Possible Programmes

1
Possible Programmes

• Engineering with Management
• Engineering and Management
• Engineering with Computing
• Engineering and Computing
• Aeronautical / Aerospace Engineering.
• Resolving the shortfall in admissions will
  probably require a number of initiatives that
  target different market segments.

2
Tests for Proposed Programmes

• Is there a market?
• Do we have the necessary capability?
• Resources
• Are the necessary service courses available?
• Which areas can we source internally?
• Is there sufficient capacity within the Faculty
  to deal with internal modules?
• Operations
• Can timetables be co-ordinated?
• What management structure will there be?
  (BOS,BOE,DPD,Stage Management etc.)

3
Markets

• Applicants for engineering declined from 30,570
  in 1994 to 22,184 in 2000, acceptances figures
  peaked at 28,635 in 1997 and were 23,909 in 2000.
• Applications to all engineering subjects except
  Aeronautical Engineering have declined.
• The Aeronautical Engineering market is larger
  than the Marine and Chemical and Process markets
  combined.
• Surveys of 6th form intentions show a further
  shift in the Engineering market towards
  Aeronautical Engineering.
• The market for combinations (including and
  management peaked at 4,161 in 1997 and went down
  to 3,031 in 2000.

4
Markets (cont.)

• Business and Administrative studies is a large
  market, but it is dominated by social science
  orientated Business Management.
• Less than 5 of NSM applicants have A level
  maths. Quantitative electives have not run for
  several years due to lack of demand. These
  students are unlikely to be attracted by
  Engineering with / and Management programmes.
• Mathematics and Informatics has seen a dramatic
  rise in applications. Candidates are more likely
  to be numerate. IEE accreditation is also
  feasible.

5
Markets (cont.)

• Maths A is the highest scoring subject. 30 get
  an A grade, 66 get A-C, 14 get D, 10 get E.
  The market for weak Maths A level candidates is
  therefore small and undesirable.
• Newcastles share of the market for overseas
  students has declined t a very low level.
• The internal market remains unknown.

6
Capability

• Nearly all Faculty Stage 1 modules require A
  level maths or equivalent.
• The Faculty has poor progression rates with its
  existing intake.
• Progression of non A level maths candidates
  within foundation year is considerably worse,
  although those who pass FY tend to be OK.
• Visiting professors provide additional skills
  (e.g. John Grant X Westland Helicopters, Eric
  Web, BAE) - they could contribute to development
  of new programmes, such as Aeronautical or
  Aerospace Engineering.

7
Resources

• NSM, AEFM and Law all have all seen large rises
  in their quotas for next year (e.g. NSM is rising
  from 72 to 164).
• The first point on the LESS web site relates to
  the capping of modules.
• It needs to be agreed in principle that LESS /
  Science will support any proposed courses.
  Experience of requesting modules on an individual
  basis is mixed.
• NSM are not very collaborative e.g. they are
  withdrawing BUS310 and MMM281.
• It needs to be confirmed that any arrangements
  for outsourcing are appropriately matched with
  internal provision in terms of pre/post
  requisites.

8
Internal Resources

• Currently there is a mismatch between teaching
  capability and market requirements e.g.
  materials.
• Projects are a particular problem.
• The Manufacturing Systems / Operations Management
  area is heavily loaded. It was scaled down when
  CFE left.
• Increasing progression rates is probably the
  easiest route to increased student numbers.
  Diagnostic tests should have specified
  rectification material. Problem modules should
  have more testing e.g. using MCQ.
• Stage 1 modules should be redesigned to place
  less emphasis on Maths A level. This would
  support a broader portfolio of programmes.

9
Operational Aspects

• Timetables are are a major constraint (e.g.
  ENG201 occupies the only common slot for its
  cohort). This effectively rules out Faculty wide
  programmes, that involve interaction with
  existing provision.
• Service departments will dictate slots and are
  likely to refuse to duplicate teaching. It is
  possible that there are existing clashes within
  service course provision.
• Any proposed course should be organisationally
  efficient (i.e. use existing BOS, BOE and
  Teaching Committees).
• Authority, responsibility and available resources
  should be clearly defined.
• Departmentally based courses are most likely to
  be successful.

10
The Way Forward

• The data shows the only growth market in
  Engineering is in Aeronautical Engineering.
  Therefore, set up a working group with visiting
  Profs to progress Aeronautical Engineering?
• Gain high level support from Deans of LESS and
  Science for any proposed interdisciplinary
  programmes.
• Target new offerings at areas with largest
  markets i.e include a substantial computing
  element.
• At least two types of courses are strong
  candidates Elec. Eng. / Computing Manufacturing
  Systems/ Computing. Both should be accredited.

11
The Way Forward (cont.)

• Market advantage would be gained through IEE
  accreditation.
• Ensure strength of Newcastle University brand i.e
  avoid ad-hoc initiatives that recruit weak
  students.
• Resolve progression problems through capitalising
  on diagnostic tests. Increase MCQ class testing
  in problem subjects. Invoke rigorous quality
  procedures.
• There should be a drive to redesign Stage 1
  modules so there is less dependency on A level
  maths. This would increase the opportunity to
  provide new programmes.