University degree courses: producing-the kind of engineer that industry needs

by C. J. Moore and K. M. Holford University education is to undergo considerable changes, due mainly to the present Governmenti desire to expand the proportion ofyoiqpeople in higher educationfvom its present value ofone injve to one in three by the year 2000. The efect ofthese changes on education must be considered $the standard ofengineeringgraduates is to be maintained. 7% paper identijes approarhes to engineering education which will achieve this aim and help to producegraduates who are bettev equipped3r a career in industry It is proposed that, whilst restructuting courses tofit a modular scheme, universitier should examine what is taught to engineering students and the methods which are used. The sign6cance o f improving student commitment and pe$rnzance ar well as increasing their professional pr@e is dkcussed and the importance ofensuring that the teaching philosophy complements this is highlighted.

Introduction

he reforms of the higher education system, as detailed in the Government White Paper of 1991, and introduced in the Further and T Higher Education Act of 1992, caused

Engineering Departments in England, Wales and Northern Ireland to reassess the aiins and objectives of engineering undergraduate courses. In an attempt to deal with the proposed increase in student numbers, most universities have been willing to accept the suggested modular approach to educatlon: a ‘pick and mix’ style of teaching. This has received a mixed reception but has undoubtedly provided a good opportunity for the introduction ofinnovative changes.

The benefits of modularisation in terms of efficiency are recognked, but the effect of this ‘production line’ system on the standard of engineering graduates is questioned: Is there a danger of producing inexperienced graduates who gain the qualifications which they expect without developing the additlonal skills they need? By structuring courses which allow students to move between institutions, consequently forcing subjects to become more standardised, will the respected Honours degree course be reduced to a defined syllabus which does not take advantage of the expertise of individual lecturers?

Engineering courses are notorious for crowded timetabling and an emphasis on the learning of factual material at a highly advanced level acms a large variety of topics. Advances in technology have added more subjects and the engineering syllabus keeps growing. The current need to teach ‘more-for-less’ necessitates changes in engineering curricula, for instance the culling of old knowledge to make way for new

One consequence of modularisation is the increasing tendency to place responsibility for student performance upon the educator. This inevitably leads to an overemphasis on examination S U C C ~ S S as opposed to an understanding of the subject and niay also result in student apathy The responsibility for performance should remain with the student who, with guidance, should develop other responsibilities associated with a professional career. Lecturing should not prmmarily consist of training to pass exanlinations, which (ome see as the escape from the limitations placed upon us. Careful design of engineering syllabi will free the student from the restrictions of the lecture theatre and guide him or her towards the exploration of ‘in exciting, ever-changing subject. A major iniplication is the necessity to provide well designed laboratories and high-quality extracurricular resources such as library books, videos, and computers. This old and often repeated argument becomes more ~ignificant when

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contact hours are reduced. Engineering is one of the few areas where industrial

participation is increasing both at undergraduate and postgraduate level. Industrial collaboration is vital for the formation of engineers who, by repeated exposure not only to new technology but also to problems encountered in the field, will begin their careers with an increased awareness of industrial aspects. Recent reports by working parties comprised ofboth academic and industrial representatives have proposed an undergraduate course’ and a postgraduate course’ which emphasise the need for a well structured education upon which engineers can build their careers. Employers trust that undergraduate courses will give students a true image of engineers in industry: as an authority on technology, an innovator, a leader of others and a communicator.

The implications of increasing student numbers

An increase in university student numbers looks certain. This will have a number of effects, including a change in the staff-tudent ratio, larger lecture groups, and less time for individual tutorials. The indication is that we will be expected to teach ‘more with less’ (that is, more students with fewer hours and less relative staff numbers)’ and that engineering students will benefit from less contact hours, as reported by the Engineering Professors’ Conference’.

Ways to overcome these effects have already been discussed by university staE use of postgraduate students for teaching, alternative teaching techniques and increased emphasis on computer-aided learning. These suggestions in themselves bring problems, priniarily in terms of resources. Effective coniputer- aided learning, for instance, will require a massive increase in computing facilities and technical support.

Modularisation within a semester system is being introduced to cope with increasing student numbers. Students will have freedom of choice and mobility but at what cost? Effective modularisation will mean a standardisation of the degree schemes, so that equivalent modules can be taken in different institutions and pieced together at the end ofa three or four year period to produce a complete degree. If this mobility is to be possible, the degree will have to adhere to a strict syllabus in a similar fashion to the existing A-level schemes.

This style ofteaching may be suited to some degree courses, but it is more difficult to introduce into engineering courses, which cover a wide range of subjects. I t can also be anticipated that the onus on the already overemphasised examination process will be increased, as this mass-teaching approach will demand that students pass a module before proceeding to the next. Thiq could result in universities becoming inore conscious of examination success rate$ as a means of promotins their establishment in an increasingly competitive environment.

Most academics regard the switch to modularised courses as inevitable. Indeed the Committee of Vice Chancellors and Principals (CVCP) dmussed the possible advantages of this method in 1991’ and by 1992 most universities had decided upon a policy of modularisation. It is the authors’ opinion that this haste to accept modularisation has precluded objective consideration of the implications. It is interesting to note that a report h m the Engineering Professors’ Conference in 1991’ on the future pattern of first- degree courses fails to include modularisation in its recommendations. A greater degree of coherence and consideration is required if this change is to be successful.

Engineering is a career which encompasses many fields of knowledge and requires a large number of skills. Many industries are already concerned about the capabilities of engineering graduates. There are a number of necessary considerations if graduate engineers are to be made more suited to industry. The issues listed below are factors which should be considered by universities if they are to produce the kind of engineer that industry needs. These issues are discussed in detail below.

0 initially introducing an awareness of the engineering function in schools attracting a wider range of students h m a broader background emphasising indwidual student responsibility for their performance

0 promoting a profesional attitude and providing academic stimulus increasing industry’$ involvement in the under- graduate syllabus by invited lectures, site visits and industrially based projects.

Initially introducing an awareness of the engineering function in schools

The recruitment of engineers has been a concern of both industry and higher education for a number of years. Compared with many other countries, British engineering degrees attract neither the number nor quality of students required. This is frequently attributed to a lack of awareness of engineering within the school environment. In order to attract young people to engineering, schools must be provided with support in the form of both literature and role models.

Currently, many school leavers do not consider engineering as a prestigious career option. In fact, it is ofien seen as a second-rate profession with no status or prospects. FinnistorP, in 1980, noted that Britain does not acknowledge the crucial importance of engineering in the economic stability of the country. He considered that the engineer’s role in society was not adequately recognised and that engineers in the United Kingdom were less highly regarded than their counterparts in countries such as America and Japan. It is the authors’ opinion that this is still the case 13 years

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on, with neither pupils nor parents perceiving the engineer's role in society as responsible and intellectual. ' Somehow the reputation of engineering as a challenging, professional career has to be established.

The Engineering Education Scheme' has tried to achieve this by bringing together schools and engineering industries on a project basis so that potential students can have a taste of 'real' engineering. This initiative is proving to be successful in promoting engin- eering as a potentially interesting career. However, despite this and other such initiatives (Engineering Council: Neighbourhood Engin- eers' and Opening Windows on Engineering9), lack of career prestige remains and engineering is still not seen to be on a par with law, accountancy or medicine as a professional career. An Engin-

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cering Professors' Conference Fig. 1 UWCC and national engineering applications Bulletin" identified some areas of concern. It noted that the number of applications to study engineering at university had fallen in recent years and continued to decline, despite an overall rise in university applications. Furthermore, engineering courses are seen by both school pupils and students as uninteresting compared with other courses. The apparent recent decline of the electronics industry and the bad press which this has received has only added to the problems which engineering is facing. This depression has been accelerated by the coverage given to the lack ofjobs for graduates of all disciplines.

In answer to these problems, the University ofWales, Card& (UWCC) has been one of many universitles attempting to raise the profile of engineering in schools by providing specific engineering information and attending recruitment fairs and careers forums, thus providing the necessary literature and role models for the promotion of engineering careers. A new initiative is the 'Students as tutors in schools' scheme", where student volunteers help teachers and pupils in local primary and secondary schools, workmg with teams and individuals on technical projects. It is perceived that the scheme wdl raise pupils' aspirations and motivation for proceedmg to higher education by providing positive role models. The students feel that this scheme gives them an opportunity to develop their social, organisational, problem-solving and communication skills in a practical context. Inviting school pupils to attend Summer Schools has also been used to increase awareness of the opportunities within engineering. Application figures for 1992 and 1993 are encouraging, especially when compared with national figures, as illustrated in Fig. 1.

Additionally, there is no evidence to suggest that these applications are from a lower standard of apphcant; for instance, the average A-level score achieved amongst students enrolling on mechanical- engineering courses at Cardiff has increased from 19 points in 1991 to above 23 points in 1993.

Universihes can influence student applications for engineering courses by promoting engineering as an important and prestigious career, in the same positive way as medical students are shown the importance of being a doctor of medicine. There is undoubtedly a lack of awareness of engineering at school level and this is the responsibility of both higher education and industry.

I t has been shown by the Engineering Council' that introducing engineering into schools is beneficial. Introducing a stronger engineering influence into the course work could be equally advantageous. This could be achieved by introducing more engineering concepts into the A-level Physics, Mathematics and Chemstry syllabi or simply by emphasising the engineering implications of the existing course content. The introduction of an Engineering A-level will enable students to study engineering and its principles in a more academic way than the existing BTEC courses.

Attracting a wider range of students from a broader background

It is recognised that engineering needs to attract students from a broad range of backgrounds, as many engineers will not follow a typical A-level route to university. Many institutions will consider equivalent

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opposed to the mainly academic engineering science degree), will also prove successful in attracting students from different back- grounds, as dxussed by Holford et d" and Watton and Holford", in their papers describing the Integrated Engineering Degree Programme at Cardiff, which has recently been accredited by both the IMechE and IEE.

Engineering courses which incorporate a language are becoming increasingly popular. Not only are they attractive to applicants of high academic standard, they also provide the graduate with a wider career choice as engineering firms are increasingly seelung graduates with technical skills and the abhty to negotiate European

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The changes which engin- eering has already undergone have widened access for students. In order to allow even wider access without reducing the quality of the degree, perhaps the time has come for the extension to four year degree courses.

Fig. 2

qualifications such as BTEC, Irish Highers, Access courses, European and International Baccalaureate and many other overseas quahfications. A Foundation year

Comparison of performance of undergraduates by background, 1991

Emphasising individual student responsibility for their performance

is often available for those with inappropriate qualifications. There is no evidence to suggest that students fiom non A-level backgrounds perform less successfully than students from an A-level background. This is illustrated in Fig. 2, taken from data published by the Universities Central Council on Admissions" relating the final degree classifications of students graduating in 1991 to their qualifications on entry.

For entry to BEng degree courses in engineering, most good universities demand a high standard of mathematics at A-level or BTEC. For A-level candidates however, physics, although desirable, is not esential. At Cardiff, the first year content has been extended to accommodate this change, which has proved successful as it has widened access to include students who, through poor advice or indecision, did not take physics at A-level. It also ensures that a broad knowledge of relevant physics is gained by every student despite their background. Applications from students with AS-levels in other subjects are welcomed as it IS considered that this provides a broad educational base. Equivalent qualifications as previously listed are all considered on an individual basis.

The introduction of undergraduate degree courses such as Integrated Engineering, which is based on a broad engineering education relevant to industry (as

There is currently an increasing trend to place the responsibility for student performance with the educator. Although in some ways this can be beneficial, there are implications which cannot be overlooked.

University education is at risk from a reversion to teachng students to pass examinations as opposed to the complete study of the subject. In engineering this will inevitably result in a reduction in overall understanding. Students are already becoming increasingly reliant on detailed lecture notes, handouts and tutorials. Technological advances produce such rapid changes that the engineer of today and the future cannot rely on past-learned techniques but must be able to understand and adapt to new experiences. Indeed, there is a need, in engineering courses, for an increased emphasis on understanding and a reduced emphasis on learning. This change in emphasis has been discussed by the Engineering Professors' Conference' and a possible strategy for implementing this has been examined by Sparkes'j.

With the increased pressure on lecturing staff to perform, the onus is on good examination results. Unless classes exhibit a suitable level of exam performance, the lecturer's ability is questioned. Consequently, lecturers may be tempted to ensure

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that their students pass by teaching them what they need to know and provihng handouts to ensure that adequate note6 are taken. The academic demands of the students are thus reduced, resulting in apathy as the course presents no challenge. In addition, on the rare occasion that the student is presented with something new, they are no longer d n g to deal with it. This is a chilling scenario, but one which is an implication of increasing student numbers *and less tutorial support. One idea which resulted from a recent School of Engineering investigation into teaching methods“ is the introduction of teaching assistants to provide support for lecturers. Postgraduate and under- graduate students alike have reacted positively to this approach which was also endorsed by the Com- mittee of Vice Chancellors and Principals’.

Engineers need to be resourceful, adaptable and capable of understanding and absorbing new information. Tramtionally, engineering graduates are

required to present their solution. The students experience a mfferent type of decision-making when they are asked to assess the solutions of their peers.

More involvement with long-term research projects and increased use of industrial collaborators encourages career interest. Students may have specific interests which are not catered for by the existing collaborators. These students should be encouraged to form links with new industrial contacts.

A Students’ Professional Engineering Record has been introduced at Cardiff to encourage the students to take a responsible approach to their career. This record is similar to the Professional Log book required of

Fia. 3 Owlities desirable in an engineer - - seen to be people who can think on their own, organise their own work, take the initiative and be prepared to investigate problems. The qualities which a successful engineer needs are illustrated in Fig. 3.

l fwe allow our undergraduate courses to revert to a taught degree, where all that it is required is an examination pass which can be achieved by learning lecture notes, it is d15cult to see how these additional qualities will be encouraged. This approach is detracting from the student’s skdl and initiative and only succeeds in diminishing any incentive to learn about engineering. By returning the emphasis for learning to the students, enthusiasm for the subject will be restored. This is the only way to produce useful and competent engineers, capable of thinking on their own and malang effective decisions.

Promoting a professional attitude and providing academic stimulus

One way of promoting career interest is to include more practical examples in the syllabus. This does not have to detract from the academic content of the course: it merely means relating the content to the career, so that the students gain a better understanmng of the concepts, seeing theni as practical tools as opposed to academic exercises.

At Card& case studes, provided by colleagues in industry, are used to involve the student in recent, real engineering problems. The case stumes give the students a taste of what is to come, as they are required to work in a team and to solve a problem with no immediate solution. The exercise also promotes communication skills, especially if the groups are

Chartered Engineers. We also have a regular programme of guest Iec- tures given, for instance, by local consulting engineers. The speakers provide a positive role model, encourage pro- fessional attitudes and often provide an insight into the human aspects o f engineering.

The professional training which students receive plays a vital role in the formation of engineers. Instihng a superior attitude into students has helped to give the medical and legal professions the status which they now enjoy; this is possible with engineering students. The professional engineering bomes encourage the ‘professional studies’ aspects ofengineering degree courses. This needs to be extended into an attitude which prevails in both the academic and social sides of the course.

The range of disciplines which an engineer must grasp has grown dramatically with the increasing complexity of materials, products and micro- computing. Graduate engineers are now likely to be responsible for many different areas, some ofwhich will be unfamiliar. No single degree scheme could hope to impart the breadth of experience needed in engineering today. It is therefore vital that we educate students to be responsible for their own learning, to be communicators, adaptable and independent and to show initiative. This will more adequately prepare graduates for their career, helping theni to deal with the unfamiliar situations with w h c h they will inevitably be faced.

Increasing industrial involvement within the undergraduate syllabus

The importance of industrial involvement in engineering education has long been recognised, and noted of course by Finniston”. The Finniston Report resulted in a greater level ofindustrial involvement with academia by the formation ofthe Engineering Council in 1982. Corfield” stated that the more progressive educators had asked industry to identi@ its require-

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ments and had adopted a more flexible attitude to proposals. Crossland” points out that universities need to rely on fundmg from industry and commerce to subsidse diminishing government grants and that, furthermore, collaboration with industry is necessary ’0 ensure relevance. Indeed Cardiff, like many other engineering departments, has an industrial advisory board comprising representatives from local industry who are consulted on a three-montRly basis. It is the authors’ opinion that initiatives such as these are not enough. Engineering academics should be involved with industry on a continual basis. There is generally a lack of conmunication between academia and local industry and both parties would benefit from a better rapport.

The Engineering Council” has recognised the changes that are taking place in higher education, such as changes in the national curriculum, the abolition of the binary divide, the emergence of the Higher Education Fundng Councilk quahty accreditation based on BS5750, credit accumulation and transfer, modularisation and the introduction ofacademic audit. In 1992 this initiated a ‘Review of engineering formation’, chaired by Sir John Fairclough, which covers three broad areas:

0 needs, supply and demand structure, methods and means and

0 standards of attainment.

Such a review provides the opportunity to raise the profile of engineering in the eyes of the public and to form a strategy for future development.

The desire for accredtation of courses has led to universities having to conform to the requirements of the professional bodies, which may often embody entrenched orthodoxies. The engineering professions have a major role to play in the reformation of engineering degree courses and must strive to move with the times.

Conclusions

The implications of increased student numbers and modularisation are worrying and if this new approach to university education is to be successfd, careful consideration must be given to the dangers involved. By reverting to teaching techniques and a regimented course structure, we run the risk of demoralising our students, smothering their intellect and suffocating their creativity By spoon-feeding undergraduates with the academic essentials without encouraging them to gain a full understanding of engineering, we are not encouraging them to think and work on their own. Consequently they are not adequately prepared for their potential work environment. If engineers are taught to pass examinations rather than to be engineers, the transition to a career in industry will be a painful and difficult one, during which the graduate will be constantly unsure and insecure. By adopting some of

the approaches suggested in this paper, graduates who are better equipped for their chosen career could be produced. More importantly, this will encourage engineering to grow as a respected and valued profession, both in the eyes of the students and to people outside the career.

This paper indicates that the future of engineering is not just in the hands of industry: it is also the responsibility of universities. With effective co- operation, promotion and consideration, engineering could attain the respect it has long deserved.

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programme’, 1988 2 PARNABY, J.: ‘Report to the SERC. The Engineering

Doctorate’. SEKC, 1990 3 CVCP Report: ‘How to do more with less’. Coninuttee of

Vice Chancellors and Principals, 1992 4 Engineering Professor5 Conference: ‘The future pattern of

first degree courses in engineering’. Occasional Paper, No.3 5 CVCP Paper N/91/139 (1991) on the possible advanuges

of modularity 6 FINNISTON, M.: ‘Engineering our future. Report ofthe

Committee of Inquiry into the Engineering Profession’ (HMSO, Loiidon, 1980)

7 Engineering Education Scheme (1990). supportsd by The Sainsbury Trusts

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9 Engineering Council: ‘Opening windows on engineering’

10 Engineering Professors Conference: ‘New directions in engineering education’. Bulletin. No 17, 1990

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12 The Universities Statistical Record (1991), PO Box 130, Cheltenham, Glos., GL50 3SE, UK

13 HOLFORD. K. M., JONES, R. D., and WATTON, J.: ‘The integrated engineering degree programme’. ICWES 9, Cambridge, 1991, ISBN 0 905927 63 X

14 WATTON, J., and HOLFORD, K. M.: ‘The IEDP- Froin perception to practice’. Proc. Conf. on Innovative Teaching in Engineering (Ellis Honvood Ltd.. Chichester, 1991). pp.32-37, ISBN 0 13 457607 1

15 SPARKES, J. J.: ‘A possible first pattern for first degree courses in engineering‘, E q . S a &Ed.J. , December 1992,

16 University of Wales College of CardiE ‘A review of teaching methods’. lnternal Report of the Worhng Group on Teaching Methods. May 1992

17 CORFIELD. K.: ‘Getting the engineers we need’. Pror. LLfediE, 1984, 198. (14), pp.243-248

18 CROSSLAND, B.: ‘The lifelong education and training of mechanical engineers’ Pror. IMec/iE, 1989, 203. Part B,

19 Enpeering Council: Communication from Professor

(1984)

1, (6), pp.252-260

pp. 140-144

Keith Foster to the CVCP. 1992

0 IEE: 1995

The authors are with the School of Engmeering, University of Wales College of Cardiff, PO Box 925, Cardiff CF2 IYF, UK.

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