This paper builds on previous work (Clark, 2009; Clark & Andrews 2011, 2014) to continue the debate around a seemingly universal question…“How can educational theory be applied to engineering education in such a way so as to make the subject more accessible and attractive to students? It argues that there are three key elements to student success; Relationships, Variety & Synergy (RVS). By further examining the purposefully developed bespoke learning and teaching approach constructed around these three elements (RVS) the discourse in this paper links educational theory to engineering education and in doing so further develops arguments for the introduction of a purposefully designed pedagogic approach for use in engineering education.
|Title of host publication||SEFI conference proceedings|
|Publisher||Société Eropéenne pour la Formation des Ingénieurs|
|Number of pages||11|
|Publication status||Published - 31 Dec 2014|
|Event||42nd SEFI Annual Conference - University of Birmingham, Birmingham, United Kingdom|
Duration: 15 Sep 2014 → 19 Sep 2014
|Conference||42nd SEFI Annual Conference|
|Abbreviated title||SEFI 2014|
|Period||15/09/14 → 19/09/14|
|Other||42nd annual conference of the Société Eropéenne pour la Formation des Ingénieurs|
"Educating Engineers for Global Competitiveness” – Incorporating the Biennnal Conference on Engineering Education (UK)
The conference comes back to the UK after an absence of over 20 years. It is hosted by the University of Birmingham but with major input from a number of Midlands Universities. The Midlands is currently witnessing tremendous growth in the motor industry. The requirement for highly educated engineers who are able to operate in a competitive environment is established and the theme of the conference extends this to global competitiveness.
The challenge for educators, working with industry, is to ensure that the education and training of the engineers will meet this challenge both now and in the future.
Clark, R., & Andrews, J. (2014). Tackling transition! Peer mentoring in engineering education: a UK perspective. In SEFI conference proceedings  Société Eropéenne pour la Formation des Ingénieurs.