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Two ongoing and recurrent debates in the employment of academic staff are (1) how much industry experience should faculty staff have? and (2) what priority is given to research, teaching or both? Such debates take place worldwide and are particularly relevant to vocational subject areas. Through a statistical analysis of circa 200 job adverts for lecturer/assistant professor, senior lecturer/associate professor, and professor/full professor positions in Construction and Engineering posts in the UK, this paper investigates the essential and desirable attributes required for ‘research’, ‘teaching’ and ‘overall requirements’. Analysis shows institutions unmistakably focus on, and coherently recruit for research, but demonstrate very little reasoned approach to recruiting for teaching. Indeed, findings identify ‘administration’ as the key teaching priority. Further empirical analysis demonstrates no significant difference in recruitment strategy before and after the introduction of the Teaching Excellence Framework, despite its aim to put teaching excellence to the fore.

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.

Delivering excellence in higher engineering education is dependent on many variables. This includes programme design, delivery and content, university support and the knowledge, experience and enthusiasm of faculty members. Over the past decade there has been a notable shift in engineering faculty recruitment policy. No longer is the professional and industrial experience of the engineering practitioner revered as a co-opted member of the engineering department. Despite their potential contribution as grounded, practical and relevant engineering lecturers, their impoverished knowledge of research funding mechanisms and lack of research capital is an acute disadvantage. This is a discussion paper exploring the marginalization of experienced practitioners in engineering education and the changing role of the educator as a career academic. The career academic is highly qualified and typically well versed in research activity; however, unlike their industrial counterparts they are devoid of any meaningful practical engineering experience. This changing role of the educator in engineering education has far-reaching consequences for teaching and learning and future industry skills. Given the longstanding connection between theory and practice in engineering education, this departure in pedagogical policy arguably signals the end of an era. The systematic fragmentation of engineering theory from industrial practice within higher education institutes arguably needs to be challenged. Recent government rhetoric to focus on the pedagogical aspects through a Teaching Excellence Framework is arguably aiming at the wrong target. Instead, reconstructing engineering programmes fit for the twenty-first century will require alternative teaching strategies, revitalised industrial advisory boards and uncommon leadership within engineering faculties.

Curcumin, the active ingredient of the rhizome of Curcuma longa, promotes apoptosis and may have chemopreventive properties. This study investigates the effects of curcumin on apoptosis and tumorigenesis in male Apc(min) mice treated with the human dietary carcinogen, 2-amino-1-methyl-6-phenylimidazo[4,5-b]pyridine (PhIP). Intestinal epithelial apoptotic index in response to PhIP treatment was approximately twice as great in the wild-type C57BL/6 APC(+/+) strain than in Apc(min) mice (3.7% Apc(+/+) versus 1.9% Apc(min); P0.001). PhIP promoted tumour formation in Apc(min) proximal small intestine (4.6 tumours per mouse, PhIP treated versus 2.1 tumours per mouse, control untreated; P0.05). Curcumin enhanced PhIP-induced apoptosis (4.0% curcumin + PhIP versus 2.1% PhIP alone; P0.01) and inhibited PhIP-induced tumorigenesis in the proximal small intestine of Apc(min) mice (2.2 tumours per mouse, curcumin + PhIP versus 4.6 tumours per mouse PhIP alone; P0.05). This study shows that the Apc(min) genotype is associated with resistance to PhIP-induced apoptosis in intestinal epithelium. Curcumin attenuates Apc(min) resistance to PhIP-induced apoptosis and inhibits PhIP-induced tumorigenesis in proximal Apc(min) mouse small intestine.