Engineering graduates for industry - Royal Academy of Engineering

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Engineering graduates for industry 6.9. Summary of research findings The results of the analysis of the case studies are summarised in Figure 4. The main finding is that the case studies provide substantial evidence that experience-led engineering degrees help to meet the graduate recruitment needs of industry through providing attractive courses, relevant high quality curricula and student experience of industry. One very specific issue that needs to be addressed is the apparent decline in the number of placements available to students 80 . Figure 4: Findings from the case study analysis The case studies mainly focus on the benefits to students and universities, but engagement with academia can also provide real benefits for industry 81 which need to be disseminated more widely to encourage greater industrial involvement. A few examples from the case studies include: ● ● ● ● ● ● Placements acting as a cost effective recruitment tool for industry Employers of work-based students adopting technologies that their employees learn in the course of their studies Industry-sponsored prizes acting as a marketing tool for industry Professional development opportunities, particularly for junior engineers Industry-focused projects solving real problems for industry Universities helping industry to address skills shortages. A significant barrier from the industrial perspective in engaging with academia is the cost involved (particularly staff time). It has been suggested that a scheme similar to the R&D Tax Credits 82 could be possibly help alleviate this issue. A report on the feasibility of this idea is provided in Appendix 4. 80 Higher Ambitions states that the number of students on sandwich courses has fallen by 4% since the middle of the last decade during a period when overall student numbers have increased by around 32%. 81 More examples can be found in the guide Involving industrialists in teaching, www.engcetl.ac.uk/iit/ produced by Loughborough University 82 www.hmrc.gov.uk/randd/. Note: the R&D Tax Credit system has been applied widely by other major countries in Europe The Royal Academy of Engineering 53
From the universities’ perspective, establishing sustainable, effective working relationships between industry and academia is not without its problems. Developing a shared understanding is critical and requires overcoming differences in culture and language, taking time, effort and commitment 83 . Communication needs to be two-way and not only do universities need to understand the priorities and drivers of industry, but industry needs to adapt to strategic and operational drivers of academia and have an appreciation of the needs of the new graduates that they recruit. It can be easier to establish engagement with large companies than smaller ones. In particular, the exemplars highlight the benefits gained from innovative, sustained partnerships between universities and industry. These relationships not only result in some truly innovative experience-led components but also often formally embed the industrial interaction into the curriculum (for example, through sponsored programmes), which can help to sustain engagement and also provide industrial funding. Collaborative activities and facilities shared between universities or with industry make efficient use of resources. Good use of alumni and existing national schemes help the development of such partnerships but both industry and the universities must commit to championing enhancements to experience-led engineering degrees. Universities’ ability to change is heavily dependent on having the right senior management support and developing teaching champions, in particular, staff with experience of industry, who play a vital role in driving forward change within engineering degrees. Discipline-based support in learning and teaching that helps staff develop, deliver and share new methods of teaching is valued at both an institutional and national level. When universities share facilities and good practice, or collaborate on pedagogic research then more can be achieved. The exemplar costing reveals that experience-led components are an additional cost. Focused ring-fenced funding could provide greater incentives for universities to make change including provision of appropriate learning spaces, equipment and supporting technologies. One size doesn’t fit all however, and universities must be able to take its own approach to developing and embedding experience-led components. Student-related issues that need to be overcome include those related to the introduction of student fees, the provision of effective student feedback and the unwillingness of students to take up available opportunities (including placements). More research needs to be carried out on how to help students understand the potential benefits of any optional activity at an early stage. Activities such as placements could be made compulsory, as is sometimes the case in business schools, but this wouldn’t be without its difficulties, particularly in the current economic climate, and would not be appropriate in every university. In conclusion, industrially relevant course content and opportunities for students to gain work experience should be integral within every undergraduate engineering course and therefore more widespread adoption of experience-led engineering must be achieved. 83 Engage Project Report 2008, www.engsc.ac.uk/engage 54 The Royal Academy of Engineering
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Engineering graduates for industry
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Acknowledgements The authors would
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scientific and technical understand
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Contents A commentary i Executive s
Page 9 and 10: One size doesn’t fit all Learning
Page 11 and 12: Resources matter New teaching metho
Page 13 and 14: 1. Introduction Graduates in STEM a
Page 15 and 16: Table 1: Summary of case study inst
Page 17 and 18: Employers have recently expressed c
Page 19 and 20: employers and their satisfaction wi
Page 21 and 22: 4. Case studies The six full length
Page 23 and 24: For several years the Computer Scie
Page 25 and 26: Two of the utility companies involv
Page 27 and 28: students. It is believed that a hos
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Page 31 and 32: expand in the UK. Another developme
Page 33 and 34: During the running of the project,
Page 35 and 36: Understanding the needs of industry
Page 37 and 38: Effective practice exemplar 9: Use
Page 39 and 40: There are major redevelopments occu
Page 41 and 42: CEREB will provide hands-on learnin
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Page 45 and 46: individual research project with th
Page 47 and 48: 5. Experience-led components of eng
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Page 51 and 52: Figure 3: First career destinations
Page 53 and 54: More generally, all relevant bodies
Page 55 and 56: Examples of radical change include
Page 57 and 58: equipment with consequent benefits
Page 59: Exemplar 10. Understanding stakehol
Page 63 and 64: Recommendation 2 Preferential ring-
Page 65 and 66: Professor David Nethercot OBE FREng
Page 67 and 68: APPENDIX 3: Report on costing of en
Page 69 and 70: 4. Sustainable costs 4.1.Both studi
Page 71 and 72: APPENDIX 4: Report on the suitabili
Page 73 and 74: APPENDIX 6: Report on the Suitabili
Page 75: universities and industry in this a
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Engineering graduates for industry - Royal Academy of Engineering

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