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A new model of high-value engineering education

Following on from the UK Engineering Report 2016 (and the discussion of same in this forum) and the adequacy or not of current efforts to educate and train, and to encourage the registration of our future engineers, I am intrigued about a “new model in technology and engineering” (NMiTE http://www.nmite.org.uk). It is a new University that is to focus on the teaching of engineering.

In a recent press release, it says:  


“At NMiTE we believe that engineering education can be different.
We’re here to unlock the creativity and drive of Britain’s next generation – the Passioneers – the designers and builders, problem solvers and innovators who will shape our future.


We’re establishing a new model of high-value engineering education:


  • Creating a beacon institution to help address the engineering skills shortage that threatens to hobble the UK’s ability to compete globally.

  • With a new approach to learning – based on real-world problem solving and the blending of high quality engineering, design, liberal arts and humanities with communication and employability skills targeted at the growth sectors of the future.

  • Located on a new and different type of campus – designed for inspiration, collaboration and a deep connection to the global community.

  • And reinforced by an innovation ecosystem of global corporations & SME entrepreneurs, coupled with global universities, not just to invest, but to contribute knowledge and expertise – with New Model students at its centre.

We’re shaping an institution to create and deliver 21st century engineers – catalysts for innovation and change – a new model generation of emotionally intelligent entrepreneurs, innovators, employees and leaders for the future."


Two things strike me as very different about this proposition:

  1. Its motto is “no lectures, no exams, no text books” (!). It plans to be very practically-based, largely conducted within real industry.

Apparently, it will also have no departments, no faculties, no tenure, no Council.  Instead, it’ll have “teaching teams designed around the delivery of our unique engineering and Human Interaction curriculum” (developed by an impressive, international, and overwhelmingly academic array of advisors and partners).


  1. It’s located in the city of Hereford (admittedly partly a personal one as a resident of Herefordshire for over 30 years). 

It is a city by virtue of its cathedral but it is one of the smaller cities in the UK with a population of just over 50k, and is in England's first or second most rural county (depending on how you rank it). Hereford’s engineering heritage is largely unremarkable as it is known more for its agricultural and food output (beef, potatoes, strawberries, apples, cider(!), beer, etc.) and of being home to the UK's elite special forces regiments. It has engineering history in munitions production from during WWII and it's current engineering association is with food production, double-glazing, Morgan chassis and JCB cab manufacture, insulation material forming, and that’s largely it. So, not the most obvious choice to base a new Advanced Engineering University then!


The NMiTE project has been described (The Times 6th Sep 2016) as “at worst an intriguing experiment and at best an innovative template that traditional universities might learn from”.

What do you think?


As an aside, I have seen nothing of NMiTE in these forums or indeed on the IET website – yet, apparently (and quite rightly) the IET has been an advisor/contributor/supporter.


As a footnote, I would very much like to reach out and connect with any IET members/fellows that are/have been involved in NMiTE with a view of my getting involved too.
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  • Former Community Member
    0 Former Community Member in reply to Chris Pearson
    Moshe;

    I assume you are not a practicing engineer, but a teaching academic.

    You have to support your profession.

    University degrees and universities are drifting away from their original function and engineering & technology is becoming too wide a subject and changing too rapidly that the old academic system is now out of touch with reality. It is necessary for learning basic intellectual skills that is all.

     

    This is an extract from an article I am preparing g for IET and interested bodies.

     
    “We are a remaining handful of engineers often gaining university learning after achieving our first major projects; we were ahead of taught nuclear engineering and universities.
    That is why many of us seem to be simple IEng or not even registered PEs.

     
    I mentor Master nuclear engineers; have advised heads of National Nuclear Engineering facilities worldwide and assisted many Nobel Laureates. On my last project, I had over 400 top nuclear physicists, nuclear engineers and mathematicians to count on in just my department. I was part of a much larger national team.”

     

    All of our Master A&M post graduates said the same : “Now we have our diplomas, we have to learn a discipline”; most went to work in totally different domains, all had to do 6 months internship.

    The OCDE has now made it clear that BAC + 5  (L + M) or 5 years taught university 240 UCTS are not sufficient for graduates to work proficiently on their entry into professional activities  and this applies to all domains. OCDE now recommends practical training after achieving a Master Degree.

    Doctors, lawyers, journalists, etc all have to do many years of supervised practical training before being let loose on the public.

    In the past, Apprenticed Engineers had practical training during their academic and practical apprenticeship.

    We had long BScs (sandwich courses) where students undertook one year’s industrial practice.

    The commoditisation of teaching and diplomas has ruined the Technology training and made graduates unemployable.

    When I take on a new contract, I have until midday to integrate and after 3 months I am expected to be an expert. It works.


    The world we live in is changing so rapidly that new solutions have to be found.

    Education, qualification and registration have to be modernised, rationalised and just.

    I do not see an engineer leaving university and being operational on day one, unless he is in a single domain. In the technical assistance I have worked in, we looked for Technologists with the latest master taught computing skills. If we changed the computing program, the project would simply change its computer operators. The Germans call these master students – computer operators,  not engineers. Like it or not that is neo liberalist life, as you know well, living in the States where most of these models came from. The EPR projects are typical of modern technology management, the specialist come and go, no one is a permanent staff member, not even the Director.


    You are beating about the bush with the ECTS; ECTs are graded at each year level. A simple degree will have a no grade 3 ECTS, you need 60 pts at Grade 3 (+ 120 ECTS)  before you can start a masters course. This is all academic, a practicing engineer needs training, education, and certificates, they can be achieved in or out of university 5 for me university is only a small part of the system).

    Perhaps in the States your system works, in the wide world change is happening.

    The whole system, university exclusivity to training, L M D; PEIs, ECUK,  OCDE as it is today, needs to change.

    Market forces will govern the future – in France the problem is being addressed. France has introduced apprenticeships for all, at any age, Professional Licence (professional university for advanced skills), validation of practical experience as a qualification. It is uniting its Grande Ecoles (Technolgy Master + Schools ). It registers all its trained engineers and has no PEIs or equivalent of EC UK.

    Conclusion - change is needed, PEIs need to change and unite, ECUK needs to change.


    Vive La Revolution!!!


    You have to manage change or be defeated.

    John Gowman

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