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There is an increasing sensitivity to the challenges posed by the language of examination papers and of instruction in scientific subjects, especially for non-native speakers of English. It has been observed that in addition to technical subject-specific vocabulary, non-technical words such as instructional verbs have been sources of difficulty, and there are indications that other "ordinary" English words cause problems. For many years the aerospace industry has striven to make its manuals understandable and unambiguous to non-native speakers, a goal shared by writers of examination papers. To achieve this, the industry uses Simplified English, a controlled language with limited vocabulary and restricted grammatical rules. While recognising the limitations of this approach, the authors considered that by testing examination papers against the rules of Simplified English, it might be possible to identify areas of potential difficulty for non-native speakers. This paper describes the results of a study which tests past examination questions using software based on AECMA Simplified English, the controlled language in established use in the British aerospace industry. The results identified many lexical items which were not in the original list of "Approved words". Some of these were technical words and others were non-technical terms which are in common use in an engineering context. However, some were potential problem sources, including implicit instructions and vague or ambiguous words. Software alerts that related to sentence structure, in particular those related to sentence complexity, indicated that some sentences had additional problems. (Contains 1 note.)

The dominant public discourse regarding the recruitment and retention of teachers is one that is often framed in terms such as 'crisis'. Data from the Department for Education, the National Audit Office and bodies such as the Education and Training Foundation highlight challenges in filling vacancies across each part of the education sector. This is particularly acute in subject areas relating to Science, Engineering and Technology (SET). This paper analyses discourses relating to teacher training amongst tri-service personnel in the English context. Sources from publications such as FE Week and CTP (Career Transition Partnership) are addressed. In doing so, the paper compares educational and military sources in order to examine how the representation of a civilian teaching career varies between the two. This is about adding to the wider societal narrative regarding the ways in which military to civilian transition can be aided by the reframing of skills and experience acquired during military service.

A "crisis account" of shortages of well-qualified scientists, engineers, mathematicians and technologists has shaped education policy in the UK and the USA for decades. The apparent poor quality of school science education along with insufficient numbers of well-qualified teachers have been linked to skills shortages by government and other agencies since at least the time of the Second World War. There is, however, an alternative account that challenges the received view of a skills deficit and questions the evidence for sustained and long-term shortages across the sector. This paper provides an historical account of some of the main events that have characterised debates over the supply and demand of science and engineering professionals in the UK and the USA and the implications that this has had for science education policy. Starting from the end of the Second World War, the paper looks at the key challenges to the evidence that underpins the shortage debate and considers the consequences that more than seven decades of crisis accounts have had on the recruitment and retention of highly skilled scientists and engineers. The paper shows that while the shortage debate has a long history, it is one that is characterised by poor quality data as well as methodological and conceptual challenges. It argues that there is no consensus view about the existence of a skills deficit and that while there may have been short-lived shortfalls in specialist areas, there is little evidence in support of widespread and far reaching shortages as the rhetoric often claims.

Purpose: Focusing on the specific context of two European old industrial regions--South Yorkshire (UK) and North Region of Portugal--this paper aims to identify and conceptualise a set of relational capabilities that business leaders perceive to play a key role in industrial rejuvenation. Design/Methodology/Approach: A qualitative research design operationalised via case studies was followed for the empirical analysis. Data collection was developed through in-depth interviews with managing directors in small and medium-sized enterprises (SMEs) belonging to the metal and engineering industry and the textile and footwear sectors in the two old industrial regions. Data analysis followed the techniques of data categorisation, within case-analysis and cross-case analysis. Findings: The study identifies relational capabilities that firms use to identify, access and leverage new knowledge: frequent meetings with customers; frequent meetings with suppliers; dialogue with government to influence policy that encourages research and technology transfer; partnership actions for the commercialisation of products and services; active membership with sector associations; immersion in science and technological parks; intentionally establishing links with entrepreneurship-supporting entities; human resources development by technical training institutions; and systematic links with the University. The relational capabilities identified require structured communication processes and alliance management practices to enable and support absorptive capacity and learning in inter-organisational networks. Practical Implications: The relational capabilities identified can help position regions in specific markets and value chains, contribute to improving regions' internal and external connections and assist in combining regions' strengths to create industrial capability in high-growth-potential areas. Originality/Value: This paper highlights the role of relational capabilities as a way to secure access to knowledge and competencies needed for firms' innovation and avoidance of competency traps. This is particularly relevant in the context of European smart specialisation policy, where key regional stakeholders collectively engage in the identification of areas of competitive strength, enhanced coordination and strategic alignment of resources. The study is not without limitations, as findings are based on case studies of SMEs operating in the manufacturing industry and the analysis of relational capabilities is focused on knowledge novelty.

This paper examines the traditional engineering-based provision delivered to Product Design and Technology (B.Sc.) undergraduates at the Loughborough Design School and questions its relevancy against the increasing expectations of industry. The paper reviews final-year design projects to understand the level of transference of engineering-based knowledge into design practice and highlights areas of opportunity for improved teaching and learning. The paper discusses the development and implementation of an integrated approach to the teaching of Mechanics and Electronics to formalise and reinforce the key learning process of transference within the design context. The paper concludes with observations from the delivery of this integrated teaching and offers insights from student and academic perspectives for the further improvement of engineering-based teaching and learning.

This paper gives a short overview of the UK government's STEM agenda and then considers one aspect in depth--the STEM Advisory Forum. It explains how the Forum operates to draw together views from across the STEM community through online discussions and face-to-face events. Four examples are given of topics that have been dealt with by the Forum. Firstly the topic of engineering, enrichment and engagement is covered through samples of various events and discussions. A major issue covered is the number of young people taking A Level mathematics. The background to the issue is explained and how views expressed on the Forum might have had some influence upon the Government's advanced level target and may yet impact on admissions behaviour in universities. A third short example of impact on the number of university places for STEM subjects is given and the piece finishes with an example of impact at local level in schools. (Contains 4 figures.)

From the mid-20th C., construction and engineering pedagogy and curricula have moved from long-held traditional experiential apprenticeship approaches to one ostensibly decoupling practice and theory. This paper traces this decoupling and explores modern-day opportunities and challenges for recoupling university education with industry practice. Within this context the UK Government funds Graduate Level Apprenticeships (GLA) and introduces the Teaching Excellence Framework (TEF), arguably signalling a desire to recouple. Nevertheless, many challenges from following previous UK Government policy prioritising research remain, particularly for post-1992 institutions. Arguably, Higher Education Institutions (HEI's) are at a pedagogical crossroads, considering whether to choose REF-ville, TEF-ville, and/or Apprentice Township. Do HEI's continue their increasingly decontextualized theoretical approach, or re-embrace construction and engineering education's experiential roots? We present and discuss opportunities and challenges currently facing HEI's, aiming to help inform decisions regarding recoupling theory and practice in construction and engineering teaching and learning, but potentially also other fields.

Purpose: The purpose of this paper is to evaluate the effectiveness of using several commercial tools in science, technology, engineering and maths (STEM) subjects for enterprise education at Newcastle University, UK. Design/methodology/approach: The paper provides an overview of existing toolkit use in higher education, before reviewing where and how tools are used across science and engineering disciplines. Feedback was collated from Newcastle educators and students to determine whether the projected enterprise learning outcomes were achieved. STEM learning outcomes were also mapped to the NCEE entrepreneurship learning outcomes framework. Findings: The paper investigated the use of three key enterprise toolkits across the Faculty of Science, Agriculture and Engineering and the Faculty of Medical Sciences, where the focus is on innovation and product/service development, rather than on the desire to "be an entrepreneur." This reflection on practice evaluates the benefits and student perceptions of workshop tools for enterprise, decision making and teamwork. It makes comparison between the perceived employability needs of these students, and addresses the intended and actual outcomes of these tools. Research limitations/implications: Evaluating toolkit use within a single university is constrained by common internal workings, however as exemplars of good practice this is of value to other UK higher education institutions. Practical implications: Consideration is given to entrepreneurial support and development, and whether using existing tools should be used for summative or for formative assessment. It also questions whether tools are fit for purpose. Originality/value: This paper reveals patterns of tool use and their effectiveness across science and engineering. (Contains 1 figure and 3 tables.)

This paper presents an investigation of how experience-led content in an engineering degree can be strengthened by creating opportunities for engineering students to benefit from the knowledge, skills and resources of students with current professional experience. Students who study civil engineering part-time at Coventry University (while also working in the industry) are being used as mentors for full-time students, and careful attention is being paid to the input they can make to group project work. This paper reviews the results of evaluations of these two initiatives. The clearest enhancement to learning provided by the part-time students in these settings is the access they provide for the full-time students to real examples and the provision of actual physical artefacts such as drawings, photos, example documents and templates. Full-time students also gain an awareness of the value of the professional skills. The study confirms the value of these initiatives and points to future improvements. (Contains 3 tables.)

Despite sustained efforts to promote engineering careers to young women, it remains the most male-dominated academic discipline in Europe. This paper will provide an overview of UK data and research on women in engineering higher education, within the context of Europe. Comparisons between data from European countries representing various regions of Europe will highlight key differences and similarities between these nations in terms of women in engineering. Also, drawing on qualitative research the paper will explore UK students' experiences of gender, with a particular focus on the decision to study engineering and their experiences in higher education. (Contains 7 notes, 2 tables, and 2 figures.)

This article argues that once apprenticeship is conceptualised as a social model of learning, then it no longer follows that apprenticeship is an age- or phase-specific model of vocational formation. The article explores this claim through drawing on a case study of the design of a Foundation Degree (FD) in aircraft engineering, which was explicitly designed to support the formation of "new entrants" and the reformation of "career switchers" vocational practice. Using the concept of recontextualisation the article highlights how: (1) the company (KLM) and the college (Kingston) FDs designed the teaching and learning curriculum to facilitate the above goals; and (2) learners used the opportunities provided by these curricula to develop their vocational practice. The article concludes with a number of observations about the conceptual and policy implications of its analysis. (Contains 1 note and 1 figure.)

This paper draws attention to the findings of an exploratory study that critically identified and analysed relevant perceptions of elementary level engineering education within the UK. Utilising an approach based upon grounded theory methodology, 30 participants including teachers, representatives of government bodies and non-profit providers of primary level engineering initiatives were interviewed. Three main concepts were identified during the analysis of findings, each relevant to primary engineering education. These were pedagogic issues, exposure to engineering within the curriculum and children's interest. The paper concludes that the opportunity to make a real difference to children's education by stimulating their engineering imagination suggests this subject area is of particular value. (Contains 1 figure.)

This paper describes the design, implementation, and evaluation of an educational program. Engineering the Future (EtF) sought to promote a permanent, informed awareness within the school community of high-level engineering by embedding key aspects of engineering within the education curriculum. The Scottish education system is used for a case study in which a range of pilot high schools worked in close partnership with two university engineering departments. The study focuses on electronic/electrical engineering (EEE), a technically challenging area, which reflects many of the problems that are intrinsic to modern society. In so doing, the work also sought to support and refine the transition from the school environment to higher education engineering courses. EtF is founded on research into transformational change and describes the findings of a three-year program that sought to develop sustainable and transferable means of encouraging school students to study engineering at university. The authors describe the conditions needed to support sustainable developments. They also provide an analysis of inevitable constraints and suggest strategies to address these issues. The paper concludes that sustainable long-term promotion of engineering within schools to support the transition to university is possible if certain conditions are fulfilled. These conditions include the use of a model that facilitates partnerships among researchers, policy-makers, and practitioners in all sectors. Building such essential linkages is often challenging, but this effort is necessary if changes in engineering education are to be realized and sustained. (Contains 1 table.)

Purpose: This paper aims to provide a perspective on the occasion of the 50th anniversary of the publication of the journal "Education + Training." Design/methodology/approach: The approach adopted is that of providing a viewpoint, reflecting back on papers first published in the 1950s and relating them to current issues in the international construction industry. Findings: While the context in which skills debates are conducted have changed (e.g. through greater internationalism) many concerns from the 1950s remain current (e.g. how to attract and develop apprentices and graduates). Research limitations/implications: This paper provides a perspective and does not represent empirical research. It seeks to compare and contrast industry concerns 50 years apart. Originality/value: This paper is one of a series commissioned by the journal on its fiftieth anniversary. Its originality stems from the subject matter and the construction industry perspective.

Of all professions, engineering is ranked near the bottom in the UK in terms of the proportion of female applicants for university places, so the engineering industry is missing out on some of the best young talent available. Despite initiatives to increase the number of women entering engineering, there has been little change over the last decade. Engineering's popularity with males has declined over the same period. This paper discusses the findings of recent research into school students' perceptions of engineering. It identifies some of the barriers to engineering careers, including gender stereotyping, negative images and a lack of knowledge about the subject. The paper offers some solutions and concludes that schools, industry and higher education can work together to attract more young people of both sexes to engineering careers. (Contains 3 tables, 4 figures, and 1 note.)

The attribute focus in engineering education now adopted by the engineering education accrediting bodies of the US, UK and Australia is based on meeting the assumed needs of professional practice. It is associated with an increasing expectation by employers of work-ready graduates rather than relying on subsequent work-based learning and experience to develop many of the essential professional practice attributes. Yet the scope of the mechanical engineering profession is broad and views of practitioners contributing to debate on attribute requirements are largely influenced by their own often unique professional formation. In addition, the formative development of the profession in Australia has been significantly influenced by 19th and 20th century UK and US practices, although historically the industrial profile of Australia has been strikingly different. An analysis of current industry distribution of Australian, UK and US mechanical engineers presented in this paper shows continuing, although less marked, differences. To develop a clearer perception of the profession in Australia, its educational formation, and operational environment, this paper provides a concise study of the formative development of the profession, and presents a breakdown of the industry sectors in which they are currently employed. The effects of momentous global changes in engineering employment and formation over recent decades are also discussed. Recent changes in engineering employment have included major structural changes to organisations, accelerating technical and educational developments and mounting societal expectations making it imperative that attributes be attuned to the new engineering paradigm as increasing demands are placed on our graduates. This paper provides an essential foundation for ongoing debate and analysis of attribute needs related to this broadly based engineering discipline. Although presented from an Australian perspective, many issues discussed are applicable worldwide. (Contains 2 tables.)

This paper describes the findings of the research done by Loughborough University in conjunction with ten construction industry collaborators in an attempt to identify what construction professionals mean by value. The aim of the research is to establish a common approach to identify value in projects and to monitor its development throughout the project life cycle so that it becomes part of everyday thinking and communication in multidisciplinary teams. The author links some of the findings to the formal value management methodology applied in the construction industry. The research draws on interviews with different professional disciplines to show that organizational and professional "values" impact on project value judgements. It further establishes a framework to identify and measure value. The author analyses this framework and examines alternative approaches to monitor value development as monitoring of value contributes to project success. The paper concludes that, to achieve a high-quality product, it is important to consider all stakeholder values on projects, not just those of the project sponsor. However, to achieve this, key construction players need to develop a refreshed approach to value management. To such an extent, teaching this research on university MSc engineering programmes helps to prompt alternative thinking to established methodologies. (Contains 2 tables and 3 figures.)

Explains how individuals trained to be physicists take a path to become engineers and discusses the advantages and disadvantages of this transformation, particularly with regard to the term "renaissance engineer." Examines the system for registration of physicists as engineers in the United Kingdom. (Author/YDS)

Emissions reductions targets for the UK set out in the Climate Change Act for the period to 2050 will only be achieved with significant changes to the built environment, which is currently estimated to account for 50% of the UK's carbon emissions. The socio-technological nature of Civil Engineering means that this field is uniquely placed to lead the UK through such adaptations. This paper discusses the importance of interdisciplinary teaching to produce multi-faceted team approaches to sustainable design solutions. Methods for measuring success in education are often not fit for purpose, producing good students but poor engineers. Real-world failures to apply sustainable design present a serious, difficult to detect, and ultimately economically negative situation. Techniques to replace summative examinations are presented and discussed, with the aim of enhancing core technical skills alongside those required for sustainable design. Finally, the role of our future engineers in policy-making is discussed. In addition to carbon, the provision of water and food will heavily influence the work of civil engineers in the coming decades. Leadership from civil engineers with the technical knowledge and social awareness to tackle these issues will be required. This provides both opportunities and challenges for engineering education in the UK.

This paper reports on a funded collaborative large-scale curriculum innovation and enhancement project undertaken as part of a UK National Higher Education Science, Technology Engineering and Mathematics (STEM) programme. Its aim was to develop undergraduate curricula to teach appropriate skills for professional engineering practice more effectively. Sheffield Hallam University (SHU) led the project with Loughborough and London South Bank Universities as partners. Project advisers included Imperial College London and Coventry University. The four collaborative project objectives were to: develop an approach to interdisciplinary cross-year integration and professional team practice, project management, learning, teaching and assessment; develop cross-year student support systems to aid the above; develop the assessment of professional skills; and evaluate and disseminate the project outcomes to the wider STEM community. The activity allowed partners to trial and test a rounded implementation in each institution involving academic taught material, practical laboratory-based project work, together with an appropriate support structure for operation across a range of undergraduate courses.

Engineering academic units might engage with social media for a range of purposes including for general communication with students, staff, alumni, other important stakeholders and the wider community at large; for student recruitment and for marketing and promotion more generally. This paper presents an investigation into the use of Twitter by six engineering academic units internationally, using publicly available Twitter data over an 18-month period for analysis and visualization, to characterize the engagement by engineering academic units with one popular social media tool. Widely varying levels of activity were observed, from essentially undirected "Megaphone" Tweeting, through to sustained and complex interactions with multiple external accounts. This work provides insights into how engineering academic units are using Twitter and how they might more effectively use the platform to achieve their individual objectives for institutional social media communications and marketing, and offers a methodology for future research.

There is increasing evidence that action learning is valuable in a higher education setting. This paper goes on to report a personal development programme, based on principles of critical action learning, where the aim is to equip early-career scientists and engineers working in a university setting with the knowledge, skills and confidence to approach the management of innovation. After learning about action learning and critical reflection, the participants, all postdoctorate researchers, completed innovation projects at work, meeting in action learning sets as they proceed. We explain a method of critical thinking before reporting results from an evaluation study based on interviews and focus groups. We consider examples of projects undertaken before considering challenges for students with this approach to learning. Challenges included scepticism about the usefulness of management literature, difficulties in finding "problems" within the constraints of postdoctoral work, and the discomfort and intensiveness of action learning. However, through adaptation by the tutors with students, some significant results were achieved.

UK educators often express concerns that students from some cultural backgrounds frequently seem unwilling or are unable to apply critical thinking skills within their academic programmes. This may be due not to a lack of ability or confidence but rather to the way they have been previously taught and assessed. Often, the design of UK courses implicitly requires critical thinking skills, but the design of the use of these skills in courses may not have taken into account the conceptualization of critical thinking across a diverse global group of students. This paper reports on the results of a study of Master's engineering students from two universities in the UK to assess their conceptualization of critical thinking. The findings provide evidence that international engineering students' understanding of critical thinking is not well developed, although they may, without being aware of it, have a critical thinking mindset, and often display these skills. (Contains 3 tables.)

In the UK, women remain under-represented in engineering and technology (E&T). Research has, therefore, investigated barriers and solutions to women's recruitment, retention and progression. Recruitment into the sector may be supported by exploring the career decisions of women and men who have chosen to study E&T. Triangulating quantitative and qualitative data from E&T students at a UK university, this paper examines the gendered nature of career choice narratives. It finds that women often maintain contradictory views; upholding gendered stereotypes about women's suitability for the so-called masculine work, yet also subscribing to ideals that the sector is accessible to all who wish to work in it. This is explained using an individualist framework in which women construct an autonomous sense of self, yet are also shaped by a gendered self. Women's discourse around career choice, therefore, reveals the problematic nature of gender norms for achieving gender equity in E&T. (Contains 2 tables and 3 notes.)

Recent scholarship references indicate that integration of the student body can result in an enhanced learning experience for students and also greater satisfaction. This paper reports the results of a case study whereby mechanical engineering students studying at a newly established branch campus in Dubai of a British university were exposed to vertical and horizontal integration. Different activities have been embedded to ensure that students integrated and worked together with their peers and colleagues at different levels. The implemented processes and practices led to improved academic achievements, which were better than those of a similar cohort of students where no effort had been made to integrate. The analysis revealed that cooperative learning and the degree of academic support provided by teachers are positively and directly correlated with academic as well as the students' own sense of personal achievement. The results are discussed in light of previous research and with reference to the cultural context of the study. (Contains 10 figures and 3 tables.)

International postdoctoral researchers are growing in number and importance in academic research around the world. This is contextualised by a shift to international and enterprise modes of academic production. Through a multiple case study, this paper analyses the role of international postdoctoral employment in life sciences and engineering fields at universities in the United States and the United Kingdom. In doing so particular attention is given to understanding why there are increasing numbers of postdocs from abroad working in these fields and countries, and the ways in which international postdoctorates are incorporated into research laboratories and projects. International postdoctoral employment appears driven by the same factors in the US and UK but is related to different modes of academic production. The findings of this study have implications for research on academic labour, and the organisation of academic production. (Contains 1 table.)

This paper considers gendered patterns of participation in post-compulsory STEM education. It examines the trajectory of learning that takes students from A-level qualifications, through undergraduate work and into employment or further study. It also uses a long-term view to look at the best available evidence to monitor participation and attainment over an extended period of time. The findings suggest that almost three decades of initiatives to increase participation in STEM subjects have had little noticeable impact on the recruitment data and gendered patterns of participation persist in several subject areas. This is despite more women entering HE and little gender difference in the entry qualifications for STEM subjects. While more women are studying science, as broadly conceived, than ever before, recruitment to key areas, namely physics and engineering remains stagnant. However, for those women who do remain in the "science stream" patterns of employment in graduate careers and further study appear relatively equitable. (Contains 6 notes, 6 tables, and 6 figures.)

The paper presents a curriculum design for, and subsequent evaluation of, a communications systems course using problem-based learning (PBL) as the instructional methodology. It details the rationale for implementing PBL as well as reporting intended learning outcomes and assessing the students' achievements. (Contains 2 figures and 4 tables.)

One of the themes of the recent sociology of higher education has been the globalisation of knowledge and the professional transfer of scientists and researchers. In this paper we show how these transfers of people and knowledge are disproportionately characteristic of: (a) some institutions; and (b) some cost centres. We argue that universities form part of an international labour market for high skilled workers in prestige institutions. However, globalisation also has a second face in relation to labour markets in higher education. This refers to the deployment of overseas junior staff in areas unsupplied by the British system. (Contains 4 tables, 3 figures, and 5 notes.)

This paper explores the determinants of the choice of UK universities by overseas undergraduate applicants. We use data on overseas applicants in Business Studies and Engineering from 2002 to 2007, to 97 UK universities. Estimating using a Hausman-Taylor model to control for the possible correlation between our explanatory variables and unobservable university-level effects, we find that the fees charged may influence the application decision of some students, but that any relationship between levels of fees and applications is non-linear. The quality of education provided is positively and significantly related to the number of applications. Proximity to London and the existing popularity of a university among home applicants, are also significant predictors of university applications. (Contains 2 figures and 6 tables.)

Several factors (government policy, demographic trends, employer pressure) are leading to new forms of degree programmes in UK universities. The government is strongly encouraging engagement between universities and employers. Work-based learning is increasingly found in first and second cycle programmes, along with modules designed by employers and increasing use of distance learning. Engineering faculties are playing a leading part in these developments, and the Engineering Council, the engineering professional bodies and some universities are collaborating to develop work-based learning programmes as a pathway to professional qualification. While potentially beneficial to the engineering profession, these developments pose a challenge to traditional approaches to programme accreditation. This paper explores how this system deals with these challenges and highlights the issues that will have to be addressed to ensure that the system can cope effectively with change, especially the development of individually tailored, work-based second cycle programmes, while maintaining appropriate standards and international confidence.

This paper reports on a multifaceted approach in electrical engineering outreach focused on the area of semiconductor technology. The activities developed can be used in combination for a very wide range of audiences in both age and stage of education, as has been demonstrated with great success. Moreover, the project has developed cross-disciplinary activities designed to engage nonscientific audiences and has used entirely "nonscientific" venues, such as art galleries. The suite of activities, given the umbrella title "Chips for Everyone", includes: (1) "Chips for Everyone": drop-in activities for fairs, shows, shopping centers; (2) "Chips with Relish": interactive workshops for groups of school pupils; and (3) "Chips with Flair": an arts-science collaboration in music, art, video, and engineering to present a new perspective on semiconductor technology. To achieve this diverse mix of outreach activities, the Chips for Everyone team represents a very broad spectrum of skills, its members being engineering academics, musicians, artists, education academics, public engagement specialists, and student teachers in technology. The development process is quite generic and could be applied in other science, technology, engineering, and mathematics (STEM) areas. The subject focus of the project is semiconductor technology, a technology that influences the daily lives of everyone and yet is largely invisible. The activities seek to engage, engender interest, and promote informed discussion about this technology and engineering in general. From modest beginnings as a filler during the setting up of another outreach program, Chips for Everyone has developed into a major program reaching over 25 000 young people and families in school workshops, shopping centers, and art exhibitions in Scotland and across the U.K. The development method for the activities is innovative and creative, using the complimentary skills of research academics and students in both electronic engineering and technology initial-teacher education (ITE). (Contains 1 table and 4 figures.)

The nuclear engineer emerged as a new form of recognised technical professional between 1940 and the early 1960s as nuclear fission, the chain reaction and their applications were explored. The institutionalization of nuclear engineering--channelled into new national laboratories and corporate design offices during the decade after the war, and hurried into academic venues thereafter--proved unusually dependent on government definition and support. This paper contrasts the distinct histories of the new discipline in the USA and UK (and, more briefly, Canada). In the segregated and influential environments of institutional laboratories and factories, historical actors such as physicist Walter Zinn in the USA and industrial chemist Christopher Hinton in the UK proved influential in shaping the roles and perceptions of nuclear specialists. More broadly, I argue that the State-managed implantation of the new subject within further and higher education curricula was shaped strongly by distinct political and economic contexts in which secrecy, postwar prestige and differing industrial cultures were decisive factors.

This article is the result of a grounded theory investigation into the ways PhD topics are assigned by supervisors in engineering and selected by students in the social sciences/humanities in UK universities, broadly referred to as "topic arrangement", which can be regarded as one aspect of academic socialisation into academic Discourse communities. Interview data was collected from thirteen Iranian PhD students studying in different UK universities and six of their supervisors during 2000-2001. One further interview was conducted with a professor of sociology. The interviews were transcribed, thematically coded, and analysed using NUD.IST. The results show that PhD students themselves often select PhD topics in the social sciences/humanities, whereas PhD topics are often assigned to PhD students by engineering supervisors. The reason for this difference in practice between these two fields seems to stem from different ideologies on what constitutes a PhD across disciplines, as well as funded projects, which are more likely to be available to engineering supervisors and students. Throughout the paper, a modest attempt has been made to draw the attention of EAP practitioners to a redefinition of the concept of Discourse with a big "D", which includes linguistic and non-linguistic aspects of advanced academic literacy. (Contains 3 tables.)

High skills are today seen as being of vital importance to economies, industries, companies and individuals. The engineering industry is no exception and the graduate engineer has a key position in this regard. In the research reported in this paper, the authors use in-depth interviews with industry experts to investigate the provision of undergraduate engineering education in the UK. The current and future skill needs of industry are examined. A typology of future engineering roles and their requisite attributes is proposed. Implications for undergraduate engineering are also discussed. (Contains 1 figure and 1 table.)

Courses in product design are offered within the United Kingdom at the University of Brighton and the University of Sussex and in both cases are run within engineering departments alongside traditional engineering courses. This paper outlines some of the intrinsic pedagogic practices that are employed by these, and other, design courses. It highlights why creativity is a central tenet within these courses, which has underpinned the successful bid by the universities to jointly become the UK Centre of Excellence in Teaching and Learning in Creativity (CETL in C), and why, in particular, creativity is a key requirement in sustainable design. It supposes why these practices might, and should, offer a suitable role model for more traditional engineering courses. (Contains 1 table.)

This paper gives a synopsis of an extensive programme of case studies on real uses of computer-assisted learning (CAL) materials within UK engineering degree programmes. The programme was conducted between 2000 and 2003 and followed a questionnaire-based survey looking at CAL use in the UK and in Australia. The synopsis reveals a number of key messages for academic tutors and authors including students' enthusiasm for notes, self-tests and features to aid visualisation. Publishers should also consider pricing and licensing arrangements suited to the individual user. (Contains 5 tables.)

The sustainability of a competitive, national economy depends largely on the ability of companies to deliver innovative knowledge-intensive goods and services to the market. These are the ultimate outputs of a scientific knowledge system. Ideas flow from the critical, identifiable phases of (a) the discovery, (b) the development, (c) the deployment and (d) the delivery of end products. In order to develop a successful ten-year strategic framework for investment in science and innovation, the UK government will need to prioritize and secure contributions to economic development and public service. One particular goal of the framework would be to identify the desirable attributes of a knowledge system that could achieve these ambitions. The Cambridge-MIT Institute (CMI) interviewed US stakeholders in science and innovation to gather insights on the UK's potential for long-term, scientific innovation, and the critical processes that fuel it. This paper reviews high-level observations, proposes a model for a scientific knowledge system and outlines its critical attributes. (Contains 2 tables and 1 figure.)

The role and performance of the engineering and scientific institutions in the UK have been undergoing gradual change in response to external, State and global influences. Consequently, the institutions are having to adapt and in the process of doing so the traditional balance between learned society and qualifying association activities is now in a state of flux. The relevance of professional registration is being questioned by employers and practitioners alike and the institutions are now having to operate in a greater collaborative context than hitherto. This paper reviews developments which have been taking place since the early 1970's and, by using responses from a survey of engineering and scientific institutions, identifies significant current problems and some challenges which lie ahead and which have yet to be confronted if the institutions are to continue to make a constructive contribution to society.

This paper reports a survey of the progress of participants in a year in industry scheme for A' level graduates in the UK typically aged 18/19. The scheme involves spending a supervised year in industry prior to a degree programme in engineering. The evidence shows that the year in industry: has a beneficial effect on the degree classification of the academically weaker participants, but little effect on the stronger; encourages all participants to take up further study; provides participants with a more positive picture of industry and engineering; but does not provide greater motivation to enter industry; provides greater financial remuneration in the world of work than would otherwise be the case. These results can be interpreted in terms of the way young people weigh the benefits of different career paths. Our hypothesis is that this involves moving to situations where they are more likely to be treated as adults. (Contains 7 tables and 2 charts.)

At present, value management (VM) is struggling to survive amidst other management fads. The problem is that it is still not recognized as a professional or academic discipline. There is no sound academic base and a lack of understanding by the public, owners and corporate organizations. The future survival of VM is therefore always being questioned. This study adopts a quantitative approach, trying to gaze through a "crystal ball" to look at current practices and forecast the future courses and directions of VM by considering different aspects such as education, research, practice, VM societies and promotional activities. Various influences on VM development are also examined. The survey sample was taken from the membership directories of SAVE International, USA, and the Institute of Value Management, UK. Forty per cent of the members were selected for the study on a random basis, and the response rate was 23%. From the survey findings, each of the different aspects will be examined in detail. In addition, the paper introduces a building engineering and management programme on offer in Hong Kong, which integrates the VM topic into the syllabus of a course in engineering economics. (Contains 17 tables.)

The programmes offered by both institutions are geared to the application of current technology. All the University of Derby programmes, including the BSc(Hons) degree in Electrical and Electronic Engineering and the Higher Technical Institute Diploma in Electrical Engineering, are accredited in the UK at Incorporated Engineer level by the Institution of Incorporated Engineers. Both academic institutions have adopted outcomes-based assessment and this paper examines how this influences the assessment of student learning, and considers the experience gained from quite different approaches used to deliver a similar learning experience. (Contains 5 tables.)

Engineering Design is rightfully regarded as a key element within all university Engineering courses and most laboratory assignments and project work seek to optimise the student's acquisition of knowledge and understanding of this process. Within this paper Engineering Design has been classified into a new "hierarchy of task level" each one defined by an increased degree of design freedom that an Engineer has to consider. It is argued that this classification accurately reflects the varying complexity of tasks found within real world industrial environment. The optimal matching of these task levels to university course assignments is discussed and limitations identified. The need for further design experience within a wider industrial context is shown to be essential if the nature of design freedom is to be fully appreciated by the next generation of professional Engineers. (Contains 1 table and 2 figures.)