![]() This issue has been addressed through the setting up of Collaborative Provision with the EngD Formulation Engineering at Birmingham University. For example, formulation engineering is not a recognized area of expertise In Newcastle but for some projects the students require knowledge of specific aspects. Economy of scale is thus an issue and recognising that not all the expertise necessary to deliver key topics resides in one university has resulted in the modular programme becoming collaborative. The diversity of the industrially focussed projects necessitates the students studying a range of modules that enable them to tackle the multi-disciplinary nature of their research challenges. A degree of flexibility exists in the provision of modules with students able to select ones outside of the course that are specific to their needs but these form a small component of the overall delivery.Īn additional feature of this programme is that the modular element is collaborative with other universities. ![]() It has thus been tailored to meet the technical challenges of industry alongside ensuring that the programme draws on areas of recognized expertise within Newcastle and satisfies academic quality processes. The taught component of the modular programme was developed through consultation with industry, external academics and other stakeholders including Research Institutes and the bioProcess Knowledge Transfer Network, a Government sponsored community of interested groups. The modular component is spread throughout the 4-year duration although there is an exponential drop in the number of modules attended by the students during this period. Rigorous monitoring procedures have been implemented to ensure that any issues are captured early and can be managed appropriately. Industrial placement also brings management challenges as the placement of EngD's in a company to undertake their research projects necessitates a management structure that ensures the quality of the research is of a standard commensurate with a PhD and also that students are not facing difficulties out with their control in terms of the execution of their project or on the pastoral side. This approach enables them to consider transferability of concepts to similar problems and exposes them to different technical areas, providing them with a breadth of experience. It is for this reason that the student has the opportunity to tackle a number of problems within the overarching theme of their research and hence the final output is a thesis by portfolio. The opportunity to work within an industrial environment for a significant proportion of the EngD provides students with all round training and exposes them to the constraints imposed by a company's business drivers. This is a key feature of the taught component and one that industry has strongly advocated as they have clearly stated that PhD students do not have such opportunities. By requiring all students to take a number of compulsory modules, it has enabled a diverse group of engineers, biologists and chemists to address open-ended problems that require them to pool their skills to address the problem. The cohort element is core to the success of the programme as it is the medium through which the students learn how to work in inter-disciplinary teams and with colleagues whom they may not elect to work with. ![]() In contrast to a standard UK PhD, the three key differentiators are the cohort element, the modular component and the focus on working on industrially shaped research challenges, through which the EngD student develops at first hand the skills necessary to work in an industrial environment. ![]() To satisfy the programme objectives it has been necessary to adopt a very different approach to doctoral training. Bryn Jones, in Computer Aided Chemical Engineering, 2012 3 Programme Design 11th International Symposium on Process Systems EngineeringĮlaine Martin.
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