Involving Industry in University Education: The Master of Oil and Gas Engineering

Ronalds, Beverley

doi:10.1080/03043799908923574

Cited by 6 publications

(8 citation statements)

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Section: Services Provided By Pse Institutionsmentioning

confidence: 99%

“…Given high educational requirements for IT-related jobs and increasing costs for occupational training, universities and colleges are an important provider of occupational training. Firms are willing to interact with universities and colleges to access educational programs [Feller et al 2002], and various professional degree programs are provided at universities and colleges through building partnerships with industry [Ronalds 1999]. Smaller employers are much less likely to provide formal worker training (general or specific, on-or offsite 7 ), because of tighter operating budgets, working capital, and staffing schedules, as well as generally lower wages that do not encourage long worker tenure [Carnevale and Goldstein 1983;Holtman and Idson 1991;Barron et al 1997;Harrison and Weiss 1998].…”

Section: Occupational Training and Educationmentioning

confidence: 99%

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Post-Secondary Education: Education, Training and Technology Services

Kim¹,

Harrington²

2017

Knowledge-Based Services, Internationalization and Regional Development

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Post-secondary education 3 (PSE) has been increasingly emphasized in studies of and policies for economic growth and development. Knowledge has become a primary source of economic growth and development, supplementing or even supplanting replacing natural resources and labor-intensive industries. 4 Knowledge workers, people whose jobs require formal and advanced schooling, are among the fastest growing groups in wealthy countries' workforces [Drucker 1993 and 2002; Nonaka and Takeuchi 1995] 5. Universities and colleges, developed from the medieval organizations of cultural conservation, preservation, and knowledge transmission, have added related services to their liberal-arts educational functions. For its part, "industry," defined here as enterprises that produce or supply goods and services for profit, has increased its external links to keep pace with rapid change and complication of the business environment. These changes have strengthened the link between higher education and economic development. Universities and colleges are recognized as important contributors to national/regional economic development. The cases of MIT and Route 128 and Stanford and Silicon Valley are widely recognized and imitated by many regional economic growth/development policies. While most research on relationships between higher education and industry focus on research-oriented, doctoraldegree-granting universities, this research includes baccalaureate colleges, community colleges, and technical colleges. These lower level colleges and universities comprise the majority of PSE providers, and provide important services to their local and national economies. POST-SECONDARY EDUCATION IN THE U.S. On a per capita basis, the U.S. has more universities than most other countries, which have not made as great an investment in their university system [Noll 1998: 10-11]. Government support for fundamental research is fragmented and decentralized in the U.S., emphasizing market-like features of competitive, peer-reviewed research proposals from individual researchers [Noll 1998:16]. In the U.S., approximately 10% of national R&D effort is conducted in federal agencies and installations, and another 5% in national laboratories managed by private companies, universities, or nonprofit research institutions. About two-thirds of the budget for privately managed national laboratories goes to labs that are run by universities [Noll 1998: 17-18]. In addition, private support for universities, whether individual donations or research grants from companies and foundations, is distinctive in the U.S. European countries emphasize national laboratories, so that research and education are more separated. In rankings of the leading research institutions within a particular field of science and engineering, most of the world leaders in the U.S. are universities, whereas most of the world leaders elsewhere are government research laboratories. In the U.S., about 70% of the authors of scientific and technical publications are affiliated with academic institut...

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Section: Services Provided By Pse Institutionsmentioning

confidence: 99%

Section: Occupational Training and Educationmentioning

confidence: 99%

Post-Secondary Education: Education, Training and Technology Services

Kim¹,

Harrington²

2017

Knowledge-Based Services, Internationalization and Regional Development

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“…There have, however, been several international examples of engineering Master's programmes co-produced with industry, with two notable examples. First, a Master's programme in Oil and Gas engineering was piloted in Australia in 1999, designed to satisfy an industry need for engineers skilled in all aspects of developing and operating an offshore oil and gas field (Ronalds 1999). Industry played a key role in designing and delivering the course, which included a teaching and research element.…”

Section: Hei-industry Collaborationmentioning

confidence: 99%

“…Reported benefits included industry's contribution being seen to both augment the expertise of local universities and to ensure industrial relevance. Moreover, industry personnel found teaching to be both stimulating and rewarding (Ronalds 1999). Second, in Sweden, Mälardalen University offered a Master's programme with an extended thesis performed as a joint effort between industry and academia (Isovic, Wallen, and Gustafsson 2013).…”

Section: Hei-industry Collaborationmentioning

confidence: 99%

University–industry teaching collaborations: a case study of the MSc in Structural Integrity co-produced by Brunel University London and The Welding Institute

Samuel

Donovan

Lee

2016

Studies in Higher Education

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The paper presents an evaluation of an MSc in Structural Integrity co-produced by Brunel University London and industry partner The Welding Institute (TWI), designed to supply 'work-ready' graduates. Pre-, mid-and post-course quantitative surveys were administered to students, and two mid-term focus groups were conducted. Pre-and post-course quantitative surveys were administered to industry supervisors. Seventy-seven per cent of students chose the MSc because it was co-designed with industry. Student expectations of the course and skills attainment were largely met; hopes for employment decreased due to a downturn in the oil and gas industry; industry supervisors were 'bridging scientists' between Brunel and TWI for largely altruistic reasons. The paper concludes that being 'work-ready' is composed of technical and 'soft' skills, employer engagement being important for the latter. It recommends integrating group-placed students with industry employees, including within social spaces; and tax incentives for employers engaging with postgraduate training provision.

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“…A modular master's degree offered by the University of Western Australia provides an interesting case study of how one institution is positioning itself to meet the demands of a specialized field through developing a multidisciplinary Master of Oil and Gas Engineering involving a network of participating universities and industrial firms, and providing grants, equipment, faculty, and jobs (Ronalds, 1999). This two-year M.S.…”

Section: Engineeringmentioning

confidence: 99%

2005

ASHE Higher Education Report

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Conceptualizing the Master's DegreeThe Evolution of the Master's DegreeA Century of ReformFederal Aid and Quality ControlProfessionalizing Graduate EducationThe European Model of ProfessionalizationThe Changing Demographics of Master's StudentsCurricular Models of Master's EducationDegree Diversity and Disciplinary TaxonomiesAlternative Delivery SystemsReframing Master's EducationMajor Professional ProgramsBusinessAccountingEducationProfessionalizing Science and EngineeringThe BiosciencesDegree Diversity: The Professional Science Master's and the Master of Bioscience DegreesThe GeosciencesThe Chemical SciencesPhysicsEngineeringS&E Degrees in ContextMixed Trends in the Humanities and Social SciencesHumanistic StudiesSocial SciencesInterdisciplinary FieldsRedesigning Master's Degrees for the MarketplaceGlobalization and the MarketplaceConvergence of Academic and Professional FieldsAccountability Mandates and Quality ControlTransformative Technological AdvancesConclusionsNotesReferencesName IndexSubject IndexAbout the Author

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Involving Industry in University Education: The Master of Oil and Gas Engineering

Cited by 6 publications

References 0 publications

Post-Secondary Education: Education, Training and Technology Services

Post-Secondary Education: Education, Training and Technology Services

University–industry teaching collaborations: a case study of the MSc in Structural Integrity co-produced by Brunel University London and The Welding Institute

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