How to grow engi­neers of the fu­ture

DEMM Engineering & Manufacturing - - NEWS -

Grow­ing New Zealand’s engineering ca­pa­bil­ity is a high pri­or­ity for the gov­ern­ment, it is keen to in­vest in tech­nol­o­gist and tech­ni­cian engi­neer train­ing to make this hap­pen.

Ac­cord­ing to the Ter­tiary Ed­u­ca­tion Com­mis­sion (TEC), there needs to be a 120-230 per cent growth in the num­ber of grad­u­ates from NZQA Level 7 engineering pro­grammes. The Bach­e­lor of Engineering Tech­nol­ogy (BEngTech) has been de­vel­oped to meet this de­mand.

Jointly de­vel­oped and of­fered by six of New Zealand’s largest in­sti­tutes of tech­nol­ogy, known as the Metro Group, this is an in­ter­na­tion­ally-bench­marked qual­i­fi­ca­tion that is ac­cred­ited by the In­sti­tu­tion of Pro­fes­sional Engi­neers.

De­signed in tan­dem with in­dus­try, this hands-on de­gree re­sponds di­rectly to em­ploy­ers’ work­place needs and ex­pec­ta­tions.

“The strength of the Metro Group pro­gramme lies in its pro­duc­tion of grad­u­ates who are highly ca­pa­ble from day one,” says John Find­lay, chair of the Metro Man­age­ment Group (BEngTech).

Lead­ing to a ca­reer as an engineering tech­nol­o­gist, the de­gree of­fers three ma­jors: civil, me­chan­i­cal or elec­tri­cal engineering. There are then spe­cial­ties avail­able within th­ese ma­jors such as geotech­ni­cal, road­ing-trans­porta­tion, mecha­tron­ics and many more.

The qual­i­fi­ca­tion pro­gres­sively builds upon the learner’s body of knowl­edge with all stu­dents study­ing core pa­pers dur­ing their first year in­clud­ing engineering me­chan­ics, com­mu­ni­ca­tion and math­e­mat­ics. This is then fol­lowed by dis­ci­pline-spe­cific core mod­ules and elec­tives in their sec­ond year and a sig­nif­i­cant in­dus­try-based project in the fi­nal year.

“The pro­fes­sional engineering prac­tice pa­per cou­pled with the engineering de­vel­op­ment project is a huge high­light of the de­gree,” says Find­lay.

“Stu­dents iden­tify an engineering prob­lem and then use their prac­ti­cal and the­o­ret­i­cal skills to re­search and de­sign a so­lu­tion. This may in­volve build­ing a pro­to­type or work­ing along­side their in­dus­try su­per­vi­sor to use in­dus­try con­tacts to reach a res­o­lu­tion.

“This en­gage­ment with in­dus­try, along with the prob­lem-solv­ing and crit­i­cal-think­ing skills they have de­vel­oped, leads to our grad­u­ates be­ing so­lu­tion-ori­en­tated and work ready.”

And it is not only the stu­dents who ben­e­fit from the in­dus­try project.

Grad­u­ates of the New Zealand Diploma in Engineering can use their ad­vanced stand­ing to study the core first year pa­pers, get credit for most of the sec­ond year and progress straight into their third year project work.

A lot of th­ese ad­vanced stand­ing grad­u­ates are al­ready em­ployed and their em­ployer of­ten spon­sors their de­gree study for pro­fes­sional de­vel­op­ment rea­sons. The em­ployed grad­u­ate can choose to use their in­dus­try project as an op­por­tu­nity to solve a prob­lem at their work­place, adding value to the busi­ness, and cre­at­ing a pos­i­tive out­come for both em­ployer and em­ployee.

Con­tact: www.Met­

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