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New chemical engineering provision: Quality in diversity

David J. Brown, Grant M. Campbell, Daniel J. Belton, Phil Cox, Pablo Garcia Trinanes, Chedly Tizaoui Orcid Logo

Education for Chemical Engineers

Swansea University Author: Chedly Tizaoui Orcid Logo

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DOI (Published version): 10.1016/j.ece.2019.02.002

Abstract

Recent growth in chemical engineering student numbers has driven an increase in the number of UK universities offering the subject. The implications of this growth are described, along with the different challenges facing new providers in the UK compared with established departments. The approaches...

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Published in: Education for Chemical Engineers
ISSN: 1749-7728
Published: 2019
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URI: https://cronfa.swan.ac.uk/Record/cronfa49144
first_indexed 2019-03-07T14:05:16Z
last_indexed 2019-04-09T13:03:10Z
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recordtype SURis
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spelling 2019-04-08T14:45:27.3495606 v2 49144 2019-03-07 New chemical engineering provision: Quality in diversity 4b34a0286d3c0b0b081518fa6987031d 0000-0003-2159-7881 Chedly Tizaoui Chedly Tizaoui true false 2019-03-07 EAAS Recent growth in chemical engineering student numbers has driven an increase in the number of UK universities offering the subject. The implications of this growth are described, along with the different challenges facing new providers in the UK compared with established departments. The approaches taken by the various new entrants are reviewed, with reference to recruitment strategies, infrastructure, the use of external facilities, and the particular flavours of chemical engineering being offered by the new providers. Information about the differentiating features of the large number of chemical engineering degree courses now available is somewhat indistinct: this should be rectified in the interests both of prospective students and of employers. Dilemmas facing new providers include the need to address the fundamentals of the subject as well as moving into more novel research-led areas; enabling students to develop the competencies to sustain them for a whole career as well as meeting immediate employer needs; and providing sufficient industry understanding when academics may lack substantial industrial experience. The central importance of practical provision and of the design project, and the approaches taken by new providers to deliver these components, are reviewed, together with the role of software tools in chemical engineering education, and measures to facilitate industry input into courses. As long as it is not used prescriptively or to inhibit innovation, the accreditation process provides constructive guidance and leverage for universities developing new chemical engineering programmes. Journal Article Education for Chemical Engineers 1749-7728 Student recruitment, Course content, Laboratory provision, Software tools, Design projects, Industry engagement, Accreditation 31 12 2019 2019-12-31 10.1016/j.ece.2019.02.002 COLLEGE NANME Engineering and Applied Sciences School COLLEGE CODE EAAS Swansea University 2019-04-08T14:45:27.3495606 2019-03-07T10:12:20.7223976 Faculty of Science and Engineering School of Engineering and Applied Sciences - Chemical Engineering David J. Brown 1 Grant M. Campbell 2 Daniel J. Belton 3 Phil Cox 4 Pablo Garcia Trinanes 5 Chedly Tizaoui 0000-0003-2159-7881 6 0049144-11032019112705.pdf 2019_NewChemicalEngineeringProvisionQualityinDiversity.pdf 2019-03-11T11:27:05.5430000 Output 1527002 application/pdf Accepted Manuscript true 2020-03-05T00:00:00.0000000 true eng
title New chemical engineering provision: Quality in diversity
spellingShingle New chemical engineering provision: Quality in diversity
Chedly Tizaoui
title_short New chemical engineering provision: Quality in diversity
title_full New chemical engineering provision: Quality in diversity
title_fullStr New chemical engineering provision: Quality in diversity
title_full_unstemmed New chemical engineering provision: Quality in diversity
title_sort New chemical engineering provision: Quality in diversity
author_id_str_mv 4b34a0286d3c0b0b081518fa6987031d
author_id_fullname_str_mv 4b34a0286d3c0b0b081518fa6987031d_***_Chedly Tizaoui
author Chedly Tizaoui
author2 David J. Brown
Grant M. Campbell
Daniel J. Belton
Phil Cox
Pablo Garcia Trinanes
Chedly Tizaoui
format Journal article
container_title Education for Chemical Engineers
publishDate 2019
institution Swansea University
issn 1749-7728
doi_str_mv 10.1016/j.ece.2019.02.002
college_str Faculty of Science and Engineering
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hierarchy_top_id facultyofscienceandengineering
hierarchy_top_title Faculty of Science and Engineering
hierarchy_parent_id facultyofscienceandengineering
hierarchy_parent_title Faculty of Science and Engineering
department_str School of Engineering and Applied Sciences - Chemical Engineering{{{_:::_}}}Faculty of Science and Engineering{{{_:::_}}}School of Engineering and Applied Sciences - Chemical Engineering
document_store_str 1
active_str 0
description Recent growth in chemical engineering student numbers has driven an increase in the number of UK universities offering the subject. The implications of this growth are described, along with the different challenges facing new providers in the UK compared with established departments. The approaches taken by the various new entrants are reviewed, with reference to recruitment strategies, infrastructure, the use of external facilities, and the particular flavours of chemical engineering being offered by the new providers. Information about the differentiating features of the large number of chemical engineering degree courses now available is somewhat indistinct: this should be rectified in the interests both of prospective students and of employers. Dilemmas facing new providers include the need to address the fundamentals of the subject as well as moving into more novel research-led areas; enabling students to develop the competencies to sustain them for a whole career as well as meeting immediate employer needs; and providing sufficient industry understanding when academics may lack substantial industrial experience. The central importance of practical provision and of the design project, and the approaches taken by new providers to deliver these components, are reviewed, together with the role of software tools in chemical engineering education, and measures to facilitate industry input into courses. As long as it is not used prescriptively or to inhibit innovation, the accreditation process provides constructive guidance and leverage for universities developing new chemical engineering programmes.
published_date 2019-12-31T04:32:02Z
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