New approaches to engineering education can benefit both students and industry, as shown by Canterbury Christ Church University and other forward-thinking institutions.
Some institutions are trying different ways of doing things. New approaches could lead to more people joining – and remaining in – the industry, and addressing some of the common concerns around skills and aptitude.
The New Model Institute for Technology and Engineering (NMITE) in Hereford is one of the most publicised examples, with a focus on delivering work-ready graduates through ‘challenge-based’ learning. Much older institutions are also exploring new approaches, with universities including University College London, Liverpool, Aston and Nottingham Trent introducing some degree of the CDIO framework (Conceive, Design, Implement and Operate).
Developed at the Massachusetts Institute of Technology, CDIO takes a problem-based, creative approach to real-world issues. It's been fully embraced by the school of engineering, technology and design at Canterbury Christ Church University, where students are encouraged to ‘think and act’ like engineers by working on real projects at local businesses.
Both students and businesses benefit from the approach, says school head Anne Nortcliffe. A design for a high-security commercial vehicle lock that would be suitable for Ford vans was developed by students working with a local firm as part of a first-year design module, for example.
“We’re making a difference for local businesses,” says Nortcliffe. “The students are able to contribute to the local economy from the start of their degree.”
‘Educating everybody’
The wholehearted embrace of CDIO is a unique selling point for Christ Church, but the driving force behind many of its decisions is inclusivity. The industry’s diversity problems are well-documented, particularly an extreme gender misbalance – female engineers made up only 16.5% of the workforce in 2021, according to EngineeringUK. Nortcliffe is tackling the issue head on.
About 40% of the staff are female, providing a wealth of role models for students. The school’s website even uses ‘feminised’ language – Nortcliffe is confident that boys will apply anyway – and stereotypical imagery is absent.
“Our industrial engagement is inclusive, helping them change and understand,” she continues. “They keep saying ‘We want more women’. Well, I walk into the factory and go ‘Well, you need to address this, this and this, if you want to be inclusive.’ So it’s educating everybody.”
The inclusivity strategy goes far beyond gender. The school even dropped the requirement for A-level physics, opening engineering pathways for those who otherwise faced a closed door.
Necessary physics knowledge is instead taught as part of the engineering programme, says former deputy vice-chancellor Professor Helen James OBE, allowing staff and students to focus on the end goal of getting graduates into industry.
“I’m not saying that the maths and science isn’t important, but I guess what I’m doing is putting the things that industry absolutely cries out for [front and centre],” she says.
Beating the brain drain
For many, a conventional degree is exactly what they need to kickstart a career. But for many others, especially those in under-represented groups, the Canterbury Christ Church approach could be preferable.
More people would enter and stay in the industry if the approach was widely replicated, says James, who is also chair of IMechE's education and skills strategy board. “What we’re doing is cultural,” she says. “EDI (equity, diversity and inclusion) isn’t just something that you tack on the end. It's actually a way of engaging.”
That holistic view means that businesses also benefit. Regions facing ‘brain drains’, as students seek opportunities elsewhere and new starters quickly leave, could instead draw from sustainable, locally sourced expertise.
“The advantage for businesses is interfacing with students from early on,” says Nortcliffe. “Gaining that awareness of engineering in practice, you’re going to have more engineers who can hit the floor running… they’re more likely to stick at it.”
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Content published by Professional Engineering does not necessarily represent the views of the Institution of Mechanical Engineers.