Launched six years ago by the Engineering Council, the Engineering Gateways scheme enables engineers to achieve a Masters qualification while still in full-time work, and aims to encourage more individuals to seek registration through the professional engineering institutions.
Taking a career break to enjoy a year of study is not an option for the majority of engineers who may want to ‘top up’ their qualifications en route to becoming a Chartered Engineer (CEng). The part-time MSc in professional engineering, now offered by a range of universities, combines Masters-level academic learning with work-based projects.
Edward Hansom, Professional Development Advisor at the Institution, and himself a Chartered Engineer, explains why the Institution played a key role in developing the Engineering Gateways scheme. He feels this innovative and collaborative approach to higher-education learning – linking industry, professional bodies and academia – is inspiring on many levels: “The Institution values work-based learning very highly. The fact that Masters-level results can be achieved in the workplace is extremely powerful. Universities can increase their enrolment base; the employer gains the delivery of an engineering solution relevant to its output (at relatively low cost) and the student achieves a Masters degree which enhances, rather than disrupts, his or her career path.”
He adds: “The real benefit is that you don’t have to give up work and go back into education. Although the commitment is lengthy, all the learning you achieve is immediately ploughed back into your own career and educational development.”
Ian Henderson is the first graduate of the scheme to become a Chartered Engineer with the Institution of Mechanical Engineers. He was accepted onto the professional engineering course at Kingston University and gained his MSc through part-time distance-learning, while working for Caterpillar.
Ian, who is now a mechanical design engineer at Seven Technologies states: “I received tremendous support from Caterpillar throughout the MSc and CEng registration process. The Education Assistance Programme and the ability to work on challenging projects, coupled with continued support and guidance from my workplace mentor, Dermot Murphy, enabled me to make CEng a reality.”
Of the four universities – Kingston, Northumberland, Hertfordshire and Staffordshire – that were involved the development phase with the Engineering Council, Kingston has enrolled the majority of students. Now, a wider number of universities offer the part-time MSc.
Mike Hope, Ian’s Course Director at Kingston, explains how each student’s course is individually tailored: “It takes several months to set up each programme. We start by looking at the elements of a person’s work which show Masters-level learning, or can be stepped-up to do so, and build the MSc Learning Agreement upon them. In terms of the standards that have to be met, it is the same as an equivalent taught MSc, but in terms of content and mode of delivery it greatly differs, as it’s individually tailored to the student’s specialism.”
Throughout the programme of study, support on both academic and professional fronts is integrated. In Ian’s case, with Kingston, Mike Hope oversaw the Masters-level learning, while Alan Fitzgerald worked with Ian to keep his professional competencies on track.
His side of the process began, says Alan, with a “competency-gap analysis”. He explains that, with 35 years’ membership at the Institution, including experience of the professional review process both as a committee member and an interviewer, he is well placed to assess a student’s level of engineering competence and select technical projects to demonstrate improvement and development throughout the MSc. Although there is no guarantee of becoming CEng at the conclusion of the course, the aim is to arrive at the best possible point to apply.
“These work-based learning degrees can be approved, but not accredited, by professional institutions”, says Alan. “It is therefore doubly important that the professional supervisor tries to keep the competencies on track.” He says, of his former student, “I was delighted to supervise Ian. He was diligent, enthusiastic and professional.”
Alan estimates that the MSc requires about 600 hours per year in addition to a student’s work commitments. “It’s not an easy option, but it’s probably the most rewarding. Almost all of my students have had promotion during their course, which reflects the increased professionalism they demonstrate as a result of being on the programme.”
Ian testifies that the MSc has given him a boost at work: “I went for my interview at Seven Technologies just before completing my CEng registration. The company was very interested in my academic ambition and that I was applying for CEng.”
Relating his experience as an MSc student, Ian is extremely positive: “Alan and Mike made visits to my work place and were always available, via email and Skype, to provide feedback and help me resolve questions. It was extremely practical for me that I was not required to attend the university (other than a viva voce at the end of the course). I felt I benefited from a very effective level of interaction with Alan and Mike.”
Mike emphasises the flexibility of work-based learning: “Ian is an excellent example of how useful this approach to gaining an MSc and then CEng can be. His MSc modules were individually developed to build on his engineering opportunities at work and didn’t require him physically to attend the university or take time off.” He adds: “Ian was always very keen to understand the significance of engineering principles underlying his engineering judgements and how he could improve them.”
Ian also considers that the CEng registration he subsequently applied for, and gained, with the Institution benefits both him and his employer. “It commands recognition in client relationships and shows that you have a great level of commitment to the profession.”
Tim Kernohan, Lead Mechanical Engineer at Seven Technologies, adds: “Ian’s recent CEng award is excellent news for the engineering team at Seven Technologies. The achievement of chartered status demonstrates a commitment to professional development, which is key to our continued growth and success as a company. The skills and competencies gained during Ian’s career to date, including the support received throughout his recently completed work-based MSc, are evident in all areas of his excellent design work.”
Ian’s association with the Institution goes back to his earlier student days – he took part in Formula Student while at the University of Ulster – and, in line with the enthusiasm and drive that many in engineering share, he has just attended a STEM promotion day at a local grammar school, along with a former Caterpillar colleague. This is the third session that Ian has been involved in and it’s a great link between his current and previous employer.
Ian says: “I would recommend the MSc professional engineering to others who want to qualify to Masters level, and who are keen to become CEng with the Institution. It shows commitment and that gaining CEng is possible if you don’t initially have the appropriate academic requirements. Engineering Gateways was the right path for me. I decided early in my career that I wanted to aim for CEng, and I always try to do things to the best of my ability.”
Ed Hansom concludes: “Ian is the first Institution member to have gone right the way through the scheme, with resounding success. He followed the achievement of his MSc all the way to becoming a Chartered Engineer, which was his goal.”
For more information: www.engineeringgateways.co.uk