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Technische Universität München Institute of Helicopter Technology

“When are how many engineers needed,

and which skills do they need?”

ACARE Workshop on Education and Training Needs for Aviation Engineers

and Researchers in Europe

13th June 2014

European Commission, Brussels

Prepared by

Prof. Dr.-Ing. Manfred Hajek


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The „engineers supply chain“

University – Industry Cooperations

Industry Funded University Chairs

Embedded Systems Software Engineering Institute

Ludwig Bölkow Campus

Munich Aerospace

Conclusions

Engineering Education


Engineers Education – A Logistics Dilemma

• Universities

– „produce“ engineers

– Are independent in defining

teaching contents

– Require ca. 5 years of

„production“ lead time effects

of changes to the system take

their time!

• Industry

– Planning their needs on a mid-

term basis (updated every year)

– Procures required skill profiles on

a short term basis

– Often has to train beginners „on-

the-job“ as their education is very

general

The “logistic chain” to supply industry with engineers is not

synchronised!


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Industry – University Cooperations


TUM - network of research oriented enterprises

http://www.kuka.com/germany/de/

http://www.sglgroup.com/cms/international/home/index.html


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Cooperation Issues University – Industry 1/2

Joint students’ thesis:

Under university supervision, but with “real life” topics

Possibility to check potential candidates

Are no capacity substitute!

May require specific contracts (large enterprises)

Potential conflicts with “external” PhD thesis:

Contribution of PhD students to courses

Presence at university

Conflict of interests (supervision vs. contracts)


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Cooperation Issues University – Industry 2/2

Lecturers from industry (application oriented, reviewed, limited)

Technical visits (motivation for students, study vs. reality)

Material provided to support lectures (engineers need their hands to

understand how something is working)

Postgraduate Masters courses can be tailored to specific needs, but

“specification” must be detailed enough

Industry has to commit to number of students

Must be properly communicated internally


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Funded by Eurocopter (now: Airbus Helicopters)

Legal basis for donations:

Donation vs. tax relief

Freedom of research and teaching as a constitutional right

Dedicated research contracts where results shall be transferred

Practical experience:

Students: job opportunities, visibility, tailored education

Ease of access to experts, facilities, thesis topics, …

Trust based cooperation, secured by NDAs where necessary

Example: Institute of Helicopter Technology


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Example: Embedded Systems Software

Engineering Institute – 1/2

essei is focused on methods and processes for safety critical

software (DO178-B/C)

Industry initiative to create a dedicated place for mixed working

groups (industry experts & researchers/scientists)

Three main activities shall be implemented: research, education,

and project work


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Example: Embedded Systems Software

Engineering Institute 2/2

Research:

Joint working group (essei-industry) define contents of research

topics in detail

essei participates in German aviation research program

fortiss experts and researchers available for essei

Education:

Master course “Aviation SW Engineering”

Master thesis in cooperation with industry

Lecturers from industry


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Example: Ludwig Bölkow Campus

A PPP initiative of industry (Airbus, Siemens, IABG), universities

and scientific institutions supported by regional government

Industry ready to invest in buildings and infrastructure

Public funds for research projects and research infrastructure

International (= Franco-German) Master courses planned; industry

inputs sought for lecture contents

Lesson learnt: industry and university are talking in different

languages, have different approaches, different objectives

Munich Aerospace Graduate School ready to receive PhD students


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There is no guarantee for success -

a negative example:

Industry representatives have collected a detailed, harmonized

description of job profiles - university has “designed” a Master

course matching industry’s needs

The Master’s course (post-graduate, part-time) did, however, not

get enough students to take off because

Human resource teams were not aware

Fees were not budgeted

Long absence was not accepted


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Conclusions

Comprehensive information about job profiles and skill levels is key;

be as detailed as possible! Not: “… we need people who like to smell kerosene.”

University and industry are different - create maximal awareness

about the partner’s specific needs, rules, way of working, etc. Not: PhD positions offered by company xyz

Let experts do their job, then get management approval - not the

other way round! Not: Management decides about contents and sizing of master’s course.


Contact

12.06.2014 © Inst. for Helicopter Technology 14

Institute of Helicopter Technology

Boltzmannstr. 15

85748 Garching / Munich

Germany

Tel. +49 (0)89.289.16308

Fax. +49 (0)89.289.16354

email: [email protected]

www.ht.mw.tum.de

mailto:[email protected]

http://www.ht.mw.tum.de/

“when are how many engineers needed, and which skills do ...€¦ · possibility to check...

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