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.

This discussion has been locked.

You can no longer post new replies to this discussion. If you have a question you can start a new discussion

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.

Parents

0 Andy Millar over 7 years ago

Scott Williams:

[...]The government should subsidise at least some of the cost of accredited courses that lead to jobs in sectors where there is high demand and low supply of employees (such as the power sector) since this not only encourages more people to work within the sector but also broadens the spectrum of knowledge for young engineers like myself and provides more job prospects for the future, giving a companies a larger choice of young engineers with a wider variety of industries in which they are knowledgeable.

Hi Scott,

Only just picked this point up - very interesting. Wouldn't the government argue that if there is a shortage of graduates for private sector jobs then the government doesn't need to subsidise the courses - either the higher salaries these jobs will carry will amply repay the loans the students have to take out to pay for the courses, or employers should pay the cost of vocational courses directly? I'm not saying I personally agree (or don't agree) with this point of view, but if I've understood it right it is the UK government position. The argument goes that if companies aren't willing to cover the cost, either directly or through recompensing through the pay packet, then they didn't really need those staff in the first place.

It's the fundamental principle of the free market economy - which this country has chosen as its preferred method of government for nearly 40 years now - that if there's a need then individuals and companies will be prepared to pay for it, if they won't pay for it then there isn't a need. (Again I won't get drawn into a discussion here as to whether that's "right" or "wrong", but at present it is what it is.)

I do also think the issue of supporting young people into engineering industries goes wider than that, where industry sectors have a low intake they do need to take responsibility for providing post-graduate (or undergraduate) training, and also engaging in schools etc to inform young people that there are worthwhile career paths there - which, to be fair, many companies and organisations are trying to do.

I do appreciate your frustration...but in the UK at the moment I think you're more likely to be succesful targeting industry bodies to support training and education rather than the government, which has sort of brought us back to the thread!

Cheers, Andy
Cancel
Vote Up 0 Vote Down

Cancel

Reply

0 Andy Millar over 7 years ago

Scott Williams:

[...]The government should subsidise at least some of the cost of accredited courses that lead to jobs in sectors where there is high demand and low supply of employees (such as the power sector) since this not only encourages more people to work within the sector but also broadens the spectrum of knowledge for young engineers like myself and provides more job prospects for the future, giving a companies a larger choice of young engineers with a wider variety of industries in which they are knowledgeable.

Hi Scott,

Only just picked this point up - very interesting. Wouldn't the government argue that if there is a shortage of graduates for private sector jobs then the government doesn't need to subsidise the courses - either the higher salaries these jobs will carry will amply repay the loans the students have to take out to pay for the courses, or employers should pay the cost of vocational courses directly? I'm not saying I personally agree (or don't agree) with this point of view, but if I've understood it right it is the UK government position. The argument goes that if companies aren't willing to cover the cost, either directly or through recompensing through the pay packet, then they didn't really need those staff in the first place.

It's the fundamental principle of the free market economy - which this country has chosen as its preferred method of government for nearly 40 years now - that if there's a need then individuals and companies will be prepared to pay for it, if they won't pay for it then there isn't a need. (Again I won't get drawn into a discussion here as to whether that's "right" or "wrong", but at present it is what it is.)

I do also think the issue of supporting young people into engineering industries goes wider than that, where industry sectors have a low intake they do need to take responsibility for providing post-graduate (or undergraduate) training, and also engaging in schools etc to inform young people that there are worthwhile career paths there - which, to be fair, many companies and organisations are trying to do.

I do appreciate your frustration...but in the UK at the moment I think you're more likely to be succesful targeting industry bodies to support training and education rather than the government, which has sort of brought us back to the thread!

Cheers, Andy
Cancel
Vote Up 0 Vote Down

Cancel

Children

No Data

A new model of high-value engineering education

Community Rules & Guidelines