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Passioneers – Inspiring and
Teaching a New Generation
of Engineering Talent
The case for Britain’s first engineering only university
Ask potential students:
What is engineering for?
Those who answer:
“To help solve the world’s great
challenges and problems.”
and who demonstrate
grit, passion and curiosity
will be the engineering leaders
for the 21st century.
New
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& Engineering
The NMiTE university project is an
unprecedented opportunity to inspire and
teach a new generation of engineering
talent and to transform Britain’s
engineering higher education sector.
It is being launched at a crucial moment in
time when: the urgent need to develop and
inspire new engineering talent; the
rationale to encourage radical innovation in
higher education; an exceptional global
educational partnership and an historical
geographic anomaly have coalesced into
one unique project.
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Why does developing engineering talent matter?
Engineering underpins human progress.
Engineering is about the practical delivery of scientifically informed solutions to
the great challenges and opportunities of our rapidly evolving world.
Engineers take scientific discoveries and apply them practically. Their work
creates the fabric of society: where we live and work, how we get around, what
powers our world, secures our daily bread, and
enables us to harness materials and
UK Engineering Facts and Figures
information to benefit us all.
Source: The State of Engineering, Engineering UK, 2016
u The engineering sector produces turnover
of £1.21 trillion in the UK
u Engineering generates 27.1 percent of the
UK’s gross domestic product
u Over 5.5 million people work in UK
engineering
u There are over 608,920 engineering
businesses in the UK
u There will be an expected 2.56 million job
openings in engineering companies up to 2022
u Filling these positions will add an additional
£27 billion to UK annual revenue
u To meet this we need to double the
number of engineering graduates
u Only a quarter of the UK population know
what engineers do
u The UK needs to address the gender
balance of engineering: only 7 percent of
UK engineering professionals are women –
the same percentage as in 1919
Engineering is so diverse it is sometimes hard
for the public to understand it and see its
common thread. At one end of the scale,
engineers are responsible for the massive
Cross-Rail Tunnel project and, at the other,
for the many applications of nanotechnology. Engineering creates the
breathtaking yet sustainable new buildings on
the skylines of the world’s great cities as well
as bringing clean water and sanitation to
remote, impoverished villages.
Then there is the communications revolution,
creating a growing sense of world community,
enabling billions of people to access
information and services and forging new
business opportunities.
So what must an engineer know and do in
order to be effective and successful?
Engineering is far more than just knowledge:
an engineer’s core business is to identify
problems, convene teams, design solutions and turn theory into practice.
But, engineering expertise only comes with practice. It is practice that enables an
engineer to learn another crucial core skill - to think strategically about the whole
picture while keeping an eye on the detail. This whole systems thinking is what
allows an engineer to juggle the competing demands of a project, managing risks,
controlling costs and keeping to time.
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Background
Pre-eminence in innovative engineering, science and technology has been and
remains critical to Britain's long-term productivity, growth and global
competitiveness.
The first Industrial Revolution was born in Britain of British engineers. Life today
would be unimaginable without the work of great British pioneers – from Brunel
to Berners-Lee, from Stephenson to Dyson – in hard and soft engineering, and in
the physical and virtual worlds.
Brunel
On the basis of recent history, we have much to be worried about :
u Not one UK University, since the year 2,000, made the top 10 of global
universities with affiliated science and medical Nobel Prize winnersa
u In 2015, the state of California registered six times as many patents as
the UKb
Berners-Lee
u Britain’s share of US registered patents has slipped by four per cent
since 2000c
a: http://www.independent.co.uk/news/education/education-news/nobel-prize-uk-universities-fail-tomake-top-10-list-for-most-science-and-medical-winners-10441721.html ,
b: US Patent and Trademark Office, 2015, c: US Patent and Trademark Office,
d: 2015 Bloomberg Innovation Index, e: Tech Nation 2016, Transforming UK Industries
u On a per capita basis, Britain’s expenditure on R&D now ranks 22nd in
the worldd
u The number of people employed in Britain’s IT sector has grown by 20
times in the last five years, but demand for engineering graduates now
outstrips supply by a factor of 5:1
Stevenson
u IT sector jobs grew 11.2% between 2011 and 2014 which is 2.8 times
faster than the rest of the workforce, but 43% of digital tech businesses
say that skills shortages are still limiting their growthe
u Globally, teaching and pedagogy in technology and engineering have
evolved dramatically since 2,000, driven by some 15 revolutionary
green-field science and engineering universities around the world. But,
in Britain, no wholly new universities have been built for 40 years and
any UK innovations in teaching have occurred despite the structural
constraints imposed by existing academic institutions
Dyson
Britain urgently needs a revolution in engineering talent
development to regain its competitive energy
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Why now?
The collapse in Britain’s capabilities as a world-leading engineering nation is
occurring at a moment in history when innovation is emerging as the calling
card of the future.
“We need
passionate,
prepared and
engaged talent
who will help
us solve
problems and
capture
opportunities.”
1. Innovators and problem-solvers have never been in such high demand.
As the world’s problems grow ever more complex we need passionate,
innovative, problem-solving talent to address global challenges and capture
new technological opportunities. Many UK organisations are already unable
to find graduate engineers with the ability, the skills and the aptitude to add
value from Day One.
But by 2020, Britain and its leading companies will be over 257,000 engineers
short – particularly of globally employable, productive, innovative engineers.a
In the next five years, we need to find a way to double the number of
engineering graduates – no mean feat in a field whose latest statistics showed
a student enrolment increase of just 1.3 percent and a degree drop-out rate
of 5.6 percenta.
This problem requires out-of-the box thinking. If we are going to bridge this
widening talent gap, we need to awaken in young people a new passion for
engineering and create new pathways to draw the brightest and best into the
field of engineering. We need to demonstrate that many of the problems and
opportunities that these young people seek so passionately to address will
find their solutions through engineering.
And vitally, underpinned by new methods to teach the skills demanded by
21st century businesses, the next generations of engineers must be equipped
with more than core technical competence. They must be passionate,
challenging, multidisciplinary, applied, creative, commercially literate,
instantly productive and fully plugged into the world around them.
a: The State of Engineering, Engineering UK, 2016
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2. Simply innovating within existing British higher education will take too long.
Innovation within British Higher Education is alive and well; there is just not
enough of it, in the right places, and all of it suffers from the challenges of
trying to change from within.
Although many British academics recognise the need to innovate in order to
stay competitive, many British academic institutions are, according to The
Guardian (29 June 2015), “inherently conservative and risk-averse.”
Since the turn of the century, the free market economy, the development of a
global ‘innovation economy’, the internationalisation of universities, and the
rise of global university rankings have combined to threaten the UK’s
historical position as a global leader in higher education.
Within the UK itself, a ‘perfect storm’ of new challenges has developed over
the last decade, including significant advances in new education technology,
the fee-induced emergence of student (and parent) consumerism, the
removal of the cap on student numbers, and the ongoing uncertainty over the
level of government funding.
..many British
academic
institutions are
“Inherently
conservative
and
risk-averse.”
While the UK’s model of higher education in engineering has been slow to
evolve, the world of engineering education has been changing and innovating
at an ever-increasing pace.
There has been much unproductive and fruitless debate and
discussion on these two challenges over the last decade.
Not just simple innovation, but urgent rapid disruption in engineering higher
education is required and it demands three ingredients – a dedicated
team, a unique model and a special place.
NMiTE has assembled an exceptional global partnership and is
moving forward now to design and develop the first wholly
new British university in over 40 years.
We intend to bring the passion back to engineering
and redefine engineering for a whole new generation.
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Defining and educating Passioneers
Although it’s not immediately obvious, parents and employers share a common
objective – they both want to claim a capable, contributory, grounded, welleducated young person. There has never been a generation so ready to meet
that objective. Born after 9/11, raised in a constant stream of media, attached
instantly to a global encyclopaedia, survivors of economic turmoil, future
inheritors of the most complex global problems – this generation has already
begun to demonstrate that it is serious about growing up, knuckling down,
getting passionate, and doing good.a
What do UK
employers
actually mean
when they
seek a
passionate,
motivated,
innovative
individual?
But our education systems, designed originally to inspire young people to learn
and think – key ingredients to produce innovative problem solvers – have evolved
into test factories where statistics as opposed to great students are the most
critical output. To tackle what’s ahead, we need graduates who are:
u Literate, numerate and IT capable
u Economically and commercially aware
u Good listeners and communicators
u Courageous and resolute
u Intelligent, thoughtful and imaginative
u Confident, persuasive and able to challenge
u Intuitive, curious and creative
u Empathetic, tolerant and broad cultured
u Adaptable, flexible and resilient
u Ethical, values driven, team players
u Resourceful problem solvers
And, above all, damn good engineers with a passion for what they are doing.
Sadly, this is not what our UK universities are producing, and we are suffering for
this. But happily, a new breed of global higher education institutions is emerging,
bringing with them highly successful new approaches to undergraduate
education. Focusing on new approaches to admissions, concentrating on the
classroom, and introducing new (and in some cases re-introducing old) teaching
methodologies, they are producing a new generation of students with markedly
different characteristics.
a: Financial Times, New Young Puritans: Students Get Serious, March 2015
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Based on our own research into these leaders in the global education movement,
we know there are four key ingredients critical to creating a new beacon for
engineering education in the UK and for creating Passioneers.
1. We will throw the doors open.
We need more and we need different. Rather than pursue the traditional
approach to engineering admissions, we will welcome all students with
good grades who, through a unique NMiTE admissions process, also
demonstrate curiosity, grit and passion. We will not require maths and
physics at A-level, but instead seek evidence that students demonstrate
systems thinking, the capacity to collaborate and work in teams, can find and
creatively solve problems, are capable of visualising, and can adapt and improve.
We will become a beacon institution for women who wish to study engineering
in a gender-balanced environment. And we will seek open and simple
pathways to admit learners who have already begun their careers – whether
in the military, through apprenticeships, or through experience – giving them
credits for their previous training and life-learning so that they can efficiently and
cost-effectively take their next step in education.
Passion means
we admit
students based
on their whole
character – not
just their
grades.
2. We will establish a completely different culture.
Culture is at the root of an organisation, and therefore at the root of an
organisation’s success. The right culture is fundamental if
Passion means
sustainable transformation is the goal. To develop the
design projects
characteristics we seek, NMiTE must develop a culture that is
are embedded
based on learning by doing, that reflects the real world, where
into every
one is safe to fail and so safe to truly learn. Learning will be
stage of the
hard work. Students, therefore, will need to learn to balance
this with engagement in and return to the community in which
curriculum.
they will be living, with a focus on their own health and wellbeing as well as contributing to building NMiTE for the future.
3. We will focus on teaching and we will teach differently.
The traditional approach in higher education is that research informs teaching.
Our view is that great teaching and its resultant learning is informed and
supported by scholarship. Therefore, we will foster scholarship and reward
teaching, and we will not engage in the government’s Research Excellence
Framework (REF).
Our teaching will be interdisciplinary and problem-based, giving students
applied experience while learning. We will seek to educate rather than inculcate
our students, an approach that has a proven track record of embedding
lifelong learning skills and stimulating and engaging students' creativity.
NMiTE – Inspiring and Teaching a New Generation of Engineering Talent
Passion means
we invest in
great teachers
and give them
the best tools
to do their jobs.
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Passion means
educating
rather than
inculcating.
Our curriculum design, teaching, and commercialisation research will rely on an
intimate collaboration with companies and their staff who will be invited to
provide real-world problems, offer internships and contribute practitioners to
guide students through their time at NMiTE. We will teach a core multidisciplinary initial curriculum, to be followed by student-selected,
industry-targeted engineering curriculum. Woven into our engineering education
will be NMiTE’s multi-year Human Interaction Programme.
Integrated multi-disciplinary Engineering and Human Interaction Curriculum
Global Challenges
Curriculum
Business Sectors
Agri-technology, equipment & systems
design, precision & smart technologies,
power, sensors & controls,
food technology, heating, cooling &
ventilation, postharvest
handling, logistics
Shaping the Future
Design
Sustainability
Systems
Big Data
Living Safely
Living Sustainably
Lean processes, rapid prototyping,
robotics, automation, control systems, new industrial technologies,
custom manufacturing,
composite materials
Interconnected risk
assessment, global
infrastructure needs, information
assurance, security & forensics,
data analytics,
cyber engineering
Agri-Engineering
and Food
Production
Communication
Collaboration
Context
Feeding the World
Smart cities, green transportation, smart
grid energy & water management,
ecosystems, environmental engineering,
intelligent systems, renewable energy
Manufacturing and
Advanced
Manufacturing
Data and
Resources Security
Green, Renewable
and Smart Living
The Human Interaction curriculum has three broad categories each with five distinct components.
Communication
Collaboration
1) oral communication in both formal &
informal settings
2) written communication in several
contexts
3) reading deeply and critically
4) storytelling
5) code-writing and social media
1) interpersonal interaction
2) working in teams of two to ten
3) assessing & fitting into work
environments
4) recognizing community service
5) recognising and adapting to cultural
differences
8
Context
1)
2)
3)
4)
5)
ethical considerations
economic & business considerations
historical and political considerations
environmental considerations
legal considerations
NMiTE – Inspiring and Teaching a New Generation of Engineering Talent
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Finally, students will be taught in a block schedule. Blocks will be of one to three
weeks duration, allowing for intense topic understanding, and courses will run for
46 weeks per year, enabling students to reach MEng level within three years.
YEAR 1
YEAR 2
YEAR 3
Year 1
Year 2
Year 3
Unlocking creativity, introducing
design, understanding the
process of innovation and
exploring engineering
Select Themed Programme from:
Feeding the World
Shaping the Future
Living Safely
Living Sustainably
Continue chosen Industry
Themed Programme.
Final year problem solving
project with Industry Partner
Six month assessed industry internship
or business startup project
4. We will create a blueprint for a Talent & Innovation Ecosystem.
There is a unique opportunity for NMiTE to catalyze local growth and
productivity. By nurturing closer links between businesses and education, we
aim to raise aspirations, improve standards and enhance innovation across
the region. Herefordshire faces a talent crisis. Many young people leave, and
low motivation and poor pathways into employment hold back many of the
rest. There are skills gaps at every level, especially for managerial roles, and a
real danger that the recovery, led by tech-based SMEs, will be constrained.
That’s why NMiTE will establish a Talent & Innovation Ecosystem. Young
people will learn by working on the real-world problems of partner businesses
– in many cases creating innovative solutions that strengthen those
businesses and potentially start new ones. And we will work to introduce this
across the county’s schools and colleges: creating new potential from early
years to early jobs.
NMiTE will orchestrate the ecosystem. Working with education institutions
and employers, we will provide leadership and expertise in problem-based
learning; establish a set of relevant learner pathways into work; and connect
employers to learners, schools and other employers. And we will do so as part
of an innovative collaboration with the Marches LEP, the Hereford Enterprise
Zone and Herefordshire County Council: shared governance, shared commissioning,
shared data and shared value.
Our approach draws on best practice around the world in using problem-based
learning for driving regional economic impact. We will work with emerging
ecosystems in Asia, Europe and North America to accelerate progress. And we will
offer a new and distinctive model back into British Higher Education.
NMiTE – Inspiring and Teaching a New Generation of Engineering Talent
Passion propels
us, while
perspective
gives us
purpose.
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Additional project information
NMiTE will be a new, independent, not-for-profit, world-class teaching university,
based entirely in the centre of the City of Hereford, a location blessed with the
beauty, history and serenity of many world-class university cities.
Herefordshire is currently one of the last counties in the UK without a
university. It is a county which regularly achieves some of the best
GCSE results in Britain but which, at the same time, has one of the
lowest average per capita income in the country and which battles
against a relentless drain of its most talented school-leavers.
It is also a county which sits on the periphery of the wider Marches
and West Midlands economy, home to some of Britain’s most
competitive global companies, many of whom need a steady stream
of high-quality engineering graduates in order to develop and grow
their businesses.
NMiTE’s sole focus will be on developing best-of-breed engineering
education to address the urgent need for world class, passionate new
engineering talent. The new NMiTE curriculum will focus on liberal
engineering, with both design and the humanities at its core.
Engineering will be learned in the context of one or more of the
NMiTE themes: Shaping the Future; Feeding the World; Living in
Harmony and A Sustainable Planet. Each of these embraces several of
the great humanitarian challenges of the 21st century and requires
dedicated engineering to address its problems.
The project has been co-developed with Olin College of Engineering
(USA – see Appendix A) and is supported by the University of Warwick
(see Appendix B) – with active engagement from the Royal Academy
of Engineering, Institution of Engineering & Technology, Engineering
Employers Federation (EEF), Confederation of British Industry (CBI)
Women’s Engineering Society and other trade and professional bodies.
The curriculum has been designed to specifically address the needs of
engineering and technology employers with the aim of producing
employment-ready, highly productive, industry relevant, culturally
intelligent, innovative, ethically aware, problem solving, economically and
financially literate graduates who will demonstrably be outstanding contributors,
inspirational employees, entrepreneurs and innovators.
Particular emphasis has been placed on enhancing pathways for women (50:50
faculty and student gender commitment) and recognising work/life experience
(apprenticeship and services leavers).
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Other key features
u Very close collaboration with industry and academic partners on curriculum design,
on provision of real problems for the classroom and on input to broader skills needs
u Interdisciplinary and problem-based, learning-by-doing engineering teaching
that provides students with applied experience, designed to embed lifelong
learning and enhancing innovation, design and creativity capabilities
Interdisciplinary,
problem
based
teaching
u Differentiation from current Higher Education approaches to engineering education.
Blended academic and practitioner faculty; high level of faculty contact time (3.5
hours plus per day) using block timetabling, seminar, studio and lab workshop
teaching; classes of 20-30 students with a student/staff ratio of 15:1.
u New approach to admissions to attract a diverse range of students beyond
traditional groups and to identify those who balance academic ability with
curiosity, grit and passion:
■ Will require AAB at A-Level or 38 points IB Diploma or equivalents
■ Will not require Physics & Maths A-Levels - or equivalents
■ All second stage applicants will be interviewed and assessed for their
curiosity, grit and passion
■ Will admit from non-traditional backgrounds post-apprenticeship
and post-experience students (e.g. services leavers)
■ Will seek to identify high quality applicants who have not chosen
traditional academic pathways but whose potential and talent can
be measured through non-traditional assessment protocols
u Faculty and staff rewarded for inspirational teaching, education innovation
and for creating “safe to fail” experience-based learning environment
u Mandatory Human Interaction curriculum - Communication, Collaboration
and Context
u 46-week academic year enabling full MEng curriculum in three years;
awarding a wholly new Bachelors and Masters in Liberal Engineering degree;
mandatory 6-12 month work placement prior to graduation
Curiosity,
grit and
passion
u Capability to provide Level 6 & 7 Degree Apprenticeships and Continuing
Professional Development
u “Blank slate” trailblazer opportunity allows for redesign of
governance, operating, IT, funding and other core operating models
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Additional project information
u Application & Development Centre to be co-developed with
Hereford Enterprise Zone with incubator units to support major
engineering and technology companies and their SME supply
chain in the Midlands Engine, Wales and the Southwest
u Start up and growth companies to be supported by venture capital and
‘angel’ funds
u Commitment amongst partners to publish related educational
research and share learning within the UK HE sector
Progress to date
NMiTE’s original development team of two volunteers came together in early
2012. Since then, the team has expanded to a 45-strong group of volunteers and
paid professionals, supported by a highly-experienced panel of academic and
industry advisers. (See Appendix C).
The team has:
u Raised over £650,000 in seed-corn funding from local businesses and individuals
u Negotiated a collaboration with the University of Warwick and Olin College
u Secured, in 2016 Spending Review, conditional support from HMG to co-fund
project start up
u Developed initial curriculum in preparation for seeking course validation, degree
conferral and institutional accreditation
u Developed significant industry and professional institution partnerships
u Gained cross party political support at County and City Council level, including
agreement on campus location, initial County Council-owned buildings for
redevelopment, initial support for the development of student accommodation
u Completed Founding President/CEO search with candidate in post by January 2017
u Completed an initial campus masterplan to guide development of Britain’s most
sustainable and ‘agile’ university campus
Our Goal
To admit NMiTE’s first cohort of 300 undergraduates
in the autumn of 2019 and to grow to 5,000 students
over the following 10-15 years.
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Our Challenge
This is a 10-15 year project to reinvigorate the teaching of
engineering, develop a new generation of Passioneers, and
create a world-class engineering university linked to the
heart of the West Midlands.
NMiTE has, from the outset, been conceived as a
public/private partnership based on a mutual recognition of
its importance to Britain, to British engineering and to
Herefordshire, the Marches and the Midlands Engine. We
believe that this approach is the most effective way to create
a sustainable long-term financial model, structured to
provide a very high return on the capital invested by all of its
various stakeholders.
Strong Ministerial encouragement secured conditional
financial support from the Government. We are now
working with relevant professionals to unlock this support.
At the same time, we are looking to industry and to the
philanthropic sector for support, for both matching
contributions and for start-up capital.
We are therefore engaging with a wide range of potential
sources of private support, for both development capital and
for initial operating costs, to match – or ideally lead –
government funding.
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What do we need?
The NMiTE team is seeking one or more leadership gifts
to propel this project forward.
The project must raise grants and donations totaling £37.8 million along
with loans of £12.7 million between now and 2023, to enable us to open
the doors of this groundbreaking engineering institution. Breakeven is
expected in 2021/22 with approximately 900 students. The
Herefordshire Tertiary Education charitable Trust has been established to
raise and manage these funds.
NMiTE (the current working name) will operate the new university and
will, itself, be an independent, charitable organisation. Total funds
required to launch the university and enrol the first 1,000 students are
£50.5 million. This comprises:
1. Capital of £22.4 million for initial teaching buildings, infrastructure &
IT systems and working capital.
2. Revenue shortfall over five years of £17.8 million and includes
identification and development of leadership and management,
course and campus development, faculty, student and employer
recruitment and marketing, and the establishment of the institution.
3. Funding of £11 million for scholarships over the period 2019-2023.
These figures do not include the cost of student accommodation which
will be funded and delivered by third parties.
Sources for funds are targeted to be £18.9 million (37%) from HMG and
Europe, £18.9 million (37%) from individual and corporate philanthropic
sources, and debt of £12.7 million.
Turn to Appendix D for more financial information.
There are many calls for funding, but few to create a
wholly new institution that can so significantly impact
the long-term future of a country.
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APPENDIX A
About Olin College of Engineering, Needham, MA (USA) - (www.olin.edu)
Olin College of Engineering, founded in 1997, has risen rapidly to the forefront of the global
engineering education revolution. Founded in part with a mandate to reinvent the teaching of
engineering, the college has quickly become recognised for its unique approach to experience-based
engineering education, high quality faculty, close relationships with industry partners and high quality
student results.
Olin thinks of itself as a university and a form of national laboratory to improve how the teaching
of engineering is developed and delivered. To foster deep innovation, there is no tenure and there
are no academic departments. Classroom time is focused on experienced based learning that
students apply to real problems that either they or company partners identify. There is an
entrepreneurial mind-set that permeates the classroom and the exposure to business partners
produce students who reflect employability skills, digital fluency and analytic experience. Olin admits
50% men and 50% women, graduate 95% of those who enrol, and graduate salaries are 24% above
the national engineering average.
A significant component of Olin’s mandate is to make a difference to engineering education
elsewhere in the world. Annually approximately 150 academic institutions visit Olin and Olin actively
partners with a select few of these to support these institution’s own innovation in engineering
education. The NMiTE project is proud to have entered into a multi-year mentoring relationship with
Olin in 2015 that will provide the project with guidance and support in curriculum development,
student recruitment and admissions, staff recruitment and leadership, organisation development and
campus development.
To learn more about Olin, please watch:
https://www.youtube.com/watch?v=KXNT-RRcfyo&feature=youtu.be&autoplay=1
Rankings
• US News & World Report (2016): #3 Best Undergraduate Engineering Programs, non-doctoral
• Princeton Review (2016): Best 380 Colleges; a "College that Pays you Back" and one of the "Best
Northeastern Colleges"
• USA Today & College Factual (2015) a Top College
• Princeton Review (2014): Best Value College
• Forbes.com List of Top 25 Colleges Ranked by SAT Scores: #8
• Chronicle of Higher Education (2012, 2015): Top Producers of U.S. Fulbright Students
• College Choice (2016): #9 Best Bachelor's Degrees in Engineering
• 2016 Princeton Review - Best classroom experience #1
• 2016 Princeton Review - Students study most #2
• 2016 Princeton Review - Professors get high marks #4
National Survey of Student Engagement (NSSE)
Olin’s rich learning environment is reflected in its outstanding results on the National Survey of
Student Engagement (NSSE) that gauges levels of students’ involvement with their learning. In 9 out
of 10 NSSE metrics, Olin scored above the 90th percentile mark.
These metrics measure Level of Academic Challenge, Active and Collaborative Learning, StudentFaculty Interaction, Supportive Learning Environment and Enriching Educational Experiences.
Gordon Prize
In 2013 Olin College's three founding academic leaders, Richard Miller, David Kerns and Sherra Kerns, received
the Bernard M. Gordon Prize, one of engineering's highest honors. The $500,000 prize is awarded by the
National Academy of Engineering to recognise innovation in engineering and technological education.
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APPENDIX B
Working with the University of Warwick
The creation of a new university in the UK requires working with an accredited university
over 5-7 years to secure taught degree awarding powers and university status. The mature
university provides academic and operational guidance, course assessment and validation,
and ultimately degree conferral during this period. Some are often also providers of
additional operating services to the start-up institution in areas such as facility sharing,
foreign student admissions processing, library provision, etc.
From its inception, NMiTE has focused its
planning and development to include
significant innovation in curriculum
development, teaching, admissions and
other areas of academic structure. In
searching for a UK academic partner to
support its journey to independence, and in
looking at the geographic footprint in which
the new institution was likely to operate,
conversations were undertaken with several
universities in the Midlands region.
As these discussions matured, and following the establishment of the NMiTE-Olin
agreement, NMiTE’s focus on education innovation developed as a key attraction for
potential partners. The “blank slate” trailblazer nature of the project ultimately attracted
more than one potential university partner to the project and in the period from June 2014
to March 2015 a ‘collaboratory’ was developed with the University of Warwick, Olin and
NMiTE with the University of Bristol acting as an adviser.
Today the NMiTE ‘Collaboratory’ reflects a mutually beneficial relationship that enables
Warwick to fulfil an element of their charter to contribute to the public good by supporting
the creation of a high quality, new higher education offering in an area recognised as a higher
education “cold spot.” It also benefits by participating with NMiTE to innovate in elements of
curriculum design and delivery, faculty development, and new models for student
admissions, faculty and staff management, campus development, funding and industry
relationships. Ultimately it is anticipated that the new methodologies developed for
engineering education will, with the public good in mind, be shared with other universities
around the country.
The NMiTE/Olin innovation team will work under the principal stewardship of Warwick to
assure the highest quality of the new institution. Subject to appropriate assessment and
validation, the University of Warwick will be invited to award an undergraduate engineering
degree until NMiTE secures its own degree conferral powers which is anticipated within 5 – 7
years after admission of the first student cohort.
16
NMiTE – Inspiring and Teaching a New Generation of Engineering Talent
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APPENDIX C
Governance & Advisers
Herefordshire Tertiary Education Trust, became a registered charity in January 2015.
Currently, of its five trustees four are resident in Herefordshire. Over the next quarter the
board will be strengthened with the addition of three/four trustees of national standing with
relevant engineering, academic, financial and property development expertise. The trustees
have been assisted by over 50 distinguished business and academic leaders – listed below.
HTET has one full time and two part-time employees and is assisted by some 40 volunteers,
and a small number of paid advisers – also listed below.
NMiTE is currently a company limited by guarantee. During Q3 2016 it will apply for
charitable status; its eleven trustees, when appointed, will become the governing body of
the new higher education institution.
The trustees will include:
u the Founding President/CEO
u directors of partner engineering employers with relevant skills and experience
u representative of the University of Warwick
u representative from the Royal Academy of Engineering
u three representatives of Herefordshire Tertiary Education Trust (HTET)
Pending the development of NMiTE Ltd the trustees of HTET will be responsible for
progressing its establishment. In the longer term HTET will revert to its primary purpose of
raising funds for NMiTE and managing a scholarship endowment fund.
Academic & Business Consultees
The NMiTE Team has consulted more than 200 Herefordshire and regional engineering
companies as well as senior graduate recruitment executives at, among others, Airbus, Arla
Foods UK, Arup, BAE Systems BP, Cargill, Dowty, Dyson Group, Elsevier, GKN, GSK, Heineken,
HSBC, JCB, Lockheed Martin, MACE, Malvern Instrument Co, National Instrument Co, Nestle,
Qinetiq, Renishaw Group, Rolls Royce, TATA UK, Thales, Worcester Bosch.
We are also working with RAE, IET, CBI, EEF, Women’s Engineering Society, WISE and the
Engineering Professors Council.
NMiTE – Inspiring and Teaching a New Generation of Engineering Talent
17
APPENDIX C
New
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in Technology
& Engineering
NMiTE would like to thank the following for their guidance, connections and ideas:
Lucy Armstrong, CEO The Alchemists; Chair, Capital for Enterprise; Former Deputy Chair
Northumbria University; Visiting professor for Innovation & Enterprise University of
Newcastle, Chair & Trustee HTET.
Norm Augustine, former President & CEO Lockheed Martin.
David Bell, Chief Corporate Development Officer, JCB.
Lord Burns, former Permanent Secretary HMG Treasury, Chairman Channel 4 plc, former
Chairman Santander UK plc, Welsh Water, Royal Academy of Music.
Kate Bingham, Managing Partner, International Technology Trust plc.
Professor Sir Keith Burnett, Vice Chancellor University of Sheffield.
Professor Sir Colin Campbell, Former Vice Chancellor University of Nottingham.
Dan Canty, Director Accreditation Services, IET.
Neil Carberry, Director, Employment and Skills Group, CBI.
Tristram Carfrae, Deputy Chair, Arup.
Professor Aldwyn Cooper, Vice Chancellor, Regents University, London.
Sir George Cox, Pro-Chancellor and Chair of Council, University of Warwick.
Professor Stuart Croft, Vice Chencellor & President, University of Warwick.
Peter Dart, Development Director WPP plc.
Dr David Docherty, CEO, National Centre for Universities & Business.
Professor Kel Fidler former member RAE Education Committee, fmr chair Engineering
Council & VC University of Northumbria.
Professor Kai von Fintel, Associate Dean of the School of Humanities, Arts, and Social
Sciences, Professor of Linguistics MIT.
Professor Deborah Fitzgerald, Dean of Arts & Humanities, MIT, Boston, Massachusetts.
Emeritus Professor John Goddard, OBE Professor of Regional Development Studies,
University of Newcastle.
Emeritus Professor Peter Goodhew, FEng, Emeritus Professor of Engineering, University of
Liverpool, member NMiTE Curriculum Panel.
Carl Gombrich, Programme Director, Arts and Sciences BASc, UCL.
Professor Sir Malcolm Grant, Former Provost, University College London.
Dr Paul Greatrix, Registrar, University of Nottingham.
Professor David Helfand, Columbia University & fmr VC & President, Quest University,
Squamish, British Columbia, member NMiTE Curriculum Panel.
Nick Hilman, Director, Higher Education Policy Institute.
Dr Sir John Hood, Former Vice Chancellor University of Oxford; Non-Executive Director, BG
Group Plc; CEO Robertson Foundation; Chair Rhodes Trustees; Chairman, The Study Group.
Dr Richard Hutchins, Director, JLR Programmes, WMG, University of Warwick; CEO, WMG
Academy for Young Engineers Trust.
Professor Barry Jones, Emeritus Professor Manufacturing & Metrology, Brunel University.
Professor Terence Kealey, Former Vice Chancellor, University of Buckingham.
Dame Fiona Kendrick, Chairman & Chief Executive Nestle UK & Ireland, Dep Chair UKCES.
Dr Janusz Kozinski, Founding Dean Lassonde School of Engineering , York University, Ontario.
Sir Richard Lambert, Chancellor, University of Warwick; former Director General CBI; former .
editor Financial Times.
Dr David Landesman, CBE, CEO Tata UK Ltd.
Professor John Latham, Vice Chancellor, Coventry University.
Simon Laver, Co-founder & Director Perrett Laver.
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NMiTE – Inspiring and Teaching a New Generation of Engineering Talent
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APPENDIX C
Dr David Llewellyn, Vice Chancellor Harper Adams University.
Sir Charlie Mayfield, Chairman, John Lewis Partnership, Chairman UKCES.
Julie Mercer, Partner, Deloitte MCS Ltd.
Dr Richard Miller, President, Olin College of Engineering, Needham, Massachusetts.
Professor Fred Nanni, Dean, Babson College, Wellesley, Massachusetts.
Professor Heidi Neck, Arthur M. Blank Centre for Entrepreneurship, Babson College,
Wellesley, Massachusetts.
Jesse Norman, MP Hereford & South Herefordshire; former lecturer University College London.
Professor John Perkins, FEng,Review of Engineering Skills, BIS November 2013.
Miles Pixley, General Manager Technical & Professional Development, JCB
Robert Rogers, Baron Lisvane, former Clerk to the House of Commons.
Terry Scouler, CEO Engineering Employers Federation.
Deborah Seddon, Head of Policy & Standards, The Engineering Council .
Professor Andy Shennan, Provost & Dean, Wellesley College, Wellesley, Massachusetts.
Ken Sloane, COO & Registrar, University of Warwick.
Professor Mark Somerville, Special Adviser to the Provost, Olin College of Engineering.
Michael Stevenson, Senior Adviser, PISA, OECD; former Global Head of Education, Cisco.
David Sweeney, Director Research, Innovation & Skills, HEFCE.
Sir Richard Sykes, former Provost, Imperial College; Former CEO of GSK.
Ken Temple, Chairman Baxendale Foundation, former Chair JLP Partnership Council.
Professor Sir Eric Thomas, former Vice Chancellor, University of Bristol.
Professor Pam Thomas, Pro Vice Chancellor (Research), University of Warwick.
Professor Sir Nigel Thrift, former Vice Chancellor, University of Warwick.
Dr Jessica Townsend, Associate Dean for Curriculum & Academic programmes, Olin College
of Engineering.
Professor Richard Weston, School of Architecture, University of Cardiff.
Bill Wiggin, MP for North Herefordshire.
Professor Sir Alan Wilson, former Vice Chancellor Leeds University; Former DG Higher
Education DfES; now Emeritus Professor, University College London.
Professor Sir Tim Wilson, former Vice Chancellor, University of Hertfordshire; Author BIS
Report: A Review of Business-University Collaboration.
David Willetts, Baron Willets of Havant, former Minister of State for Universities, Executive
Chair the Resolution Foundation, visiting Professor Kings College, London.
Rob Williams, FCA Deputy Director Finance, University of Oxford.
Sir Andrew Witty, CEO GlaxoSmithKline; Chancellor University of Nottingham; BIS report:
Universities & Growth.
Dr Elaine Wong, Senior Associate Dean of Arts and Sciences for Undergraduate Education,
Brandeis University.
Professor George Yip, China Europe International Business School; Former Dean, Rotterdam
School of Management, Erasmus University, Netherlands.
Professor Moira Yip, Emeritus Professor Linguistics, University College London; Visiting
Professor MIT.
NMiTE – Inspiring and Teaching a New Generation of Engineering Talent
19
New
Model
in Technology
APPENDIX C
& Engineering
Professional Advisers
Accountants:
Thorne Widgery
http://www.thornewidgery.co.uk/
Architectural & Planning:
Architype
http://www.architype.co.uk
+ Niall McLaughlin Architects
http://www.niallmclaughlin.com
Bankers:
Handelsbanken – Hereford
http://www.handelsbanken.co.uk
Branding & Naming:
Frank, Bright and Abel
http://www.frankbrightabel.com
Curriculum, Education & Pedagogy:
Prof Kel Fidler
http://kelfidler.com/
Prof Peter Goodhew
http://www.goodhew.co.uk/TeachEng.htm
Prof David Helfand
http://www.questu.ca/
Dr Rhys Morgan
http://www.raeng.org.uk/about-us
Prof John Perkins CBE
http://www.ukcds.org.uk/about-us/professor-john-perkins-cbe
Dr Helen Rogers
Prof Peter Scott
http://www.warwick.ac.uk
Dr Shelagh Smith
Company Secretary:
David Nolan CPFA MoID
Economic Impact & Strategy
Monitor Deloitte
http://www2.deloitte.com/
Employee Accountability & Motivation:
Ken Temple fmr Chair Partnership Council
http://baxendale.co.uk
John Lewis Partnership, Chair Baxendale Trust
Campbell McDonald, Director Baxendale Trust
Employer Recruitment & Engagement:
Sapiens Communications
http://www.sapienscommunications.co.uk/
Executive Search:
PerrettLaver – Simon Laver
http://www.perrettlaver.com
Estates Director:
Jennifer Wood BSc (hons), MSc, C.Eng, MICE, MAPM
Financial Advisers:
David Nolan CPFA MoID
Jon Gorringe ACMA Former Director of Finance at the University of Edinburgh
Fundraising:
The Philanthropy Company
http://www.philanthropycompany.com/
Peter Agar
http://www.sheffield.ac.uk
Legal:
Wragge & Co
http://www.wraggelaw.com
Harrison Clark Rickerbys
http://www.hcrlaw.com/
Property Advisers:
Charles Ingleby
http://www.inglebytrice.co.uk/
Jonathan Preece, BSc MRICS
http://www.jdpsurveyors.co.uk
Public Relations:
Kelso Consulting
20
http://www.kelsopr.com/
NMiTE – Inspiring and Teaching a New Generation of Engineering Talent
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& Engineering
APPENDIX D
NMiTE Development Budget 2016-2023
To open for students in Autumn 2019 preparation has already started. This will include:
u establishing the institution with a unique and clearly differentiated culture
u engaging and retaining employers as partners
u developing the curriculum and facilities
u procuring from third parties up to 1,000 bed student accommodation
u recruiting and training the faculty and staff
u defining the student experience and recruiting students, facilitated by over 800 full
fee scholarships for the first four year’s recruits
NMiTE FUNDING REQUIREMENT first 1,000 students
CAPITAL
Teaching Building 4,000m
Infrastructure & IT
Working Capital
Total
2
REVENUE Support 2016 -2021 (breakeven)
Campus Development
Course Development
Recruitment & Marketing
Establishment of Institution
Total
£m
19.9
1.25
1.25
22.4
1.5
5.0
8.5
2.0
Scholarships 800 from 2019/20 to 2022/23
TOTAL
DEBT
TOTAL FUNDS to be raised
SOURCE OF FUNDS
£m
HMG & Europe
18.85
Philanthropic & Corporate
18.85
Debt
12.7
Total
50.4
Student accommodation - 1,000 beds funded & delivered by third party(s)
NMiTE – Inspiring and Teaching a New Generation of Engineering Talent
£m
17.0
11.0
50.4
-12.7
37.7
%
37
37
25
100
21
APPENDIX D
New
Model
in Technology
& Engineering
CAPITAL
Teaching Buildings
To accommodate the first three years of students, teaching and admin buildings of circa
9,200 metres2 will be required:
1. 4,100 M2 general teaching & studio space in Hereford City at £2,500/M2
3,100 M2 of laboratory & workshop space on EZ next to Shell Store at £1,500/M2
2,200 M2 administrative space in Hereford City at £2,000/M2
Plus (funded by others) residential accommodation for all students
2. To open in collaboration with EZ Co the Application & Development Centre within the
“Shell Store” on the EZ ‘North Magazine’ by 2019
3. To create a campus environment that competes with institutions that will be seeking
to recruit the most able students
Based on the build costs above and allowing for land acquisition, a full fit-out for a range of
engineering disciplines, professional fees, and VAT, such a buildings will cost an estimated
£19.9 million. The sites will be on a long-term lease or purchased from the Herefordshire
Council. There are a range of financing options for the building from outright purchase to a
60 percent mortgage with initial match funded equity of £7.2 million. Short term growth will
be accommodated through rented seminar and non-engineering teaching space convenient
to the early buildings.
Final year student “capstone” projects requiring space, will be at NMiTE’s Application &
Development Centre co-located with the Marches EZ Company’s incubator units. A facility
that will share workshop facilities.
In the long term NMiTE intends to raise £450 million long term finance from EIB or City
sources. This to fund the provision of 42,000 M2 of teaching and administrative
accommodation along with 150,000 M2 of student residential accommodation coupled with
appropriate public realm enhancements that will transform the centre of Hereford
Infrastructure
NMiTE will procure and deliver the underlying IT, telecoms and engineering infrastructure
needed by a modern teaching institution – budget £1.25 million.
Working capital
£1.25 million is proposed.
REVENUE GAP TO BE FUNDED
Campus Development
NMiTE will be working closely with Herefordshire County Council and Hereford City Council
to master-plan the campus, agree the public realm spaces, address parking, transport and a
multitude of development issues. We will need to rent and refurbish office space for the
management and faculty, and social space for students not provided in the teaching building
or in halls of residence.
We are already working with Herefordshire Council to seek innovative ways of working with
22
NMiTE – Inspiring and Teaching a New Generation of Engineering Talent
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APPENDIX D
& Engineering
specialist private sector providers and social enterprises to procure, fund and operate the
first 1,000 student accommodation units. It is planned that student accommodation will be
developed as Colleges each with 350 members providing a range of accommodation types,
some communal eating and social space.
Course Development
The high level curriculum has been developed and tested Q2-3 2016. From January 2017
through to spring 2018 NMiTE must develop a set of curricula, course and module
specifications that can be validated by the University of Warwick, accredited by the
appropriate professional institutions, and be acceptable to both the HEFCE and the QAA.
This process and timing will enable NMiTE courses to be promoted by UCAS in Q3 2018 for
student entry into NMiTE in Q3 2019. These courses will address the engineering talent
needs of regional, national and international companies operating initially in four sectors:
Agri-Engineering & Food Production; Manufacturing & Advanced Manufacturing; Defence,
Data & Resources Security; Green, Renewable & Smart Living.
In addition, the detailed course content for Year One (to achieve learning outcomes required of
the validated degree programme) will also need to be developed and refined during 2017/18.
This task will require the input of the Chief Academic Officer, the Registrar and 10-14 faculty
members along with appropriate support and facilities. We estimate that the course
development programme will, over the four year period Q1 2017 to Q4 2021 cost £5.0 million.
Faculty & Student Recruitment, Marketing & Communication
Recruitment of staff and faculty will start in Q4 2016 and build over the following years. In
parallel a programme to engage sixth-form science, D&T, ICT and engineering teachers will
be rolled out. Linked to this and working with industry partners we will promote engineering
to primary & secondary schools within NMiTE’s regional catchment area.
Actual recruitment of students will start in Q3 2017 and build through to 2019. The first five
years marketing & recruitment have been budgeted at £8.5 million. In the long term (from
2022) marketing expense will be budgeted at eight percent of tuition fees.
Scholarships
Shown separately but part of NMiTE’s marketing plan will be the provision of £11 million to
fund a scholarship programme, providing 800 full-time equivalent places for the first four
student cohorts. It is intended that this will be funded by corporate sponsorship and
philanthropic donations.
Thereafter provision will be made from revenue and sponsorship to fund 20 percent FTE of
student places via scholarships.
SCHOLARHIPS 2019 - 2023
Undergraduate numbers
Total FTE scholarships per year
Cost £'000 @ £12.0K pa/student FTE
2019/20
300
115
1,350
2020/21
650
225
2,700
NMiTE – Inspiring and Teaching a New Generation of Engineering Talent
2021/22
940
335
4,050
2022/23
910
240
2,880
Total
915
10,980
23
New
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APPENDIX D
& Engineering
Establishing NMiTE
To establish NMiTE there will be a significant number of non-academic preparative activities
that will include:
(a) recruiting and retaining senior leadership, managers, staff and faculty, establishing
culture, and new models of performance measurement;
(b) establishing the optimal tax, management, and governance structures;
(c) developing student welfare programmes and student facilities;
and
(d) all the miscellaneous tasks involved in a new venture. We estimate the cost for these
to be £2.0 million over the three years prior to 2019 opening.
SUMMARY - Gap funding of Development Costs excluding Student Accommodation
Academic Years
Forecast Expenditure
CAPITAL
Teaching Buildings
Infrastructure & IT
Working Capital
REVENUE - shortfall
Course Development
Campus Development
Student & Faculty
Recruitment, Marketing
& Communication
Establishment 200
of Institution
Scholarship Fund
Total
2016/17 2017/18 2018/19 2019/20 2020/21 2021/22 2022/23
£'000
£'000
£'000
£'000
£'000
£'000
£'000
8,800
100
3,400
0
0
TOTAL
£'000
200
100
100
500
400
900
7,000
650
900
200
1,100
250
1,200
550
1,100
500
600
100
5,000
1,500
600
950
2,500
2,700
1,000
750
8,500
600
600
600
2,700
4,700
12,500
200
1,350
14,750
4,050
4,900
2,900
2,900
2,000
11,000
50,400
2016/17 2017/18 2018/19 2019/20 2020/21 2021/22 2022/23
£'000
£'000
£'000
£'000
£'000
£'000
£'000
700
2,200
2,500
2,800
3,700
4,050
2,900
2,000
2,500
8,000
5,750
600
2,000
6,200
4,500
2,700
4,700 12,500 14,750
8,900
4,050
2,900
TOTAL
£'000
18,850
18,850
12,700
50,400
250
2,700
7,950
19,900
1,250
1,250
NMiTE: SOURCES OF GRANTS & DONATIONS
Academic Years
SOURCE
Corporate & Philanthropic
HMG & EU
Loans
TOTAL
22:V:2016
24
NMiTE – Inspiring and Teaching a New Generation of Engineering Talent
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(Latin root Educatus or Educere)
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and
lead students forth to
a lifetime of learning.
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