Objectives: Join us to explore Equality, Diversity, and Inclusion (EDI) through definitions, scenarios, examples, and videos. This activity deepens your understanding of EDI’s impact on society, workplaces, and the engineering field. Gain valuable insights, whether you’re new to EDI or enhancing your knowledge.
Introduction: This activity explores the link between diversity and communication. It emphasizes the role of effective communication in fostering understanding and unity in diverse environments. Highlighting the benefits of diversity training and leadership, it advocates for inclusive communication and cross-cultural understanding to nurture innovation. Learn to navigate communication challenges by reading this article. Click here to read the article.
Topic: Fostering innovation through diversity and inclusive communication.
Keywords: Equity, Diversity and Inclusion; STEM; Job or Career Impact; Leadership or Management; Employability and Skills; Enterprise and Innovation; Cultural Competency; Workplace Culture
Student Videos: Check out Activity D to get inspired by students applying EDI Principles to their own real-life experiences.
Definitions and real-world scenarios
In the video below, Jennifer and Chibby discuss the importance of STEM fields, diversity, equity, and inclusion in driving innovation and solutions in various industries.
Video summary:
🌐 STEM’s impact: STEM fields are vital in shaping various industries, from healthcare to transportation, influencing everyday life significantly.
⚙️ Engineering’s role: Engineering is crucial not only for current infrastructure but also for creating sustainable solutions for the future.
💬 Importance of diversity: Bringing diverse thoughts and experiences into STEM fosters innovation, making solutions more applicable and effective for varied populations.
🏳️🌈 Equity and inclusion: Equity ensures everyone has access to opportunities, while inclusion guarantees that all voices are heard and valued in decision-making processes.
📈 Future trends: The increasing number of diverse graduates in STEM indicates a positive trend, yet representation in the workforce still needs improvement.
🏢 Employer awareness: Companies are recognising the need for diversity in hiring practices and are taking steps to create more inclusive environments.
🚀 Career development: Providing students with the right tools and knowledge is essential for their successful transition into the workforce, empowering them to navigate their careers effectively.
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.
Please note: Discussions around discrimination, prejudice and bias are highly complex and part of a much wider national and international debate, including contested histories. As such, we have limited the scope of our resources to educating and supporting students.
The resources that the EPC and its partners are producing in this area will continue to expand and, if you feel there is an issue that is currently underrepresented in our content, we would be delighted to work with you to create more. Please get in touch.
Objectives: This activity aims to raise awareness of language’s impact in professional settings, particularly for underrepresented groups. Students will explore verbal and non-verbal communication to foster an inclusive environment. Students will receive strategies for handling challenging situations and building confidence in interactions with leaders, and managing conflicts.
Introduction: This activity explores how language, both verbal and non-verbal, impacts professional settings, particularly for underrepresented groups. Through video insights and practical strategies, students will learn to navigate difficult conversations, address microaggressions, and build confidence in communicating with leaders. The activity also highlights the role of gendered language in interviews and recruitment, encouraging inclusive and self-aware communication in the workplace.
Topic: Building confidence and inclusion through mindful communication in the workplace.
Keywords: Equity, Diversity and Inclusion; Communication; Students; Mentoring; Job or career impact; Early careers; Engineering professionals; Curriculum or course; Personal or professional reputation; Societal impact; Social responsibility; Corporate social responsibility; Higher education institutions; Apprenticeships or work based learning; Leadership or management; Gender.
Navigating difficult workplace conversations
In the video below, Abisola Ajani, a process technology engineer and founder of BW, highlights the critical role of communication skills in effectively navigating challenging workplace conversations.
Video summary:
Abisola Ajani, a process technology engineer and founder of BW, emphasises the importance of skills for navigating difficult workplace conversations.
Key insights:
💡 Importance of communication skills: Effective communication in engineering helps convey expertise and resolve conflicts, making it vital for career success.
⏸️ Power of pausing: Taking a moment to pause during tough conversations allows for clearer thinking and more productive responses, promoting better outcomes.
🤝Role of mentorship: Seeking guidance from mentors equips individuals with strategies and confidence to tackle challenging discussions, enhancing professional growth.
🤔 Valuing past experiences: Skills gained from previous jobs, even in unrelated fields, can be leveraged in engineering roles, demonstrating that every experience contributes to personal development.
✨ Growth through mistakes: Embracing the inevitability of mistakes in difficult conversations encourages continuous improvement and resilience in professional settings.
🌍 Diversity and inclusion: An inclusive environment empowers individuals to express their authentic selves, leading to greater innovation and collaboration within teams.
💪 Empowerment through visibility: Initiatives like BW highlight the importance of representation in engineering, inspiring future generations of diverse engineers to thrive.
This resource emphasizes communication’s role in fostering diversity and inclusion at work. It covers:
Encouraging employee-led conversations: Initiating discussions on personal experiences and global issues in a supportive, judgment-free environment.
The importance of pronouns: Respecting and using pronouns to promote inclusivity and acknowledge identities.
Addressing aggressions and microaggressions: Identifying and mitigating the impacts of aggressions and microaggressions in professional settings.
“I” versus “We”
Interviews can be stressful, often reinforcing learned gender habits in language use. Women tend to use “We” instead of “I” for work they have done, and use hedge words like “think” due to societal expectations of modesty and humility. Men, on the other hand, typically use “I” and fewer hedge words, reflecting societal norms of assertiveness and leadership.
If you catch yourself using “We” when you mean “I,” pause and correct it, but explain it’s a habit from societal norms. Both “We” and “I” answers are important: “We” for teamwork, “I” for leadership and initiative.
Employers we recommend you recognise that “We” and “I” can be interchangeable for many women and some cultures, and understand the biases involved.
The Gender Decoder analyses job descriptions to identify and correct gendered language, promoting gender-neutrality and inclusivity in recruitment. Try it to see how small language changes can foster a more inclusive work environment.
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.
Please note: Discussions around discrimination, prejudice and bias are highly complex and part of a much wider national and international debate, including contested histories. As such, we have limited the scope of our resources to educating and supporting students.
The resources that the EPC and its partners are producing in this area will continue to expand and, if you feel there is an issue that is currently underrepresented in our content, we would be delighted to work with you to create more. Please get in touch.
Objectives: This activity is our guide to navigating assessment centres, offering tips and strategies tailored to empower underrepresented groups and help you be prepared, authentic self, stand out and succeed.
Introduction: Assessment centres have been a key part of graduate recruitment since the 1950s, originally developed to evaluate leadership potential in military officers. Today, they are widely used by employers to assess candidates through group tasks, interviews, and individual exercises. This activity serves as a practical guide to help you navigate assessment centres with confidence. With a focus on empowering underrepresented groups, it provides tips and strategies to help you prepare effectively, present your authentic self, and stand out in a competitive selection process.
Topic: Standing out with confidence at assessment centres: a guide to preparation, authenticity, and success.
Keywords: Problem solving; Employability and skills; Communication; Leadership or management; Collaboration; Digitalisation; Professional development; Writing Skills; Equity, Diversity and Inclusion; Neurodiversity; Inclusive or Responsible design; Recruitment; Business or trade or industry; Workplace culture; Information and Digital literacy; Artificial Intelligence.
An immersive experience
Getting startedWhat to expect An employer’s guide What are assessment centre activities?
Click on each accordion tab to explore videos that guide you through navigating assessment centres, offering tips and strategies designed to empower underrepresented groups and help you prepare, be your authentic self, stand out, and succeed.
Video summary:
This video was produced by The Careers Chat, a platform associated with Warwick University, provides an overview of assessment centres used by graduate recruiters. It discusses various tasks designed to evaluate candidates’ skills in action, offering insights into the selection process and tips for preparation.
Key insights:
🌟 Always be mindful that you’re being assessed – from the moment you arrive until you leave. Maintain a professional and approachable demeanor to leave a lasting positive impression.
🤝 View fellow candidates as collaborators, not competitors. Respect their perspectives and engage in teamwork; remember, it’s possible that everyone could be offered a role.
💼 Keep in mind that the tasks are tailored to the role you’re applying for. Be authentic, and the skills you’ve already highlighted in your application will naturally stand out.
Video summary:
Assessment centres are crucial for graduate recruitment, involving various tasks to evaluate candidates’ skills through collaborative activities.
Key insights:
🎓 Real-time evaluation: Assessment centres provide an opportunity for recruiters to observe candidates in action; skills, interpersonal dynamics and teamwork.
📅 Duration and format flexibility: Be prepared and mentally ready for either a half-day or full-day assessment face to face or online.
📝 Diverse assessment tasks: Wide range of tasks, from essays to presentations, means candidates should practice and be adaptable to showcase different skills.
🤝 Collaboration over competition: Viewing fellow candidates as collaborators rather than competitors can foster a supportive atmosphere, better outcomes for everyone.
🌈 Authenticity matters: Presenting genuine skills and authentic experiences rather than trying to fit a mould can make candidates stand out and connect with recruiters.
🚪 Professionalism is key: From the moment you arrive until you leave, maintaining a professional demeanour leaves a lasting impression, and suitability for the role.
💡 Preparation is essential: Familiarising oneself with the specific tasks related to the job application can boost confidence and performance, and draw upon relevant skills.
Video summary: An assessment centre evaluates candidates through various exercises to assess teamwork, problem-solving, and fit within the company culture.
Key insights:
🔍 Assessment centres are designed to simulate real work environments, helping employers see how candidates fit into team dynamics and your ability to collaborate.
🧠 Psychometric tests may be retaken during the assessment, so candidates should be prepared to demonstrate their logical reasoning and numerical skills in person.
🗣️ Group exercises focus on problem-solving as a team, the process is more important than the outcome, opportunity to show your communication and leadership skills.
🎤 Presentations, whether in groups or individually, evaluate public speaking and the ability to synthesize complex information into clear solutions.
🎭 Role-play exercises test candidates’ client-handling skills and ability to provide solutions under pressure, highlighting their problem-solving approach.
🤝 Lunch and breaks are part of assessment, are an opportunity to network, and demonstrate your informal communication skills that could influence your success
📊 You need to demonstrate understanding and applying the company’s core values and meeting their desired competencies effectively throughout the process.
Resources
Access our University Career Services Library to connect with your university’s career services and take advantage of employability training opportunities, such as mock assessment centre sessions.
Thornton et al (2019) research concluded to prevent gender and race bias at assessment centres, employers must implement rigorous development and practices to counter both conscious and unconscious biases.
The video offers tailored guidance specifically for international students.
Acing virtual assessment centres: future you webinar:
As part of their Future You webinar series, Prospects hosted a session titled Acing Virtual Assessment Centres on Tuesday, 20th April 2021. The webinar offers valuable insights, practical tips, and expert guidance to help students confidently navigate virtual assessment centres. Watch the video below to gain useful strategies and boost your preparation. Aldi, Arcadis and Police Now Recruiters advice for preparing for Virtual Assessment centres.
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.
Please note: Discussions around discrimination, prejudice and bias are highly complex and part of a much wider national and international debate, including contested histories. As such, we have limited the scope of our resources to educating and supporting students.
The resources that the EPC and its partners are producing in this area will continue to expand and, if you feel there is an issue that is currently underrepresented in our content, we would be delighted to work with you to create more. Please get in touch.
Objectives:Engage in a mentorship relationship within EDI-focused networks, either as a mentor or mentee. This exchange fosters personal, professional growth and strengthens EDI communities through shared knowledge and experiences.
Introduction: Engaging in mentorship within EDI-focused networks, as either a mentor or mentee, fosters personal and professional growth while strengthening inclusive communities. Through peer support and mentoring groups, you can connect with others facing similar challenges, diversify your networks, and challenge social norms to promote social justice and inclusivity.
Topic: Building inclusive communities through EDI mentorship: fostering growth, networks, and social justice.
Keywords: Mentoring; Equity, Diversity and Inclusion; Justice; Social responsibility; Collaboration; Ethics; Professional development; Leadership or management.
Resources and support
A guide for employers, employees, and future employees on the reasons to implement reciprocal mentoring. Click here to access the PDF guide.
Reciprocal mentoring
In the video below, Professor Anne Nortcliffe highlights the concept and benefits of reciprocal mentoring, emphasizing mutual learning, inclusion, and shared growth between junior and senior colleagues.
Video summary:
🎯 Purpose: Reciprocal mentoring differs from traditional mentoring, where typically a senior guides a junior — here, both parties learn from one another.
🔄 Mutual learning: Both mentor and mentee bring valuable perspectives, creating opportunities for shared growth and understanding.
🧑🎓🧑💼 Generational exchange: Junior staff share insights from their generational and workplace experiences, enriching the senior staff’s awareness and approach.
🗺️ Career navigation: Seniors still provide guidance in navigating career paths and adapting to changing professional landscapes.
❓ Interview tip: During job interviews, ask if the employer has a reciprocal mentoring program — if not, use the provided toolkit to highlight its benefits.
📣 Authentic voices: Socially underrepresented individuals can bring their lived experiences into the conversation, promoting inclusion.
🌍 Inclusive environment: Reciprocal mentoring fosters diversity, equity, and inclusion within the workplace.
🧑🤝🧑 Collaborative impact: Mentors become advocates in senior spaces, amplifying the visibility and contributions of their mentees.
🚀 Opportunities: Mentors may champion their mentees for key projects and leadership development opportunities.
💡 Take initiative: If your workplace doesn’t offer reciprocal mentoring, suggest it to HR and help lead the implementation.
Peer support
Organise or join peer support/mentoring groups with fellow graduates or students who may experience similar challenges as you. You can use these groups to hear other people’s experiences relating to employment and how to thrive in the workplace.
Join organisations such as:
AFBE – Association for Black & Minority Ethnic Engineers offers mentoring for students.
Reflect on social justice themes and explore how they can enhance your work and contribute to a better world.
Evaluate employers’ ethical standards to ensure alignment with your values. Highlight your social justice values in your CV and interviews and inquire about the company’s ethics.
Expand your network to include diverse perspectives and experiences.
Engage with people from varied backgrounds to broaden your understanding and challenge societal norms.
Challenge social norms
What is your own view about the world and the way things are?
Are they okay as they are and if so, why?
Fact or fiction media narratives?
What assumptions have your made?
Who benefited from these assumptions?
What are your values?
Are these assumptions aligned with your values?
Use this way of thinking as you develop your own work and projects.
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.
Please note: Discussions around discrimination, prejudice and bias are highly complex and part of a much wider national and international debate, including contested histories. As such, we have limited the scope of our resources to educating and supporting students.
The resources that the EPC and its partners are producing in this area will continue to expand and, if you feel there is an issue that is currently underrepresented in our content, we would be delighted to work with you to create more. Please get in touch.
Objectives: Engage in EDI events, workshops, and networks to deepen your understanding of diversity, inclusion, and social responsibility. Gain real-world insights from industry videos and leverage volunteering, placements, and networking to enhance employability and refine career goals. Use diverse work experiences for self-discovery, embrace unexpected roles for growth, and reflect on past experiences to clarify future career decisions. These steps will guide your personal and professional development.
Introduction: Embracing lifelong learning, the journey of understanding and implementing Equality, Diversity, and Inclusion (EDI) is continuous. By consistently learning, reflecting, and applying these principles in all areas of life, you foster growth that benefits both yourself and those around you.
Topic: Enhancing career growth and social responsibility through active engagement in EDI events, networks, and diverse work experiences.
Keywords: Equity, Diversity and Inclusion; Social responsibility; Professional development; Employability and Skills; Collaboration; Leadership or management; Gender; Networking; Neurodiversity; LGBTQ+.
Social responsibility
Video summary:
Ammaarah Ravat, a compliance engineer at Cummins, emphasizes community involvement and the value of diverse experiences in shaping career paths.
Key insights:
🌟 Importance of social responsibility: Engaging in community service reflects a commitment beyond job duties, showcasing character and values.
🔍 Role of volunteering: Actively participating in local initiatives can enhance employability and illustrate one’s dedication to societal betterment.
🚀 Value of industrial placements: Gaining diverse experiences during placements enables students to refine their career goals and professional interests.
💼 Self-discovery: Working in varied roles helps individuals identify their strengths and preferences, guiding future career decisions.
🌐 Networking opportunities: Building a professional network during internships is crucial for career advancement and finding new opportunities.
🎯 Open-minded approach: Embracing unexpected job roles can lead to personal growth and a better understanding of the industry.
🤔 Reflection on experiences: Analysing past roles helps clarify what one wants and doesn’t want in their career path, aiding future choices.
Resources and support
To support your journey, we’ve curated resources from Wenite, Equal Engineers. We’ve also developed a University Career Services Library – a curated collection of links to career centers at various universities, providing direct access to valuable tools, guidance, and opportunities to support your career growth.
University Career Services Library:Access our comprehensive library of links to university career services and explore a wide range of valuable resources.
Wenite: Articles, interviews, and challenges showcasing diverse voices.
Equal Engineers: Engineering-specific EDI resources, mentorship, and job listings.
Engage in EDI events, workshops , and networks
We invite you to participate in upcoming EDI-focused networks, events, and workshops:
AFBE – Association for Black & Minority Ethnic Engineers
Click on each accordion tab to hear from some of our industry collaborators. These videos offer valuable insights into real-world experiences and perspectives that can enhance your understanding of the field.
Video summary:
Susan Hawkes, a technician at Berry Range Limited, promotes engineering diversity and emphasizes the importance of mental health within her family-run company.
Key insights:
🌟Technicians matter: Technicians like Susan play a vital role in engineering, yet often lack recognition. Elevating their status can enhance the industry.
🤝Diversity drives progress: Promoting diversity in engineering creates innovative solutions and reflects the society we serve, making it imperative for future growth.
🏢Company culture counts: A supportive work environment that values mental health contributes to employee satisfaction and retention, which is essential in a demanding industry.
👩⚕️Mental health focus: Addressing mental health proactively fosters a healthier workforce and can lead to improved productivity and morale.
🌐Women in engineering: Encouraging more women to join institutions like ICE can lead to a more balanced workforce and bring fresh perspectives to the field.
🗣️Networking opportunities: Engaging in networking events can open doors for collaborations and mentorship, crucial for career development in engineering.
🌍Leadership representation: Having diverse leaders in organizations, such as the female president of ICE, inspires future generations and promotes inclusivity in the field.
Video summary:
Stewart Eyres discusses the mission of Equal Engineers to create a diverse, equitable, and inclusive approach to engineering recruitment and support.
Key insights:
🌈Diversity in engineering: Equal Engineers addresses the need for a diverse workforce in engineering, recognizing varied perspectives enhance innovation and problem-solving.
🎓Collaboration with universities: Partnering with educational institutions fosters a pipeline of diverse talent, ensuring that engineering education aligns with industry needs.
🤝More Than recruitment: The agency goes beyond traditional recruitment by actively working with companies to make their environments more welcoming for diverse candidates.
📊Support for new recruits: Regular follow-ups with new hires help to verify that companies meet their commitments, creating a supportive onboarding experience.
🌟Empowering ambition: Stuart encourages aspiring engineers not to settle for their first job but to seek roles that truly fit their skills and aspirations.
🔍Job market opportunities: With a shortage of engineers, there is an abundance of opportunities available, inviting candidates to be proactive in their job search.
💼Thriving in the workplace: Creating an inclusive environment allows diverse employees to contribute their unique strengths, benefiting both the individual and the organisation.
Video summary:
Jordan Hannah discusses supporting apprenticeships in engineering, emphasizing the need for employer engagement and practical experience in the field.
Key insights:
🌱Employer responsibility: Companies should actively engage with apprentices, helping with career development rather than just completing their training period. This fosters a sense of loyalty and ensures a skilled workforce.
🏗️Diverse engineering paths: Engineering encompasses a wide array of disciplines, from infrastructure to technology. Embracing this diversity can open numerous career opportunities and attract a broader range of talent.
📆Structured development: A well-planned apprenticeship program provides a roadmap for apprentices, enhancing their job security and professional growth, which can lead to higher retention rates.
🧠Importance of employability skills: Engineers must cultivate soft skills like communication to effectively collaborate with non-technical stakeholders, underscoring the interdisciplinary nature of modern engineering roles.
🚀Encouragement to experiment: Encouraging students to explore various engineering roles can lead to a more informed career choice, highlighting the importance of practical experience in shaping interests.
🔄Learning from dislike: Understanding what one does not enjoy can be just as valuable as knowing what one does like, guiding future career decisions and improving job satisfaction.
📈Continuous support: Post-apprenticeship support is crucial for young professionals, ensuring they transition smoothly into their careers and feel valued by their employers.
Ready to take the next step?
Your commitment to EDI creates a more inclusive, equitable, and diverse world. Continue engaging with these principles to embrace the challenges and opportunities in both personal and professional life. Let’s move forward together.
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.
Please note: Discussions around discrimination, prejudice and bias are highly complex and part of a much wider national and international debate, including contested histories. As such, we have limited the scope of our resources to educating and supporting students.
The resources that the EPC and its partners are producing in this area will continue to expand and, if you feel there is an issue that is currently underrepresented in our content, we would be delighted to work with you to create more. Please get in touch.
Author: Sarah Jayne Hitt, Ph.D. SFHEA (NMITE, Edinburgh Napier University).
Overview:
This enhancement is for an activity found in the Dilemma Part two section. It is based on the work done by Kate Crawford and Vladan Joler and published by the SHARE Lab of the SHARE Foundation and the AI Now Institute of New York University, which investigates the “anatomy” of an Amazon Echo device in order to “understand and govern the technical infrastructures” of complex devices. Educators should review the Anatomy of an AI website to see the map and the complementary discussion in order to prepare and to get further ideas. This activity is fundamentally focused on developing systems thinking, a competency viewed as essential in sustainability that also has many ethical implications. Systems thinking is also an AHEP outcome (area 6). The activity could also be given a supply chain emphasis.
This could work as either an in-class activity that would likely take an entire hour or more, or it could be a homework assignment or a combination of the two. It could easily be integrated with technical learning. The activity is presented in parts; educators can choose which parts to use or focus on.
1. What are the components needed to make an internet satellite functional?:
First, students can be asked to brainstorm what they think the various components of an internet satellite are without using the internet to help them. This can include electrical, mechanical, and computing parts.
Next, students can be asked to brainstorm what resources are needed for a satellite to be launched into orbit. This could include everything from human resources to rocket fuel to the concrete that paves the launch pad. Each of those resources also has inputs, from chemical processing facilities to electricity generation and so forth.
Next, students can be asked to brainstorm what systems are required to keep the internet satellite operational throughout its time in orbit. This can include systems related to the internet itself, but also things like power and maintenance.
Finally, students can be asked to brainstorm what resources will be needed to manage the satellite’s end of life.
Small groups of students could each be given a whiteboard to make a tether diagram showing how all these components connect, and to try to determine the path dependencies between all of them.
To emphasise ethics explicitly, educators could ask students to imagine where within the tether diagram there could be ethical conflicts or dilemmas and why. Additionally, students could reflect on how changing one part of the system in the satellite would affect other parts of the system.
2. How and where are those components made?:
In this portion of the activity, students can research where all the parts of those components and systems come from – including metals, plastics, glass, etc. They should also research how and where the elements making up those parts are made – mines, factories, chemical plants, etc. – and how they are then shipped to where they are assembled and the corresponding inputs/outputs of that process.
Students could make a physical map of the globe to show where the raw materials come from and where they “travel” on their path to becoming a part of the internet satellite system.
To emphasise ethics explicitly, educators could ask students to imagine where within the resources map there could be ethical conflicts or dilemmas and why, and what the sustainability implications are of materials sourcing.
3. The anatomy of data:
In this portion of the activity, students can research how the internet provides access to and stores data, and the physical infrastructures required to do so. This includes data centres, fibre optic cables, energy, and human labour. Whereas internet service is often quite localised (for instance, students may be able to see 5G masts or the service vans of their internet service provider), in the case of internet satellites it is very distant and therefore often “invisible”.
To emphasise ethics explicitly, educators could ask students to debate the equity and fairness of spreading the supply and delivery of these systems beyond the area in which they are used. In the case of internet satellites specifically, this includes space and the notion of space as a common resource for all. This relates to other questions and activities presented in the case study.
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.
Abstract: Driving the Electric Revolution is led by Newcastle and is a collaborative R&D project to build supply chains in Power Electronics Machines and Drives. The University led the bid and as we amass supply chain capability we will generate £ Billions in GVA.
Newcastle University has been embedded in the academic and industrial development of the North East of England since 1834. Recently, one of its core competencies, Machines and Drives research, has been used to attract investment to the region from Industry and Government helping to increase the economic prospects for the North East region.
Newcastle University is the national lead organisation for Driving the Electric Revolution Industrialisation Centres an Industrial Strategy Challenge Fund Wave 3 competition. The centres serve two purposes,
A focal point for development of manufacturing processes in Power Electronics, Machines and Drives (PEMD) through investment in cutting edge manufacturing equipment.
The training of researchers, students, employees of industrial partners on these important new processes.
The Driving the Electric Revolution (DER) Industrialisation Centres (DERIC) project aims to accelerate UK industrialisation of innovative and differentiated PEMD manufacturing and supply chain solutions. They are doing this by creating a national network to coordinate and leverage the capabilities of 35 Research and Technology Organisations (RTO) and academic establishments, based within four main centres. Supported by 166 industrial partners it represents the largest coordinated industrialisation programme the UK PEMD sector has ever seen.
Newcastle University has, in living memory, always been at the forefront of Electric Machines and Drives innovation globally. It was inevitable that Newcastle would lead the DER project given its pedigree, reputation and the fact that it was supported by several companies in several sectors, Automotive, Aerospace and domestic products who undertake product research in the North East and who seek to manufacture in the UK if possible.
Newcastle did recognise however that it couldn’t deliver the government programme alone. There were four institutions which formed a consortium to bid into the competition, Newcastle University, University of Strathclyde, Warwick Manufacturing Group and the Compound Semiconductor Applications Catapult in Newport South Wales. Over time they have been joined by University of Nottingham, University of Birmingham, Swansea University and University of Warwick. Letters of support were received from 166 Industry partners, 27 FE and HE organisations expressed support as did 13 RTOs. Although the national bid was led by Newcastle, it took a more North East regional view in development of its delivery model.
Therefore, in addition to this national work, Newcastle extended their DERIC application beyond Newcastle to Sunderland where they worked with Sunderland council to establish a DERIC research facility in the area. Sunderland city council worked with Newcastle to acquire, fit out and commission the lab which received equipment from the project and is due to open in 2022.
Nationally the primary outcome is the establishment of the Driving the Electric Revolution Industrialisation Centres and the network.
The four DERIC act as focal points for the promotion of UK PEMD capabilities. They design develop and co-sponsor activities at international events. They send industrial representatives to meet with clients and research partners from UK, Europe and Asia, as well as developing a new UK event to attract leading PEMD organisations from around the globe.
In Newcastle the university’s sponsorship of both the national project as well as the DERIC in the North East is helping attract, retain and develop local innovation and investment. The equipment granted by the DER Challenge to the centre includes a Drives assembly line as well as an advanced Machines line. The DERIC is focused primarily in the development of manufacturing processes using the granted equipment. The equipment was selected specifically with these new processes in mind. The success of the DERIC program already means that the country and the region have attracted substantial inward investment.
Investments by three companies came to the North East because of the capability developed in the region. They have all agreed partnerships with the university in the process of establishing, acquiring and investing in the North East. The three companies are:
British Volt mission is to accelerate the electrification of society. They make battery cells. Their Gigaplant in Northumberland will be the second Gigaplant in the UK. They are investing £1Bn into the region creating around 5,000 jobs both at the plant and in the supply chain.
Envision also make batteries. Unlike British volt the Envision cell is a Gel pack. Envision has the first Gigaplant in the UK at Sunderland. They are investing a further £450M to expand the plant in Sunderland and potentially another £1.8Bn by 2030.
Turntide Technologies invested £110M into the region acquiring three businesses. These have all in some fashion been supported by and supportive of the PEMD capability at Newcastle over the past six decades.
The university has worked tirelessly to help create an ecosystem in the region for decarbonisation and electrification.
The last stage of this specific activity is the creation of the trained employees for this new North East future. The university, collaborating across the country with DER partners, is embarking on an ambitious plan to help educate, train and upskill the engineers, scientists and operators to support these developments. It is doing this by collaborating, for the North East requirement, with the other universities and further education colleges in the region. Industry is getting involved by delivering a demand signal for its requirements. The education, training and up skilling of thousands of people over the next few years will require substantial investments by both the educators in the region as well as industry.
As the pace of electrification of common internally combusted applications accelerates the need for innovation in the three main components of electrification, power source, drive and machine will grow substantially. The country needs more electrification expertise. The North East region has many of the basic building blocks for a successful future in electrification. Newcastle University and its Academic and Industrial partners have shown the way ahead by collaborating, leading to substantial inward investment which will inevitably lead to greater economic prosperity for the region. Further information is available from the Driving the Electric Revolution Industrialisation Centres website. In addition, there are annual reports and many events hosted, sponsored or attended by the centres.
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: Amer Gaffar (Manchester Metropolitan University); Dr Ian Madley (Manchester Metropolitan University); Prof Bamidele Adebisi (Manchester Metropolitan University).
Keywords: Decarbonisation; Local Energy; Skills; Economic Growth.
Abstract: Greater Manchester (GM) has committed to carbon neutrality by 2038. There is a 97m tonnes carbon emission gap between solutions currently available and a net zero budget. To bridge this innovation gap under the leadership of the Greater Manchester Combined Authority the agency brings together: Bruntwood, Hitachi, MMU, UoM, GM Growth Company, SSE and UoS to support R&D and innovation initiatives focused on customer pull to enable rapid deployment of new and emerging technologies, services and business models to meet the challenge of GM becoming a carbon neutral city-region by 2038, drive skills development and deliver economic growth.
The need for an Energy Innovation Agency
The Mayor for Greater Manchester Combined Authority (GMCA) has committed the city region to carbon neutrality by 2038. An analysis of the implications of the Paris Climate Change Agreement for Greater Manchester (GM) (Figure 1) has identified that there is a 97m tonnes carbon emission gap between solutions currently available and the actions needed to reach net zero. We refer to this as the Innovation Gap.
Figure 1 GM Net Zero Carbon Budget and implementation pathways. Source GM 5-year Environment Plan [1]
[2] Unconstrained implementation of Scatter methods Achievable implementation of Scatter methods
To bridge the GM innovation gap under the leadership of GMCA the agency brings together: Bruntwood, Hitachi, Manchester Metropolitan University, University of Manchester, SSE and University of Salford to support R&D and innovation initiatives focused on customer pull to enable rapid deployment of new and emerging technologies, services and business models (energy innovations) to meet the challenge of GM becoming a carbon neutral city-region by 2038, driving skills development and delivering economic growth.
Forming the Energy Innovation Agency
GMCA initially approached the city’s three universities to seek advice on how their academic expertise could be harnessed to help bridge the innovation gap. This quickly led to discussions between each of the universities that identified a wide pool of complementary, and largely non-competitive, areas of research expertise that could address the gap (Figure 2).
Figure 2 Research expertise by university partner – darker colour indicates a greater depth of expertise in the area.
It was also clear that the timescales needed to deliver city wide change would not fit within a traditional academic approach to research and knowledge transfer that required a public-private partnership.
At the core of this partnership approach are three key components.
Public sector influence and leadership across both city region and local authority levels that enables new ways of working to be demonstrated and quickly built into local plans, can influence national policy and regulation, and convene wider public involvement.
The business community, end-users and investors, in its widest sense, who have the need for change and can drive change by steering the development of the business and finance models that allow rapid large-scale adoption and deployment of innovation.
Academic sector able to drive the underpinning research, access to research and test facilities to validate novel innovations, TRL and IP, and develop the skilled workforce needed.
Using existing networks, a core team comprising GMCA, Bruntwood, Hitachi, MMU, UoM, SSE and UoS came together to develop the business plan for the agency and to jointly provide the funding for the first three-years of the operation of the agency.
Vision, Aims and Objectives
To accelerate the energy transition towards a carbon-neutral economy by bridging the energy innovation gap, increasing the deployment of innovative energy solutions in GM and beyond, to speed-up the reduction of carbon emissions.
Aims:
Innovation Exploitation: supporting and scaling the most promising decarbonised energy innovations to maximise the early adoption of effective carbon-neutral energy systems.
Decarbonisation: reducing Greater Manchester’s carbon emissions from energy to meet our ambitious target to be a carbon-neutral city region by 2038
Rapid Commercialisation: rapid transition of carbon-neutral energy innovations to full-scale integration.
Investment: creating and promoting investment opportunities for carbon-neutral energy innovations and projects in the city region.
Objectives:
Position Greater Manchester as a global destination of choice for those looking to create and deploy innovative net-zero energy solutions.
Create a clear entry point, managed development, and validation pathway, for innovators to test, trial, and scale their most promising energy technologies and services in Greater Manchester.
Enhance the connection between industry and academia “push” and customer “pull”, by putting innovative products, services, and projects in front of purchasers at the very earliest stage for advice and steer.
Provide a dedicated vehicle to bid for competitive funding and for industry to generate investment value, pooling the very best innovations to solve key decarbonisation challenges.
Link local investment to innovative products and projects, to enable rapid development and deployment where clear business cases are set out.
Direct alignment to local and national policy and strategy, ensuring project delivery intelligently informs policy and vice-versa.
Foster public confidence in new approaches and technologies, creating local skills and employment opportunities and improving access to cheaper, cleaner energy for all.
Scope
With a population of 2.8 million covering 1,277 km2 the ten metropolitan boroughs of GMCA comprises the second most populous urban area in the UK, outside of London. The scope and potential for the Energy Innovation Agency is huge.
Figure 3 GMCA Energy Transition Region showing local authority boundaries.
Establishing the GM-city region area as an Energy Transition Region will provide the opportunity to develop the scale of deployment necessary to go beyond small-scale demonstration projects and develop the supply chains that can be replicated as a blue-print elsewhere in urban environments across the UK and internationally.
Progress to date
Following the investment by the founding partners a management team has been established within GMCA’s subsidiary “The Growth Company”. An independent board chaired by Peter Emery CEO ENWL has also been established.
The formal launch event will take place on 28th April 2022, at which a first challenge to the innovation community to bring forward solutions to decarbonise non-domestic buildings will be set.
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.
Abstract: The case study looks at how we use guest lecturers from industry (and academia) at Cranfield University. In the case study we examine why and how module leaders use guest lecturers in their modules. Furthermore, we also cover the student perspective. How do students perceive this form of industry collaboration and what are their expectations from guest lectures? The case study will benefit the EPC community by giving insight and advice on how to include guest lecturers in the curriculum. While many universities use guest lecturers from industry, very little research has been conducted into module leaders’ and students’ experience with guest lectures. The case study provides good practice examples based on students’ and module leaders’ feedback.
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: Ian Hobson (Senior Lecturer and Academic Mentor for Engineering Leadership Management at Swansea University and former Manufacturing Director at Tata Steel) and Dr Vasilios Samaras (Senior Lecturer and Programme Director for Engineering Leadership Management at Swansea University)
Keywords: Academia, Industry
Abstract: Throughout the MSc Engineering Leadership Management program, the students at Swansea University develop theoretical knowledge and capability around leadership in organisations. Working alongside our industry partner Tata Steel, they deploy this knowledge to help understand and provide potential solutions to specific organisational issues that are current and of strategic importance to the business. The output of this work is presented to the Tata Steel board of directors along with a detailed report.
Aims of the program
In today’s world, our responsibility as academics is to ensure that we provide an enabling learning environment for our students and deliver a first-class education to them. This has been our mantra for many years. But what about our responsibility to the employing organisations? It’s all well and good providing well educated graduates but if they are not aligned to the requirements of those organisations then we are missing the point. This may be an extreme scenario, but there is a real danger that as academics we can lose touch with the needs of those organisations and as time moves on the gap between what they want and what we deliver widens.
In today’s world this relationship with the employment market and understanding the requirement of it is essential. We need to be agile in our approach to meet those requirements and deliver quality employees to the market.
How did we set this collaborative approach?
In reality the only way to do this is by adopting a collaborative approach to our program designs. Our aim with the MSc Engineering Leadership Management (ELM) at Swansea University is to ensure that we collaborate fully with the employment market by integrating industry professionals into our program design and delivery processes. In this way we learn to understand the challenges that organisations face and how they need strength in the organisation to meet those challenges. This of course not an easy task to accomplish.
In our experience professionals within organisations are often overrun with workload and trying to manage the challenges that they face. A university knocking the door with an offer of collaboration is not always top of their priority list, so how do we make this happen? You need to have a balance of academics and experienced industry leaders working within the program who understand the pressures that business faces. They also often have networks within the external market who are willing to support such programs as the ELM. The power of collaboration is often overlooked. It’s often a piece of research, dealing with a specific technical issue, it is rarely a continuum of organisational alignment. If the collaboration is designed for the long-term benefit of improving employability, then organisations will see this as a way to help solve the increasing challenge of finding “good” employees in a market that is tightening. So overall this becomes a win-win situation.
How was the need for the program identified?
Our program was developed following feedback to the university from the market that graduates were joining organisations with good academic qualifications but lacked an understanding of how organisations work. More importantly how to integrate into the organisation and develop their competencies. This did come with time and support, but the graduates fell behind the expected development curve and needed significant support to meet their aspirations.
Swansea University developed the ELM to provide education on organisations and how they work and develop the skills that are required to operate in them as an employee. These tend to be the softer skills, but also developing the student’s competence in using them. Examples include working as teams and providing honest feedback via 1-1s and 360s and team reviews.
In our experience the ability to challenge in a constructive way is a competency that the students don’t possess. All our work is anchored in theory which provides reference for the content. The assignments that we set involve our industry partners and provide potential solutions to real issues that organisations face. The outcome of their projects is presented to senior management within the host organisation. This is often the high point of the year for the students. This way the students get exposure to the organisations which extends their comfort zones preparing them for the future challenges.
What are the program outcomes?
September 2022 will be our fifth year. The program is accredited by the Institution of Engineering and Technology (IET). Our numbers have increased year on year, and we are running cohorts of up to 20 students. It’s a mix of UK and international students. The program requires collaboration between the university faculties which has brought significant benefits and provided many learning opportunities. The collaboration between the engineering and business schools has made us realise that working together we provide a rounded program that is broad in content, but also deep in areas that are identified as specific learning objectives.
The feedback from the University is that students on the ELM program perform well and they have a more mature approach to learning and have confidence in themselves and are proactive in lectures. From our industry partners they feed back that the ELM students are ahead of the curve and are promoted into positions ahead of their peers.
What have we learned from the program?
As lecturers, over the years it has become very clear that the content that we deliver must change year on year. We cannot deliver the same content as it quickly becomes out of date. The theory changes very little, but the application changes significantly, in line with the general market challenges. It is almost impossible to predict and if we sit back and look at the past 4 years this pattern is clear. We also need to refresh our knowledge and we have as much to learn from our students as they do from us. We treat them as equals and have a very good learning relationships and have open and honest debates. We always build feedback into our programs and discus how we can improve the content and delivery of the program. Without exception feedback from a year’s cohort will modify the program for the following year.
Looking ahead
We are being approached by organisations interested in the University delivering a similar program to their future leaders on a part time basis which is something we are considering. We do however recognise that this program is successful because of the experience and knowledge of the lecturers and the ability to work with small cohorts which enables a tailored approach to the program content.
We believe that collaboration with the market keeps the ELM aligned with its requirements. Equally as importantly is the collaboration with our students. They are the leaders of the future and if the market loses sight of the expectations of these future leaders, then they will fail.
The ELM not only aligns its programs with the market, it keeps the market aligned with future leaders.
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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