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 Roy Bowdler over 7 years ago

The social mobility report that I referred to contained the following

Sheffield Hallam is one of the universities leading the way with degree apprenticeships, but has identified low levels of diversity among apprentices. The university found that many employers apply their traditional graduate recruiting model to hiring apprentices and often demand very high levels of social capital and very high academic grades – above the average requirement for a degree at Sheffield Hallam. The university decided to work with employers to encourage and enable them to recruit from a broader pool of applicants.

This allows me to emphasise that my argument isn’t an attempt to attack on academic institutions, we are all in this together. What it also highlights is that those who have competed for a Degree Apprenticeship and who will mostly be more capable in early career than their age group peers from full-time courses such as MEng, will be rightly indignant and dismissive of any who may seek to deem them “second class”. From approximately 6-8 years into career, both pathways should lead to overlapping levels of performance close to a sensible threshold for chartered recognition. Differences in academic syllabuses studied, may be detectable in performance but this could cut either way, depending on the role. Sydney may be better optimised than Washington or vice-versa.

The anecdote from the report also suggests that many employers have become set in their thinking the "traditional graduate recruiting model", wasn't much of a "tradition" at all in many industries until the last 25 years. During that time many HR professionals may also have developed assumptions, perhaps affiliating with the Association of Graduate Recruiters. I hadn't looked into them for a while and when I did I found.

As of today (28th Sept 2017) The Association of Graduate Recruiters (AGR) has been renamed as the Institute of Student Employers (ISE), reflecting a change in member needs since the organisation was formed nearly 50 years ago (1968). The change to the ISE reflects that the majority of its employer members take a broader approach to how they recruit and develop emerging talent, hiring school leavers, apprentices and interns alongside graduates.
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0 Roy Bowdler over 7 years ago

The social mobility report that I referred to contained the following

Sheffield Hallam is one of the universities leading the way with degree apprenticeships, but has identified low levels of diversity among apprentices. The university found that many employers apply their traditional graduate recruiting model to hiring apprentices and often demand very high levels of social capital and very high academic grades – above the average requirement for a degree at Sheffield Hallam. The university decided to work with employers to encourage and enable them to recruit from a broader pool of applicants.

This allows me to emphasise that my argument isn’t an attempt to attack on academic institutions, we are all in this together. What it also highlights is that those who have competed for a Degree Apprenticeship and who will mostly be more capable in early career than their age group peers from full-time courses such as MEng, will be rightly indignant and dismissive of any who may seek to deem them “second class”. From approximately 6-8 years into career, both pathways should lead to overlapping levels of performance close to a sensible threshold for chartered recognition. Differences in academic syllabuses studied, may be detectable in performance but this could cut either way, depending on the role. Sydney may be better optimised than Washington or vice-versa.

The anecdote from the report also suggests that many employers have become set in their thinking the "traditional graduate recruiting model", wasn't much of a "tradition" at all in many industries until the last 25 years. During that time many HR professionals may also have developed assumptions, perhaps affiliating with the Association of Graduate Recruiters. I hadn't looked into them for a while and when I did I found.

As of today (28th Sept 2017) The Association of Graduate Recruiters (AGR) has been renamed as the Institute of Student Employers (ISE), reflecting a change in member needs since the organisation was formed nearly 50 years ago (1968). The change to the ISE reflects that the majority of its employer members take a broader approach to how they recruit and develop emerging talent, hiring school leavers, apprentices and interns alongside graduates.
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A new model of high-value engineering education

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