Approaches to Engineering Education and Skills Development: The Aston Case Study

Dr Robin ClarkAssociate Dean for Learning and TeachingSchool of Engineering and Applied Science

ASEE International Forum, Indianapolis, June 2014

The Issue

The Response

Knowledge, Understanding and SkillsStakeholder requirementsAccreditation demandsMobility (and success) in the global spaceAttractiveness

Win / Win / Win Business Model?

Aston University Total Engineering Education

Excite and

inspire

Curriculum pathways

Engineering Academy

14 - 19 year olds

Employability

4 - 13 year olds Aston University and beyond

Excite and Inspire

How attractive is the subject to young people?

Are students prepared for a course of engineering study?

Do young people even know what it is?

Are the opportunities for entry available?

Curriculum Pathways

Employability

Models in Higher Education (EQF)Traditional Degrees (Level 6)Foundation Years (Level 5)Foundation Degrees (Level 5)Distance Learning (Level 6 and 7)Work Based Learning (Level 6 and 7)

ConsiderationsThe studentThe employerThe professional bodySupport across the board

Foundation Year

Preparation for Level 6

Home and International

‘Foundational’ knowledge

Transitional programme

New ways of learning

Develop awareness of the profession

Develop confidence

Foundation Degrees

Power generation and distribution sector

Employer led

Years 1 and 2 of Level 6

Aston + regional FE colleges + private training providers

Foundation Degrees

“The establishment of a range of delivery partnerships with various HE and FE institutions has been most rewarding, leading to an extensive network of key providers augmented by access to other specialist training resources. This ensures that the FD programme is a rich resource for the development of a range of new and existing staff within the companies concerned” Foundation Degree Centre Manager

Extension of provision – Logistics and non-engineering subjects

MSc Professional Engineering

Development of existing staff (Level 7)

Develop towards Chartered status

Bachelors at entry

Student developed academic programme to suit the workplace

Learning agreement to document

Competence Development Action Plan to map against UK Spec

MSc Professional Engineering

Often individuals within a diverse range of engineering organisations

Importance of support – supervisors and mentor

Oil and gas sector cohorts

e.g. BP in Angola and Indonesia

Extension to Amec in Azerbaijan

Educational Approaches

Staff engagement

Staff training

Clear processes

Strategic priority – Aston Professional Engineering Centre

Much more to do!

Looking forward

Requirements and Opportunities

Stakeholder led

Flexibility and Innovation

What steps can we take to engage industry in further provision at a range of entry points?