This paper reports on an investigation into the potential to widen participation to Higher Education provided by a flexible learning MEng Engineering. The MEng is part of an integrated programme that provides progression routes from a traditional day release Apprenticeship, through HNC, FdEng at a Further Education College to a flexible learning BEng/MEng at a Higher Education Institution. The programme was originally developed to answer a demand from local industry to upskill the engineering workforce, however, the nature of the provision means that it meets much of the best practice for widening participation. The investigation concludes that while the programme provides an opportunity for mature learners to undertake higher education, it largely provides an alternative pathway through vocational education to higher education qualifications for a white male middle class cohort. It also highlights that entry to apprenticeships that lead to progression opportunities is controlled not by educational institutions but by industry.
research activities are centred on sustainable product design, specifically, the socialcultural aspects of sustainable design. She is currently researching the psychology of product attachment and how product life spans can be increased. She has published papers in design education since 1998. ABSTRACTThis paper reports on an initial study that begins the process of considering how design education should deal with the issue of sustainable design specifically in the context of the education of graduate designers in the fields of product, design engineering and interior design. Consideration is given to the development of the design curriculum and the design process. Further, a number of questions related to shaping the future of design and engineering education are also explored. The question this research seeks to address is whether sustainability, or more specifically sustainable design, should or can be an integral part of engineering/product design programmes or whether it should/or can be developed as a separate design discipline, perhaps as a postgraduate extension to the designer's core skills set? The research also discusses the difference between, ecodesign and sustainable design and the implications of the understanding of this difference for design education.
This paper reports on the development of a web-based learning and teaching resource specifically aimed at the socio-centric dimension of sustainable design which can be found at www.sociocentricdesign.com. A literature review focusing on the socially related aspects of sustainable design is presented, culminating in identification of the components required to understand this aspect of sustainable design, along with the understanding that its incorporation requires that the final design is left as late as possible, while considering the design's purpose and its effects on the user, the community and society as a whole.
The study reported in this paper investigated some of the barriers to increasing diversity in those taking up engineering apprenticeships. Specifically, the papers report an investigation of progression opportunities for level 2 and 3 engineering design apprentices from disadvantaged backgrounds studying on the south coast of the UK. The outcome of the investigation lead to a series of interventions being made with both the companies employing apprentices and the section of the local Further Education college responsible for recruitment for all engineering apprentices in the local area. The impact of the study has led to a significant increase (from 11% to 26%) of apprentices from disadvantaged backgrounds entering level 2 technical qualifications in Sept 2017 which provide them with progression opportunities to Higher Education at level 4 and beyond. The interventions also lead a raising of awareness of the imbalance of backgrounds of students. This has led to a more systemised and rigorous approach to career/progression pathway advice to apprenticeship applicants within the college.
A basic understanding of intellectual property (IP) is essential for practice as a professional engineer and/or designer to ensure commercial success. Engaging students in a 'real-life' scenario or problem is one of the most effective methods of doing this. As they must first understand the problem, then seek knowledge to solve the problem, which ensures they develop their skills along the way. This paper concerns how intellectual property rights education is addressed in the HIGHER education of both lawyers and designers/engineers. It is written jointly, from the perspective of both design/engineering and law education and focuses on the pedagogical issues that are different or shared.
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