Theme: Knowledge exchange, Universities’ and businesses’ shared role in regional development, Collaborating with industry for teaching and learning

Authors: Ben Ricketts (NMITE), Prof Beverley Gibbs (NMITE) and Harriet Dearden (NMITE)

Keywords: Challenge-based Learning, Timber Technology, Levelling-up, Skills, Future of Work

Abstract: NMITE is a greenfield engineering-specialist HEI in Herefordshire which welcomed its first students in September 2021. Partnership is key to our growth, from both necessity and choice. Our MEng Integrated Engineering is infused with partners who facilitate a challenge-based learning pedagogy, and our Centre for Advanced Timber Technology (opening September 2022) works in national partnership to deliver a curriculum developed by – and for – the timber engineering industry. Alongside a rich educational offer, NMITE’s greenfield status brings with it the responsibility to contribute to civic and economic growth. We are a named partner in Western Power Distribution’s Social Contract as we pursue shared goals for regional development and reduced economic inequality. Key to our goals is our role in in Hereford’s Town Plan, leading an initiative called The Skills Foundry which will promote community engagement around individual skills, and with businesses in the changing nature of work.

 

NMITE is a greenfield HEI founded to make a difference to the people of Herefordshire and to its economy. Herefordshire is  characterised by lower-than-average wages, lower-than-average skills, higher proportions of part-time work, a GVA gap of £1.75bn[1], and is categorised as a social mobility coldspot [2].  Into this context, NMITE was launched in 2021 without any antecedent or parent organisation, and with an engineering and technology focus whose graduates would help address the national shortfall of engineers.  We see ourselves as educators, educational innovators, a catalyst for upskilling, and agents for regional change.

An HEI founded in partnership

From NMITE’s earliest days, building strong relationships with partners has been a core part of our culture.  NMITE’s first supporters were industry partners, a mixture of local SMEs and national and international companies with a regional presence, united by the need for access to a talent pipeline of engineering graduates. The urgency of this need was evidenced in the raising of over £1M of seed funding, from a range of businesses and individuals. This early investment demonstrated to Government and other stakeholders that the concept of an engineering higher education institution in Hereford had industrial support. In turn, this unlocked significant Government funding which has subsequently been matched through donations and sponsorship to NMITE.

Over the last five years, the portfolio of partners has continued to grow. The nature of the support spans equipment, expertise and financial donations. Our Pioneer Fund raised money to support NMITE’s first students, with donations recognised through naming opportunities. For NMITE, this enabled us to offer universal bursaries to our students joining in our first two years of operation – a powerful tool in student recruitment, and with a longer-term outcome for those early investors in their ability to develop relationships with students, increase their brand awareness and achieve their own recruitment targets in the future.

Curriculum Partnerships

NMITE welcomed its first MEng students in September 2021, and this has provided new opportunities for industrial partnership in the curriculum. The MEng Integrated Engineering is a challenge-led pedagogy where learners work in teams to address real engineering challenges provided by an industrial (and occasionally community) partner. During the process, learners have direct contact with professionals to understand commercial pressures and engineering value, apply theoretical knowledge and develop professional capabilities.

In the sprint-based MEng, NMITE learners tackle around 20 different challenges in this way. Since September, our first students have helped re-engineer the material on a torque arm, designed and built a moisture sensor for a timber-framed house, visualised data from a geotechnical survey, and validated/optimised their own designs for a free-standing climbing structure. Students are already building their portfolio of work, and employers are building relationships with our student body.

Amplifying Innovation

Whilst NMITE is comfortable in its positioning as a teaching-focused HEI, we are mindful of the contribution we can make to the regional economy. NMITE has benefitted from LEP investment to support regional skills and productivity [3], and we have identified opportunities in advanced timber technology, automated manufacturing and skills for a changing future of work.

The Centre for Advanced Timber Technology (CATT) will open in September 2022 on Skylon Park, Hereford’s Enterprise Zone. Drawing on insight from a series of round table meetings with global and national businesses in timber, we came to understand that the UK timber industry needed to be much better connected, with more ambitious collaboration across the industry both vertically (seed to end product) and horizontally (between architects, engineers and construction managers, for example). In pursuing these aims we once again opted for a partnerships-based approach, forging close relationships with Edinburgh Napier University – internationally recognised for timber construction and wood science – and with TDUK – the timber industry’s central trade body. Founded in this way, CATT is firmly rooted in industrial need, actively engaged with industrial partners across the supply chain, and helps join up activity between Scotland, England and Wales. 

CATT’s opening in 2022 will spearhead NMITE’s offer for part-time, work-based learners (including professionals, reskillers and degree apprentices) and provide a progressive curriculum for a sustainable built environment. In keeping with NMITE’s pedagogical principals, the CATT’s curriculum will be infused with a diverse portfolio of industrial partners who will provide challenges and context for the CATT curriculum. In future years, the Centre for Automated Manufacturing will provide educational options for comparable learners in the manufacturing industry.

Our initial research in establishing need in these areas pointed not only to skills shortages, but to technological capacity. Herefordshire has a very high proportion of SME’s who report difficulties in horizon scanning new technologies, accessing demonstrations, attracting and retaining graduates with up-to-date knowledge. In this space, and an HEI can play a key role in amplifying innovation; activities to support this will be integral to NMITE’s work at Skylon Park.

The Changing Nature of Work

NMITE is active in two further projects that support the regional economy and social mobility, founded in the knowledge that today’s school leavers will face very different career paths and job roles to those we have enjoyed. Automation, globalisation and AI are hugely disruptive trends that will change opportunities and demand new skills.

NMITE’s ‘Herefordshire Skills for the Future’ project is funded by the European Social Fund and helps SMEs, micro-businesses and young people to develop and secure the skills needed to flourish in the economy of 2030. Activities include:

NMITE’s Future Skills Hub is a central element of the Hereford Stronger Towns bid [4] to the Government’s Towns Fund, a flagship levelling-up vehicle. The overarching goal of the hub is to provide access to skills and improve employment opportunities for Herefordians, in the context of changing job roles and opportunities.

Conclusion

Our core mission of innovation in engineering education is enhanced by our civic commitment to regional growth and individual opportunity. From the outset, NMITE has been clear that to meet business demand for work-ready engineers, business must contribute meaningfully to their development. We aim to contribute to closing the gap in regional, national and global demand for engineers, but without that critical early investment from partners we would not have been in the position to establish the radical institution that NMITE is today, that remains so close to the original vision of the Founders.

 

[1] Herefordshire Council. Understanding Herefordshire: Productivity and Economic Growth, 2022. Available online at Productivity and economic growth – Understanding Herefordshire [accessed 17th January 2022].

[2] [1] Herefordshire Council. Understanding Herefordshire: Topics Related to Social Mobility, 2022. Available online at Topics relating to social mobility – Understanding Herefordshire [accessed 17th January 2022].

[3] Marches Local Economic Partnership. Marches LEP backs NMITE project with ÂŁ5.66m funding deal. Available online at Marches LEP backs NMITE project with ÂŁ5.66m funding deal – Marches LEP [accessed 17th January 2022].

[4] Stronger Hereford. #StrongerHereford – The independent Towns Fund Board for Hereford

 

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

Authors: Dr Gareth Thomson (Aston University, Birmingham), Dr Jakub Sacharkzuk (Aston University, Birmingham) and Paul Gretton (Aston University, Birmingham)

Keywords: Industry, Engineering Education, Authenticity, Collaboration, Knowledge exchange, Graduate employability and recruitment.

Abstract: This paper describes the work done within the Mechanical, Biomedical and Design Engineering group at Aston University to develop an Industry Club with the aim to enhance and strategically organise industry involvement in the taught programmes within the department. A subscription based model has been developed to allow the hiring of a part-time associate to manage the relationship with industry, academic and student partners and explore ways to develop provision. This paper describes the approach and some of the activities and outcomes achieved by the initiative.

 

Introduction

Industry is a key stakeholder in the education of engineers and the involvement of commercial engineering in taught programmes is seen as important within degrees but may not always be particularly optimised or strategically implemented.

Nonetheless, awareness of industry trends and professional practice is seen as vital to add currency and authenticity to the learning experience [1,2]. This industry involvement can take various forms including direct involvement with students in the classroom or in a more advisory role such as industrial advisory or steering boards [3] designed to support the teaching team in their development of the curriculum.

Direct input into the curriculum from industry normally involves engagement in dissertations, final year ‘capstone’ project exercises [4], visits [5], guest lectures [6,7], internships [8,9] or design projects [10,11]. These are very commonly linked to design type modules [12,13] or projects where the applied nature of the subject makes industrial engagement easier and are more commonly centred toward later years when students are perceived to have accrued the underpinning skills and intellectual maturity needed to cope with the challenges posed.

These approaches can however be ad hoc and piecemeal. Industry contacts used to directly support teaching are often tied into specific personal relationships through previous research or consultancy or through roles such as the staff involved also being careers or placement tutors. This means that there is often a lack of strategic thinking or sharing of contacts to give a joined up approach – an academic with research in fluid dynamics may not have an easy way to access industrial support or guidance if allocated a manufacturing based module to teach.

This lack of integration often gives rise to fractured and unconnected industrial involvement (Figure 1) with lack of overall visibility of the extent of industrial involvement in a group and lack of clarity on where gaps exist or opportunities present themselves.

 

Figure 1 : Industry involvement in degrees is often not as joined up as might be hoped.

 

As part of professional body accreditation it is also generally expected that Industrial Advisory Boards are set-up and meet regularly to help steer curriculum planning. Day to day pressures however often mean that these do not necessarily operate as effectively as they could and changes or suggestions proposed by these can be slow to implement.

Industry Club

To try to consolidate and develop engagement with industry a number of institutions have developed Industry Clubs [14,15] as a way of structuring and strategically developing industrial engagement in industry.

For companies, such a scheme offers a low risk, low cost involvement with the University, access to students to undertake projects and can also help to raise awareness in the students minds of companies and sectors which may not have the profile of the wider jobs market beyond the big players in the automotive, aerospace or energy sectors. At Aston University industry clubs have been running for several years in Mechanical Engineering, Chemical Engineering and Computer Science.

The focus in this report is the setting up and development of the industry club in the Mechanical, Biomedical and Design Engineering (MBDE) department.

Recruitment of companies was via consolidation of existing contacts from within the MBDE department and engagement with the wider range of potential partners through the University’s ‘Research and Knowledge Exchange’ unit.

The industry focus within the club has been on securing SME partners. This is a sector which has been found to be very responsive. Feedback from these partners has indicated that often getting access to University is seen as ‘not for them’ but when an easy route in is offered, it becomes a viable proposition. By definition SMEs do not have the visibility of multi-nationals and so they can struggle to attract good graduates so the ability to raise brand awareness is seen as positive. From the perspective of academics, the very flat and localised management structure also makes for a responsive partner able to make decisions relatively quickly. Longer term this opens up options to explore more expansive relationships such as KTPs or other research projects and also sets up a network of different but compatible companies able to share knowledge among themselves.

Within MBDE the industry club initially focussed on placing industrially linked projects for final year dissertation students. This was considered relatively ‘low hanging fruit’ with a simple proposition for companies, academics and students.

While this proposal is straightforward it is not entirely without difficulty with matching of academics to projects, expectation management and practical logistics of diary mapping between partners all needing attention.

To support this, an Industry Club Associate was recruited to help manage the initiative, funding for this being drawn from industry partner subscriptions and underwritten by the department.

This has allowed the Industry Club to move beyond its initial basis of final year projects to have a much wider remit to oversee much of the involvement of industry in both the teaching programmes directly and in their advising and steering of the curriculum.

Figure 2 shows schematically the role and activities of the industry club within the group.

Impact Beyond Projects

The use of the Industry Club to co-ordinate and bolster other industry activity within the department has gone beyond final year projects. These can be seen in Figure 2.

The Industrial Advisory Board has now become linked to the Industry Club and so with partners now involved in the wider activities of the club involvement is now not exclusively limited to twice yearly meeting but is an active ongoing partnership using the projects, other learning and teaching activity and a LinkedIn group to create a more dynamic and responsive consultation body. A subset of the IAB is now also made up entirely of recent alumni to act as a bridge between the students and practising industry to help spot immediate gaps and opportunities to support students in this important transition.

 

Figure 2 : Industry Club set-up and Activity

 

The club has also developed a range of other industrially linked activities in support of teaching and learning.

While industrial involvement is relatively easy to embed in project or design type modules this is not so easy in traditional underpinning engineering science type activity.

To address the lack of industrial content in traditional engineering science modules a pilot interactive online case studies be developed to help show how fundamental engineering science can be applied in authentic industrial problems. A small team consisting of an academic, the industry club associate and an industrialist was assembled.

This team developed an online pump selection tool which combined interactive masterclasses and activities, introduced and explained by the industrialist to show how the classic classroom theory could be used and adapted in real world scenarios (Figure 3). This has been well-received by students, added authenticity to the curriculum and raised awareness in student minds of the perhaps unfashionable but important and rewarding water services sector.

 

Figure 3 : Online Interactive Activity developed as part of industry club activity

Further interactions developed by the Industry Club, and part of its remit to embed industrial links at all stages of the degree, include the involvement of an Industrial Partner on a major wind turbine design, build and test project engaged in as group exercises by all students in year one. Here the industrialist, a wind energy professional, contextualises work while his role is augmented by a recent alumni member of the Industrial board who is currently working as a graduate engineer on offshore wind and who completed the same module as the students four years or so previously.

Conclusion

While the development of the Industry Club and its associated activity can not be considered a panacea, it has significantly developed the level of industry involvement within programmes. More crucially it moves away from an opaque and piecemeal approach to industry engagement and offers a more transparent framework and structure on which to hang industry involvement to support academics and industry in developing and maximising the competencies of graduates.

References

 

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

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

Authors: Dr Corrina Cory (University of Exeter), Nick Russill (University of Exeter and Managing Director TerraDat UK Ltd.) and Prof Steve Senior (University of Exeter and Business Development Director at Signbox Ltd.)

Keywords: Gold Standard Project Based Learning, EntreComp, 21st Century Skills, Entrepreneur in Residence, Collaboration

Abstract: We have recently updated our engineering programmes at the University of Exeter (E21 – Engineering the Future) with a USP of Entrepreneurship at the core of the first two years to prepare students for research led learning and the future of jobs. We have worked closely with our Royal Society Entrepreneurs in Residence (EiR) to ensure authenticity in our ‘real-world’ Gold Standard Project Based Learning (GSPBL) activities. We would like to share this great collaboration experience with our EPC colleagues.

 

Introduction

We have recently updated our engineering programmes at The University of Exeter (E21 – Engineering the Future). The Unique Selling Point (USP) of Entrepreneurship is embedded through Stage 1 and 2 using a new methodology combining Gold Standard Project Based Learning (GSPBL)[1] [image: Picture_1.jpg]) and EntreComp[2] ([image: Picture_2.png], the European Entrepreneurship Competence Framework).[3-5]

Gold Standard PBL – Seven Essential Project Design Elements [4]. Creative Commons License. Reference [1] – pblworks.org (2019). Gold Standard PBL: Essential Project Design Elements. [online] Available at: www.pblworks.org/what-is-pbl/gold-standard-project-design (Accessed 16 February 2022).

 

The EntreComp wheel: 3 competence areas and 15 competences [5]. Creative Commons License. Reference [2] – McCallum, E., Weicht, R., McMullan, L., Price, A. (2018). EntreComp into Action: get inspired, make it happen, M. Bacigalupo & W. O’Keeffe Eds., EUR 29105 EN, Publications Office of the European Union, Luxembourg, pg.13, pg. 15 & pg. 20.

 

The 21st Century Skills developed in the early stages of the programmes prepare students for research-led learning in later stages and future graduate employment.

The Royal Society Entrepreneur in Residence (EiR) scheme, aims to increase the knowledge and awareness of cutting-edge industrial science, research and innovation in UK universities. The scheme enables highly experienced industrial scientists and entrepreneurs to spend one day a week at a university developing a bespoke project.

In this context, the EiR scheme has grown ‘confidence in, and understanding of business and entrepreneurship among staff and students’ and we have collaborated with our EiRs to ensure authenticity in our ‘real-world’ project-based learning activities.[6] They have inspired students to pursue their own ideas and bring them to reality in ways that bring sustained regional and global benefit.

Aims

Plan

The Engineering Department worked with venture capitalist Alumni, Adam Boyden to create a MEng in Engineering & Entrepreneurship. The education team seized the opportunity during curriculum development to make the Stage 1 and 2 Entrepreneurship modules common to all engineering programmes to embed a USP of Entrepreneurship in E21.

Both our EiRs are natural educators and thrive on sharing their rich experiences and stories to mentor others through their entrepreneurship journeys.

They provide on-site technology demonstrations, prizes for 21st Century Skills and interactive workshops on entrepreneurship. This integration of EiRs into teaching and learning adds variety, and through the power of story, the students engage to a high level. Furthermore, their curiosity prompts them to construct and ask challenging questions.

The open-ended GSPBL driving questions allow groups to develop unique ideas. Most of the projects yielded excellent and highly original themes, some of which could have real value in the future should they be further developed.  

We have observed learning opportunities for inclusivity, listening, improvements in self-confidence and more free-thinking and ideation as a direct result of our methodology combining GSPBL and EntreComp.

Using this method and mapping competences using EntreComp should improve outcomes for graduates who gain the top employability skills required by 2025 e.g., critical thinking and analysis, problem-solving, self-management, active learning, resilience, stress tolerance and flexibility.[7] Students develop an appreciation and understanding of business start-ups, ideation and successful implementation of innovative research and development through their experiential learning.

Outcomes

Our EiRs have provided insights into what it takes to be an entrepreneur and have introduced energy, enthusiasm, creativity and innovative thought processes throughout both Entrepreneurship modules.

Nick Russill’s specific contributions include team building, planning, branding, entrepreneurial skills, innovation, business development, co-hosting project launch seminars, innovation workshops, project-based learning support sessions and mock investment pitch panels.

Steve Senior’s lectures Q&As and workshops include the beauty of failure, advanced Computer Aided Design (CAD)/Computer Aided Manufacturing (CAM), marketing and e-commerce. He mentors student teams on how to capitalise on limited resources during growth and explains risk analysis with case studies from his own companies.

The digital materials created for our blended updated programmes will remain a longer-term legacy of their involvement and provide resources available to be called on in future to sustain the impact of EiRs at Exeter.

Nick has commented that ‘my time as EiR with the Exeter engineering students has convinced me that GSPBL takes education to another level, and I wish it were more widespread in education curricula 
 The close association of learning with real-life applications and case studies has proved that students retain far more technical and theoretical information than they may do from more traditional methods’.

Students are surveyed at the start of Entrepreneurship 1 and the end of Entrepreneurship 2 in terms of their self-assessed ability to evidence aspects of EntreComp on their CV. Previous publications have illustrated an increase in competence over the 2 years of Entrepreneurship and we will continue to collect this data to evidence outcomes.[5]

Entrepreneurs in residence share their real-world experience and then stick around to build relationships with the staff, researchers and students. They become an integral part of the team. Student Feedback definitely proves that we’re helping to ignite sparks for a new generation of entrepreneurs. Student feedback includes:

‘Gain skills in areas concerning self-motivation and creativity’
 ‘become comfortable with risk and uncertainty 
 a really good learning experience’ 
’developing confidence and being able to trust yourself and take the initiative’… ‘good innovation and technical skills’ 
 ‘learning by doing is the only way for entrepreneurship and this course has given us a great environment and support to learn, fail, pivot and learn again’.

Staff and students have commented on the value of injecting ad hoc real-life anecdotes of problem-solving stories and learnings from experienced entrepreneurs which is unique, valuable and significantly enriches learning experiences.

Lessons and Future Work

An individual reflective work package report is submitted by all students at the completion of two years of entrepreneurship modules. This provides a period of reflection for students and a chance to showcase their journey including valuable learning through failure, personal contributions to the group’s success and professional development in terms of 21st Century Skills as defined by EnreComp.

Following panel Q&A at the EPC Crucible Project, future refinement includes reviewing possible additions to the reflective report and illustrating links between engineering competence and EntreComp to clearly signpost students to the relevance of Entrepreneurial 21st Century Skills for graduate employment, chartership and intrapreneurship. 

References

  1. pblworks.org, 2019. Gold Standard PBL: Essential Project Design Elements. [online] PBLWorks. Available at: https://www.pblworks.org/blog/gold-standard-pbl-essential-project-design-elements (Accessed 18 February 2022).
  2. European Commission, Joint Research Centre, Price, A., McCallum, E., McMullan, L., et al. (2018) EntreComp into action : get inspired, make it happen. Publications Office. https://data.europa.eu/doi/10.2760/574864, pp.13, 15 & 20.
  3. Cory, C., Carroll, S. and Sucala, V., 2019. Embedding project-based learning and entrepreneurship in engineering education. In: New Approaches to Engineering Higher Education in Practice. Engineering Professors’ Council (EPC) and Institution of Engineering and Technology (IET) joint conference.
  4. Cory, C., Sucala, V. and Carroll, S., 2019. The development of a Gold Standard Project Based Learning (GSPBL) engineering curriculum to improve Entrepreneurial Competence for success in the 4th industrial revolution. In: Complexity is the new Normality.. Proceedings of the 47th SEFI Annual Conference, pp.280-291.
  5. Cory, C. and Cory, A., 2021. Blended Gold Standard Project Based Learning (GSPBL) and the development of 21st Century Skills – an agile teaching style for future online delivery. In: Teaching in a Time of Change. AMPS Proceedings Series 23.1., pp.207-217.
  6. Royalsociety.org, 2022. Entrepreneur in Residence | Royal Society. (online) Royalsociety.org. Available at: https://royalsociety.org/grants-schemes-awards/grants/entrepreneur-in-residence/ (Accessed 18 February 2022).
  7. World Economic Forum. 2020. The Future of Jobs Report 2020. [online] Available at: https://www.weforum.org/reports/the-future-of-jobs-report-2020 (Accessed 18 February 2022).

 

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 

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.

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:

  1. Innovation Exploitation: supporting and scaling the most promising decarbonised energy innovations to maximise the early adoption of effective carbon-neutral energy systems.
  2. Decarbonisation: reducing Greater Manchester’s carbon emissions from energy to meet our ambitious target to be a carbon-neutral city region by 2038
  3. Rapid Commercialisation: rapid transition of carbon-neutral energy innovations to full-scale integration.
  4. Investment: creating and promoting investment opportunities for carbon-neutral energy innovations and projects in the city region.

Objectives:

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.

Key contacts and further information

Energy Innovation Agency

Case Study

Amer Gaffar, Director Manchester Fuel Cell Innovation Centre, Manchester Metropolitan University a.gaffar@mmu.ac.uk

References

[1] https://www.greatermanchester-ca.gov.uk/media/1986/5-year-plan-branded_3.pdf

[2] Kuriakose, J., Anderson, K., Broderick, J., & Mclachlan, C. (2018). Quantifying the implications of the Paris Agreement for Greater Manchester. https://www.research.manchester.ac.uk/portal/files/83000155/Tyndall_Quantifying_Paris_for_Manchester_Report_FINAL_PUBLISHED_rev1.pdf

 

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

Author: Prof Balbir Barn (Middlesex University), Prof Tony Clark (Aston University), Vinay Kulkarni (TCS) and Dr Souvik Barat (TCS)

Keywords: Digital Twin, Model Driven Engineering, Inclusive Innovation

Abstract: Researchers at Middlesex University initiated a collaboration in 2011 with Tata Consultancy Services Research in India based on their research on lightweight methods for enterprise modelling. Since 2014, that initial introduction has developed into a sustained and ongoing collaborative research programme in programming languages and environments to support model based decision making in complex and uncertain scenarios. The research programme has supported annual sabbatical visits to the TCS research labs in India; a PhD studentship; and regular workshop/advanced tutorials at international conferences. The continuing programme is an example of industry based research problems driving academic collaboration in an international context that has led to over 30 research outputs, an Impact Case Study submitted to REF2021, a TCS software product and the establishment of the London Digital Twin Research Centre at Middlesex.

 

Introduction

This case study describes the outcomes of an ongoing collaboration between Middlesex University with Tata Consultancy Services Research, India’s premier software research centre. The collaboration initiated in 2011, was triggered by a research paper published by Clark, Barn and Oussena [3]. The research proposed a precise, lightweight framework for Enterprise Architecture that views an organization as an engine that executes in terms of hierarchically decomposed communicating components. Following a visit to the TCS Research Labs (TRDDC) in Pune, India, a joint research programme between TCS and Middlesex was established to further the notion of the “Model Driven Organisation”. A key feature of the collaboration was the notion of inclusive innovation, from problem location to shared mutual benefits. The research programme has supported annual sabbatical visits to the TCS research labs in India; a PhD studentship; and regular workshops/advanced tutorials at international conferences. The continuing programme is an example of industry-based research problems driving academic collaboration in an international context that has led to over 30 research outputs, an Impact Case Study submitted to REF2021, a TCS software product and the establishment of the London Digital Twin Research Centre at Middlesex.

Systemising a model for collaboration

In 2011, developing strong, sustained and inclusive model of collaboration with industry was seen as an important element of reputation building activities for Middlesex University as it set out to establish an overseas campus in India. The goal was that Middlesex should be seen to delivering impact both to project outcomes but also as value to the geographical setting of the collaboration.  Thus, in 2011, two senior academics, Prof. Balbir Barn and Prof Tony Clark embarked on a visit to India’s leading IT research centres including the Tata Research and Development Centre (TRDDC), IBM Research, Microsoft Research, Accenture Research, HCL Research, Infosys, Cognizant and others. At these visits, the senior academics were able to showcase Middlesex Computer Science research activities leading to two memorandums of cooperation with Accenture and TRDDC. Middlesex CS had also decided to establish a strong presence at India’s premier Software Engineering conference(ISEC) through research papers, tutorials, and the organising of workshops aimed at capacity building of Indian academia (Value in the process).

Further meetings with chief scientist – Vinay Kulkarni from TRDDC in 2012 at ISEC, led to the idea of collaboration around the notion of the “Model Driven Organisation” where an enterprise can be represented symbolically by a model that draws its information/data from range of software artefacts used by the enterprise in its daily operations. Executives are then able to use this model representation as a decision-making aid.

The collaboration was seen as a shared vision that would be beneficial to both partners (TRDDC and MDX) so at the outset, we agreed to make our joint research publicly available with both partners retaining the option to productise any research outputs. However, there was This collaboration can also be seen as a model for Inclusive Innovation in that the research roadmap references a problem from the “wild”, where key stakeholders are engaged equally from research problem formulation, through to research publications and where there are mutual benefits.

The collaboration also developed a way of working that was critical to its subsequent success. TRDDC supported travel and subsistence of Barn and Clark to its research labs in Pune on annual two week “mini-sabbaticals”. These visits which have run since 2012 to now (only coming to pause due to COVID-19) are linked to the ISEC conference where papers, tutorials and workshops have been regularly presented. There has been a strong focus on development of young academics in India at this conference, further establishing the impact of our inclusive innovation approach by generating value in the setting. While the primary interaction is with the TRDDC Software Engineering Laboratory, seminars and other research exploration opportunities are made possible by meetings with other laboratories (such as Psychology). Some of the annual meetings have been supplemented by further meetings at Middlesex. Each annual visit is an intensive research meeting from which emerges the research plan for the year alongside a publication and impact plan. Very early on, we recognised the potential for an impact case study for the periodic research evaluation exercise conducted in the UK.

 

Figure 1: Research Roadmap

 

Outcomes

The collaboration has proved to be singularly successful in delivering concrete outcomes. Our regularly updated research roadmap (see Figure 1.) has evolved from our initial concept of the Model Driven Organisation, through to a practical language (ESL) and execution environment for enterprise simulation and now to advances to methodologies for digital twin design.

Along the way, a TCS Research Scientist (Souvik Barat) has completed a doctoral study in the design of a modelling language to support enterprise decision making. This language would later contribute to work by Dr Souvik Barat to design a sociotechnical digital twin of the City of Pune, to support non-pharmaceutical interventions during the Covid-19 pandemic. 

The ESL Language (lead Prof Tony Clark) developed as a TRL-5 prototype through the collaboration has formed the basis of a TCS TwinXℱ software product developed by TCS and is now being used by TCS consulting.

The collaborative research programme has generated over 30 research publications at leading computing conferences and journal publications. Representative publications are listed [2,4,5,6]. The team has also generated impact and knowledge transfer through the production of advanced tutorials and workshops at conferences. The collaboration has also produced an edited book [7].

Recognising the importance of outcomes to the two respective organisations, the research has contributed to executing the research strategy of TCS Research (see strategy document) and has led directly to an impact case study submitted to REF2021.

Further value derived from our inclusive innovation approach has led to developing research publication preparation skills at TCS and even wider social impact through the pandemic planning activities in Pune City [1]. See the video: https://www.youtube.com/watch?v=x48G7-bOvPY).

In 2019, as our research work has steadily shifted towards Digital Twin technologies, Middlesex established the London Digital Twin Research Centre (LDTRC). The centre combines the software engineering research with cyber-physical systems and telecommunications research to present a means of showcasing a range of externally funded Digital Twin research projects. The focus of the centre has been brought to the attention of EPSRC and it holds regular business facing workshops.

Lessons learnt

Developing a strategic collaboration requires: investment from universities; a spirit that places collaboration and not competition at its heart, and willingness from academics to look for long-term benefit. Two senior academics spent three weeks touring Indian IT research labs with no guarantee of success. Hence, alignment with university strategy is critical.

Systemising this model of cooperation should be considered a strategic objective of UK Research and Innovation. A recognition that such success can be found in all our universities is imperative. While the EPSRC and RAE have “visiting academic-industrial collaborator” schemes they could generate much greater outcomes if their scale was smaller and they were genuinely accessible to all academics at all institutions.

References

  1. Barat, Souvik, Ritu Parchure, Shrinivas Darak, Vinay Kulkarni, Aditya Paranjape, Monika Gajrani, and Abhishek Yadav. “An Agent-Based Digital Twin for Exploring Localized Non-pharmaceutical Interventions to Control COVID-19 Pandemic.” Transactions of the Indian National Academy of Engineering 6, no. 2 (2021): 323-353.
  2. Barat, S., Kulkarni, V., Clark, T., Barn, B. (2019) An Actor Based Simulation Driven Digital Twin for Analyzing Complex Business Systems. Proceedings of the 2019 Winter Simulation Conference, 2019, Maryland, USA.(doi: 10.1109/WSC40007.2019.9004694)
  3. Clark, T., Barn, B.S. and Oussena, S., 2011, February. LEAP: a precise lightweight framework for enterprise architecture. In Proceedings of the 4th India Software Engineering Conference (pp. 85-94). ACM. (doi:10.1145/1953355.1953366)
  4. Clark, T., Kulkarni, V., Barn, B., France, R., Frank, U. and Turk, D., 2014, January. Towards the model driven organization. In 2014 47th Hawaii International Conference on System Sciences (pp. 4817-4826). IEEE. (doi:10.1109/HICSS.2014.591)
  5. Clark, T., Kulkarni, V., Barat, S. and Barn, B., 2017, June. ESL: an actor-based platform for developing emergent behaviour organisation simulations. In International Conference on Practical Applications of Agents and Multi-Agent Systems (pp. 311-315). Springer, Cham. (doi: https://doi.org/10.1007/978-3-319-59930-4_27 )
  6. Kulkarni, V., Barat, S., Clark, T. and Barn, B., 2015, September. Toward overcoming accidental complexity in organisational decision-making. In 2015 ACM/IEEE 18th International Conference on Model Driven Engineering Languages and Systems (MODELS) (pp. 368-377). IEEE. (doi:10.1109/MODELS.2015.7338268)
  7. Kulkarni, Vinay and Sreedhar Reddy, Tony Clark, and Balbir S. Barn, eds. Advanced Digital Architectures for Model-Driven Adaptive Enterprises. Hershey, PA: IGI Global, 2020. https://doi.org/10.4018/978-1-7998-0108-5

 

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

Authors: Prof Lucy Rogers (RAEng Visiting Professor at Brunel University, London and freelance engineering consultant) and Petra Gratton (Associate Dean of Professional Development and Graduate Outcomes in the College of Engineering, Design and Physical Science at Brunel University London, and Lecturer in the Department of Mechanical and Aerospace Engineering)

Keywords: Industry, Interview, Video, Real Life, Engineers

Abstract: A number of short videos that can be re-used in teaching undergraduate modules in Engineering Business, instead of inviting guest presentations. The interview technique got each individual to talk about their life experiences and topics in engineering business that are often considered mundane (or challenging) for engineers, such as ethics, risks and regulation, project management, innovation, intellectual property, life-cycle assessment, finance and creativity. They also drew attention to their professional development.

 

Project outcomes

The outcomes of this project are a number of short videos that were used, and can be re-used, in teaching delivery of an undergraduate module in Engineering Business in the Department of Mechanical and Aerospace Engineering at Brunel University London instead of having guest presentations from invited speakers.  Lucy’s interview technique got the individuals featured in each film to talk about their life experiences and topics in engineering business that are often considered mundane (or challenging) for engineers, such as ethics, risks and regulation, project management, innovation, intellectual property, life-cycle assessment and finance; and drew attention to their professional development. 

The shorter videos were inspirational for students to make videos of themselves as part of the assessment of the module, which required them to carry out a personal professional reflection exercise and report upon what they had learned from the exercise in a simple 90-second video using their smartphone or laptop. 

Having used the videos with Brunel students, Lucy has made them available on her YouTube channel: Dr Lucy Rogers – YouTube. Each of the videos are listed in the following table:

 

Topic Who Video Link
Creativity in Engineering: Your CV Reid Derby https://youtu.be/qQILO4uXJ24
Creativity in Engineering: Your CV Leigh-Ann Russell https://youtu.be/LJLG2SH0CwM
Creativity in Engineering: Your CV Richard Hopkins https://youtu.be/tLQ7lZ3nlvg
Corporate Social Responsibility Alexandra Knight
(Amey Strategic Consulting)		 https://youtu.be/N7ojL6id_BI
Ethics and Diversity Alexandra Knight
(Amey Strategic Consulting)		 https://youtu.be/Q4MhkLQqWuI
Project Management and Engineers Fiona Neads (Rolls Royce) https://youtu.be/-TZlwk6HuUI
Project Management – Life Cycle Paul Kahn
(Aerospace and Defence Industry)		 https://youtu.be/1Z4ZXMLRPt4
Ethics at Work Emily Harford (UKAEA) https://youtu.be/gmBq9FIX6ek
Communication Skills at Work Emily Harford (UKAEA) https://youtu.be/kmgAlyz7OhI
Client Brief Andy Stanford-Clark (IBM) https://youtu.be/WNYhDA317wE
Intellectual Property from Artist’s Point of View Dave Corney
(Artist and Designer)		 https://youtu.be/t4pLkletXIs
Intellectual Property Andy Stanford-Clark (IBM) https://youtu.be/L5bO0IdxKyI
Project Management Fiona Neads – Rolls Royce https://youtu.be/XzgS5SJhiA0

 

Lessons learned and reflections

We learned that students generally engaged with the videos that were used.  Depending which virtual learning environment (VLE) was being used, using pre-recorded videos in synchronous online lectures presents various challenges.  To avoid any unplanned glitches, in future we know to use the pre-recorded videos as part of the teaching-delivery preparation (e.g. in a flipped classroom mode). 

As part of her legacy, Lucy is going to prepare a set of simple instructions on producing video interviews that can be carried out by both staff and students in future.

 

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

Authors: Dr Goudarz Poursharif (Aston University), Dr Panos Doss (Aston University) and Bill Glew (Aston University)

Keywords: WBL, Degree Apprenticeship, Engineering

Abstract: This case study presents our approach in the design, delivery, and assessment of three UG WBL Engineering Degree Apprenticeship programmes launched in January 2020 at Aston University’s Professional Engineering Centre (APEC) in direct collaboration with major industrial partners. The case study also outlines the measures put in place to bring about added value for the employers and the apprentices as well as the academics at Aston University through tripartite collaboration opportunities built into the teaching and learning methods adopted by the programme team.

This case study is presented as a video which you can view below: 

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, Collaborating with industry for teaching and learning

Authors: Dr Becky Selwyn (University of Bristol), David Pullinger (RINA) and Dr Irene Renaud-Assemat (University of New South Wales)

Keywords: Authentic Learning

Abstract: The academic approach to writing isn’t one that is often appropriate in industry – yet at university it is usually engineering academics who teach undergraduate engineers how to write. This is a problem frequently highlighted by industry. By working in partnership with industry to set an authentic writing challenge, we hoped to provide a sense of real-world purpose and give students a valuable formative opportunity to work on their writing skills for an industrial audience.

 

Aims of the activity

This case study aimed to address the discrepancy between industry expectations of student writing skills and the writing-related learning opportunities provided to students over the course of a typical degree programme at the University of Bristol.

The academics involved in this project had previously addressed poor technical writing skills among undergraduate (UG) students by providing scaffolded opportunities to practice and receive feedback on written laboratory reports in early years (e.g. [1] and [2]). However, informal conversations with an industry partner highlighted the need for students to also improve their writing skills for industrial audiences (e.g. clients or colleagues external to the immediate specialist team).

Existing written assignments are assessed mainly on their technical content, with a nominal portion of the mark awarded for writing skills. This project removed the focus from the technical work and placed it firmly on how well the recommendation is written for a specific audience, encouraging students to focus on developing their writing skills. The activity provided participants with a set of real client data to synthesise while producing a recommendation to be presented to the board of a fictional company.

Design of the activity

The activity was designed as follows:

This was an optional activity for students, and 11 2nd year UG students took part from Mechanical, Mechanical and Electrical, and Engineering Design programmes.

Outcomes

Students were surveyed at the start and end of the activity to investigate their motivation for taking part and their experience of the activity. Before taking part, students reported two main expectations: to improve their writing skills in the context of the industrial requirements, and to support their career aspirations. This latter aim was stated either in relation to networking with the industrial partner or in relation to adding the activity to their CV.

Feedback following completion of the activity was consistently positive. Students enjoyed the real-world application and experiencing a task that was representative of tasks the industrial partner undertakes, and also appreciated the networking opportunity provided by the partnership with industry.

Reflections and future work

Students were asked what they would change about the activity next time, and two themes emerged: a request to provide more examples or guidance on the style of writing required, and embedding the activity within the compulsory units in the programme. This latter theme ties in with the ongoing work within the department to improve the way we teach and assess writing skills throughout the programme.

From an academic perspective, the workload associated with developing and running the activity (3-4 hours) was relatively small compared to the positive experience reported by the participants. Although there were only a small number of participants, the activity could be scaled up relatively easily – either by continuing to use the information package provided by a single industrial partner, or by enlisting more partners to contribute similar tasks and allowing students to complete one or more of the tasks.

Industrial partner perspective

From an industrial perspective the time commitment associated with the activity was small (3-4 hours) and was outweighed by the benefits of being able to trial techniques to improve results-oriented writing. The difficulty that students experienced in distilling relatively simple information into a concise evidence-based decision was similar to the difficulties experienced by many established professionals in industry. The typical undergraduate writing style is to tell the story from beginning to middle to conclusion leading to tendencies for writers to be verbose and indirect. In industry the style of reporting often requires the approach to be flipped whereby the conclusion is the sole focus of the writing, this requires very short, unambiguous and direct writing. The approach to writing these different types of document is altogether different and requires practise to improve the quality of the author’s reports. Giving undergraduates more opportunities to write in different styles would improve their preparedness for working in an industrial role and also be a great benefit to graduate employers by way of having more highly skilled employees.

References

[1] Selwyn, R., & Renaud-Assemat, I. (2020). Developing technical report writing skills in first and second year engineering students: a case study using self-reflection. Higher Education Pedagogies, 5(1), 19-29. https://doi.org/10.1080/23752696.2019.1710550

[2] Selwyn, B., Renaud-Assemat, I., Lazar, I., & Ross, J. (2018). Improving student writing skills using a scaffolded approach. In Proceedings of the 7th International Symposium for Engineering Education (ISEE 2018) University College 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.

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

Authors: Associate Prof Graeme Knowles (Director of Education Innovation, WMG), Dr Jane Andrews (Reader in STEM Education Research) and Professor Robin Clark (Dean WMG)

Keywords: Transformational Change, Industry-Education Partnerships, Educational Research, Scholarship

Abstract: The ‘Transforming Tomorrow’ Project is an example of how educational research may be used to inform and underpin change in engineering education. Building on previous research, the project provides an example of how research and scholarship may be used to effect transformational change by linking industrial requirements with educational strategy and practice. Bringing together theoretically grounded curriculum design with two years of educational research, mainly conducted during the pandemic, the primary output thus far is the development of a series of professional development workshops. Such workshops are aimed at preparing engineering educators to make sure that as WMG emerges out of the pandemic and into a time of unprecedented uncertainty and change, we continue to produce high quality graduates able to ‘hit the ground running’ upon entering employment. This short paper summarises the background to the project, discussing the methodology and providing exemplar data whilst also outlining the content of the workshops.

 

Introduction

WMG has a strong history of providing both practically relevant education and producing graduates who are able to impact the companies they work for from the earliest point of employment. The Department’s experience, built up over many years, has come about through the development of strong relationships between WMG colleagues and industry, through mutual understanding and the co-creation of relevant courses. However, as with the whole of the Higher Education Sector, WMG cannot afford to stand still. With the ever-increasing and dynamic demands of the Engineering Sector there is a constant need to reflect and consider whether impactful outcomes are still being realised.

The ‘Transforming Tomorrow’ Project is about taking a holistic view of the Department’s educational provision in order to understand the effectiveness of the provision from students’ perspective, whilst also taking account of the views and experiences of staff and industry employers. With the research underway, a number of datasets collected and emergent findings analysed, WMG has the basis with which to begin to affect transformational change both in our educational offerings and also in how we  better meet the needs of industry. This paper reports the first part of the Project.

Context

For many, the pace of change since the onset of Covid19 has been challenging. In WMG, having to completely reconfigure what is an exceptionally industrially focused curriculum and teach online took many by surprise. At the beginning of the Pandemic a critical literature review was undertaken looking at blended and  online learning; five key themes were identified:

  1. The need to adopt  a design approach to curriculum development
  2. The quality of the student experience
  3.  Student engagement
  4. The challenges and benefits of blended learning
  5. Student and academic perceptions of online learning

Each of these themes have in common the fact that the virtual learning approaches analysed and  discussed were developed over a significant period of time.   

Method and Findings

A mixed methodological approach was utilised starting with a quantitative survey of first year students and staff. This first survey, which took place in October 2021, focused on students’ perceptions of what types of learning approaches and techniques they expected to encounter whilst at university. Comprising a mixture of Degree Apprentices and Traditional Engineering undergraduates, the cohort were unique in that they had spent a significant part of their pre-university education learning from home during the lockdown. 

The results of the survey are given below in Figure 1 and reveal that, during the Pandemic at least,  engineering undergraduate students start university with the perception that they will be spending much of their time working independently and learning online.

 

Figure 1: First Year Engineering Students’ Expectations of Learning and Teaching at University: Mid-Pandemic (October 2021)

 

In looking at the above table one thing that immediately drew colleagues’ attention was that only half of the students expected to frequently encounter active learning approaches, and just under two-fifths anticipated frequently engaging in real-life work-related activities. Having given considerable thought as to how to assure that learning through the Pandemic maintained high levels of both these activities, this took colleagues by surprise. It also suggested  a lack of preparedness, on behalf of the students, to proactively engage in practical engineering focused education.

For the academic staff, a survey conducted at the same time sought to determine colleagues’ preferences in terms of teaching approaches. Figures 2 and 3 below provide an overview of the answers to two key questions


 

 

 

This paper necessarily provides only a small insight into the research findings, in total over 1,300 undergraduate and postgraduate students and over 200 colleagues have participated in the research thus far. Analysing the findings and feeding-forward into the Education and Departmental Executive structures, the findings are being used to shape how education has continued under the lockdown (and will continue into the future).  With a firm-eye for the ever-changing requirements and expectations of industry, a series of pedagogical workshops grounded in the Project research findings have been developed. The aim of such workshops is to upskill academic colleagues in such a way so as to be able to guarantee that WMG continues to offer industrially relevant education as society moves out of the Pandemic and into an unknown future.

Moving Forward: Scholarship, Synergy & Transformational Change: Meeting the learning and teaching challenges of 21st Century Industry

Planning, the second stage of the Project has meant synthesizing the research findings with organisational strategy and industrial indicators to put in place a series of professional-development workshops for teaching colleagues. Each workshop focuses on a different area of educational practice and considers the needs of industry from a particular standpoint. Plans are underway to use the workshops themselves as opportunities to gather data using an Action Research Methodology and a Grounded Theory Philosophy. The Project is at best estimate, midway through its lifecycle, but may continue for a further two years depending on the Covid situation.

The planned workshops, which will be offered to colleagues throughout the Spring and Summer, 2022, will focus around six distinctive but interlinked topics:  

1. Teaching to Meet the Challenges of Industry

2. Student-Centred Active Learning

3. Growing independent learners

4. Levelling the Playing Field

5. Re-Designing what we do

6. Engineering  an environment for learning

Conclusion

In conclusion, society is entering what has been termed ‘the new normal’; for WMG, there is nothing ‘normal’ about what we do. We are entering a ‘Transformational Time’; a period when by completely changing and challenging our educational offerings and culture we will work with our industrial partners to purposefully disrupt  the ‘new normal’. In doing so we will continue to produce forward-thinking, flexible and synergetic learning experiences from which highly qualified graduates able to succinctly blend into the workplace will emerge. 

 

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: Knowledge exchange, Universities’ and businesses’ shared role in regional development, Research, Graduate employability and recruitment

Authors: Alex Prince (Sheffield Hallam University) and Prof Wayne Cranton (Sheffield Hallam University)

Keywords: Innovation, SMEs

Abstract: The Sheffield innovation Programme led by Sheffield Hallam with the Growth Hub and the University of Sheffield, delivers bespoke R&D, consultancy and workshops, driving innovation in regional SMEs. In total, since 2016, our experts from across the University have supported over 400 projects with regional businesses, enabling them to grow, diversify and meet changing customer needs. Many projects lead to further collaborations such as KTPs and create new products, processes and market opportunities.

 

Background

The Sheffield Innovation Programme (SIP) was set up in 2016 to support small and medium sized enterprises (SMEs) from across the South Yorkshire region to access academic expertise, facilities and resources at Sheffield Hallam University and the University of Sheffield, to stimulate innovation and growth and to increase business competitiveness. The focus of this paper is on activities delivered by Sheffield Hallam University.

Sheffield Hallam University leads the programme, and with the ÂŁ3.1m second phase of the programme also introducing two Innovation Advisors working for the Growth Hub. The programme is jointly funded by; the European Regional Development Fund (ERDF), the universities, South Yorkshire Mayoral Combined Authority and the Higher Education Innovation Fund (HEIF), providing support at zero-cost to businesses. It runs until June 2023.

Activities

The programme has now reached a milestone of 400 projects with regional SMEs, enabling them to grow, diversify and meet changing customer needs. To date over 150 academics have worked with companies. Of these 76 staff who are based in Sheffield Hallam’s engineering research centres have worked with 85 companies. 

SIP supports time for academics to undertake work with clients. It uses funding to enable delivery of R&D consultancy services to the businesses, helping to establish new products or services, resolve problems or advise on appropriate routes forwards.

Outputs

The main output is ‘business assist’ interventions- a minimum of 12 hours of engagement.  These are delivered through bespoke R&D-based consultancy and workshops. The average intervention is approx. 7 days, recognising the potential time required to work with a client meaningfully.

Sheffield Hallam has implemented a light-touch internal approval process for clients where support may take more than 10 days of time. Such investment needs to demonstrate significant added value- for the client in terms of market opportunity or jobs created, or potentially for us also in terms of joint funding proposal development.

SIP has now resulted in 8 successful KTP applications for Sheffield Hallam with more in the pipeline, plus other Innovate UK and commercial consultancy activities, plus considerable reputational benefit regionally.

SIP, Innovation and Engineering expertise

SIP has developed a proven model for collaborating with SMEs, buying out the time of engineers and other academic experts so they can work with companies.

The core areas of academic support are the expertise within the Materials Engineering Research Institute (MERI), the National Centre of Excellence for Food Engineering (NCEFE), and the Sport Engineering Research Group (SERG) and Design Futures (Product and Packaging).

In a region with a very low level of innovation and investment in R&D, the project provides an important entry point to the University’s expertise and a platform for longer term projects and creates opportunities for early career researchers, graduate interns and KTP associates.  Project delivery connects our engineering expertise with specialisms across the University resulting in collaborations with designers, biosciences and materials, and supports targeted engagement with sectors for example glass and ceramics and the food industry.

Examples: 

  1. Thermotex Engineering a family-run business which operates in the field of thermodynamics and specialises in manufacturing thermal insulation. The company required physical evidence of how a fabric performed in order to make a bid for a major project based in Arctic Russia. We undertook accelerated weathering testing on the durability of a fabric material when it was exposed to cycles of freezing and thawing, UVB radiation and high temperature / relative humidity. ‘This solution provided us with indicative product testing for unusual characteristics, access to laboratory equipment, and performance of specific tests,’ said Paige Niehues, the Commercial and Technical Executive at Thermotex Engineering. https://www.shu.ac.uk/research/specialisms/materials-and-engineering-research-institute/what-we-do/case-studies/accelerated-weathering-testing
  2. Sheffield-based SME Safety Fabrications Ltd manufactures fall protection and building access solutions. This includes roof top anchoring systems that allow roped access (e.g., abseiling) at height.  The company wanted to develop a new davit arm and socket system that could be used on tall structures to improve rope access for building maintenance. Their unique product idea avoided permanent obstruction on roof tops and allowed for easy installation and removal.  MERI worked with Safety Fabrications Ltd to design different davit arm configurations which would satisfy the complex needs of the BS specification. “Working with engineering specialists within the university allowed us to theoretically explore a range of options prior to manufacture & physical testing.” John Boyle, Managing Director at Safety Fabrications Limited https://sip.ac.uk/portfolio/safetyfabrications/
  3. Equitrek provides an excellent example of cross disciplinary working and progression of relationships with a company. In summary our design expertise enabled the company to manufacture new horse boxes targeting entry into the American market and has led to longer term KTPs.  The KTP has enabled Equi-Trek to enhance all aspects of their new product development processes, including ergonomics, spatial design, technical analysis and manufacturing.   https://www.shu.ac.uk/news/all-articles/latest-news/hallam-knowledge-transfer-partnership-local-firm-outstanding
  4. Sheffield Hallam’s National Centre of Excellence for Food Engineering helping local business Dext Heat Recovery, who worked with restaurant chains including Nando’s and Frankie and Benny’s, to develop a heat exchanger to work in industrial kitchens – reducing energy costs and environmental impact. https://www.shu.ac.uk/national-centre-of-excellence-for-food-engineering/our-impact/all-projects/dext-heat-recovery
  5. Guildhawk employs thousands of translators across the world for hundreds of clients . A project with SIP led to a KTP. At the SHU Innovation Conference 2021. Jurga Zilinskiene MBE, the CEO, told delegates in her keynote address that the KTP helped create an extraordinary SaaS platform that for the first time will help businesses of all sizes to manage people in a fast, easy and secure way.  The partnership resulted in the launch of new software products, Guildhawk Aided, Text Perfect and Guildhawk Voice avatars. https://www.fenews.co.uk/education/clean-data-for-ai-at-the-heart-of-industry-4-0-technology-revolution-says-guildhawk-ceo-coder/

 

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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