Your Placement Journey Toolkit is designed to support you to get the best from your placement experience. It will help you to think about your placement, looking at your expectations, recognising your own responsibilities alongside those of your university and placement provider.

Aligned with the Engineering Placements Toolkit, designed for education institutions and employers, this toolkit aims to support your placement experience in three key stages: before, during and after placement.

 

Oishi Deb is a software and electronics engineering undergraduate at University of Leicester. She has finished her second year and is currently doing a yearlong placement at Rolls Royce where she is enjoying the opportunity to apply her knowledge in real world projects and also learn new skills that will benefit her future professional career.

Tell us about what you are doing in your placement and how did you find it.

I am working in Control – Software Engineering at Rolls Royce. I am part of the software design team for the Corporate, Small and Medium sized Engines (CSME). I am working on various software related work for the aircraft’s engine control system. I am also getting involved with the Electro-Magnetic Compatibility (EMC) testing software and learning more about the aircraft’s engine control system and safety critical software. I am really enjoying this experience and I find it very interesting as it’s very much related to my course.

I started researching various placement opportunities and applied to few companies. On the same time, I started preparing myself for interviews, assessment centre etc. I really wanted to work at Rolls Royce so I applied on their website by completing the online application. Once my online application was accepted, I was invited to complete a series of online tests and once I passed that I was invited to the Assessment Centre. The Assessment Centre was a whole day session which started with the numerical test, presentation, competency based interview, team challenge and finally the technical interview. It went really well and I really enjoyed that experience. Following that, within 48 hours I received a call from them and I was so delighted to know that they offered me a placement role.

What are you enjoying the most and the least in your placement?

So far the experience has been really good because I always wanted to do it and having this opportunity to experience that, is really satisfying. I have enjoyed every bits and piece of the work I get involved with. To be able to get involved with the development process of safety critical software is been a great experience. I am really enjoying the opportunity to see how the theory knowledge learned in University is actually been used in real world practical projects.

Additionally, I volunteered in few STEM (Science Technology Engineering Maths) events as a Rolls Royce’s representative. These events are targeted to young people to encourage them towards STEM subjects. Following one such event, the head of the Control-Software engineering personally sends me a thank you letter for my contributions to these events. That’s been the best part so far during my placement.

I haven’t found anything that I have enjoyed the least. When I started, everything was quite new so I adapted to that situation, it was more like interacting with people and finding out more about the team and the project work. It took a time to get settle and adapt to everything but I gradually started picking up things. Initially, it was quite challenging to understand the level of work, but I soon started enjoying the experience.

What do you consider to be the 3 most important features of a quality placement?

First feature is the opportunity to be part of such an experienced team, and to experience the real life project work. At university I do so many projects, but not anything like real life project that actually makes an impact to the business.

Second feature is the opportunity to learn different things. I am working with different programming languages and I havenÂŽt used these languages (Ada95 or SPARK) in my university, and they [Rolls Royce] gave me the opportunity to learn different programming languages and various new things.

Finally, it’s great to have the real experience of working in a company. Here they treat the interns as regular employees and they give a pretty much same amount of work. I am going to meetings every week with other team members and in those meetings, everyone talks about what they have done last week and what they will do in the next week. So, they ask me the same thing as an actual employee.

Has this experience benefited your professional and educational life?

Definitely, it helped me a lot. The knowledge and the skills I am learning is going to be so much beneficial in future. Moreover, I am developing my transferable and professional skills like adapting to a situation, interacting with new people, meeting tight deadlines etc. The company is a new world, itÂŽs not like the university, it’s a professional work environment. So this experience is really helpful because it’s good to get these experiences while I am still a student. I am getting industrial experience in the area I am really passionate about, so when I’ll graduate and will look for jobs I’ll be so much better prepared and it’s definitely a plus to my CV.

What 3 key pieces of advice would you like to share with fellow students?

I would say definitely gain an industrial experience. It doesn’t need to be for one year, you can do it for one or two months during the summer, but definitely do go for it.

Make sure to do something you are really passionate about then you will be able to enjoy it more. Companies are more likely to hire people who are passionate. They want to see if the person will be willing to learn new things or not. Here in Rolls Royce, I am learning new things every single day and I am so passionate about it.

And the last but not the least do network with people. Talk to your lecturers or career advisors, mention them that you are interested and looking for placements, they might be able to point you in the right direction or they might have contacts with some companies. You never know. So the best way is to start networking with people and don’t give up.

 

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.

When launching new programmes or reviewing or making changes to existing ones, you’ll need to go through your own institution’s internal validation process (your Registry or similar function will be able to advise on this), as well as considering the Quality Assurance Agency’s subject benchmarks. You’ll also need to consider whether you wish to have the programme accredited by the appropriate professional institution. If you would like informal help or advice with these processes, contact the EPC.

HEFCE  has now (May 2016) published a revised ‘operating model’ for quality assessment in higher education in England.  This marks the next phase of the Quality Assessment Review begun by DELNI, HEFCE and HEFCW in October 2014 as part of each funding body’s statutory responsibility for quality assessment in higher education.  During 2016/17 it will be testing and developing aspects of the new approach with the sector and students before it is put into practice in 2017/18.

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.

When launching new programmes or reviewing or making changes to existing ones, you’ll need to go through your own institution’s internal validation process (your Registry or similar function will be able to advise on this), as well as considering the Quality Assurance Agency’s subject benchmarks. You’ll also need to consider whether you wish to have the programme accredited by the appropriate professional institution.

In Scotland, Enhancement activity is planned and directed by the Scottish Higher Education Enhancement Committee (SHEEC).  It aims to enhance the student learning experience in Scottish higher education by identifying specific areas (Themes) for development. The Themes encourage staff and students to share current good practice and collectively generate ideas and models for innovation in learning and teaching.

In Northern Ireland, the QAA developed and integrated quality and enhancement approach.  Handbooks, together with guidance for students may be found here.

More information:

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.

When launching new programmes or reviewing or making changes to existing ones, you’ll need to go through your own institution’s internal validation process (your Registry or similar function will be able to advise on this), as well as considering the Quality Assurance Agency’s subject benchmarks. You’ll also need to consider whether you wish to have the programme accredited by the appropriate professional institution.

The Quality Assurance Agency for Higher Education (QAA) is the independent body entrusted with monitoring, and advising on, standards and quality in UK higher education.

Subject Benchmark Statements set out expectations about standards of degrees in a range of subject areas. They describe what gives a discipline its coherence and identity, and define what can be expected of a graduate in terms of the abilities and skills needed to develop understanding or competence in the subject.  The QAA publish Subject Benchmark Statements for a range of disciplines – including engineering, on which they have worked closely with universities, the Engineering Council and the professional engineering institutions and so are aligned with the professional standards required by external professional or regulatory bodies in the discipline.

Benchmark statements are available for both bachelor’s and master’s level study.  They not represent a national curriculum in a subject area. Rather, they allow for flexibility and innovation in programme design within an overall conceptual framework established by an academic subject community. They are intended to assist those involved in programme design, delivery and review and may also be of interest to prospective students and employers, seeking information about the nature and standards of awards in a subject area.

Subject benchmark statements for engineering:

More information:

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.

When launching new programmes or reviewing or making changes to existing ones, you’ll need to go through your own institution’s internal validation process (your Registry or similar function will be able to advise on this), as well as considering the Quality Assurance Agency’s subject benchmarks. You’ll also need to consider whether you wish to have the programme accredited by the appropriate professional institution.

Accreditation is the process of reviewing an engineering degree programme to judge whether or not it meets the defined standards set by the Engineering Council.  Accredited engineering degrees offer a mark of assurance that the degree programme meets the standards defined and set by the engineering profession.

Accredited course search

Accreditation of Higher Education Programmes (AHEP): Accreditation is a mark of assurance that a degree programme meets the standards set by the profession.  The Engineering Council licenses over 20 professional engineering institutions (PEIs) to undertake accreditation of HE programmes in line with its standards and requirements for accreditation which are set out in the AHEP document.

Accrediting institutions interpret the Engineering Council’s standard as appropriate for their own sector of the profession.  They use the accreditation process to assess whether specific educational programmes provide graduates with some or all of the underpinning knowledge, understanding and skills for eventual professional engineer registration as an Incorporated Engineer (IEng) or Chartered Engineer (CEng).  Programmes may be accredited as fully or partially meeting the educational requirement for registration as either IEng or CEng.  If you are thinking of developing a new programme and wish to apply for accreditation, the Engineering Council and the appropriate PEI are always pleased to provide informal advice and guidance.

More information:

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.

When launching new programmes or reviewing or making changes to existing ones, you’ll need to go through your own institution’s internal validation process (your Registry or similar function will be able to advise on this), as well as considering the Quality Assurance Agency’s subject benchmarks. You’ll also need to consider whether you wish to have the programme accredited by the appropriate professional institution.

QAA works closely with a range of organisations in Wales to ensure that academic quality and standards are maintained in Welsh institutions.

More information:

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.

When launching new programmes or reviewing or making changes to existing ones, you’ll need to go through your own institution’s internal validation process (your Registry or similar function will be able to advise on this), as well as considering the Quality Assurance Agency’s subject benchmarks. You’ll also need to consider whether you wish to have the programme accredited by the appropriate professional institution.

Integrated quality and enhancement review, Northern Ireland (IQER NI) is a method to review higher education in further education colleges that began in the 2010/11 academic year.  It was developed by QAA for the Department for Employment and Learning to ensure that the review method is tailored to the needs of Northern Ireland’s education system and to ensure that further education colleges in Northern Ireland maintain the academic quality and standards of the higher education awards they deliver on behalf of their awarding bodies and organisations.

More information:

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.

When launching new programmes or reviewing or making changes to existing ones, you’ll need to go through your own institution’s internal validation process (your Registry or similar function will be able to advise on this), as well as considering the Quality Assurance Agency’s subject benchmarks. You’ll also need to consider whether you wish to have the programme accredited by the appropriate professional institution.

A distinctive approach to quality is taken in Scotland- the Quality Enhancement Framework (QEF) – which has been developed since 2003 under the guidance of the Universities’ Quality Working Group (UQWG). The Enhancement Themes are selected by the Scottish higher education sector and they provide a means for institutions, academic staff, support staff and students to work together in enhancing the learning experience. Support for the Enhancement Themes is provided by the Quality Assurance Agency (QAA) for Higher Education, Scotland (QAA). Each Theme facilitates both sharing and learning from current and innovative national and international practice. In addition, the Themes promote the collective development of new ideas and models for innovation in learning and teaching.

More information:

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 Recruitment and Admissions Toolkit has not been updated as yet but has been left here for archive purposes.

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

The following provides links to a range of resources and information to help university admissions tutors and those working in recruitment and admissions roles.

And each year, in November, the Engineering Professors’ Council organises a Recruitment and Admissions Forum so that all of those involved in the recruitment and admission of students to engineering programmes in UK higher education have the opportunity to get together and share experiences and best practice, as well as hear the latest from policy makers, the funding agencies and Government.  We also provide feedback to members from the annual early enrolments survey, which provides an indication of student numbers compared with the prior year for both undergraduate and postgraduate (taught) students.

Don’t forget to check out the Tomorrow’s Engineers programme website which offers a wide range of resources to assist schools, prospective students and their advisers.  The latest range, including a leaflet entitled ‘Make a Difference to the World: Engineering at University’ may be found here.

And do take a look at this set of films, produced by the 2014 winner of the EPC’s Engaging in Engineering awards, Dr Emma Carter of the University of Sheffield – aimed at 8 to 15 year olds, their particularly useful for schools outreach activity.

If you can’t find what you’re looking for on this page, why not ask a colleague by starting a discussion?  Or feel free to drop us a line directly.

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.

There’s a range of resources available to support you in the professional and administrative areas of your role as you climb the career ladder…

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

 

The Engineering Professors’ Council provides the opportunity for all academics to develop their professional network and national profile through participation in and chairmanship of a range of committees working on matters influencing national policy in higher education.  It also provides informal mentoring and support for those developing their careers with a view to taking up leadership roles in higher education and a range of comparative data and information about UK university engineering departments.

 

A leaflet outlining how teachers and researchers can achieve professional recognition and explaining the benefits is available from the Engineering Council. This and other relevant documents can be downloaded from the Engineering Council website. For hard copies of the leaflet email info@engc.org.uk.

 

The Leadership Foundation exists to support  development of management and leadership skills in “existing and future leaders in higher education”.  Its programmes range from support in understanding university finances better to courses for new heads of department.

 

The British Universities Finance Directors Group (BUFDG) provides a useful online forum and information digests to help you to gain a wider understanding of university finances.

 

 

 

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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