When working in academia, CPD is more than just research

While it may appear obvious that working as an engineering academic will involve continuing professional development (CPD) and learning, the importance of documenting that learning may not be as apparent.

But Dr Hugo Williams, who is the Director of Learning & Teaching the Department of Engineering at the University of Leicester, says that ongoing CPD is vital for any engineering academic.

“We do so much CPD-type activities as academics, whether that’s formal or informal, that you just wouldn’t remember everything you got out of it,” he says. “I do look back at the reflections I made and question whether I actually have picked up on them and developed them further, and sometimes I haven’t and then I need to think on that further.

"Every academic will have a slightly different balance of teaching, research and leadership responsibilities, and my CPD allows me to develop the skills I need for my own particular set of responsibilities.”

And Hugo says that the Institution of Mechanical Engineers’ online career development tool has been integral to the success of his CPD process.

“I started using the career development tool two or three years ago, and I use that to record my CPD goals and all the activities I do,” he says. “It is such a convenient place to keep all of my records together in a structured way, and that really helps in forcing you to reflect on what you have done and then plan your goals in advance.”

Hugo has also trained to be part of the Professional Review Interview process, which he says has been fundamental in improving his own understanding of what it takes to be a successful engineer.

“Aside from being pleased to support the Institution and profession, I found the process a huge professional development opportunity; it was one of the most useful things I have done recently.

“As an engineer working in academia it gives me a broad overview of what is happening in industry, and the opportunity to hear what the graduates just a few years out of university are doing is fantastic for keeping abreast of current practice.

“That also helps me to think about whether our curriculum is delivering the kind of skills our graduates need to form a strong foundation for their careers, and we have been able to make some specific changes to our curriculum as a result of that.”