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Engineering Lens on the Vitae Researcher Development Framework and the Engineering Council's UK Standard for Professional Engi

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Engineering Lens on the Vitae Researcher Development Framework and the Engineering Council's UK Standard for Professional Engi The Engineering Council UK-SPEC for Chartered Engineer This engineering lens has been developed by Chartered Engineers are characterised by their ability to develop Researcher Vitae and the Engineering Council. appropriate solutions to engineering problems, using new or existing Development technologies, through innovation, creativity and change. This might involve The Engineering Council is the UK regulatory developing and applying new technologies, promoting advanced design and body for the engineering profession, responsible Framework design methods, introducing new and more efficient production techniques, for setting and maintaining internationally marketing and construction concepts, or pioneering new engineering recognised standards of professional services and management methods. competence and ethics, and holding the Registers of professionally qualified engineers There are five headline competence and commitment standards for and technicians. Chartered Engineers: Engineering lens on the Vitae Researcher Licences are granted by the Engineering Council I Use a combination of general and specialist engineering knowledge to discipline-specific professional engineering and understanding to optimise the application of existing and emerging Development Framework and the institutions, allowing them to assess candidates technology for inclusion on its register of professional I Apply appropriate theoretical and practical methods to the analysis and Engineering Council’s UK Standard for engineers and technicians, and to accredit solution of engineering problems academic programmes and professional I Provide technical and commercial leadership development schemes. To gain CEng status, Professional Engineering Competence I you must be a member of a licensed professional Demonstrate effective interpersonal skills engineering institution, who will act as the I Demonstrate a personal commitment to professional standards, recognising awarding body for your registration. obligations to society, the profession and the environment What is this lens? For further information about the Engineering Each is further explained with exemplar activities at: Overview This lens is for researchers in engineering and technology who aspire to achieve Council see www.engc.org.uk www.engc.org.uk/ukspec The Vitae Researcher Chartered Engineer (CEng) status. It provides a bridge between the Vitae Researcher Information about CEng registration is available Development Framework (RDF) Development Framework and the competence and commitment standard for CEng underpins a major new approach see www.engc.org.uk/ceng The RDF ‘engineering lens’ will be a very useful tool. status that is set out in UK-SPEC 1, published by the Engineering Council. “ to developing world-class It will certainly be of interest to both researchers and researchers. The framework has The CEng title is awarded to those who can demonstrate the requirements potential employers in understanding the set of skills and been developed by and for published in UK-SPEC, and the assessment process includes a review of submitted competencies of professional engineers. ” researchers working in higher documentary evidence. Evidence can be derived from a range of sources, for example research, managing research contracts, industry-related activity, taught Daniela Bultoc education as an aid to planning, Skills Development Programme Manager, Graduate School, promoting and enhancing modules and public engagement. This lens demonstrates the strong link between University College London professional and career the UK-SPEC requirements for CEng and the development of an engineering development. It articulates the researcher’s knowledge, understanding, skills, competence and attributes. It is knowledge, behaviours and intended to help researchers to make these links and assist them in identifying attributes of successful elements of their research activity that could demonstrate CEng competence. It can researchers and encourages also be used as a professional development tool/planner to identify further areas of all researchers to realise their development. Gathering evidence around Phases 2 and 3 in the RDF will help in potential. demonstrating CEng competence. This is one of a series of lenses on the Vitae Researcher Why become registered as a Chartered Engineer? Development Framework. Having CEng after your name carries considerable prestige. It demonstrates that For further information about the you have achieved the high standards of competence and commitment that are Vitae Researcher Development required for this internationally recognised professional title. It sets you out as a Framework visit key player in the world of engineering and technology, makes your skills more marketable in an international environment and commands respect from industry. www.vitae.ac.uk/rdf 2 To protect and maintain the integrity of the Vitae Researcher Development Framework and the Researcher Development Statement (RDS) and to ensure a For further information about the How to become registered? consistent approach to the development of lenses on the RDF, anyone wishing to create a lens on the RDF should seek permission from Vitae, and must adhere UK Standard for Professional to the RDF Conditions of Use 3. Enquiries regarding the development of a lens on the RDF can be directed to: [email protected] Engineering Competence If you don’t already belong to a professional engineering institution, then joining one For further information about the range of Vitae activities go to www.vitae.ac.uk or contact [email protected] (UK-SPEC) published by the is the first step on the way to achieving CEng status. A list of engineering institutions Engineering Council visit that are licensed to assess candidates for registration is available at Vitae is led and managed by CRAC: The Careers Research and Advisory Centre www.engc.org.uk/ukspec www.engc.org.uk and suppViotarete ids l ebdy aRneds emaarcnhag Ceodu bnyc CilsR AUCK: T(RhCeU CKar)e aenrsd R UesKe HarEch fu and iAndgv bisodryie Cs entre Supporting materials relating Institutions are usually able to put you in touch with a mentor who will support you and supported by Research Councils UK (RCUK) and UK HE funding bodies to this lens are available at through the registration process. You need to plan and document the development www.vitae.ac.uk/rdflenses of your skills and competence for CEng. The lens over the page will help you to make the link between what you do as a researcher and the UK-SPEC standard for CEng registration. 2 www.vitae.ac.uk/rds 3 www.vitae.ac.uk/rdfconditionsofuse 1 UK-SPEC is available to download: www.engc.org.uk/ukspec Researcher Engineering lens on the Development Vitae Researcher Development Framework Framework C2 – Plan, budget, organise, direct and control tasks, people A1 – Maintain and extend a sound theoretical approach in enabling the introduction and resources and exploitation of new and advancing technology C3 – Lead teams and develop staff to meet changing technical B1 – Identify potential projects and opportunities and managerial needs B2 – Conduct appropriate research and undertake design and development of D3 – Demonstrate personal and social skills An exemplar might engineering solutions be: Apply diversity and anti-discrimination legislation B3 – Manage implementation of design solutions, and evaluate their effectiveness Collegiality Subject knowledge (A1) Team working (C2/C3) Research methods – People management theoretical knowledge (A1/B2) Supervision Research methods – A2 – Engage in the creative and innovative development of practical application (B1/B2/B3) Mentoring engineering technology and continuous improvement systems Information seeking (B2/B3) Influence and leadership (C2/C3) B1 – Identify potential projects and opportunities D1 – Communicate in English with others at all levels Information literacy and management (B2) Collaboration B2 – Conduct appropriate research, and undertake design and D2 – Present and discuss proposals Languages Equality and diversity (D3) development of engineering solutions Academic literacy and numeracy B3 – Manage implementation of design solutions, and evaluate s ther Kno their effectiveness ith o wle g w dge rkin base C4 – Bring about continuous improvement through quality Wo (D1) (A1) Analysing (A2/B2) management Communication methods (D1/D2) d C Synthesising (A2/B1) n o a g Communication media (D1/D2) n n Critical thinking (B2) o n i ti o ti Publication (D2) a ti v Evaluating (B3/C4) c a e i n (A a n i 2 b u m ) ) i Problem solving (A2/B3) A2 – Engage in the creative and innovative e 2 li B1 – Identify potential projects and opportunities m s D ti m s ( e development of engineering technology and o i s D1 – Communicate in English with others at all levels C d continuous improvement systems D2 – Present and discuss proposals B1 – Identify potential projects and opportunities Teaching (D1) Inquiring mind (A2/B3) E3 – Undertake engineering activities in a way that t B2 – Conduct appropriate research and undertake Public engagement (D2) Engagement, Knowledge and C n t Intellectual insight (A2/B1) contributes to sustainable development r c e e design and development of engineering solutions Enterprise (B1) a influence and impact intellectual abilities ( a m Innovation (A2/B2) p A t e ) The knowledge and skills to The knowledge, intellectual 3 i B3 – Manage implementation of design solutions, and v Policy m 3 g i ) Argument construction i a D t evaluate their effectiveness ( work with others and ensure
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