Building Collaboration for an Engineering Foundation Degree in Power Distribution

1
Building Collaboration for an Engineering
Foundation Degree in Power Distribution

• Case Study of a
• partnership between
• EDF Energy and LSBU

2
Partnership

• EDF Energy
• Department of Electrical, Computing
  Communications Engineering (ECCE) in the
• Faculty of Engineering, Science the Built
  Environment of
• London South Bank University

3
Background

• Shortage of skilled people in the electricity
  industry. Therefore, options include both long
  and short term measures
• Recruitment through WP in HE initiatives
• Enhanced engineering careers education
• Aspirational work to young women and ethnic
  minorities in schools via the LEP and the
  National STEM Programme.
• Upskilling existing employees in the industry

4
Course Focus

• This collaboration was aimed at mature male and
  female students with some qualifications and work
  experience, with adequate maths and English
  attainment of GCSE grade C or above.
• The Course offers both full time (2 years) and
  part-time (2.5 years) progression, with an
  industrial based project.
• The Foundation Degree pathway will enable
  students, on successful completion, to enter the
  2nd Year of a BEng (Hons) degree course at LSBU
  with advanced standing.

5
Methodology

• Resources earmarked in a SLA between the RAEng
  (via the LEP) and EDF Energy to design the
  curriculum for the degree.
• Planning for the degree started mid autumn 2006,
  a year from launch
• Core implementation group from LSBU and EDF
  Energy. This included a Snr technical manager and
  a Snr training manager from EDF Energy, and the
  HOD and Deputy HoD from host Department.
• Regular meetings held at LSBU and EDF Energy
  locations to maintain the momentum of employer
  engagement.

6
Promotion

• An initial publicity leaflet was prepared once
  the outline of the curriculum was confirmed, in
  spring 2007. This was incorporated into LEP
  outreach activities and disseminated via LSBU
  Open Days as well as internally in EDF Energy.
• Two x 2-day Master Classes in engineering
  organised at LSBU during April and June 2007.
  Funding obtained via the RAEng with the objective
  of attracting students to the foundation course,
  as well as more generally into engineering at
  LSBU.
• Standard entry requirements set, and publicised
  online indicating the possibility of more
  flexible entry, mirroring the widening access and
  diversity rationale of the LEP.
• Other promotion possibilities - to school
  leavers, those having completed an advanced
  apprenticeship, returnees to work, career
  changers as well as those already working in the
  industry.

7
Building essential skills

• ECCE offered a Pre-Entry Refresher in Maths
  (PERM) course tailored to students returning to
  study, comprising 4 half-day sessions covering
  fractions, decimals, etc to refresh core skills
  for students starting the Mathematics Unit on
  ECCE Diploma/Certificate/Foundation programmes.
  Attendance voluntary but applicants offered
  course places will be advised whether it would
  benefit them or not depending on their entry
  qualifications. Possible options for delivery
  were
• EDF students take course at LSBU alongside other
  entrants
• EDF students take course at LSBU separately
• Course delivered to EDF students at EDF Energy
  premises at a mutually acceptable date/time.
• In the latter two options there are cost
  implications which must be addressed.

8
Map of Study Levels and Competence Areas
9
Key issues during development

• Uncertainty of supply of an economic number of
  students to this Foundation Programme by EDF
  Energy
• Changes within EDF Energy of Training and Staff
  Development policy, management and incentives to
  attain higher qualifications.
• Incentives were not clear enough to encourage EDF
  employees to commit to the HE course.
• Variable ability of prospective students in
  mathematics, requiring special provision of a
  tailored Fast Track Maths for Engineers.
• Time and distance for some students travelling to
  LSBU from EDF Energy locations in the east of
  England on day release.
• Uncertainty of potential to attract students
  under WP, from local schools and colleges to meet
  the Universitys commitment to widening
  participation

10
Benefits (1)

• Involvement of industry practitioners and close
  working relationships formed.
• Increased scope and opportunity to incorporate
  industrial examples and practice into the
  academic curriculum
• The course aligns with the LSBU mission of
  employer engagement.
• Foundation Degrees are clear objective in
• ESBE Faculty Strategic Plan, aiming to
  respond to likely changes in the student market

11
Benefits (2)

• Part of the additional development funding has
  been used to fund a new academic staff member
  during the initial implementation phases of the
  programme.
• The concept of distributed work based learning
  has also been taken up on other foundation
  degrees under development
• Some of the units designed for this programme
  have found use on other courses in the faculty.
• The staff development experiences gained by
  academic staff whilst designing the programme
  have been valuable in a wider context.
• The faculty is a registered supporter of the
  proposal for a National Skills Academy for the
  Power Sector being developed by the Energy
  Utility SCC.

12
Evidence of Success

• Year 1 - 30 students, comprising 27 PT of which
  16 are from EDF's "Engineering Development
  Programme". Of the remaining 11, 7 are from other
  parts of EDF.
• 3 FT - a relatively small number of FT students.
• The numbers have not reduced our traditional HNC
  EEE intake which at 29 is good, 20 higher than
  last year.
• Year 2 - 2 PT students 1 progressed from EDF
  last year,. 1 DE from EDF - has BEng Mech Eng.
  There were 2 FT last year - 1 withdrew and the
  other had to repeat units without progressing.
• Thus, the new Course is building up rapidly from
  a small intake in 2007.
• Indications in Feb 2009 from EDF may result in
  doubling of intake next Session, if resources
  permit

13
Present Challenges in 2009

• Effect of the recession on intake
• Availability of EDF staff and facilities
• Workplace demands on students
• Further changes to EDF training management and
  focus
• Government HE policy changes

14
Key Players

• Dr Ray Pettitt, DHoD, ECCE pettitrr_at_lsbu.ac.uk
• Mr Manoj Ponugubati, Course Director FDEng PD,
  ECCE ponugubm_at_lsbu.ac.uk
• Dr Najib Hamlaoui, ECCE hamlaoun_at_lsbu.ac.uk
• Mr Paul Sandford, LEP Curriculum Development
  Officer, FESBE sandfopa_at_lsbu.ac.uk
• Ms Sally Glover, Head of Training. EDF Energy
• Mr Ertugral Partal, Technical Advisor, EDF Energy
  Networks Branch/Connections
• Full Case Study to be offered via the ESC website
  http//www.engsc.ac.uk/us/fundopps/case_studies.as
  p