UK Engineering Degree Accreditation Engineering Doctorate EngD ENAEE, 12-13 November 2012

1. UK Engineering Degree Accreditation Engineering Doctorate EngD ENAEE, 12-13 November 2012 Deborah Seddon, Head of Policy and Standards

2. Background • Standard of professional competence is set and maintained by the Engineering Council • ‘UK Standard for Professional Engineering Competence’ (UK-SPEC) • Criteria for accreditation of degrees are derived from this and set out in the Accreditation of HE Programmes manual (2011) • 21 individual engineering institutions are licensed to carry out the process of accreditation to this standard in their discipline • Accreditation is not a requirement in the UK • Universities are subject to a separate rigorous external review at institutional level by the national Quality Assurance Agency QAA • Qualifications frameworks, QAA degree level descriptors and benchmark statement

3. Engineering Council requirements • Academic accreditation is granted on the basis of the demonstration of learning outcomes • Essentially a system of peer review • Process requires a site visit, appropriate visiting panel including industrialists, trained members, published learning outcomes • Judgements are made based on the evidence presented

4. Professional Registration – Chartered Engineer • Underpinning knowledge and understanding: demonstrate achievement to Masters level – variety of ways, but UK-SPEC was previously silent about the EngD • Professional development – application of knowledge and understanding, development of competence – structured ‘training’, in-company schemes can be accredited • Professional Review – evidence and interview; demonstration of competence (UK-SPEC) and commitmentto the profession - competence, codes etc Education and development of competence may be integrated

5. The EngD – common features • Third cycle, partnership programme between industry and academia • ‘Research Engineer’ – has an in-company role c75% • Training and competence development are required elements • Some taught elements • Research project(s) • Focus on innovation, developing solutions • Highly respected by industry: a wage premium • Vehicle for collaborative research with universities, technology transfer • Graduates with skills that industry needs

6. EngD and becoming a professionally registered engineer • Strong support for a clear statement about the pathway from EngD to Chartered Engineer (CEng) • Recognition that EngDs are varied • Existing systems/processes were sufficiently flexible • Academic or training? • Evidence: mapping of EngDs to the UK-SPEC Learning Outcomes revealed a high degree of conformity

7. Findings • High level of confidence that an EngD could demonstrate ‘general’ (transferable skills) and specific learning outcomes • Successful pilot academic accreditation exercise March 2012 Then, • Detailed mapping of EngDs against CEng standards of competence revealed a similarly high level of conformity • Few cautious responses: leadership (depends on the nature of the project); commercial/contractual experience varies; decision-making about implementation • Concluded: an EngD holder is in a broadly comparable position to someone who has completed an accredited in-company initial professional development scheme

8. EngD as accredited initial professional development • Same process, standards etc as for a company accreditation • Accredited status awarded to an EngD centre at University of Manchester • Joint visit involving two discipline-specific engineering bodies • Next step: to integrate the academic and profession development accreditations for efficiency and because it’s appropriate (pilot December 2012)

9. Some reflections……. • EngD graduates are the brightest and best, need to ensure they become professionally registered engineers • Be clear about the type and format of evidence that is required from each stakeholder • Mentoring of the individual’s development of competence • Opportunity for joint visits • Link to wider frameworks eg UK’s Researcher Development Framework • Link to other external requirements eg funding agency • Make use of other validation exercises (eg university or funding council)

10. Contacts Deborah Seddondesddon@engc.org.uk www.engc.org.uk