Dr Richard Thain

Supporting thedemands of the Blue

Economy

Dr Richard Thain

Education for the Blue Economy

The need for qualified personnel

Education and employment trends

Adaptable education – the ‘now’

Provision for the future and partnerships

The need for qualified personnel

Education and employment trends

Adaptable education – the ‘now’

Provision for the future and partnerships

We need more STEM!100,000 Science, Technology, Engineeringand Maths (STEM) graduates are needed ayear in the UK*

830,000 graduate-level STEM experts and450,000 technicians will be needed by 2020

The UK needs to increase by as much as50% the number STEM graduates

100,000 Science, Technology, Engineeringand Maths (STEM) graduates are needed ayear in the UK*

830,000 graduate-level STEM experts and450,000 technicians will be needed by 2020

The UK needs to increase by as much as50% the number STEM graduates

*Royal Academy of Engineering, 2012

Enrolled student numbers in Science and Engineering 2007-2011© Higher Education Statistics Agency Limited 2013

2013-2014-2015?

Numbers of undergraduate student FTE in a selection of STEMsubjects

Enough STEM graduates for theBlue Economy?

26% of engineering graduates choose non-engineering jobs*

The median age of chartered engineers risesby 10 years for every 14 that pass**

Demand cannot be met by newly graduatingstudents alone

26% of engineering graduates choose non-engineering jobs*

The median age of chartered engineers risesby 10 years for every 14 that pass**

Demand cannot be met by newly graduatingstudents alone

*Royal Academy of Engineering, 2012**HESA

STEM – an internationalperspective…

21 Countries….

Australia, Brazil, Canada, China, Denmark,Finland, France, Germany, Hong Kong,India, Italy, Japan, South Korea, theNetherlands, New Zealand, Poland, Russia,Scotland, Singapore, Sweden, US (federal),US (state)

21 Countries….

Australia, Brazil, Canada, China, Denmark,Finland, France, Germany, Hong Kong,India, Italy, Japan, South Korea, theNetherlands, New Zealand, Poland, Russia,Scotland, Singapore, Sweden, US (federal),US (state)

Market forces, government agency and key disciplines. HEFCE, 2012

STEM – an internationalperspective…

Increasing demand for STEM graduates

Knowledge-based economies

Changing labour markets

International economic competitiveness

Only country with adequate numbers ofSTEM graduates and student competency?

Increasing demand for STEM graduates

Knowledge-based economies

Changing labour markets

International economic competitiveness

Only country with adequate numbers ofSTEM graduates and student competency?

Hong Kong

Qualified scientists and engineers in the labour force, GB, Q42010

ONS, 2013

What about the existingworkforce?

Looking to the future:

Education and ‘certification’vs. experience?

Looking to the future:

Education and ‘certification’vs. experience?

Cost issues?

STEM experts need to be trained through non-traditional routes….

Educating the new generation of ‘digital natives’

Studying at university full time?

Lectures

Tutorials

Practical sessions ashore

Boat work

Laboratory work – processingand visualisation

Assessment

Lectures

Tutorials

Practical sessions ashore

Boat work

Laboratory work – processingand visualisation

Assessment

Studying by distance e-learning

Lectures

Tutorials

Practical sessions ashore

Boat work

Laboratory work –processing and visualisation

Assessment

Blendedlearning

Lectures

Tutorials

Practical sessions ashore

Boat work

Laboratory work –processing and visualisation

Assessment

Blendedlearning

The e-learning model, examples

University of Liverpool, UK

Commercial providers - BPP

Schools

Plymouth University

University of Liverpool, UK

Commercial providers - BPP

Schools

Plymouth University

Studying remotely has itsissues!

TLP- User interface

Challenges in designWhat is different?

Tutorials

Practical skills

Library?

What is different?Tutorials

Practical skills

Library?

Lecture provision

Testing andexaminations

Challenges in preparation

Challenges in learningDealing with isolation*

Peer interaction

Tutor interaction

Dealing with isolation*

Peer interaction

Tutor interaction

*DZAKIRIA, H. 2008. Students' accounts of the need for continuous support in adistance learning programme. Open Learning: The Journal of Open, Distanceand e-Learning, 23, 103-111.

Academia Industry

The future?

Professional bodies

andstandards

Future provisionWork-relevant

Employer focused

Flexible education programmes

Change required!

Methods of delivery?

Work-relevant

Employer focused

Flexible education programmes

Change required!

Methods of delivery?

Experience or qualifications?

Education or training?

Common ‘maritime’ or specialisation?

Thank-you for listeningDr Richard Thain

Director, The Hydrographic Academyrthain@plymouth.ac.uk

Dr Richard Thain

Director, The Hydrographic Academyrthain@plymouth.ac.uk