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. • Newcastle’s 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, AE&FM 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.