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Engineers for Enterprise Study Symposium: Meeting the Needs of Industry in Engineering Higher Education An Introduction to the Study Fiona Lamb, Project.

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Presentation on theme: "Engineers for Enterprise Study Symposium: Meeting the Needs of Industry in Engineering Higher Education An Introduction to the Study Fiona Lamb, Project."— Presentation transcript:

1 Engineers for Enterprise Study Symposium: Meeting the Needs of Industry in Engineering Higher Education An Introduction to the Study Fiona Lamb, Project Director 10 th June 2009

2 Overview Background to the study –Aim of the study –Methodology and research questions –What does industry want –The case studies Presentations from our case study institutions Discussion around findings emerging from the case studies

3 Aim of study To answer the question: How can we enhance a sustainable world-class higher education engineering sector that meets the graduate recruitment needs of industry?

4 The Race to the Top, Oct 2007: Lord Sainsbury's Review of Government's Science and Innovation Policies Recommendation 7.17 “Engineers for Enterprise” “A leading member of the engineering profession should be asked to set up a working group of experts from academia and industry to review current approaches to engineering education. The group should develop, with a number of leading engineering universities, an experience-led engineering degree which integrates technical, operational and business skills.”

5 Methodology Case study approach to review approaches that enable universities to develop engineering courses that better meet the needs of industry Plus literature review, HESA data, costing study Project Management Group chaired by Prof Bill Wakeham, Oversight Group chaired by Lord Browne of Madingley Summer Symposium (today!) Report based on findings, Autumn 2009.

6 Research questions (1) 1.What does industry need from HE engineering graduates? (Literature review, especially Engineers for 21 st Century) 2.How do universities know what industry needs? (Literature review, case study interviews) 3.What are universities currently doing, or developing, within their teaching that meets these needs of industry … and why? (Case study interviews, NSS data, symposium)

7 Research questions (cont.) 4.What difference are these activities making? (Case study interviews, retention and destination data, symposium, research lit.) 5.What more/else could be done to better enable universities working together with industry to meet these needs in the future? (Analysis of case studies, costings and supporting evidence) 6.How can universities and industry co-operate effectively and be best supported in this process? (Analysis of case studies and supporting evidence)

8 What does industry want? (EE21C) Universities must continue to teach ‘core engineering’ and not dilute course content with peripheral subject matter Disciplinary fundamentals, mathematics, creativity and innovation, apply theory in practice Communication skills, team-working skills, business awareness “Experience of working in multi-disciplinary teams on realistic projects.” Professor Chris Pearce, 2002

9 Case study progress Loughborough University Draft case study Coventry University Draft case study University of Liverpool Draft case study Imperial College London Interviews complete London South Bank University Interviews complete Aston University Initial visit made

10 Experiential components (1) CategoryExperiential Component Student experience of industry Industrial placement year Other industrial work placement opportunities Student led voluntary activity Student mentors P/T students sharing experience with F/T students Simulated industrial experience Constructionarium, pilot plants etc ‘Live’ teaching facilities Industrial visits and field trips Group workProblem-based learning or project-based learning CDIO Active learning Group projects (that don’t fit into another category) Inter-disciplinary activity Formula Student, Racing Green etc Cross department projects

11 Experiential components (2) CategoryExperiential Component Teaching by industryIndustrial visiting professors Bought-in lecturers Guest lectures / seminars from industrialists Training, mentoring, tutoring etc Industrial group projects Informal industrial input AdvisoryIndustrial liaison boards Sponsored programmes Input from research based links Discipline based support Staff experience of industryTeaching by staff with industrial experience Staff secondments to industry Other experiential activitiesIndustrially-sponsored student prizes Provision of other skills – business, personal development etc

12 Case studies (1) L’borough Discipline Based Support for change Industrial Group Projects Sponsored Programmes Placements Coventry Activity- led Learning Liverpool Active Learning & CDIO Visiting Professors

13 Case studies (2) Imperial Student Led Voluntary Activity Large Group Projects Discipline Based Support for Change Simulated Industrial Experience LSBU ‘Live’ teaching facility Advisory Aston Placements Formula Student

14 Presentations from engineering departments involved with the case study research

15 Engineers for Enterprise Study Symposium: Meeting the Needs of Industry in Engineering Higher Education Discussion of the key issues emerging from the case studies

16 Emerging drivers More graduates More employable graduates Increased quality of graduates World class graduates

17 Emerging institutional responses Improving retention Increasing course attractiveness Introducing experiential components Increasing student engagement with course Increasing industrial linkage Offering wider student experience Strategic change Accreditation demands

18 Any comments regarding drivers and responses?

19 Type of change RADICAL CHANGE Strategic Change Accreditation, Bologna etc Industrial linkage Widening student experience Retention Applications Engagement Experiential component INCREMENTAL CHANGE

20 Any comments regarding type of change or change management?

21 Emerging barriers / issues Requirement for additional resources New types of teaching requires staff development etc New types of learning spaces required Often requires higher staff:student ratios Impact on large numbers of staff Engaging all staff in the process Lag time associated with new build etc Research / teaching tension If move towards one pedagogy, will it suit all students?

22 Any comments regarding barriers or issues?

23 Emerging success factors High quality curriculum design and content Excellent industrial engagement Student engagement Recognition for teaching excellence Support for change at all levels Funding opportunities Engineering education research Staff training and development

24 Any comments regarding success factors?

25 A chance for any final thoughts on anything you’ve heard so far

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