Approaches to Engineering Education and Skills Development: The Aston Case Study
description
Transcript of Approaches to Engineering Education and Skills Development: The Aston Case Study
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?