Theme: Graduate employability and recruitment, Collaborating with industry for teaching and learning

Authors: Bob Tricklebank (Dyson Institute of Engineering and Technology) and Sue Parr (WMG, University of Warwick).

Keywords: Partnerships, Academic, Industry

Abstract: This case study illustrates how, through a commitment to established guiding principles, open communication, a willingness to challenge and be challenged, flexibility and open communication, it’s possible to design and deliver a degree apprenticeship programme that is more than the sum of its parts. 

 

Introduction

Dyson is driven by a simple mission: to solve the problems that others seem to ignore.  From the humble beginnings of the world’s first bagless vacuum cleaner, Dyson is now a global research and technology company with engineering, research, manufacturing and testing operations in the UK, Singapore, Malaysia and the Philippines. The company employs 14,000 people globally including 6,000 engineers and scientists. Its portfolio of engineering expertise, supported by a £3 million per week investment into R&D, encompasses areas from solid-state batteries and high-speed digital motors to machine learning and robotics.

Alongside its expansive technology evolution, Dyson has spent the past two decades supporting engineering education in the UK through its charitable arm, the James Dyson Foundation. The James Dyson Foundation engages at all stages of the engineering pipeline, from providing free resources and workshops to primary and secondary schools to supporting students in higher education through bursaries, PhD funding and capital donations to improve engineering facilities.

It was against this backdrop of significant investment in innovation and genuine passion for engineering education that Sir James Dyson chose to take a significant next step and set up his own higher education provider: the Dyson Institute of Engineering and Technology.

The ambition was always to establish an independent higher education provider, able to deliver and award its own degrees under the New Degree Awarding Powers provisions created by the Higher Education and Research Act 2017. But rather than wait the years that it would take for the requisite regulatory frameworks to appear and associated applications to be made and quality assurance processes to be passed, the decision was made to make an impact in engineering education as quickly as possible, by beginning delivery in partnership with an established university.

Finding the right partner

The search for the right university partner began by setting some guiding principles; the non-negotiable expectations that any potential partner would be expected to meet, grounded in Dyson’s industrial expertise and insight into developing high-calibre engineering talent.

1.An interdisciplinary programme

Extensive discussions with Dyson’s engineering leaders, as well as a review of industry trends, made one thing very clear: the engineers of the future would need to be interdisciplinarians, able to understand mechanical, electronic and software engineering, joining the dots between disciplines to develop complex, connected products. Any degree programme delivered at the Dyson Institute would need to reflect that – alongside industrial relevance and technical rigour.

2. Delivered entirely on the Dyson Campus

It was essential that delivery of the degree programme took place on the same site on which learners would be working as Undergraduate Engineers, ensuring a holistic experience. There could be no block release of learners from the workplace for weeks at a time: teaching needed to be integrated into learners’ working weeks, supporting the immediate application of learning and maintaining integration into the workplace community.  

3. Actively supported by the Dyson Institute

This would not be a bipartisan relationship between employer and training provider. The fledgling Dyson Institute would play an active role in the experience of the learners, contributing to feedback and improvements and gaining direct experience of higher education activity by shadowing the provider.

WMG, University of Warwick

Dyson entered into discussions with a range of potential partners. But WMG, University of Warwick immediately stood out from the crowd.

Industrial partnership was already at the heart of WMG’s model. In 1980 Professor Lord Kumar Bhattacharyya founded WMG to deliver his vision to improve the competitiveness of the UK’s manufacturing sector through the application of value-adding innovation, new technologies and skills development. Four decades later, WMG continues to drive innovation through its pioneering research and education programmes, working in partnership with private and public organisations to deliver a real impact on the economy, society and the environment.

WMG is an international role model for how universities and businesses can successfully work together; part of a Top 10 UK ranked and Top 100 world-ranked university.

WMG’s expertise in working with industrial partners meant that they understood the importance of flexibility and were willing to evolve their approach to meet Dyson’s expectations – from working through the administrative challenge of supporting 100% delivery on the Dyson Campus, to developing a new degree apprenticeship programme.

Academics at WMG worked closely with Dyson engineers, who offered their insight into the industrial relevance of the existing programme – regularly travelling to WMG to discuss their observations in person and develop new modules. This resulted in a degree with a decreased focus on group work and project management, skills that learners would gain in the workplace at Dyson, and an increased focus on software, programming and more technically focused modules.

Importantly, WMG was supportive of Dyson’s intention to set up an entirely independent higher education provider. Rather than see a potential competitor, WMG saw the opportunity to play an important part in shaping the future of engineering education, to engage in reciprocal learning and development alongside a start-up HE provider and to hone its portfolio for future industrial partnerships.

The programme

In September 2017, the Dyson Institute opened its doors to its first cohort of 33 Undergraduate Engineers onto a BEng in Engineering degree apprenticeship, delivered over four years and awarded by the University of Warwick.

Two days per week are dedicated to academic study. The first day is a full day of teaching, with lecturers from WMG travelling to the Dyson Campus to engage in onsite delivery. The second day is a day of self-study, with lecturers available to answer questions and help embed learning. The remaining three days are spent working on live engineering projects within Dyson.

The first two years of the programme are deliberately generalist, while years three and four offer an opportunity to specialise. This academic approach is complemented in the workplace, with Undergraduate Engineers spending their first two years rotating through six different workplace teams, from electronics and software to research and product development, before choosing a single workplace team in which to spend their final two years. Final year projects are based on work undertaken in that team.

The Dyson Institute enhances WMG’s provision in a variety of ways, including administration of the admissions process, the provision of teaching and learning facilities, pastoral support, health and wellbeing support, social and extra-curricular opportunities, monitoring of student concerns and professional development support.  

Key enhancements include the provision of Student Support Advisors (one per cohort), a dedicated resource to manage learners’ workplace experience, quarterly Wellbeing and Development Days and the Summer Series, a professional development programme designed to address the broader set of skills engineers need, which takes the place of academic delivery across July and August.

Continuous improvement  

The collaborative partnership between Dyson, the Dyson Institute and WMG, the University of Warwick did not end when delivery began. Instead, the focus turned to iteration and improvement.

Dyson Institute and WMG programme leadership hold regular meetings to discuss plans, progress and challenges. These conversations are purposefully frank, with honesty on both sides allowing concerns to be raised as soon as they are noted. An important voice in these conversations is that of the student body, whose ‘on the ground experience’ is represented not only through the traditional course representatives, but through stream and workplace representatives.

Even as the Dyson Institute has begun independent delivery (it welcomed its first Dyson Institute-registered Undergraduate Engineers in September 2021), both partners remain dedicated to improving the student experience. The current focus is on increasing WMG’s onsite presence as well as the regularity of joint communications to the student body, with a view to supporting a more streamlined approach to challenge resolution.

 

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: Graduate employability and recruitment

Authors: Dr Lisa Simmons (Manchester Metropolitan University), Dr Carl Diver (Manchester Metropolitan University), Dr Gary Dougill (Manchester Metropolitan University), Scott Pepper (GAMBICA), Paul Foden (NMCN) and Robin Phillips (Siemens Advanta Consulting).

Keywords: Graduate Outcomes, Employability, Engineering Education

Abstract: FutureMe is an event designed to enhance the aspirations, confidence and the graduate destinations of students. The series begins with an ‘industry week’- a unique collaboration between University and Industry – during which industry delivers keynote talks on: professional engineering, graduate skills, internationalisation, graduate destinations, and the flagship one day industry challenge. This event has been recognised by IET, and IMechE as good practice, in working collaboratively to show students what it is like to work as a professional engineer.

 

What is the case study about?

Assessment centre recruitment activities form an employment barrier to entry for students and can be challenging to prepare for. A large body of research suggests that motivation to begin and complete a degree in engineering; knowledge of the engineering field and its practitioners; along with students being able to identify themselves as “being an engineer” are all key drivers in student progression and graduate success. Through collaboration with industry partners, we have developed a range of events that not only give students much-needed preparation for the recruitment process but simultaneously allow them to explore their core identity and motivation.

This case study presents the development of the “FutureMe” event, which grew from a pragmatic approach to assessment centre preparation and into a self-sustaining, collaborative community between academia and industry.

What were its aims?

The core aims of the “FutureMe” activity are to:

How did it come about?

Preparing students for the assessment centre recruitment process alongside studies can be challenging. These recruitment activities are difficult, adversarial, and often intimidating for students who have limited – if any – opportunities to gain experience before they face a real recruitment panel.

“FutureMe” was established in the first instance to provide an opportunity for students to work with industrial partners on a challenge that replicated activities that are often given to applicants in an assessment centre.  A key element of the challenge was that it should allow for multi-disciplinary and cross academic level working, and should not be overly technical to a particular discipline, rather it should give students an experience of how engineers work within business and the many functions within an organisation.

As the event was set up it grew to include keynote talks on; professional engineering, graduate skills, internationalisation, graduate destinations, and the flagship one-day industry challenge. Figure 1 illustrates the January 2022 schedule of events. Figure 2 provides further detail on the running order for the industry challenge session(s).

 

Figure 1 Example schedule of events

 

Figure 2 Industry Challenge Running Order

 

How was it set up?

Industrial partners were approached to take part in the event – the industry challenge – via the Department of Engineering’s Industrial Advisory Board (IAB), GAMBICA, GM Chamber of Commerce and IET Enterprise partners.

Industrial partners were presented with

Interested parties then contacted the lead academic for a further meeting to discuss their challenge ideas and the event.

Figure 3 shows the process from initial email invites to industrial partners to the final challenge session

 

Figure 3 Step process showing how industrial partners develop a challenge to take part in the event

 

Who did it involve? (e.g., collaborating parties)

The rationale for the event was discussed for feedback with representatives from the Department of Engineering Industrial Advisory Board, GAMBICA and GM Chamber of Commerce.

All authors of this case study, worked collaboratively to develop the event, engage additional industrial partners, and feedback to the academic teams.

What were the outcomes?

FutureMe event has run in January 2021 and 2022.

In each event, there were 900 students invited, 50 supporting academics and 20+ industry representatives.

The event has led to additional opportunities for collaboration, for example, other employability events, and curriculum support in larger projects and guest lectures.

Are there any evidential outcomes?

Students were surveyed pre and post-event, on their understanding of their career readiness, their work experience, why they chose to take part in the event and what they gained from the event.

Reasons for taking part in the event were largely (75% of respondents) related to understanding how engineers work in industry and to learning more about graduate destinations for engineers.

Post-event students enjoyed the short period of time to complete the challenge, the breadth of access to industry representatives and learning about how engineers approach challenges in industry.

What lessons were learned, or what reflections can you provide? What might you do differently?

Feedback from Industry

The students who I spoke to excelled and performed better than several experienced engineers that I have been interviewing over the last few months.

I found the sessions very interesting, the discussions through the Q&A after the presentations were very good. It was great to be able to delve into more of the technology stack and see how they approach it. I also found it very interesting that the two groups chose different use cases/verticals for their research, and it tilted the result to slightly different outcomes. Really interesting to see that!

A brilliant process and a great opportunity for productive collaboration between MMU and industrialists in the interest of enhancing student employability. Without a doubt, the students were the stars of the show. Super job!

 

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: Universities’ and businesses’ shared role in regional development.

Author: Dr Laura Fogg-Rogers (University of the West of England, Bristol).

Case-study team: Wendy Fowles-Sweet; Maryam Lamere; Prof. Lisa Brodie; Dr Venkat Bakthavatchaalam (University of the West of England, Bristol); Dr Abel Nyamapfene (University College London).

Keywords: Education for Sustainable Development; Climate Emergency; Net Zero; Sustainable Development Goals.

Abstract: The University of the West of England (UWE Bristol) has declared a Climate and Ecological Emergency, along with all regional councils in the West of England. In order to meet the regional goal of Net-Zero by 2030, sustainability education has now been embedded through all levels of the Engineering Curriculum. Current modules incorporate education for Sustainable Development Goals alongside citizen engagement challenges, where engineers find solutions to real-life problems. All undergraduate engineers also take part in immersive project weeks to develop problem-based learning around the Engineers without Borders international challenges.

 

Engineering Education for Sustainable Development

The environmental and health impacts of climate change and biodiversity loss are being felt around the world, from record high temperatures, drought, wildfires, extreme flooding, and human health issues (Ripple et al., 2020). The Intergovernmental Panel on Climate Change reports that urgent action is required to mitigate catastrophic impacts for billions of people globally (IPCC, 2022). The UK Government has pledged to reach net zero emissions by 2050, with a 78% drop in emissions by 2035 (UK Government, 2021). Following IPCC guidance, regional councils such as Bristol City Council and the West of England Combined Authority, have pledged to reach Net Zero at an earlier date of 2030 (Bristol City Council, 2019). In parallel, UWE Bristol has embedded this target within its strategic plan (UWE Bristol, 2019), and also leads the Environmental Association for Universities and Colleges (EAUC), an Alliance for Sustainability Leadership in Education (UWE Bristol, 2021b). All UWE Bristol programmes are expected to embed the UN Sustainable Development Goals (SDGs) within curricula (UN Department of Economic and Social Affairs, 2021), so that higher education degrees prepare graduates for working sustainably (Gough, 2021).

Bourn and Neal (2008) draw the link between global sustainability issues and engineering, with the potential to tackle complex sustainability challenges such as climate change, resource limitations, and extreme poverty. The SDGs are therefore particularly relevant to engineers, showing the connections between social, environmental, and economic actions needed to ensure humanitarian development, whilst also staying within planetary boundaries to support life on earth (Ramirez-Mendoza et al., 2020). The engineering sector is thus obligated to achieve global emissions targets, with the work of engineers being essential to enable the societal and technological change to reach net zero carbon emissions (Fogg-Rogers, L., Richardson, D., Bakthavatchaalam, V., Yeomans et al., 2021).

Systems thinking and solution-finding are critical engineering habits of mind (Lucas et al., 2014), and so introducing genuine sustainability problems provides a solid foregrounding for Education for Sustainable Development (ESD) in engineering. Indeed, consideration for the environment, health, safety, and social wellbeing are enshrined in the UK Specification for Professional Engineers (UK SPEC) (Engineering Council, 2021). ‘Real-world’ problems can therefore inspire and motivate learners (Loyens et al., 2015), while the use of group projects is considered to facilitate collaborative learning (Kokotsaki et al., 2016). This aligns with recommendations for creating sustainability-literate graduates published by the Higher Education Academy (HEA) and the UK Quality Assurance Agency for Higher Education (QAA and Advance HE, 2021) which emphasise the need for graduates to: (1) understand what the concept of environmental stewardship means for their discipline and their professional and personal lives; (2) think about issues of social justice, ethics and wellbeing, and how these relate to ecological and economic factors; and (3) develop a future-facing outlook by learning to think about the consequences of actions, and how systems and societies can be adapted to ensure sustainable futures (QAA & HEA, 2014). These competencies are difficult to teach, and instead need to developed by the learners themselves based on experience and reflection, through a student-centred, interdisciplinary, team-teaching design (Lamere et al., 2021).  

The need for engineers to learn about the SDGs and a zero carbon future is therefore necessary and urgent, to ensure that graduates are equipped with the skills needed to address the complex challenges facing the 21st Century.  Lamere et al., (2021)describe how the introduction of sustainability education within the engineering curriculum is typically initiated by individual academics (early adopters) introducing elements of sustainability content within their own course modules. Full curricula refresh in the UWE Bristol engineering curricula from 2018-2020 enabled a more programmatic approach, with inter-module connections being developed, alongside inter-year progression of topics and skills.

This case study explores how UWE Bristol achieved this curriculum change throughout all programmes and created inter-connected project weeks in partnership with regional stakeholders and industry. 

Case Study Methods – Embedding education for sustainable development

The first stage of the curricula transformation was to assess current modules against UK SPEC professional requirements, alongside SDG relevant topics. A departmental-wide mixed methods survey was designed to assess which SDGs were already incorporated, and which teaching methods were being utilized. The survey was emailed out to all staff in 2020, with 27 module leaders responding to highlight pedagogy in 60 modules, covering the engineering topics of: Aerospace; Mechanical and Automotive; Electrical, Electronic, and Robotics; Maths and Statistics; and Engineering Competency.

Two sub-themes were identified: ‘Direct’ and ‘Indirect’ embedding of SDGs; direct being where the engineering designs explicitly reference the SDGs as providing social or environmental solutions, and indirect being where the SDGs are achieved through engineering education e.g. quality education and gender equality. Direct inclusion of the SDGs tended to focus on reducing energy consumption, and reducing weight and waste, such as through improving the efficiency of the machines/designs. Mitigating the impact of climate change through optimal use of energy was also mentioned. The usage of lifecycle analysis was implemented in several courses, especially for composite materials and their recycling. The full analysis of the spread of the SDGs and their incorporation within different degree programmes can seen in Figure 1.

 

Figure 1 Number of Engineering Modules in which SDGs are Embedded

 

Project-based learning for civic engagement in engineering

Following this mapping process, the modules were reorganized to produce a holistic development of knowledge and skills across programmes, starting from the first year to the final year of the degree programmes. This Integrated Learning Framework was approved by relevant Professional Bodies and has been rolled out annually since 2020, as new learners enter the refreshed degree programmes at UWE Bristol. The core modules covering SDG concepts explicitly are Engineering Practice 1 and 2 (at Level 1 and 2 of the undergraduate degree programme) and ‘Engineering for Society’ (at Level 3 of the undergraduate degree programme and Masters Level). These modules utilise civic engagement with real-world industry problems, and service learning through engagement with industry, schools, and community groups (Fogg-Rogers et al., 2017).

As well as the module redevelopment, a Project-Based Learning approach has been adopted at department level, with the introduction of dedicated Project Weeks to enable cross-curricula and collaborative working. The Project Weeks draw on the Engineering for People Design Challenge (Engineers without Borders, 2021), which present global scenarios to provide university students with “the opportunity to learn and practice the ethical, environmental, social and cultural aspects of engineering design”. Critically, the challenges encourage universities to develop partnerships with regional stakeholders and industry, to provide more context for real-world problems and to enable local service learning and community action (Fogg-Rogers et al., 2017).

A collaboration with the innovation company NewIcon enabled the development of a ‘design thinking’ booklet which guides students through the design cycle, in order to develop solutions for the Project Week scenarios (UWE Bristol, 2021a). Furthermore, a partnership with the initiative for Digital Engineering Technology and Innovation (DETI) has enabled students to take part in the Inspire outreach programme (Fogg-Rogers & Laggan, 2022), which brings together STEM Ambassadors and schools to learn about engineering through sustainability focussed activities. The DETI programme is delivered by the National Composites Centre, Centre for Modelling and Simulation, Digital Catapult, UWE Bristol, University of Bristol, and University of Bath, with further industry partners including Airbus, GKN Aerospace, Rolls-Royce, and Siemens (DETI, 2021). Industry speakers have contributed to lectures, and regional examples of current real-world problems have been incorporated into assignments and reports, touching on a wide range of sustainability and ethical issues.

Reflections and recommendations for future engineering sustainability education

Students have been surveyed through module feedback surveys, and the project-based learning approach is viewed very positively. Students commented that they enjoyed working on ‘real-world projects’ where they can make a difference locally or globally. However, findings from surveys indicate that students were more inclined towards sustainability topics that were relevant to their subject discipline. For instance, Aerospace Engineering students tended to prefer topics relevant to Aerospace Engineering. A survey of USA engineering students by Wilson (2019) also indicates a link between students’ study discipline and their predilection for certain sustainability topics. This suggests that for sustainability education to be effective, the content coverage should be aligned, or better still, integrated, with the topics that form part of the students’ disciplinary studies.

The integration of sustainable development throughout the curricula has been supported at institutional level, and this has been critical for the widescale roll out. An institution-wide Knowledge Exchange for Sustainability Education (KESE) was created to support staff by providing a platform of knowledge sharing. Within the department, Staff Away days were used to hold sustainability workshops for staff to discuss ESD and the topics of interest to students.  In the initial phase of the mapping exercise, a lack of common understanding amongst staff about ESD in engineering was noted, including what it should include, and whether it is necessary for student engineers to learn about it. During the Integrated Learning Framework development, and possibly alongside growing global awareness of climate change, there has been more acceptance of ESD as an essential part of the engineering curriculum amongst staff and students. Another challenge has been the allocation of teaching workload for sustainability integration. In the initial phases, a small number of committed academics had to put in a lot of time, effort, and dedication to push through with ESD integration. There is now wider support by module leaders and tutors, who all feel capable of delivering some aspects of ESD, which eases the workload.

This case study outlines several methods for integrating ESD within engineering, alongside developing partnership working for regionally relevant real-world project-based learning. A recent study of UK higher education institutions suggests that only a handful of institutions have implemented ESD into their curricula in a systemic manner (Fiselier et al., 2018), which suggests many engineering institutions still need support in this area. However, we believe that the engineering profession has a crucial role to play in ESD alongside climate education and action, particularly to develop graduate engineers with the skills required to work upon 21st Century global challenges. To achieve net zero and a low carbon global economy, everything we make and use will need to be completely re-imagined and re-engineered, which will require close collaboration between academia, industry, and the community. We hope that other engineering educators feel empowered by this case study to act with the required urgency to speed up the global transition to carbon neutrality.

References

Bourn, D., & Neal, I. (2008). The Global Engineer Incorporating global skills within UK higher education of engineers.

Bristol City Council. (2019). Bristol City Council Mayor’s Climate Emergency Action Plan 2019.

DETI. (2021). Initiative for Digital Engineering Technology and Innovation. https://www.nccuk.com/deti/

Engineers without Borders. (2021). Engineering for People Design Challenge. https://www.ewb-uk.org/upskill/design-challenges/engineering-for-people-design-challenge/

Fiselier, E. S., Longhurst, J. W. S., & Gough, G. K. (2018). Exploring the current position of ESD in UK higher education institutions. International Journal of Sustainability in Higher Education, 19(2), 393–412. https://doi.org/10.1108/IJSHE-06-2017-0084

Fogg-Rogers, L., & Laggan, S. (2022). DETI Inspire Engagement Report.

Fogg-Rogers, L., Lewis, F., & Edmonds, J. (2017). Paired peer learning through engineering education outreach. European Journal of Engineering Education, 42(1). https://doi.org/10.1080/03043797.2016.1202906

Fogg-Rogers, L., Richardson, D., Bakthavatchaalam, V., Yeomans, L., Algosaibi, N., Lamere, M., & Fowles-Sweet, W. (2021). Educating engineers to contribute to a regional goal of net zero carbon emissions by 2030. Le DĂ©veloppement Durable Dans La Formation et Les ActivitĂ©s d’ingĂ©nieur. https://uwe-repository.worktribe.com/output/7581094

Gough, G. (2021). UWE Bristol SDGs Programme Mapping Portfolio.

IPCC. (2022). Impacts, Adaptation and Vulnerability – Summary for policymakers. In Intergovernmental Panel on Climate Change, WGII Sixth Assessment Report. https://doi.org/10.4324/9781315071961-11

Kokotsaki, D., Menzies, V., & Wiggins, A. (2016). Project-based learning: A review of the literature. Improving Schools. https://doi.org/10.1177/1365480216659733

Lamere, M., Brodie, L., Nyamapfene, A., Fogg-Rogers, L., & Bakthavatchaalam, V. (2021). Mapping and Enhancing Sustainability Literacy and Competencies within an Undergraduate Engineering Curriculum Implementing sustainability education : A review of recent and current approaches. In The University of Western Australia (Ed.), Proceedings of AAEE 2021.

Loyens, S. M. M., Jones, S. H., Mikkers, J., & van Gog, T. (2015). Problem-based learning as a facilitator of conceptual change. Learning and Instruction. https://doi.org/10.1016/j.learninstruc.2015.03.002

Lucas, Bill., Hanson, Janet., & Claxton, Guy. (2014). Thinking Like an Engineer: Implications For The Education System. In Royal Academy of Engineering (Issue May). http://www.raeng.org.uk/publications/reports/thinking-like-an-engineer-implications-summary

QAA and Advance HE. (2021). Education for Sustainable Development. https://doi.org/10.21300/21.4.2020.2

Ramirez-Mendoza, R. A., Morales-Menendez, R., Melchor-Martinez, E. M., Iqbal, H. M. N., Parra-Arroyo, L., Vargas-MartĂ­nez, A., & Parra-Saldivar, R. (2020). Incorporating the sustainable development goals in engineering education. International Journal on Interactive Design and Manufacturing. https://doi.org/10.1007/s12008-020-00661-0

Ripple, W. J., Wolf, C., Newsome, T. M., Barnard, P., & Moomaw, W. R. (2020). World Scientists’ Warning of a Climate Emergency. In BioScience. https://doi.org/10.1093/biosci/biz088

UK Government. (2021). UK enshrines new target in law to slash emissions by 78% by 2035. https://www.gov.uk/government/news/uk-enshrines-new-target-in-law-to-slash-emissions-by-78-by-2035

UN Department of Economic and Social Affairs. (2021). The 17 Sustainable Development Goals. https://sdgs.un.org/goals

UWE Bristol. (2019). Climate and Ecological Emergency Declaration. https://www.uwe.ac.uk/about/values-vision-strategy/sustainability/climate-and-ecological-emergency-declaration

UWE Bristol. (2021a). Engineering Solutions to Real World Problems. https://blogs.uwe.ac.uk/engineering/engineering-solutions-to-real-world-problems-uwe-project-week-2020/

UWE Bristol. (2021b). Sustainability Strategy, Leadership and Plans. https://www.uwe.ac.uk/about/values-vision-strategy/sustainability/strategy-leadership-and-plans Wilson, D. (2019). Exploring the Intersection between Engineering and Sustainability Education. In Sustainability (Vol. 11, Issue 11). https://doi.org/10.3390/su11113134

 

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: Universities’ and business’ shared role in regional development; Knowledge exchange.

Authors: Prof Tony Dodd (Staffordshire University); Marek Hornak (Staffordshire University) and Rachel Wood (Staffordshire University).

Keywords: Regional Development Funding, Innovation Enterprise Zone

Abstract: The Stoke-on-Trent and Staffordshire region registers low in measures of economic prosperity, research and development expenditure, productivity, and higher skills. Staffordshire University has received funding to support regional growth in materials, manufacturing, digital and intelligent mobility and to develop higher skills. Packaged together into the Innovation Enterprise Zone these projects have made positive impacts in the region. This presentation will provide an overview of our approach to regional support and highlight impact and lessons learnt for companies, academics, and students.

 

Background

The Stoke-on-Trent and Staffordshire economy underperforms compared to the wider West Midlands and England [1].

Industry is dominated by SMEs with strengths in manufacturing, advanced materials, automotive, logistics and warehousing, agriculture, and digital industries [1].

Aims and Objectives

The aim was to develop an ecosystem for driving innovation, economic growth, job creation and higher skills in Stoke-on-Trent and Staffordshire.

The objectives were to:

Enterprise Zone and Projects

Funding was successfully awarded from ERDF, Research England, and Staffordshire County Council.  The themes of the projects were developed in collaboration with regional partners to identify key strengths and potential for growth.  Each of the projects is match funded by Staffordshire University including through academic time.

Innovation

Skills development through the Enterprise Academy

The projects are part of the wider Staffordshire University Innovation Enterprise Zone (launched November 2020, Research England) to support research collaboration, knowledge exchange, innovation, and skills development.  This includes space for business incubation and low-cost shared office space in The Hatchery for new start-ups.  We also provide a Creative Lab (funded by Stoke-on-Trent and Staffordshire LEP) for hosting business-academic meetings and access to the SmartZone equipment for rapid prototyping.

Spotlight on Innovation Projects

To highlight the differences between approaches we highlight two innovation projects.

Staffordshire Advanced Manufacturing, Prototyping, and Innovation Demonstrator (SAMPID) Staffordshire Connected & Intelligent Mobility Innovation Accelerator (SCIMIA)
Advanced manufacturing and product development Connected and intelligent mobility
ERDF funded ERDF funded
SMEs in Stoke-on-Trent and Staffordshire SMEs in Stoke-on-Trent and Staffordshire
12-weeks of funded support Up to 12-months of support
Innovation consultants (students/graduates) Innovation consultants (students/graduates)
Academic supervision, knowledge exchange and business support Academic supervision, knowledge exchange and business support
Dedicated technician support (0.5FTE) Dedicated technician support (0.5FTE)
3x funded PhD students to support projects and develop advanced innovation 2x Innovation and Enterprise Fellows to support technical business engagement
Funded advanced manufacturing equipment (including 3D metal printing, robot arms) and access to equipment in SmartZone Access to equipment in SmartZone
   

 

Case study videos:

Lessons Learnt

Business engagement

Project length

Student roles and recruitment

Supporting roles

Academic involvement

Possible future developments

References

[1] Stoke-on-Trent and Staffordshire Local Enterprise Partnership (2019).  Local Industrial Strategy – Evidence Base September 2019.  Available from Development of a Stoke-on-Trent & Staffordshire Industrial Strategy (SSIS) (stokestaffslep.org.uk)

 

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.

The Engineering Ethics Toolkit is produced by the Engineering Professors’ Council with support from the Royal Academy of Engineering as part of the profession’s on-going work to embed ethical practice into the culture of engineering. Click here for the toolkit homepage

 

Advisory Group

The Ethics Advisory Group worked on Phase 1 and Phase 2 of the Engineering Ethics Toolkit.

A list of the Engineering Ethics Advisory Group members can be found below.

The Group was chaired by Prof. Raffaella Ocone and the project managed by Prof. Sarah Jayne Hitt with the support of the Engineering Professors’ Council and the Royal Academy of Engineering.

See our blog ‘Welcome to the Engineering Ethics Toolkit‘ for an introduction and thoughts from the EPC’s President.

 

Meetings

The Ethics Advisory Group met between March and December 2022, as a full group and sub-groups.

You can see details of their meetings below.

 

Evolution

The Ethics Advisory Group disbanded in December 2022.

The Ethics Ambassadors community was launched in March 2023 to expand and develop their work and recommendations.

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.

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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.

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