The Recruitment and Admissions Toolkit has not been updated as yet but has been left here for archive purposes.
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.
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.
An engineering degree that is accredited by the UK Engineering Council offers a marketable advantage for a university and will be more attractive to potential students intending to become Incorporated or Chartered Engineers. With this in mind, the Engineering Council has developed template statements for use by institutions offering accredited programmes when preparing their Key Information Set (KIS) Statements and when developing their promotional material and recruitment web pages.
For further information: Guidance on Promoting accredited degree status.
For examples of best practice: Best Practice
To download up to date logo: Logo
Support for KIS statements: KIS statements
For information on accreditation: Accreditation
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…
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.
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…
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.
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…
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.
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.
A distinctive approach to quality is taken in Scotland- the Quality Enhancement Framework (QEF) which provides a means for institutions, academic staff, support staff and students to work together in enhancing the learning experience. The following link provides a useful portal of case studies in Scottish Universities on issues ranging from improving student experience through articulation through to postgraduate learning methods: http://www.enhancementthemes.ac.uk/institutional-plans/case-studies
See also the Accreditation & Quality Assurance Toolkit
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 on the Higher Education Academy’s website developed by the former Engineering Subject Centre.
HELM – Helping Engineers Learn Mathematics – was a major curriculum development project undertaken by a consortium of five English universities – Loughborough, Hull, Reading, Sunderland and Manchester. Its resources are available here.
The National HE STEM Programme was a three-year initiative funded by the Higher Education Funding Councils for England and Wales (HEFCE/HEFCW). It started in August 2009 and completed in July 2012. The Royal Academy of Engineering led the engineering strand of the programme. It supported the National HE STEM Programme through collaborations with HE institutions to encourage new approaches to recruiting students and delivering programmes of study in engineering. It enabled the transfer of good practice across the HE STEM sector, facilitating its wider adoption, and encouraged innovation, supporting those in particular with the potential to achieve long-term impact within the Higher Education sector. There’s a range of case studies available here.
European Journal of Engineering Education (EJEE): the Official Journal of SEFI. Published bi-monthly, the journal examines the economic, cultural, and social factors which influence the education of engineers in different societies and provides a forum in which teachers in engineering schools, institutions and industry can share accounts of good practice and discuss methodology.
Grant Campbell and Daniel Belton at the University of Huddersfield have published a useful paper about introducing a new engineering programme in a high cost subject at a time of constrained resources but high demand. The full paper is available here.
Degree Apprenticeships Toolkit
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.
Our two Placements Toolkits are the result of the research conducted to address the recommendations of the Perkins Review of Engineering Skills and the Royal Academy of Engineering’s Universe of Engineering Report about engineering student’s placements in companies.
Quality assurance & enhancement
A distinctive approach to quality is taken in Scotland- the Quality Enhancement Framework (QEF) which provides a means for institutions, academic staff, support staff and students to work together in enhancing the learning experience. The following link provides a useful portal of case studies in Scottish Universities on issues ranging from improving student experience through articulation through to postgraduate learning methods: http://www.enhancementthemes.ac.uk/institutional-plans/case-studies
See also the quality assurance toolkit
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 University of Manchester’s Faculty of Engineering and Physical Sciences publishes a range of resources to support teaching innovation in an online collaborative space “created for staff …with an interest in enhancing their teaching, and an enthusiasm for the Scholarship of Teaching and Learning.”
Established in 2011, the University of Liverpool’s Centre for Engineering Education “researches, develops, shares and supports best teaching and learning practice, within the School of Engineering and nationally“.
“The Aston Engineering Education Research Group is focused on developing the understanding that will enable colleagues across the sector to introduce innovative and relevant learning and teaching practice that addresses the needs of industry whilst engaging students in their learning.”
The group is made up of both engineering and social science academics and examines the whole ‘engineering education pipeline’ from primary school to the employment of engineers and their continued learning.
The Centre for Engineering and Design Education (CEDE) is “funded to help the engineering and design Schools at Loughborough University by undertaking research or projects to improve the student learning experience and encourage effective and efficient practice and innovation in teaching“.
Established in April 2015, UCL has brought together expertise from its Institute of Education with its Faculty of Engineering Sciences to form the UCL Centre for Engineering Education. The centre is “interested in not only supporting developments in primary and secondary education and but also how to create a better articulation between the vocational (FE and apprenticeship) and HE routes into engineering, as well as working with companies to address their changing skill needs“.
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.