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Challenges for Academics Applying for CEng

Tariq Hussain

I would like to highlight the challenges faced by applicants from academia when applying for professional registration (e.g., CEng) through the Institution of Engineering and Technology. From my experience, some common challenges include:

  • Demonstrating industry-relevant engineering practice while primarily working in teaching and research
  • Evidencing competencies related to responsibility, leadership, and decision-making in real-world engineering contexts
  • Aligning academic activities (teaching, supervision, research) with the required professional competencies
  • Providing strong evidence for design, development, and implementation in practical settings
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    As usual, I agree with Andy.

    Although I haven't PRA'd for any academics and I'm not a IET PRA (I'm an IfSE PRA), I seen a number of applications from people that worked for organisations that were involved in developing engineers (primarily technicians) but not actually delivering what might be considered as a "engineering project".

    My view is that it has parallels with those that are engineering managers, who have the C's in bucketfuls but struggle with B's. In the extreme I know cases of engineering managers without any actual formal engineering qualifications (and yes, they were still good engineering managers).

    The issue here is that you sometimes have to take a somewhat tangential view on the competencies in order to recognise where your experience matches with them. A good example is C1/C2, which talks about budgets. Budgets don't have to be money, they can be technical budgets such as power, mass, heat, etc. I'm sure someone can identify even more examples.

    The question is, what are you engineering as an academic?

    We don't only engineer physical products (although many of us do), but we also engineer processes and other systems. I would consider it quite valid to consider the design and delivery of an engineering course as a engineering project.

  • 0 in reply to Mark Tickner

    Thanks Mark, that’s a really helpful perspective. I agree that academics need to take a broader view of the competencies and recognise that we are often engineering systems like courses, assessments, and learning processes. For example, C1 can include managing module resources, staff allocation, and assessment planning, while C2 can be shown through leading module teams, supervising projects, and mentoring staff. The experience is usually there the main challenge is presenting it clearly in an engineering context.

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  • 0 in reply to Mark Tickner

    Thanks Mark, that’s a really helpful perspective. I agree that academics need to take a broader view of the competencies and recognise that we are often engineering systems like courses, assessments, and learning processes. For example, C1 can include managing module resources, staff allocation, and assessment planning, while C2 can be shown through leading module teams, supervising projects, and mentoring staff. The experience is usually there the main challenge is presenting it clearly in an engineering context.

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