University Technology Centres: Linking Universities with Industries c Hussein Zedan School of Architecture, Computing and Engineering University of East London, London Software Technology Research Laboratory De Montfort University, Leicester SML - UTC-SE, Leicester July 3, 2013 c Hussein Zedan University Technology Centres: Linking Universities with Industrie
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Hussein Zedan, "Centros Tecnológicos: Vinculación de las Universidades con la Industria"
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University Technology Centres: LinkingUniversities with Industries
Building a fruitful relationship with industry is HARDIt often relies on
who you knowquality of your product(s) (both research and teaching) andtheir need
Building and nurturing this relationship require an adequateand an efficient provisions at both organisational structureand operational management (ie. proper implementation) .
University of East London is a State run University whereTechnology Education and Research are at the core of itsmission. Recent re-structuring has ensured that such amission is fulfilled.
Many of its staff are involved in the UK Research Councils(e.g. Engineering and Physical Sciences Research Council).This involvement take the form of being members of theircolleges, ranking panels, reviewers, etc.
In its recent Research Assessment, the Higher EducationFunding Council for England - HEFCE, has rated its 85% ofits research output as of World Leading or InternationalExcellent.
Recently, one of the most prestigious awards, namely theRoyal Society Industry Fellowship , was won by one of ourstaff.
The engagement with industries is at the heart of UELphilosphy:
One of the initiatives is the creation of University TechnologyCentres (UTCs) in various key technologies.Funding these UTCs are largely from industry, and some casesare completely funded by industry. For example:
the Software Migration Ltd (SML) UTC in SoftwareEvolution.This funds PhD students, Research Fellows and softwaredevelopers.SML is also heavily involved in the teaching of SoftwareEvolution within the Software Engineering Master courses.
12-15 months taught programme. Mainly onresearch methodologies both in science andengineering.
Professional Doctorate
Four years programme leads to the degree ofProfessional Ph.D. It is NOT the same as aPh.D. by pure research. It has taught modulesand small-to-medium size projects in industry.
Engineering Doctorate
Four year programme funded by UK ResearchCouncils and industriesMixture of taught modules and a thesis.Very closely embedded within industry.Candidates have an industrial supervisor andspend at least a year in industry.
It is important to note that there is a clear distinctionbetween training and education
In training
we deal with specific industrial problem(s) that may reflecttheir current need(s).it is of a short duration (days to weeks in some cases)no qualification at the end.
Training in technology often deals with proprietarytechnology: Microsoft, Apple, IBM, etc.
Training has no regulatory bodies to ensure quality . Thejudgment of quality is left to the society it receives thetraining!
Due to career progression, some academic institutions offer anIndustrial Master in which a number of trainingcourses/modules are needed (average is 10 modules) inaddition to a development project
This is not regulated, although Universities have to put itthrough their validation processes.
For the above to be successful, and agreed upon by all stakeholders, all programmes must go through validation process.
This is mandated upon by what we call the QAA
It is a quality assurance body, made up from academics andfor academics, to ensure that the quality of programmesacross the sectors are maintained, meeting common criteriathat are agreed upon by all concerned.
Applied Research, Industrial needs and study programs
Applied research has to be supported by, and built on,advances in sound basic research.
This is certainly true with technology research, given theirpervasive nature .
There is no doubt that applied research has to be supportedby basic research and that basic research has to be informedby applications which are driven by industrial needs
Care must be taking in the selection process when recruitingstaff on any technology teaching programme .
An essential requirement is that the minimum qualification isPhD in the appropriate discipline (e.g. Computing,Engineering, etc.)
In some cases, ”related” disciplines can be considered. Thiswas the case, for example in the early days of Computing,where there were not enough PhD holders in the subject.
A desirable requirement is industrial experience
Applicants with no PhD but have industrial experience at aparticular level will also be considered
The experience should be for at least three years.
A mixture of teaching strategies are encouraged. In particular:
Active Learning - Experience has shown that active learningimproves students’ understanding and retention of informationand can be very effective in developing higher order cognitiveskills such as problem solving and critical thinking.Critical Thinking - where a collection of mental activities thatinclude the ability to intuit, clarify, reflect, connect, infer, andjudge. It brings these activities together and enables thestudent to question what knowledge exists.