Building Collaboration for an Engineering Foundation Degree in Power Distribution

1. Building Collaboration for an Engineering Foundation Degree in Power Distribution Case Study of a partnership between EDF Energy and LSBU

2. Partnership • EDF Energy • Department of Electrical, Computing & Communications Engineering (ECCE) in the • Faculty of Engineering, Science & the Built Environment of • London South Bank University

3. Background • Shortage of skilled people in the electricity industry. Therefore, options include both long and short term measures: • Recruitment through WP in HE initiatives • Enhanced engineering careers education • Aspirational work to young women and ethnic minorities in schools via the LEP and the National STEM Programme. • Upskilling existing employees in the industry

4. Course Focus • This collaboration was aimed at mature male and female students with some qualifications and work experience, with adequate maths and English attainment of GCSE grade C or above. • The Course offers both full time (2 years) and part-time (2.5 years) progression, with an industrial based project. • The Foundation Degree pathway will enable students, on successful completion, to enter the 2nd Year of a BEng (Hons) degree course at LSBU with advanced standing.

5. Methodology • Resources earmarked in a SLA between the RAEng (via the LEP) and EDF Energy to design the curriculum for the degree. • Planning for the degree started mid autumn 2006, a year from launch • Core implementation group from LSBU and EDF Energy. This included a Snr technical manager and a Snr training manager from EDF Energy, and the HOD and Deputy HoD from host Department. • Regular meetings held at LSBU and EDF Energy locations to maintain the momentum of employer engagement.

6. Promotion • An initial publicity leaflet was prepared once the outline of the curriculum was confirmed, in spring 2007. This was incorporated into LEP outreach activities and disseminated via LSBU Open Days as well as internally in EDF Energy. • Two x 2-day ‘Master Classes’ in engineering organised at LSBU during April and June 2007. Funding obtained via the RAEng with the objective of attracting students to the foundation course, as well as more generally into engineering at LSBU. • Standard entry requirements set, and publicised online indicating the possibility of more flexible entry, mirroring the widening access and diversity rationale of the LEP. • Other promotion possibilities - to school leavers, those having completed an advanced apprenticeship, returnees to work, career changers as well as those already working in the industry.

7. Building essential skills ECCE offered a Pre-Entry Refresher in Maths (PERM) course tailored to students returning to study, comprising 4 half-day sessions covering fractions, decimals, etc to refresh core skills for students starting the Mathematics Unit on ECCE Diploma/Certificate/Foundation programmes. Attendance voluntary but applicants offered course places will be advised whether it would benefit them or not depending on their entry qualifications. Possible options for delivery were: • EDF students take course at LSBU alongside other entrants • EDF students take course at LSBU separately • Course delivered to EDF students at EDF Energy premises at a mutually acceptable date/time. • In the latter two options there are cost implications which must be addressed.

8. Transferable Skills and Professional Requirements Electrical Power Related Knowledge & Skills STEM Knowledge & Skills Mathematics A ECM-S-745 Computer Applications for Engineers DCM-S-051 Level S Mathematics B ECM-1-755 Physics Foundations for Engineers EEE-1-824 Industrial Studies for IE EIS-1-721 Electrical Plant EPR-1-717 Level 4 Electrical Principles (DC) EPR-1-821 Electrical Principles (AC) EPR-1-822 Working in Power Distribution EIS-1-826 Control & Instrumentation ECL-2-714 Work Based Project for Foundation Degree EIS-2-847 Distribution Systems A EPR-2-843 Distribution Systems B EPR-2-844 Level 5 Managing the Engineering Process EIS-2-203 Network Information Systems ECL-2-846 Network Management EPR-2-845 Map of Study Levels and Competence Areas

9. Key issues during development • Uncertainty of supply of an economic number of students to this Foundation Programme by EDF Energy • Changes within EDF Energy of Training and Staff Development policy, management and incentives to attain higher qualifications. • Incentives were not clear enough to encourage EDF employees to commit to the HE course. • Variable ability of prospective students in mathematics, requiring special provision of a tailored ‘Fast Track’ Maths for Engineers. • Time and distance for some students travelling to LSBU from EDF Energy locations in the east of England on day release. • Uncertainty of potential to attract students under WP, from local schools and colleges to meet the University’s commitment to widening participation

10. Benefits (1) • Involvement of industry practitioners and close working relationships formed. • Increased scope and opportunity to incorporate industrial examples and practice into the academic curriculum • The course aligns with the LSBU mission of employer engagement. • Foundation Degrees are clear objective in ESBE Faculty Strategic Plan, aiming to respond to likely changes in the student market

11. Benefits (2) • Part of the additional development funding has been used to fund a new academic staff member during the initial implementation phases of the programme. • The concept of distributed work based learning has also been taken up on other foundation degrees under development • Some of the units designed for this programme have found use on other courses in the faculty. • The staff development experiences gained by academic staff whilst designing the programme have been valuable in a wider context. • The faculty is a registered supporter of the proposal for a National Skills Academy for the Power Sector being developed by the Energy & Utility SCC.

12. Evidence of Success • Year 1 - 30 students, comprising: 27 PT of which 16 are from EDF's "Engineering Development Programme". Of the remaining 11, 7 are from other parts of EDF. • 3 FT - a relatively small number of FT students. • The numbers have not reduced our traditional HNC EEE intake which at 29 is good, 20% higher than last year. • Year 2 - 2 PT students: 1 progressed from EDF last year,. 1 DE from EDF - has BEng Mech Eng. There were 2 FT last year - 1 withdrew and the other had to repeat units without progressing. • Thus, the new Course is building up rapidly from a small intake in 2007. • Indications in Feb 2009 from EDF may result in doubling of intake next Session, if resources permit

13. Present Challenges in 2009 • Effect of the recession on intake • Availability of EDF staff and facilities • Workplace demands on students • Further changes to EDF training management and focus • Government HE policy changes

14. Key Players • Dr Ray Pettitt, DHoD, ECCE [pettitrr@lsbu.ac.uk] • Mr Manoj Ponugubati, Course Director FDEng PD, ECCE [ponugubm@lsbu.ac.uk] • Dr Najib Hamlaoui, ECCE [hamlaoun@lsbu.ac.uk] • Mr Paul Sandford, LEP Curriculum Development Officer, FESBE [sandfopa@lsbu.ac.uk] • Ms Sally Glover, Head of Training. EDF Energy • Mr Ertugral Partal, Technical Advisor, EDF Energy – Networks Branch/Connections • Full Case Study to be offered via the ESC websitehttp://www.engsc.ac.uk/us/fundopps/case_studies.asp