Visiting Professors scheme Case studies © University Royal Academy of Engineering of Exeter Contents

Introduction 1 Ruth Allen University of Exeter 2 Dawn Bonfield MBE Aston University 4 Dr Caspar Clark University of the West of Scotland 6 Dr Paul Davies Liverpool John Moores University 8 Steve Franklin University of Sheffield 10 Pierre French University of Huddersfield 12 Dr Isobel Hadley University of Bristol 14 Malcolm Lees King’s College London 16 Dr Jon Machtynger University of Surrey 18 Stephen Newbury University of Oxford 20 Dr Andrew Sherlock University of Edinburgh 22

Visiting Professors scheme – case studies Royal Academy of Engineering Introduction

The Royal Academy of Engineering’s Visiting Professors (VP) scheme is an industry-into-academia initiative that funds professional A 2007 Royal Academy of Engineering engineers working with UK universities. publication, Educating Engineers for the At any one time, there are more than 70 VPs working with students at universities 21st Century, reported that industry seeks around the UK. engineering graduates who have ‘practical These case studies show how UK universities use the knowledge and skills experience of real industrial environments’. of senior industry practitioners to help engineering students become more employable, better understand how to apply what they learn, and contribute as Specifically, ‘industry ... regards the ability to professional engineers in industry and commerce more rapidly. apply theoretical knowledge to real industrial The case studies describe how, during their three-year tenure, VPs contribute problems as the single most desirable attribute and add value to the student experience through course development, face-to- in new recruits ...‘. face teaching, mentoring and other related activities. They cover a wide range of engineering sectors, from nuclear engineering to medical device design and diversity and inclusion, at universities across the UK.

VPs are professional engineers who have a vision, act on that vision and make a lasting difference to universities, individual students and their employers, and the profession.

If you share this vision and think you could make a difference, find out more by visiting the Academy website (www.raeng.org.uk/grants-and-prizes/schemes- for-people-in-industry/visiting-professors-in-innovation). Applications must be made jointly by a host UK university and a prospective VP, so those not already in contact with a university that could use their skills should start by making contact and establishing a relationship.

Please contact the Academy’s higher education team with any questions: [email protected]

Visiting Professors scheme – case studies 1 Summary

Ruth Allen was appointed as a Visiting Professor (VP) in infrastructure engineering at the University of Exeter to enrich students’ experience, hone their engineering skills and prepare them for their future careers.

© University of Exeter The need

The University of Exeter strives to be a As a chartered civil engineer, Ruth has The role sustainable global 100 institution. When over 35 years’ experience providing Ruth Allen reviewing its teaching programmes, the management and technical consultancy Ruth’s VP role at the university College of Engineering, Mathematics is wide ranging. Input to first and Visiting Professor in to regulated industries, both in the UK and Physical Sciences believed a VP second year modules aims to improve and internationally. She is Managing Infrastructure Engineering could impact key objectives. These students’ engineering design skills and include developing relationships with Partner of RSKW Ltd and is a specialist University of Exeter engender key transferable skills such organisations operating internationally, in water, rail, energy and highway as teamwork, presentation, ethics and enriching student experience through infrastructure management. Ruth’s VP professionalism. input from professionals, creating new role aimed to: student placements, strengthening links Specialist teaching input to third and between research and teaching, and nnhelp students and academic staff fourth year programmes incorporates enhancing local industry relationships. understand the links between the real design case studies to help students theoretical subjects being taught and academics better understand the The solution and best practice as applied in links between theoretical subjects and industrial settings applied best practice. Best practice The university has benefited from its lectures incorporate case studies and nnimprove students’ employability by collaboration with Ruth Allen for many roleplay exercises and explain the role developing their appreciation of years. Ruth has been a College Industrial of chartered engineers in delivering professional practice, enhancing Advisory Board member and currently projects to clients. sits on the Advisory Board for the transferable skills, and offering Centre for Doctoral Training in Water mentoring and careers advice Contributions to students’ individual Informatics: Science and Engineering nnfacilitate students’ engagement with and group projects include introducing (WISE CDT). While these roles have project management concepts and industry networks and development been crucial in influencing strategy, the skills, acting as nominated advisor on of placements VP scheme allows Ruth to contribute projects, setting design briefs, and directly to teaching and learning on the nnbe a role model for female involvement in project presentation and university’s engineering programmes. engineering students. evaluation activities.

2 Royal Academy of Engineering All parties involved in this collaboration – the The experience university, the students Ruth was appointed in September and Ruth – have found 2017. In her first year, she has engaged the initiative stimulating widely with engineering academics and students at all levels of education. and richly rewarding. The Ruth has also contributed to discussion plan is to ensure that on the department’s strategic this fruitful relationship direction via the Engineering Industrial persists, which should Advisory Board and to gender equality advancement. ensure that the University nnDrop-in surgeries: mentoring and of Exeter’s engineering Significant activities include: The future career advice for small groups or programmes continue Ruth’s activities for the remainder nnEngineering eXfactor: an individuals. of her tenure will continue and to engage, develop and employability workshop for all first- nn Drop-in surgeries for female advance the agreed objectives. The inspire students and year engineers. engineers, as small groups or University of Exeter is keen to secure prepare them to meet the nnCareers workshop: A Life in Water: individuals. the long-term impact of this Visiting an event for WISE CDT and master’s nnClient engagement session: flood Professorship by ensuring that activities needs of industry. students in association with the wall design: a presentation on the and best practice are promoted and Institute of Water. tendering process and competitive disseminated beyond the students nnPreparing for the workplace and roleplay exercise. and staff directly involved. Lasting sustainability will be safeguarded University of Exeter professionalism: a presentation nnInternational Women in Engineering through Ruth’s planned appointment and interactive session for second- Day 2018: a presentation and as a university honorary VP following year students. networking session. her Academy professorship. This will enable the collaboration to persist and should ensure that the university’s engineering programmes continue to engage, develop and inspire students and prepare them to meet the needs of industry.

Visiting Professors scheme – case studies 3 In her first academic year as a Visiting Professor Dawn spent a total of 45 days at the university – more than double the number envisaged originally. Summary Dawn Bonfield was appointed a Visiting Professor (VP) in 2017 to use her diversity and inclusion experience in STEM and expertise to help students develop their skills as they progress The solution important not just on a personal level towards employment and professional but to the productivity, safety and Aston University was keen to be registration. Her goal was also to profitability of their future employer. at the forefront of understanding position Aston University as a UK and embedding inclusivity into the leader in embedding inclusivity into the The role engineering curriculum. engineering curriculum as widely as possible. Central to the plan was to use This strategic appointment was to embed the experience that Dawn developed inclusive engineering as a subject within Dawn Bonfield The need in her time working with the Women’s the undergraduate curriculum and develop MBE One way to address the engineering Engineering Society. a series of masterclasses, workshops, profession’s well-documented skills mentoring and a final year module option. Dawn developed new material for Visiting Professor in shortage is to encourage a greater Over the three years, Dawn aimed to spend incorporation into the curriculum Inclusive Engineering number of underrepresented groups 15 to 20 days a year at the university. She into the profession. There is also a need across multiple programmes of study. worked closely with academics who deliver Aston University to ensure that the profession that these Students learned how to recognise engineering and product design modules new recruits are attracted into is fully and alleviate bias in their attitudes as to develop material that can be used across inclusive. Biases exist in all walks of well as their work, leading to a more multiple study programmes. life and the perpetuation of these will equitable workplace that is safer, more be harmful to a future that is so very innovative, productive and profitable. By embedding examples of inclusivity dependent on technology. An inclusive This gave students an advantage when into the taught engineering curriculum profession will produce inclusive it came to employment and professional and helping in the development of products and services that have great registration. If, as was hoped, inclusivity seminars and modules, Dawn helped potential to enhance productivity and was embedded into the next iteration ensure that inclusive approaches and creativity in the sector. of UK-SPEC (the UK Standard for competence were sustainable and Professional Engineering Competence), properly integrated into the future of While diversity and inclusion has which sets out the standards of STEM education beyond her tenure. become more important throughout competence required for registration by Where possible, case studies were used all professions in the UK over the past professional engineers and technicians to develop short media clips that could 20 years, progress within engineering in the UK, Aston students would be the be widely shared. The ultimate goal was is slow. More work is needed to first to graduate demonstrating this to develop a collection of materials to embed the competence and practice competence. They learned the value be used at Aston, as distance learning of inclusive engineering into all of inclusive leadership, how to ensure and more widely in the community. aspects of the profession, starting at an inclusive culture exists within the Collaboration with the postgraduate undergraduate level. workplace, and why these skills are certificate delivery team and the Aston

4 Royal Academy of Engineering There is also a need to ensure that the profession that these new recruits STEM Education Centre ensured a to bring together the various inclusion nninclusive engineering tools and longlasting legacy since the concepts strands to maximise their impact across practices (such as BIM, Lean, TRIZ, are attracted into is fully were embedded in Aston training and campus, and was instrumental in setting Offsite Manufacturing, Factory re- inclusive. An inclusive educational research. up the Women’s Engineering Society engineering) profession will produce student group. To promote inclusion and nn stereotypes versus archetypes inclusive products and The experience influence the engineering education nndiversity benchmarking, measures community more widely, Dawn: and targets services that have great In her first year, Dawn spent 45 days potential to enhance at the university – more than double nnworked with the Engineering Council nncase studies with industrial speakers. the number originally envisaged. She to produce guidance on inclusive productivity and creativity engineering, with intentions that With Aston staff, she aimed to deliver made significant progress in embedding two masterclasses, a final year option in the sector. the next iteration of UK-SPEC would inclusion into the engineering curriculum for engineering and applied science, and take this into account and all UK and into the university more generally. to incorporate inclusivity material into universities seeking accreditation for three modules. Key to this was her work to engage heads the engineering programmes would of department and programme directors of be expected to embed inclusion into Longer term, Dawn is keen to ensure all engineering and applied science schools their curriculum that inclusion is understood and at Aston University. Dawn explained nnengaged professional institutions, promoted throughout the engineering inclusive engineering and sought ways to through the Institution of Engineering profession, based on it being embedded influence the academic staff to develop and Technology and the Joint Board in engineering education. the competence of inclusion. Over the of Moderators, to promote inclusion same period, she delivered inclusivity within current degree accreditation content to two student groups and had processes. advanced bookings to present to around 250 engineering students in the second The future year of her tenure. Dawn developed a half-day training Through a website (www.inceng.org) course on inclusion for final-year that was developed as a resource for students, which was delivered from both staff and students, Dawn explains November 2018. Other plans for her more about inclusion, provides industrial second year included the development of case studies and content developed materials for students, covering: during her tenure. nninclusive product design Dawn’s work with the Centre for Learning nncurrent legislation, standards and Innovation and Professional Practice, codes of practice resulted in inclusion being included in postgraduate certificate training. She nninclusion as part of a safety was also a founder and steering group critical culture member of Inclusive Aston, which aims nnstrength-based diversity

Visiting Professors scheme – case studies 5 This experience, in particular of adapting to disruptive technologies, gives Dr Clark an excellent insight into the skills that graduates and entrepreneurs require; he was Summary very well positioned to help enhance the quality and Dr Caspar Clark was appointed capabilities of the university’s engineering graduates. as a Visiting Professor (VP) in 2016 to play a formative role in incorporating current and future industrial practice into the University of the West of Scotland’s engineering director of the second, an Dr Clark identified and suggested engineering curriculum and to facilitate instrumentation company. He had also engineering trends to include in innovation education. His role was provided consultancy to an advanced module material to help enrich to enrich the engineering curriculum sensor company. This experience, in the engineering curriculum and with the latest industrial technology particular of adapting to disruptive enhance engineering graduates’ and practices to enhance the quality Dr Caspar Clark technologies, gives Dr Clark an excellent understanding and capabilities. and capabilities of the university’s insight into the skills that graduates and engineering graduates. nnDuring his tenure, Dr Clark helped Visiting Professor in entrepreneurs require. evaluate the engineering curriculum Functional Thin Film The need Appointing a VP allowed the university with a view to improving its Materials and Applications to develop its undergraduate teaching industry relevance. His experience The University of the West of in three ways: of multidisciplinary approaches University of the Scotland sets out to ensure that and teamworking enabled him West of Scotland its graduates are ‘work-ready’ nnDirect involvement in several to contribute to industry-based and prepared to make a positive modules that aligned with Dr Clark’s project work within undergraduate contribution locally and globally. experience, through teaching and and postgraduate teaching, Appointing a VP intended to support improving the industrial relevance of reinforced by company visits that and to continue to improve current laboratory-based teaching. facilitated by his extensive industry student quality and capability, to nnProviding bespoke seminars to third connections. His experience of strengthen links with industry. The and fourth year undergraduate entrepreneurship and innovation university saw a need to incorporate students to highlight the relevance in engineering also enabled him to current and future industrial practice of engineering and innovation to contribute to strategic curriculum into the engineering curriculum and industry, and to emphasise how development. to facilitate innovation education. engineering benefits society, the Dr Clark’s experience aligned with economy, and the environment. The solution a new master’s programme in Opportunities were also available advanced thin film technologies and Dr Clark was appointed as a VP in for Dr Clark to contribute to it was anticipated that he would help September 2016. He had co-founded seminars for postgraduate students enhance the programme. Further, two engineering-based companies. and staff. he could provide industrially based He remains technical director of one, nnContributing to a review of projects relevant to students’ master’s a nanotechnology company, and undergraduate module content. dissertations.

6 Royal Academy of Engineering [Dr Clark] helped implement a new module intended to expose third- The experience engineering. Dr Clark secured a small of students in the long term. Master’s funded prize from an industrial sponsor students will have an opportunity year undergraduates In his first year, Dr Clark spent on for the best project each year for the to visit his company and work on to industry through a average three days each month first three years. joint projects. at the university, contributing to combination of visiting undergraduate and postgraduate Dr Clark delivered two lectures on the Similarly, his strategic involvement lecturers and practical teaching modules. He lectured on new master’s in thin film technology, in undergraduate and postgraduate hands-on, industry- the industrial applications of module both developed in the previous year. module content review, focused on content and evaluated laboratory- industrial applications for module relevant experiments based teaching to enhance its industrial His involvement brought other, material, will be captured for ongoing and also securing unplanned benefits for Dr Clark, his relevance. He used two-thirds of his use within the university’s review placements within company and the university. He was system. Dr Clark’s involvement in time to prepare for undergraduate several companies. teaching, enhancing existing modules, involved in two joint Innovate UK establishing industrially relevant and developing project work and projects, generating funding and experimental projects for both external connections; the remainder several areas of novel collaboration. undergraduate and postgraduate courses will be embedded within focused on preparing postgraduate His interactions with engineering current experimental project work teaching modules for the new master’s disciplines at the university resulted ensuring sustainable future use. programme in advanced thin film in the creation of an advanced Similarly, the external connections technologies. robotics Knowledge Transfer Partnership project between the established with industry will be His role as chair of the Industrial university and his company, which embedded into the university system Advisory Board (IAB) within the involved a university chemical with permanent university teaching School of Computing, Engineering engineering graduate. staff establishing direct relationships and Physical Sciences supplemented with appropriate industry contacts. his work as a VP. A key IAB aim was to The future organise placements for interested undergraduates. In his third and final year as a VP, Dr Clark will continue to contribute to During his second year Dr Clark engaged improving teaching quality, maximising at all levels of student activity. As chair student capabilities and employability, of the IAB, he helped implement a new and introducing the importance of module for third-year undergraduates, innovative engineering. Students which included visiting lectures, hands- will benefit in the longer term as on, industry-relevant experiments, his new material will be hosted on and placements within companies. the university’s virtual learning The module also involves students in environment. His work with staff will writing a technical business plan and have improved their understanding makes them aware of funding routes of industrial applications, innovation for innovation within science and and entrepreneurship, to the benefit

Visiting Professors scheme – case studies 7 Dr Davies extensive industry background proved valuable in enabling him to Summary regulation, ship design and contribute more generally operations in marine and Dr Paul Davies was appointed as a offshore engineering, the to the university. Visiting Professor (VP) at Liverpool John university needed new modules Moores University in September 2016 to and for existing modules to be offer industrial insight about a changing updated. The appointment of industry. The aim was to make the a VP would help achieve this bachelor and master’s in engineering and significantly enhance the and master’s in science programmes in employability of the university’s Dr Davies was an ideal candidate; he had marine engineering, naval architecture marine and offshore engineering technical and managerial experience and engineering management better students by providing: and expertise at a number of recognised reflect the maritime sector, which industrial organisations, including Dr Paul Davies would, in turn, significantly enhance the nnindustrial skills input on the Lloyd’s Register, ERM and DNV. As a employability of the university’s marine commercial aspects of research technical manager for risk assessment Visiting Professor in Risk and offshore engineering students. ideas, appreciation of real-world within Lloyd’s Register Marine, he problems and entrepreneurship has led and developed practitioners Assessment and Marine The need Technology nntailored careers training enabling in the application of risk assessment, The complexity of ship design and students to better identify and provided oversight of projects involving Liverpool John Moores operations has increased as new reflect on their personal strengths, risk assessment justifications, and led University technologies have arisen and been to develop entrepreneurship skills, the revision of ships’ rules for liquefied adopted. To manage this change, new and to plan effective job searches natural gas and alternative fuels. This regulations are increasingly goal-based, and applications experience and expertise allowed him to benefit engineering students by causing the need for risk assessment to nnlinks between students and working towards the achievement the demonstrate that aims have been met. industry, ship builders and This has encouraged further innovation specific objectives. ship operators and led to the rapid development of Dr Davies’ appointment improved technologies to tackle safety, security, nninput to students’ projects to help the training of students for improved environmental and business challenges. them demonstrate learning and employability, increased the It is therefore necessary to reflect research skills understanding of interdisciplinary such developments in contemporary nnenhancement of a marine risk programmes in marine engineering, engineering subjects in industry, assessment module to provide helped develop a teaching and naval architecture and engineering students with the ability to management. research culture based on creativity, recognise and address safety risk scholarship, interdisciplinary cross- issues in marine technology The solution fertilisation and industrial relevance, nnindustrial insight and vision to and ensured that curricula were To ensure that engineering teaching student mentees, for improved informed by employment/industrial reflects new developments in employability. developments.

8 Royal Academy of Engineering [Dr Davies] contributed to the organisation of a joint research project, student The experience a joint research project, planning host academic. His extensive industry student placements, curriculum background proved valuable in enabling placement planning, In his first year, Dr Davies made progress development and transferable skills him to contribute more generally curriculum development on the objectives. Specifically, he: development, as well as improving to the university. For example, he and transferable skills links between the university promoted the university by developing nnoutlined a new industry-driven development, as well as and industry. and delivering a module on risk BEng module in risk assessment for assessment for the master’s degree at enhancing links between mechanical and marine engineering, In the second year, Dr Davies made the University of Trieste, and authored the university and industry. and maritime operations. Discussion further progress in areas initiated an article for The Conversation entitled about creating content for the previously. The three modules started ‘Greener fuels may not make shipping module, with an emphasis on in the previous year were further safer – here’s why’. industrial case studies, had started. reviewed and updated to reflect In December 2016, the key contents latest industry terminology, approach The future were tested and delivered to and regulatory focus. Dr Davies also students in engineering disciplines delivered six lectures within these In his third and final year as a VP, Dr nnreviewed and updated, in co- modules, with emphasis on industrial Davies will continue to deliver the ordination with relevant academic applications. His responsibilities planned activities. His contact hours staff, modules in marine design for mentoring students continued, with engineering students at bachelor’s engineering, ship propulsion and with attention paid to providing and master’s levels will increase, design, and maritime and offshore students with industrial guidance, including delivery of lectures and safety analysis to reflect latest industry contacts and on facilitating mentoring project students. He will also help develop the university’s e-learning industry terminology, approach and discussions with industry. For example, and distance learning curricula. regulatory focus. Dr Davies also Dr Davies established contacts for delivered three hours of lectures a research survey for artic shipping The university wishes to continue in two of these modules, with and helped source industry data for working closely with Dr Davies particular emphasis on industrial lifecycle analysis. beyond his VP placement and will applications seek funding to support him for As an attendee of the faculty’s Research nnprovided industrial guidance, a further three years, so that the and Scholarship Committee, Dr Davies careers advice and coaching to students, staff and department contributed to the development of a two master’s project students continue to benefit from this proposed Training and Research Centre alongside the host academic. partnership. for Risk Assessment. His contributions He also delivered two industrial included expanding the pool of training/careers workshops on risk assessment in the maritime and externals to present to students and industrial workplace staff on alternative fuels, ship building and risk assessment. nnjoined the department’s industrial advisory committee where he Dr Davies continued to help supervise contributed to the organisation of students at all levels alongside the

Visiting Professors scheme – case studies 9 In his first year, Steve undertook a range of activities, focusing on his contribution to the undergraduate teaching and learning. Summary

The University of Sheffield has introduced new multidisciplinary undergraduate degrees and master’s courses. In 2016, the university industrial and university network appointed Steve Franklin as a Visiting The solution through which to foster a sustainable Professor (VP) to help stimulate growth Bioengineering and affiliated subject network of collaborators. in student numbers in these areas, as areas are key areas of planned well as ensure that modules delivered growth. The university aimed to The university’s view was that are high quality, have the relevant ensure that, as undergraduate and students with industrial experience content to form the programmes’ postgraduate student numbers grew, during their degrees vastly increase Steve Franklin structure and are industrially relevant. the teaching quality, industrial content their employability. Philips had an and relevance, professional and established industrial placement Visiting Professor in The need transferable skills, and employability scheme with the Department of Bioengineering Industrial of undergraduate students was of the Materials Science and Engineering, Bioengineering is a recent area of highest standard. A target exists to and Steve was keen to expand this Innovation and Exploitation focus for the university. It introduced ensure that over 90% of graduating to other departments, starting with new multidisciplinary undergraduate University of Sheffield students are in graduate-level bioengineering and mechanical degrees, both cross-faculty employment or higher degree study engineering. (bioengineering) and in individual within six months of graduation. departments (such as mechanical Steve has contributed to engineering with biomechanics), along The university wanted Steve, who was undergraduate teaching and its further with master’s courses (such as medical Chief Technologist/Principal Scientist innovation by delivering lectures imaging in the Department of Electrical at Philips Research in Eindhoven, to and developing module plans and and Electronic Engineering). help develop the academic-industry degree programme specifications. interface in tribology, bioengineering It was expected that he would also The university is keen to stimulate and surface coatings with Philips. It contribute to the development of growth in student numbers in this area consulted Steve about the strategic existing modules related to his areas and steer the modules that form the development of bio-related subjects of expertise: tribology of machine programmes’ structure to ensure that across the Faculty of Engineering. elements, innovation management, they, along with the wider curriculum, His expertise in bioengineering design skills, surface processing of are industrially relevant. A portfolio strengthened the industrial content materials, and project management of engineering interdisciplinary and relevance of programmes for in industry. He was particularly keen programmes exists as a platform for students and, when his contribution to focus on case studies related undergraduate teaching and research was effectively disseminated, to industrial application of theory in this discipline and the university provided the basis for achieving the that students are taught. This was was keen to consult an industry university’s targets. Beyond his Philips considered to be an area where he representative on the plans. connections, Steve offered a wider could make a sustainable impact.

10 Royal Academy of Engineering … as undergraduate and postgraduate student numbers grow, Beyond his contributions to traditional The experience established an EPSRC project sponsored engineering modules, Steve has by Philips, and held networking the teaching quality, become involved in teaching innovation In his first year, Steve’s activities discussions with representatives from industrial content and and business planning – a response focused on his contribution to the chemistry and materials science and relevance, professional undergraduate teaching and learning. In engineering departments. to increasing student interest in and transferable skills, enterprise and related topics, with particular, he developed and delivered lectures as part of seminars on project an interest in setting-up businesses. The future and employability of management in industrial research and Steve is well-placed to teach students undergraduate students development and tribology industrial In his second year Steve plans to about the design and development of case studies. continue lecturing to undergraduates. is of the highest new products, about how to manage He is also continuing to deliver possible standard. innovation and intellectual property Steve was involved in running masterclasses to postgraduate in industry, and to provide examples the Project Presentation Day for tribology students and arrange from his own experience at Philips. He students on the materials science and industrial placements for students, as typically mentors one or two final year engineering master’s degree who were well as investigating the possibility of project students each year with an undertaking five-month industrial sponsorship for a PhD student. The emphasis on technical guidance and placements, at which he helped assess university is planning measures to industrial links. the student presentations. Similarly, ensure that Steve’s work has a long- he assessed undergraduate student term impact, specifically: Steve’s experience was such that the project posters of bioengineering and university asked him to contribute to mechanical engineering final year nnexploring funding mechanisms to teaching master’s students. He led the undergraduate students, which also ensure that Steve can maintain taught elements and provided briefings involved discussions with students. activities at the university beyond and mentoring for the student’s his tenure as a VP At postgraduate level, Steve prepared individual and group mini-projects. nnmaking sure that Steve’s lectures and delivered two masterclasses for are recorded and available online for tribology students from Sheffield and Steve is also contributing to mechanical future use and that his case studies Leeds through the Centre for Doctoral engineering and materials science and are packaged and available for Training in Integrated Tribology (an engineering undergraduate careers teaching staff to use days, as well as wider faculty and EPSRC-funded joint venture between nntraining and educating academic university activities. The university the universities of Sheffield and Leeds). He also provided coaching for a master’s staff in areas where industrial engages in STEM outreach, with an degree student project. experience is key, such as how emphasis on embedding equality, innovation is managed in industry, diversity and inclusion for school Steve also actively contributes to IP, commercialisation routes and students when considering engineering the industrial advisory boards for industrial design. as a degree subject. Steve contributes bioengineering and mechanical by illustrating how engineers directly engineering, has met staff to discuss a influence the activities of daily living new collaboration between biomedical and make a real impact in the world. science and the school of dentistry,

Visiting Professors scheme – case studies 11 Having access to Pierre’s wealth of knowledge and turbocharger related skills would give students a clear advantage when applying for Summary employment in this important industry. Pierre French was appointed as a Visiting Professor (VP) in 2015 to help develop a greater understanding of real-world issues, including how learning is applied in industry, The proposed VP work programme he provided a realistic view of the engineering’s impacts on society, and covered both undergraduate and project types to expect in industry. professional and ethical issues. The postgraduate studies. Coupled with a recent upgrade of some overall intent was to help graduates of the university’s labs to reflect the develop more realistic expectations Pierre contributed to the engine standards and processes expected in and appropriate attitudes, and to systems module, which involved around industry more accurately, this helped prepare them to transition to work Pierre French 150 first-year students and around students move smoothly into their first more effectively. 50 third-year students each year. graduate roles. Visiting Professor in Students learned how the application The need of turbocharging and other air handling Formula Student is a major project that Innovation and Employability systems was becoming key to achieving the university uses. It includes elements The School of Computing and in Automotive Powertrain emissions levels and fuel consumption of project management, organisational Engineering at the University of targets. As a member of the Institution skills, people management and working Systems Huddersfield identified a need to of Mechanical Engineers, Pierre to deadlines. Pierre’s involvement provide students with a greater insight University of Huddersfield had the background to teach about significantly improved the experience into real-world issues, to help graduates professionalism in engineering, so he for the many undergraduate students be more ‘work-ready’. contributed to the professional studies involved from the second, third and module that ran throughout the whole fourth years, setting an example for The solution school, benefiting over 300 students a other student project groups to follow. year across all engineering disciplines. Pierre French, a well-known, senior and Pierre’s appointment also has wider respected figure in the turbocharger As well as teaching, Pierre helped benefits. One proposed objective was industry, was appointed as a VP. develop second-year laboratory for him to help establish a series of Cummins Turbo Technologies and classes in engine thermodynamics and mentoring events linking students BorgWarner Turbo Systems were performance for around 150 students with local engineering alumni, so that major employers in the university’s each year, to enhance their industrial students could learn from engineers vicinity and the reason that it has a relevance. who had succeeded through the same Turbocharger Research Institute. Having educational process. Pierre’s contacts access to Pierre’s wealth of knowledge Pierre’s knowledge has the biggest in the local region helped establish this. and turbocharger-related skills would benefit in the degree’s later syllabus. He also contributed to the development give students a clear advantage In helping to define, structure and of the department’s strategy by when applying for employment in this supervise industry-based or industry- helping the university understand the important industry. related projects for final year students, knowledge and skills industry requires

12 Royal Academy of Engineering Having graduates start work with realistic of graduates. Similarly, his appointment In his second year, Pierre continued reflected how the industry might view expectations and an benefited the Turbocharger Research to develop new lectures to include in the work. Pierre was appointed to the Institute, already an important part of undergraduate programmes, particularly Engineering School Board during 2017. appropriate attitude helps the longer-term departmental strategy. to enhance students’ understanding In his third and final year as VP, them develop more quickly in areas that are rarely covered during Pierre was extensively involved in in the first few years. The experience normal university studies. Around 500 undergraduate programmes; he students attended these talks on: In his first year, Pierre developed and continued to provide lectures and delivered eight two-hour lectures to nnethics in industry supervised two final year projects. He was involved in assessing student classes of around 100 students as part nnleadership and teams of the professional development module. presentations and poster sessions; These covered employability skills, nnproblem-solving his ‘fresh eyes’ approach has had an teamwork, ethics, leadership, problem- nnintellectual property influence on the way that staff and solving and intellectual property from an students approach these assessments. nnclassification of tolerances industrial perspective. He emphasised Pierre also continued as a member of nn‘tips on being in industry’ industry approaches, employer- the Engineering School Board during expectations of newly graduated nn‘how turbochargers really work’. 2018, advising on the restructuring of engineers, the importance of people the master’s level courses. skills, the need to work in teams, and to Several were developed in conjunction realise that one is working for a company with Cummins Turbo Technologies and The future and not for oneself. Having graduates the material was presented jointly by start work with realistic expectations Pierre and specialists from the company. The material that Pierre developed will and an appropriate attitude helps them The relationship is now established to continue to be available for staff use develop more quickly. These lectures an extent that Cummins is prepared to and for the benefit of the students. were integrated into the curriculum and support this initiative for future years. At the same time, staff will benefit recorded as a revision aid. in the longer term by learning new Pierre advised the department’s technical and management skills, Pierre also acted as project supervisor research group on heat-transfer in particular working with someone for six final-year students, providing technology development in with a wealth of experience helped to reflection and ideas while leaving the turbochargers, which led to a develop the more junior staff in ways student in charge of the project, which framework for a master’s project that can only be achieved through proved popular. He also helped review with the involvement of Cummins long-term exposure. However, the the design methodologies taught within Turbocharger Technologies. best indication of the value of Pierre’s the undergraduate courses, identifying He attended poster day and work with the university is that the areas for improvement. A series of independently marked several university appointed him as a VP for talks on the topic of classification projects. The marks he awarded were five years from the end of his current of characteristics was planned to compared to those of university tenure. He is also still heavily involved complement design review and FMEA staff and a good correlation noted, in the professional studies modules at processes taught in the university. indicating that the university’s marking all levels.

Visiting Professors scheme – case studies 13 Helping fill the gaps between the course content and the skills needed by the nuclear industry Summary was identified as a key role for a VP. Dr Isobel Hadley was appointed as a Visiting Professor (VP) in 2016 to exploit existing close inter-department collaboration within engineering at Bristol. In particular, her appointment research and education to support the aimed to provide a rich teaching The courses would be principally safe operation of safety critical systems programme with significant and available to mechanical, civil and in the UK and worldwide. meaningful industrial input. aerospace engineering students, with an aim to include undergraduates from the The role The need Faculty of Science. Irrespective of their disciplines, these new courses would Dr Hadley, the Technical Authority at Dr Isobel Hadley The University of Bristol’s Faculty of expose students to challenges faced Integrity Management Group (IMG) Engineering traditionally had a number by industry in operating and designing and Technology Fellow at TWI Ltd, was Visiting Professor in of undergraduate courses related to safety critical engineering components appointed VP in integrity of safety Safety Critical Engineering failure of engineering materials and (such as power generation systems and critical engineering components. structures. Their content was often gas transmission pipelines). Components Her roles were to contribute to the practically orientated, but these development and part-delivery of the University of Bristol courses required much more significant These new courses, in the integrity of integrity of safety critical engineering interaction with industry. safety critical engineering component, would be based around: components course themes and to provide advice in the curriculum The solution nnapplication of fracture mechanics to development of the remaining themes. high-integrity structures Creating master’s-level courses that Initially, Dr Hadley used material she nn have significant industrial interaction examples of, and investigations into, had previously created developed and was a strategic initiative with three engineering failures refined for internal training within objectives: nnimportance of integrity in TWI, working with academic staff in infrastructure the aerospace, civil and mechanical nnFacilitating links between academia engineering departments to tailor the and industry. nnunderstanding hazards and risk material to meet the learning outcomes nnBringing together new nnthe role of codes and standards for engineering undergraduates. undergraduate M-level modules. nnthe culture of quality. In parallel, she advised on the nnHelping to meet the skills gap. development and content of other The VP would also promote ‘industrial relevant courses. Later, she helped The overall aim was to develop and thinking’ in the wider teaching deliver the new material, providing deliver new courses that developed programme. They would also contribute 24 classroom teaching sessions of industrial experience among fourth year to the University of Bristol being able about 50 minutes each. Related (final year) undergraduate students. to provide leading-edge and innovative activities included:

14 Royal Academy of Engineering … the material provided in the courses aimed to nn being available for Q&A sessions a preparation for interaction with and many structural integrity ensure that the content nn employment in industrial sectors such assessments of safety critical helping students to was targeted on industry independently carry out example as oil and gas, power generation, and structures in industry. construction and engineering. needs, in terms of numerical exercises Surveys were carried out at the nncontributing to student assessment Dr Hadley helped develop industrially beginning and at the end of term knowledge and skills. nnsupervising two individuals, or focused group work and research to understand the course’s impact, one group, per academic year to projects for students. The group work compared to conventional lectures, and meet the requirements for the new provided context and perspective to measure the change in students’ structural integrity units in the on the kinds of challenges that views about the skills they require to M-level programme engineering graduates face in the be a successful practising structural ‘real world’. integrity engineer. The surveys nnleading one group challenge task identified that, before the introduction and helping facilitate similar tasks The experience of the new course, many students had with industrial partners. little idea of what would be required of Dr Hadley provided substantial input them; afterwards, they were much more The new modules provided foundations and development to the new course. aware of issues such as the importance in the science and engineering of the She specifically developed sections on: of standards in industry. structural integrity of safety critical engineering components. Through nnThe concepts of fracture The future project work, they also exposed mechanics and structural integrity students to the underpinning assessments, in theory and The department plans to further requirements for ensuring structural application – preparing several real develop the course in structural integrity not normally covered in any industrial case studies around which integrity, which is currently offered depth at universities. The courses lectures are structured. at M-level to master’s students in developed the knowledge and skills nnExplaining the standard and recent mechanical engineering and nuclear industry needs as they were derived experimental methods through science and engineering, for other fields from the requirements for industrially which the fracture parameters are such as civil and aerospace engineering. ‘suitably qualified and experienced determined and how they are used personnel’. in the assessment of engineering Dr Hadley’s industrial expertise also structures – as the chair of the enabled her to introduce ‘quality’ as committee that develops and an essential ingredient in structural maintains BS7910, her intimate integrity, thus helping students knowledge of this national standard, understand key characteristics of informed her teaching. industry, such as safety culture; this nnApplication of numerical simulation was a key employer requirement. She (finite element analysis) in fracture also helped students appreciate the mechanics – this section was based immediacy of industrial challenges as on her experience of undertaking

Visiting Professors scheme – case studies 15 Despite the clear benefits, software performance Summary by many software development teams. engineering is not In particular, many teams following an Malcolm Lees was appointed as a agile approach to software development habitually practised by Visiting Professor (VP) in September often view the required upfront effort as many software 2017 to help educate students at unproductive overhead. King’s College London in software development teams. performance engineering. This included The solution modelling performance-relevant aspects of systems, using different Malcolm helped the university counter techniques for performance analysis this trend by improving education and techniques for avoiding common about the problems of and solutions learned included assessment and performance issues in system design, for software performance. Malcolm’s prioritisation of performance risks, and understanding how to balance extensive industrial experience includes Malcolm Lees modelling of performance-relevant these additional demands with the real system performance issues and aspects of systems, different techniques increasing time pressures of modern effective methods of addressing them. Visiting Professor in for performance analysis, techniques for software development. Students would, This combined with the university’s avoiding common performance issues Software Performance therefore, be prepared to understand expertise in education, and software in system design, and ways of balancing Engineering the work on performance engineering engineering and architecture to provide these additional demands with the assignments in industry from the start the foundations of a new module in King’s College London increasing time pressures of modern of their career and know the importance agile software performance engineering of software performance engineering. that was trialled and developed into a software development. This helped sustainable offering. them understand quality attributes of The need software systems. Malcolm’s industrial experience includes Software performance engineering over 15 years as an independent Malcolm’s contribution to teaching fit provides tools and techniques consultant on performance engineering into the wider strategic focus on student for modelling and analysing the for large-scale software-intensive employability and further enabled the performance of a proposed software projects. This enabled him to teach university to embed employability skills architecture before it is implemented. students in a practise-oriented manner, directly within the curriculum. There Together with techniques for helping to prepare them to work on were several specific activities that he monitoring and continuously improving performance-engineering assignments supported, in close collaboration with Dr the performance of a system as it is in industry. Steffen Zschaler, a senior lecturer in the implemented, deployed and used, this Department of Informatics: can provide substantial improvements He set assignments based on real-world in system stability and scalability scenarios, through which students 1. Year one: designing and testing while reducing the cost of system explored the pressures on developers’ teaching material for software development and maintenance. Despite time and their ability to consider the performance engineering and the clear benefits, software performance performance of the systems under integrate into the overall curriculum. engineering is not habitually practised development. Skills that students In particular:

16 Royal Academy of Engineering Malcolm’s contribution to teaching fit into the wider nn designing and teaching a one- taught the module, who could expected to market the course as the strategic focus on student week intensive summer course continue delivery at the end of the format and target audience differed from on software performance Visiting Professorship. Malcolm the usual format. Although the summer employability and further engineering also participated in curriculum and school course was cancelled that enabled the university nncreating a new optional module strategy development. year, it attracted interest from senior to embed employability university staff. As a result, and following on software performance skills directly within the engineering at Levels 6 and 7 for The experience discussions, the summer school course is the next academic year. Malcolm being offered from the summer of 2019. curriculum. Malcom completed his first year as helped identify content and a VP in summer 2018. As planned, The demands of developing the new prerequisites, a suitable location in he co-developed the new module in module were greater than anticipated. the programmes the department software performance engineering, Consequently, there was limited time offered, and mechanisms to ensure which was internally approved and made for other activities. However, Malcom the longer-term sustainability of available for students starting from the gave an evening workshop overview of the proposed module. academic year 2018/19. The module software performance engineering and 2. Year two: trialling the module is optional and taught in the third year a similar session is being considered developed in the first year. The of undergraduate degrees. Discussions for 2018/19. module was taught for one term, were underway about making the requiring Malcolm to spend 10 module mandatory for a new software The future engineering pathway. half-days teaching and spend Despite the need to focus heavily on three days designing and marking Module sessions were based developing the new module in the first assessment activities. Malcolm around particular issues in software year, the university saw the primary also gave an introductory lecture performance engineering and used case benefit in its relationship with Malcolm on the importance of performance studies. Each case study had structured as the curriculum and design activities to engineering to students on the information for students, questions, improve the educational offering more software-engineering group expected answers and insights into generally. The department continuously projects. In parallel, he continued what really happened. This effectively reviews its programmes and modules to engage in curriculum-design drove students’ group working sessions. to make them as relevant as possible activities, including a continuous Pre-reading was identified for each to students’ future careers. Over the evaluation of the new module and second and third years, Malcolm will revision of the teaching materials. session with, in some cases, tasks to be undertaken; consequently, the module engage more in this work. Malcolm and 3. Year three: delivering the new can be run in ‘flipped-classroom’ style, the university may consider making the module to a more substantial group making the most of Malcolm’s time. teaching materials he developed more of students, responding to issues widely available, possibly as a textbook arising and ensuring the module’s The original proposal included module on performance engineering, to ensure sustainability and continuity trials via a summer school course and the work’s impact not only beyond beyond his tenure. Crucially, from was offered in the 2018 prospectus. Malcolm’s tenure, but also beyond the the start an academic fully co- However, it was more difficult than university’s boundaries.

Visiting Professors scheme – case studies 17 Summary nnprofessional engagement sessions to help students develop a broader Dr Jon Machtynger was appointed view of industry as a Visiting Professor (VP) in 2016 nnfinal year projects linked to this to help develop a strong industrial Visiting Professorship to help understanding of future emerging students demonstrate the relevance areas in technology. His remit was to of their project to industry. nnstrengthen the university’s ability to help students develop broader skills to identify competitive capabilities in be successful in industry, as well as to The main aim was to improve cloud and cognitive computing provide visibility of IBM’s activity in cloud students’ employability. At the same nninfluence the research in nature- and cognitive computing across the time students would increase their inspired computing and engineering, University of Surrey. awareness of the industries that which focused on the application of Dr Jon use artificial intelligence and cloud machine learning in healthcare and The need technologies and how they are used. sustainability and on fundamental This would inform the placement research related to computational Machtynger The Department of Computer Science choices of students undertaking a intelligence. at the University of Surrey is continually Visiting Professor in Artificial professional training year. looking to strengthen links with The experience Intelligence and Cloud industry so that students can gain Dr Jon Machtynger was a Cloud Adviser Innovation industrial experience and learn from to IBM at the time of his appointment, In his first year, Dr Machtynger delivered industrial experts. the following taught sessions: University of Surrey having worked for IBM in different roles since 2002. He now specialises The department has identified machine 1. Career Progression: focused on the in advanced analytics and artificial learning, artificial intelligence and cloud skills and attributes that complement intelligence solutions for global clients computing as key areas in computer the formal curriculum (including at Microsoft. science. The demand for these skills attitudes, eminence, supporting in industry is growing strongly and activities, personal branding, The role therefore students need them to mentoring and identifying a set of next steps). remain competitive and improve their Dr Machtynger’s primary role was to employment prospects. provide industry leadership within the 2. Final year project delivery hygiene: Department of Computer Science. He looked at contents of the final year project and how to make projects The solution also helped develop relationships with more industry relevant. other university departments that The appointment of a VP was intended had an interest in cloud and cognitive 3. Cloud innovation sessions, with to contribute to the development of computing, using IBM’s active role with Hugh Varilly from UCL School of these newly identified skills among universities across the UK. Management: considered computer Department of Computer Science science, business studies, biology, graduates. The primary ways of achieving Finally, the appointment was material sciences with a focus on this would include: expected to: the nature of ‘cloud’ (disruption,

18 Royal Academy of Engineering industry implications, and how it expands the department’s portfolio support the scoping of designs impacts the user experience and master’s programmes to align its in final year projects. It helped solution process). research expertise in machine learning enormously to bring additional and artificial intelligence. The other user-centricity into the heart of the Less project supervision activity was master’s programmes are in information codification and user-requirements undertaken than expected but this was security (a GCHQ-accredited course) and process, a technique that is common balanced by greater effort at a broad, information systems. in industry. This was undertaken with strategic level. A need was identified computer science undergraduates to focus on the industrial relevance The nature of cloud developments was and also in the university’s Digital of final year projects; therefore, Dr reviewed, with reference to how curricula World Research Centre for design Machtynger developed and delivered have followed cloud development, undergraduates. a session to final year students to and the latency between industry help ensure a pragmatic view on the adoption and subsequent inclusion in He continued to support individual deliverables – namely issues such as the curriculum. Dr Machtynger worked project supervision and final year projects, which focused on artificial intelligent user-centricity, security, scalability and closely with Dr Gillam, the Director of design and architectural approaches. He will also mentor the presidents of resilience. The final-year project guide Learning & Teaching and Senior Lecturer university societies that are related in the Department of Computer Science, was modified to reflect these changes, In addition to delivering taught sessions, to computer science. This will provide on this review and the outcome of the and a review of how similar changes in Dr Machtynger also actively participated the basis for supporting committees work is expected to be co-published. the future can be fully embedded. in presenting at two Surrey-led to identify ways to leverage industry support for talks, events and activities In his second year, Dr Machtynger international workshops. The first was Dr Machtynger also reviewed the that they run. supported the practical business the 2017 Workshop on Hybrid Human- practical business analytics module Machine Computing, and the second was and identified a need to reshape the analytics module. He helped a new staff In 2018, the department initiated a member to transition into the module the 2018 Surrey Law School Workshop on delivery of content to focus on industrial the Regulation of Artificial Intelligence. mentoring scheme, pairing up mentors relevance rather than tools. He also and balance delivering fundamental from its alumni with current students. principles while strengthening its The Surrey computer science community engaged with the collective intelligence The future final-year module, which included being industrial importance. In light of these is key for the department. It celebrates challenges, and by adopting a flexible on hand to respond to student enquiries. Dr Machtynger’s delivery of design the successes of current students and approach, Dr Machtynger ensured that thinking methodology will feature values the significant contribution Dr Machtynger helped facilitate his efforts benefited the university strongly during the third year of his its graduates make in industry as discussion about industry involvement and its students. He sought and took appointment. technology and industrial leaders, and to in a new master’s in data science. He opportunities to discuss content and society at large through the promotion has helped the department identify the curriculum and to provide additional links In his final year, he will also work of computer science. Dr Machtynger also types of internships that could be sought into IBM for academic staff. His notable closely with the head of department respects the department’s core value for the course and will be working with contribution was the introduction of to collaborate on the industrial aspects of community and has volunteered to it to engage other industry partners IBM’s design-thinking approach across of the master’s in data science. He become a mentor. He will also help the to promote the internship within the the second and final year, both to support will participate in the validation of the department mentoring programme, programme. The course will begin in the second-year software engineering course and help identify opportunities providing valuable input to make it October 2019 following validation. The module, which was a group project- to promote the programme with key sustainable and to identify strategies to introduction of a master’s in data science based module, and in the final year to industry stakeholders in data science. evaluate its success.

Visiting Professors scheme – case studies 19 Teaching students how materials innovation creates value and intellectual property for firms helps them move from academia to industry where science is, Summary ultimately, required to deliver a return on investment. Stephen Newbury was appointed as a Visiting Professor (VP) at the University of Oxford in September 2017. His aim was to help improve aspects of teaching and deepen the understanding of and Although these met some key learning Advanced Engineering. His interest in connections to industry by introducing outcomes required in the Engineering business models along with his focus new content and perspectives to enhance, Council’s UK-SPEC (UK Standard for on building value by synthesising broaden and invigorate key elements of Professional Engineering Competence), technology, engineering, customer the undergraduate experience. the university wished to strengthen needs, investment and entrepreneurship outcomes to ensure that these elements to drive growth in SMEs, was ideal for the Stephen The need were fully integrated. VP role envisaged. The University of Oxford had The solution Stephen’s input to curriculum Newbury identified areas in its materials science development was intended to help undergraduate curriculum that it Teaching students how materials improve the industrial relevance of Visiting Professor in wanted to strengthen, specifically innovation creates value and intellectual the master’s in engineering course. It Future Materials Technology adding new industry perspectives for property for firms helps them move would also demonstrate the university’s and Business how materials science is applied in a from academia to industry where commitment to maintaining a strong modern industrial setting, and increased science is required to deliver a return core content of immediate relevance University of Oxford awareness in the small, fast-moving, on investment. Armed with examples to modern-day business. Through his high technology company context. There of how business models drive materials extensive network, Stephen created was a need to introduce new content and innovation and how this helps build new opportunities for undergraduates perspectives, unavailable from existing value, undergraduates can demonstrate to attend events, join projects, get work staff and transform key elements of the that they appreciate the commercial experience, and make connections. undergraduate experience. The context setting of their specialist materials for this was the growing economic knowledge. These examples, in the form More widely, Stephen helped broaden the importance of research and innovation of case studies and business model university’s outlook and understanding, undertaken by smaller and often very tools, provide a framework with which and provided direct engagement with high-tech companies, of which the to understand how to build value for other materials-related SMEs. The Oxfordshire region has many. employers and customers. In particular, university’s association with Williams students can be confident about their Advanced Engineering was expected The undergraduate master’s in roles in smaller companies and more to facilitate new interactions with engineering degree included four elements likely to consider starting their own industry, particularly in performance that introduced and developed skills in companies. engineering and advanced materials. topics beyond core academic science and Stephen also brought his extensive engineering content: entrepreneurship, Stephen is an innovation specialist engagement with industry, including team design project, research project, and working across industry, academia with SME innovation, through the industrial visits and talks. and government, including Williams Foresight Williams Technology Enterprise

20 Royal Academy of Engineering [Stephen] developed a workshop to explore Investment Scheme (EIS) Fund. His ability nnfacilitate industrial visits and deliver understand the importance of latest industry to bring together materials science a workshop on technology and identifying and validating the size of innovation with business models and knowledge transfer in collaboration markets, and approaches to and risks approaches on how to investment meant that the university with Oxford University Innovation of adoption. think about and measure could transform its ability to teach (the university’s technology sustainability and any using current examples of fast-growth transfer company). The future materials science SMEs, which bridge ethical implications for science and commerce, and help budding The experience In his second and third years, Stephen composites and metals entrepreneurs understand and build will contribute to the undergraduate deployment. tomorrow’s firms. In his first year, Stephen focused curriculum in the four ways originally initially on familiarisation to help his identified and deliver a half-day A key part of Stephen’s role was interventions over the three years workshop on sustainability ethics. The contributing to strategy development. He incrementally improve and deliver long-term impact of his efforts will be joined the Industry Advisory Panel and positive impacts for students. Alongside reinforced in ways that include: faculty and was the only external person and informed by this familiarisation on both. He was in a unique position process, Stephen identified a number nnhis new teaching materials being to influence and link the department’s of areas for improvement, and begun by available to other staff who will teaching and industrial engagement implementing two new initiatives. be trained to provide continuation strategy and content. of knowledge 1. Developed a workshop to explore nn The four specific ways in which the latest industry approaches on the workshop on sustainability university expected Stephen to thinking about and measuring ethics forming a core part of future contribute to the curriculum were: sustainability and any ethical teaching, subject to acceptance by implications for composites and the department nnplay a leading role in the curriculum metals deployment. Working with nnusing lecture capture technology to development, delivery and provision two external experts, Stephen record his lectures and workshops of supporting documentation would deliver the workshop in his and make them available within the of an undergraduate module in second year, through lecture and University of Oxford virtual learning entrepreneurship group working. environment nnco-supervise second-year 2. Providing insights into markets and nncreation of a reference library of undergraduate team design projects, market disruption – how technology business model case studies and bringing example challenges and can be used to address customer other teaching material teaching students how such problems needs wrapped in viable business nnexploring longer-term strategic are addressed in industry models. Stephen developed a two- collaboration between Williams nnlead a short induction programme for hour lecture and workshop, including Advanced Materials and the university the fourth-year cohort’s eight-month case studies, explaining how markets full-time research project, including work and exploring how to measure nnhelping develop the Industry Advisory workshops on how to consider and markets, how technology is sold Panel so it provides more value articulate engineering context, and to whom in the supply chain. for students and faculty over the sustainability, and ethics and integrity The session helped undergraduates longer term.

Visiting Professors scheme – case studies 21 Most notably Dr Sherlock helped redesign a third-year course, Manufacturing Information Systems 3, on which he had been asked to teach. Summary

Dr Andrew Sherlock was appointed as a Visiting Professor (VP) in 2016 to help the University of Edinburgh ensure that its graduates can undertake engineering and part identification strategies in 1. Taking the lead in Mechanical design in the context of a modern engineering solutions. Engineering Design 2A, a short product development environment, thus intensive introductory course for enhancing their employability. His mix of The solution second-year students, in which industry and academic experience was they learn how to solve problems expected to prove particularly potent. As CEO of Shapespace Ltd, Dr Sherlock with structured design processes. had successfully undertaken profitability This included practical work in The need Dr Andrew analysis projects with major UK computer laboratories, CAD and companies and could bring relevant drawing, as well as collaborative tools The University of Edinburgh was keen data, case studies and direct knowledge for managing design information Sherlock to enhance its product design students’ of these environments. This, plus his and sourcing standard parts, and employability by developing their background as a graduate of, and a former traditional lectures and exercises Visiting Professor in Product ability to undertake engineering design lecturer at, the School of Engineering on, for example, materials selection Design for Profitability in a modern product development at the University of Edinburgh, enabled environment. To achieve this, students him to teach and mentor students in and cost analysis. Dr Sherlock The University of Edinburgh needed knowledge of state-of-the- engineering design for cost effectiveness would teach the design of a simple art design practices, including the and help develop the design curriculum. device and coach students through development and management of Together with existing staff, Dr Sherlock a structured process to produce a product data and an understanding of had already contributed to the degree solution to a realistic problem. how cost models contribute to successful programmes and the university was 2. Contributing industry-based products. They should also appreciate keen to consolidate and expand this exercises to Computer Aided the many competing factors in a modern relationship. His presence helped new Engineering 3, a course in design design office, including the role of IT in academic staff during the school’s that exposes third-year students engineering design through computer- planned expansion, particularly as to using computer-based methods aided design (CAD) and analysis and employability was a key benchmark for for supporting design activities product data management. reviewing teaching programmes and the in a real-world, profit-conscious university’s processes aimed to ensure an context. This demanding course was Students would also benefit from optimum balance of academic rigour and highly rated by students because exposure to modern technologies complementary practical skills. and processes for working in it develops skills that are directly collaborative business environments, The majority of Dr Sherlock’s teaching relevant to their future careers. from understanding how electronic contribution was expected to be to Dr Sherlock’s contribution was to hardware and software is incorporated undergraduates. These teaching highlight real problems in modern in mechanical products to the role responsibilities would focus on CAD environments, which are often of concepts such as version control the following: overlooked in textbooks.

22 Royal Academy of Engineering Dr Sherlock had successfully undertaken profitability analysis Dr Sherlock contributed to the nnteaching, developing curriculum and around real-world design scenarios; supervision and assessment of strategy, participating in the design, added to existing course content using projects with major UK Mechanical Engineering Individual materials and management teaching his links to companies; and informally companies and could bring Project, a final year design-related committee and the industrial contributed to undergraduate projects relevant data, case studies project that was the culmination of liaison board. by advising students. Additionally, Dr master’s students’ degree work. Sherlock hosted one master’s student and direct knowledge of In the longer term, Dr Sherlock played a placement and one vacation placement these environments to the The university did not expect formal role in strategy development by advising and participated on the industrial role of a VP. teaching at postgraduate level, although on industry skills requirements. This liaison board. it did ask Dr Sherlock to continue to give strengthened the school’s teaching, his guest lecture on the taught doctorate as him advising and participating Dr Sherlock continued his successful programme module in operations formally in these processes helped the involvement in teaching the following management. school achieve its aims of enhancing year. He also made a significant quality while also increasing staff and contribution to developing the Dr Sherlock would also contribute by: student numbers. school’s teaching strategies. Because of his involvement in designing nnadvising on the design curriculum The experience a new level 10 course in digital during a planned review and manufacturing, his teaching schedule restructuring process. Depending on In his first year, Dr Sherlock was involved for his third year would change such the outcomes of this, Dr Sherlock’s in teaching and had already made a very that he would not teach the second- teaching commitments could change sizable impact in planning for future year Mechanical Engineering Design in the second and third year of his teaching strategies. Most notably he 2A course. VP placement helped redesign a third-year course, The future nnadvising staff on general day-to-day Manufacturing Information Systems 3, Dr Sherlock has industrial experience activities including, for example, on which the university asked him to in the use of augmented and mixed The university envisages that the student industrial visits and linking teach. He contributed to three modules, reality (AR/MR) technologies in Visiting Professorship will generate a staff with industrialists who might help largely as planned; he designed and manufacturing. It became clear legacy in the form of teaching materials in aspect of teaching and research delivered lectures and tutorials based during discussion with academics and methods, staff knowledge, throughout the university that there curriculum and other strategic were opportunities to use AR/MR to development processes that will last significantly enhance students’ learning well into the future. However, it also experiences, not only in engineering, expects that Dr Sherlock will continue to but also in the School of Medicine and play a role by remaining on some of the the School of Art. He received a grant committees. The result of the placement from the Principal’s Teaching Award was seen as a long-term relationship Scheme to fund a developer for 12 with Dr Sherlock and several other months to work with academics to companies that would help ensure deliver three pilot teaching applications that employability is considered and using these technologies. This will be planned for at everystage of academic completed in 2019. development.

Visiting Professors scheme – case studies 23 Royal Academy of Engineering

As the UK’s national academy for engineering and technology, we bring together the most successful and talented engineers from academia and business – our Fellows – to advance and promote excellence in engineering for the benefit of society.

Royal Academy of Engineering We harness their experience and expertise to provide independent advice to government, to deliver programmes that Prince Philip House help exceptional engineering researchers and innovators realise 3 Carlton House Terrace their potential, to engage the public with engineering and to London SW1Y 5DG Visiting provide leadership for the profession. Tel: +44 (0)20 7766 0600 www.raeng.org.uk We have three strategic priorities: @RAEngNews @EduRAEng Professors n Make the UK the leading nation for engineering Registered charity number 293074 innovation and businesses n Address the engineering skills and diversity challenge n Position engineering at the heart of society scheme Front & back cover: Shutterstock.com

Please recycle this booklet (the cover is treated We bring together engineers, policymakers, entrepreneurs, with recyclable laminate) business leaders, academics, educators and the public in pursuit of these goals. Case studies

Engineering is a global profession, so we work with partners across the world to advance engineering’s contribution to society on an international, as well as a national scale.