.

Gwynne-Evans, A.J, Chetty, M. and Junaid, S. (2021) ‘Repositioning ethics at the heart of engineering graduate attributes’, Australasian Journal of Engineering Education, 26(1), pp. 7-24.

Hitt, S.J. (2022) ‘Embedding ethics throughout a Master’s in integrated engineering curriculum’, International Journal of Engineering Education, 38(3).

Junaid, S., Kovacs, H., Martin, D. A., and Serreau, Y. (2021) ‘What is the role of ethics in accreditation guidelines for engineering programmes in Europe?’, Proceedings SEFI 49th Annual Conference: Blended Learning in Engineering Education: challenging, enlightening – and lasting?, European Society for Engineering Education (SEFI), pp. 274-282.

 

Additional resources:

 

This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.

Any views, thoughts, and opinions expressed herein are solely that of the author(s) and do not necessarily reflect the views, opinions, policies, or position of the Engineering Professors’ Council or the Toolkit sponsors and supporters.

Authors: Professor Sarah Hitt SFHEA (NMITE) and Professor Raffaella Ocone OBE FREng FRSE (Heriot-Watt University).

Keywords: Engineering education; assessment methods and tools; ethics assessment and evaluation; AHEP; ABET; ethics learning assessment aims and outcomes.

Who is this article for?: This article should be read by educators at all levels in higher education who wish to integrate ethics into the engineering and design curriculum or module design. It will also help prepare students with the integrated skill sets that employers are looking for.

 

Premise:

Educators who integrate ethics into their activities and modules may be unsure how to assess student learning in this area. Yet assessment of ethics learning is not only crucial for evaluating learning, but also for identifying ways to improve the teaching of ethics within engineering education. This is becoming increasingly important as accreditation bodies such as the AHEP (UK) and ABET (US) have revised standards to emphasise the context of engineering practice – of which ethics is a key component. Professional and industrial organisations like the Royal Academy of Engineering and the IET are prioritising ethical principles within their activities too.

 

The challenge of assessment:

The challenges of assessing ethics learning can seem difficult to overcome. Many of these challenges are summarised by Davis and Feinerman (2012) as “practical limits on assessment”. These include demands on time, pressure from other instructors or administrators, difficulty in connecting assessment of ethics with assessment of technical content, and instructors’ unfamiliarity or lack of confidence in ethics teaching.

Furthermore, as Keefer et al. (2014, p.250-251) point out, “realistic ethical problems are what cognitive scientists refer to as ‘ill-structured problems’, because there is no clearly specified goal, usually incomplete information, and multiple possible solution paths . . . good student responses can lead in quite different directions, providing emphases on a diversity of values and issues that are difficult to predict”.

However, scholars of engineering ethics have been studying assessment methods and practices for decades, and have shown ways of overcoming these challenges. Informed by other areas of practical and professional ethics, including business or medical ethics, their work has tried to formalise evaluation and measure students’ learning after ethical interventions in the curriculum. Whether these interventions occur in the context of a single course or module on engineering ethics, as part of a defined design project, or integrated within technical lessons, scholars agree that ethics learning can, and should, be assessed as a best practice in engineering education (Benya, 2012).

 

Assessment aims and methods:

Most educational institutions promote a variety of assessment methods as good educational practice. As such, both quantitative and qualitative assessment methods can be used in ethics education; many of these are described in Watts et al.’s (2017) systematic review and analysis of best practices. These include: pre- and post-tests, experimental and control groups, interviews to elicit descriptive data, or written essays from which themes can be identified and extracted.

No matter which method is chosen, the key to assessing student progress in ethics learning is for the educator to align the content that is taught, with the outcomes that are desired (Bairaktarova and Woodcock, 2015). These outcomes can be informed by other module or programme learning outcomes and accreditation standards.

A good practice is to use outcomes informed by scholars in moral development and teaching ethics, who have described ways to identify and then measure defined elements of ethics learning. For example, the Engineering Ethics Explorer identifies pedagogical focus at different learning levels with corresponding outcomes and content.

In ethics education more generally, Davis and Feinerman (2012) describe these learning aims which can be applied to engineering ethics:

  1. Improve students’ sensitivity (the awareness and recognition of ethical dilemmas).
  2. Increase students’ knowledge (ethics resources such as codes, standards, theories, and/or decision-making tools).
  3. Enhance students’ judgement (the analysis and reasoning required to make and justify ethical choices).
  4. Reinforce students’ commitment (the motivation to act based on ethics learning).

These aims correspond to a taxonomy of moral development such as that described by James Rest (1994) which increases in complexity at different learning levels. For this reason, the Royal Academy of Engineering/Engineering Professors’ Council’s Engineering ethics case studies are designated as Beginner, Intermediate, and Advanced, where:

 

Developing assessment tools in engineering ethics:

Educators may use these ethics learning aims / outcomes as guidance for developing assessments. For example, in an intermediate case that focuses on making a decision about an ethical dilemma, students might be assessed on their ability to:

After outcomes are identified, educators can design assessment tools. In the case described above, multiple choice questions would ask students to identify stakeholders, choose among options that correctly define the problem, or identify potential courses of action.

A matching question could link stakeholders and their perspectives. Students would be asked to explain the dilemma and propose a course of action and a narrative could be evaluated against a rubric that scores students’ proficiency on a scale of Less Proficient to Expert in categories such as:

These tools could be used in formative assessments, where students are given checklists, rubrics, or scoring guides to evaluate their learning as it is happening and prior to the completion of final exams or projects. Keefer et al. (2014) show formative assessment to be effective in engineering ethics learning situations not only because of its benefit to students, but also in its ability to reveal gaps in instruction that can be used to improve teaching.

Sindelar et al. (2003) describe the use of a summative assessment tool where students provided written responses to questions about two engineering ethics scenarios and were scored using a rubric designed to evaluate their response to an ethical dilemma. Both of these examples were also used in both pre- and post-test scenarios. These could also be useful in measuring the effectiveness of ethics instruction.

Finally, Davis and Feinerman (2012) demonstrate how slight adjustments to technical questions can elicit responses that also reveal students’ ethics learning. This can be done by using the example of a question about the technical capabilities of a micro-fluidic device and its advantages or disadvantages to society.

 

Conclusion:

We should be encouraged that, as Watts et al. (2017, p.225-226) also demonstrate, “multiple meta-analyses examining the effectiveness of ethics courses in the sciences and business” show that ethics instruction does improve students’ ability to make ethical decisions, and that ethics education has “improved significantly in the last decade”. With that in mind, educators should feel confident that they can identify what aspect of ethics learning needs to be assessed, and then measure it with an appropriately designed assessment tool.

 

References:

Bairaktarova, D. and Woodcock, A. (2015). ‘Engineering ethics education: Aligning practice and outcomes’, IEEE Communications Magazine, 53(11), pp.18-22.

Benya, F.F., Fletcher, C.H. and Hollander, R.D., (2013) ‘Practical Guidance on Science and Engineering Ethics Education for Instructors and Administrators: Papers and Summary from a Workshop December 12, 2012’, Washington, DC: National Academies Press.

Davis, M. and A. Feinerman. (2012). ‘Assessing graduate student progress in engineering ethics’, Science and Engineering Ethics, 18(2), pp. 351-367.

Keefer, M.W., Wilson, S.E., Dankowicz, H. and Loui, M.C., (2014) ‘The importance of formative assessment in science and engineering ethics education: Some evidence and practical advice’, Science and Engineering Ethics, 20(1), pp. 249-260.

Rest, J. R., (1994) ‘Background: Theory and research’, in Rest, J. and Narvaez, D. (eds.), Moral Development in the Professions: Psychology and Applied Ethics. Mahwah, NJ: Lawrence Erlbaum Associates, pp. 1-26.

Sindelar, M., Shuman, L., Besterfield-Sacre, M., Miller, R., Mitcham, C., Olds, B., Pinkus, R. and Wolfe, H., (2003) ‘Assessing engineering students’ abilities to resolve ethical dilemmas’, Paper presented at the ASEE/IEEE Frontiers in Education Conference, Boulder, CO, 5-8 November 2003.

Watts, L.L., Todd, E.M., Mulhearn, T.J., Medeiros, K.E., Mumford, M.D. and Connelly, S., (2017) ‘Qualitative evaluation methods in ethics education: A systematic review and analysis of best practices’, Accountability in Research, 24(4), pp. 225-242.

 

Additional resources:

 

This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.

Any views, thoughts, and opinions expressed herein are solely that of the author(s) and do not necessarily reflect the views, opinions, policies, or position of the Engineering Professors’ Council or the Toolkit sponsors and supporters.

In September 2015 the first university-business co-developed Degree Apprenticeship programmes were launched – having been designed and eligible for funding under the government’s new model for apprenticeship training (Apprenticeship Standards), and expected to be resourced via the so called “apprenticeship Levy”.

Whilst still at a relatively small scale and early stage, as at March 2016, Apprenticeship Standards are ‘ready for delivery’ at the Degree Apprenticeship level in three discipline areas – two of which are engineering-related.  A further seven are awaiting approval, five of which are engineering-related.

Some toolkit content is available to members only. For best results, make sure you’re logged in.

Contents:

Any views, thoughts, and opinions expressed herein are solely that of the author(s) and do not necessarily reflect the views, opinions, policies, or position of the Engineering Professors’ Council or the Toolkit sponsors and supporters.

Degree Apprenticeships Toolkit

In Northern Ireland, the term “Higher level apprenticeships (HLAS)” covers what are known in England as Degree Apprenticeships and offer on-the-job training and off-the-job learning at higher levels, including Foundation Degrees (level 5), Honours Degrees (Level 6), and post-graduate awards (Level 7-8).  NB they include Level 8 (PhD) which they explicitly do not in England.

Pilot activity is currently underway with 50 employers in the following priority sectors:

 

Any views, thoughts, and opinions expressed herein are solely that of the author(s) and do not necessarily reflect the views, opinions, policies, or position of the Engineering Professors’ Council or the Toolkit sponsors and supporters.

Degree Apprenticeships Toolkit

The different higher education fee levels in Wales make the situation somewhat different to England.

It appears that apprenticeships are not funded for Wales and the only relevance thus appears to be for Welsh students pursuing an apprenticeship in England.

Read more: https://www.gov.wales/apprenticeships

 

Any views, thoughts, and opinions expressed herein are solely that of the author(s) and do not necessarily reflect the views, opinions, policies, or position of the Engineering Professors’ Council or the Toolkit sponsors and supporters.

Degree Apprenticeships Toolkit

In Scotland, Degree Apprenticeships are part of the Modern Apprenticeship framework and are known as Graduate Level Apprenticeships.

More information: https://www.skillsdevelopmentscotland.co.uk/what-we-do/our-products/graduate-level-apprenticeships/

They will be available from 2016 and will focus initially on ICT/Digital, Civil Engineering and Engineering.

Contact for further information: https://www.skillsdevelopmentscotland.co.uk/contact-us

 

Any views, thoughts, and opinions expressed herein are solely that of the author(s) and do not necessarily reflect the views, opinions, policies, or position of the Engineering Professors’ Council or the Toolkit sponsors and supporters.

Degree Apprenticeships Toolkit

We’ve pulled together a list of FAQs regarding degree and higher apprenticeships.

One of the key recent changes in the apprenticeships landscape has been the announcement by government of a new ‘apprenticeships Levy’ which all employers (with a pay bill above £3m PA) will be required to pay.  Current plans are that from April 2017  employers will pay an apprenticeships levy of 0.5% of pay bill (less£10,000) to be held in a dedicated training account for them to use to offset against the costs of providing apprenticeship training ( excluding  apprentice salaries)

Although only a relatively small proportion of businesses will be required pay this levy, given their scale and the number of employees and trainees involved – these larger employers are likely to be the most important organisations with whom an HEI is likely to need to engage with when considering developing or delivering higher and/or degree apprenticeship training.

 

Any views, thoughts, and opinions expressed herein are solely that of the author(s) and do not necessarily reflect the views, opinions, policies, or position of the Engineering Professors’ Council or the Toolkit sponsors and supporters.

Degree Apprenticeships Toolkit

We’ve pulled together a list of FAQs regarding degree and higher apprenticeships.

The main difference for HE providers is that funding for apprenticeships in England is managed by the Skills Funding Agency rather than HEFCE – with very different processes and requirements

There is also an HE specific funding guide [Apprenticeship funding and performance-management rules for training providers, May 2017 to March 2018] available at

Crucially, it is an expectation of any Apprenticeship that the employer rather than Apprentice/Student pays any costs.  Universities cannot charge student fees for Apprenticeship provision, and these programmes are ineligible for Student Loan support

The funding for apprenticeships has two main components – A contribution from Government and an employer contribution (of at least 1/3rd of total cost).  Going forwards, the employer contribution may be drawn from a mandatory employer apprenticeship levy described subsequently.

Additionally, the Government has provided (via HEFCE) funding for the development of the educational components of new degree apprenticeships by HE providers.   An initial tranche of £8M was announced for 2016-17 with further funding likely to be available for future years.

Part of the process for approval of an apprenticeship under the new standards is that the government (via SFA) agrees the maximum rate which it is prepared to contribute to delivery. This is done by allocating the apprenticeship to a series of funding bands which set a cap on the total amount of funding that can be claimed ( via Government and/or employer Levy pot).  This covers the full costs of delivering the apprenticeship training and NOT just any educational qualification component. These currently range from £3000 to a maximum of £27,000 of which the maximum government contribution is 2/3rds of the costs

There is nothing in principle to stop an HEI charging an employer a higher level of fee than that agreed in the Apprentice Standard – but the full additional cost would then be borne by the employer.    In practise, this is becoming a cost competitive market and employers are increasingly shopping around to find the best deal they can get – in contracting with education providers to deliver the education elements of their Apprenticeship Programmes.   The cost cap in the Apprenticeship standard covers the full apprenticeship programme including any training elements delivered by the employer, so employers may have an incentive to drive the rate charged to HE providers to below the maximum allowed level.  It is probable that the FE sector might enter this market at lower rates than universities can offer and the government would welcome a competitive market place of this sort.    The longevity of any contract might therefore be an important consideration when deciding whether to develop degree apprenticeship provision.

 

Any views, thoughts, and opinions expressed herein are solely that of the author(s) and do not necessarily reflect the views, opinions, policies, or position of the Engineering Professors’ Council or the Toolkit sponsors and supporters.

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