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

Approaches to Engineering Education and Skills Development: The Aston Case Study. Dr Robin Clark Associate Dean for Learning and Teaching School of Engineering and Applied Science ASEE International Forum, Indianapolis, June 2014 . The Issue. The Response.

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

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  1. Approaches to Engineering Education and Skills Development: The Aston Case Study Dr Robin Clark Associate Dean for Learning and Teaching School of Engineering and Applied Science ASEE International Forum, Indianapolis, June 2014

  2. The Issue

  3. The Response • Knowledge, Understanding and Skills • Stakeholder requirements • Accreditation demands • Mobility (and success) in the global space • Attractiveness • Win / Win / Win Business Model?

  4. 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

  5. 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?

  6. Curriculum Pathways

  7. 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) • Considerations • The student • The employer • The professional body • Support across the board

  8. Foundation Year • Preparation for Level 6 • Home and International • ‘Foundational’ knowledge • Transitional programme • New ways of learning • Develop awareness of the profession • Develop confidence

  9. Foundation Degrees • Power generation and distribution sector • Employer led • Years 1 and 2 of Level 6 • Aston + regional FE colleges + private training providers

  10. 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

  11. 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

  12. 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

  13. Educational Approaches • Staff engagement • Staff training • Clear processes • Strategic priority – Aston Professional Engineering Centre • Much more to do!

  14. 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?

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