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Driving innovations in manufacturing: Open Access research from DMEM

Strathprints makes available Open Access scholarly outputs by Strathclyde's Department of Design, Manufacture & Engineering Management (DMEM).

Centred on the vision of 'Delivering Total Engineering', DMEM is a centre for excellence in the processes, systems and technologies needed to support and enable engineering from concept to remanufacture. From user-centred design to sustainable design, from manufacturing operations to remanufacturing, from advanced materials research to systems engineering.

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The Engineering Academy : increasing access to engineering

Flockhart, Gordon M. H. and Keating, Barbara A. and McLaren, Andrew (2017) The Engineering Academy : increasing access to engineering. In: 3rd International Enhancement in Higher Education Conference, 2017-06-06 - 2017-06-08, Radisson Blu Hotel.

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Abstract

The Engineering Academy (EA) is an integrated programme between the University of Strathclyde, partner colleges and industry to widen access to undergraduate degrees in engineering. A partnership model was developed where students successfully complete an enhanced HNC at a partner college before transferring to second year of their chosen undergraduate degree within the Faculty of Engineering. EA entry requirements are lower than direct entry applications. Additional contextual information based on postcode; the Scottish Index of Multiple Deprivation; schools with low progression to university; or time in care, is used in selection. The programme also aligns with and accepts adult learner applicants from the Scottish Wider Access Programme. Three enhanced HNC pathways: Chemical Engineering, Electronic and Electrical Engineering and General Engineering require bespoke student transition activities tailored to the engineering discipline. The presentation will follow the evolution of the EA programme model from its inception to current day. This will include changes in the programme management; the establishment of curriculum and subject working groups to review, refine and share teaching practice; and development of transition activities. The results of these show a successful transition model into undergraduate engineering degrees for students from a range of backgrounds.