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: 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). 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 6 th 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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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:

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).

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 6^th 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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0 Andy Millar over 7 years ago

Roy Bowdler:

I don’t favour state intervention, but if it took government action to grow higher and degree apprenticeships back from a very low base, then it may take more to ensure equal access to professional recognition. If we believe that what we already have is fair, then the market is broken, because most developing engineers and technicians are not seeing a benefit. I often hear from Chartered Engineers who came up “the hard way” or “the long way”, but for every one of them there are probably two or three similar others who “lost the way”, despite often successful careers in engineering and related management.

To be slightly contrary (since you know that I basically agree with you Roy!), I don't see the market as broken, just that most of the market doesn't see the need for professional registration. I also don't see that this necessarily means that professional registration is broken, just that it may only be crucial for a subset of the market. And that could be seen as sufficient. As I've said many a time, when I worked in the pro-audio/broadcast industry there was no value seen in registration. Now I work in a safety-critical industry there is a perceived value: employers need to show not just that their staff are technically competent but also that they work in a competent way. And I think think that's been the attitude that's permeated the engineering community.

Now to be self-contrary, I actually disagree with this viewpoint. Looking back, I think in my previous industry we would have delivered better products, better value, and more profitability if our engineering had followed the UK Spec guidance, and the best way of highlighting the guidance is to get as many staff as possible to go for registration.

What I find highly frustrating is that I personally believe that the system we have now IS fair, but it is also daunting and is not valued by employers. Volunteering as a PRA helps a bit with the first one, but the second is far more difficult. But Roy, what did you mean by "...it may take more to ensure equal access to professional recognition"? In what way do you think equal access is not currently ensured?

I think all this does pull together with the thread of this discussion (phew!). The "sell" for the EC and Institutes should, to my mind, be that a model of excellence in engineering is structured education and / or training, post education / training experience, and then support to demonstrating that a level of overall engineering and business professionalism has been achieved through reaching the appropriate registration grade.

Easy

Just had a thought - I would like to see the Institutes doing more to support engineers in developing (not just showing) these professional skills. It would be interesting to know whether engineers have found the courses etc offered by the IET useful - and indeed, if they knew they were there. If the IET was seen as somewhere where graduates / ex-apprentices could be seen to keep visiting to develop their professional skills then we might be taken more seriously by commercial engineering employers - make the "professional home for life" a reality. At the moment I find the professional development page www.theiet.org/.../ very weak in this area, to me it reinforces the idea that we are the gatekeeper for registration, not actually a body to support engineers in becoming more professional. There don't seem to be many courses listed there, and little in the way of web based advice. But I did only look quickly.

Cheers, Andy
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0 Andy Millar over 7 years ago

Roy Bowdler:

I don’t favour state intervention, but if it took government action to grow higher and degree apprenticeships back from a very low base, then it may take more to ensure equal access to professional recognition. If we believe that what we already have is fair, then the market is broken, because most developing engineers and technicians are not seeing a benefit. I often hear from Chartered Engineers who came up “the hard way” or “the long way”, but for every one of them there are probably two or three similar others who “lost the way”, despite often successful careers in engineering and related management.

To be slightly contrary (since you know that I basically agree with you Roy!), I don't see the market as broken, just that most of the market doesn't see the need for professional registration. I also don't see that this necessarily means that professional registration is broken, just that it may only be crucial for a subset of the market. And that could be seen as sufficient. As I've said many a time, when I worked in the pro-audio/broadcast industry there was no value seen in registration. Now I work in a safety-critical industry there is a perceived value: employers need to show not just that their staff are technically competent but also that they work in a competent way. And I think think that's been the attitude that's permeated the engineering community.

Now to be self-contrary, I actually disagree with this viewpoint. Looking back, I think in my previous industry we would have delivered better products, better value, and more profitability if our engineering had followed the UK Spec guidance, and the best way of highlighting the guidance is to get as many staff as possible to go for registration.

What I find highly frustrating is that I personally believe that the system we have now IS fair, but it is also daunting and is not valued by employers. Volunteering as a PRA helps a bit with the first one, but the second is far more difficult. But Roy, what did you mean by "...it may take more to ensure equal access to professional recognition"? In what way do you think equal access is not currently ensured?

I think all this does pull together with the thread of this discussion (phew!). The "sell" for the EC and Institutes should, to my mind, be that a model of excellence in engineering is structured education and / or training, post education / training experience, and then support to demonstrating that a level of overall engineering and business professionalism has been achieved through reaching the appropriate registration grade.

Easy

Just had a thought - I would like to see the Institutes doing more to support engineers in developing (not just showing) these professional skills. It would be interesting to know whether engineers have found the courses etc offered by the IET useful - and indeed, if they knew they were there. If the IET was seen as somewhere where graduates / ex-apprentices could be seen to keep visiting to develop their professional skills then we might be taken more seriously by commercial engineering employers - make the "professional home for life" a reality. At the moment I find the professional development page www.theiet.org/.../ very weak in this area, to me it reinforces the idea that we are the gatekeeper for registration, not actually a body to support engineers in becoming more professional. There don't seem to be many courses listed there, and little in the way of web based advice. But I did only look quickly.

Cheers, Andy
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