Director of Engineering and EducationAppointment Details

Royal Academy of Engineering

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Royal Academy of EngineeringAs the UK’s national academy for engineering, the Royal Academy of Engineering providesleadership and promotes excellence across all fields of engineering, to the benefit of society.

The Academy’s activities are shaped, led and delivered by its exceptional Fellowship, whichrepresents the nation’s best practising engineers, innovators and entrepreneurs, often inleading roles across business and academia.

Engineering is at the heart of our nation and our future, transforming ideas and materials intoglobal infrastructure, products and services that in turn increase the wealth and health of oureconomy and society.

Through practical actions, most often with partners, we are:

increasing the quantity and quality of engineering skills in the UK;

supporting engineering innovation and entrepreneurship;

bringing real awareness of the value of engineering to society and the rewards ofengineering jobs;

advising policymakers on issues with an engineering dimension.

We provide analysis and policy support to promote the UK’s role as a great place from which todo business. We take a lead on engineering education and we invest in the UK’s world classresearch base to underpin innovation. We work to improve public awareness andunderstanding of engineering.

We are a national academy with a global outlook and use our international partnerships toensure that the UK benefits from international networks, expertise and investment.

Vision

Our vision is to put engineering at the heart of society.

We see a broadly based economy, with many world class engineering businesses. We will be anation of innovators and entrepreneurs, turning ideas into commercially useful products andservices. There will be more businesses based on the fruits of engineering innovation in thewider global market. There will be policymakers who understand the importance of fosteringthe right climate for success. The UK will be a world leader in engineering research and hometo an education system that both inspires young engineers and equips them with the skillsthat the nation needs.

Society will recognise and value great engineering. The applications and implications ofengineering will be integral to national development – engineers will be household names andwill inspire many more young people into a career in engineering. Engineering will become adesirable and natural career choice for people from all social, ethnic and economicbackgrounds. Young women in particular will become much better represented within theprofession.

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Values

we are a fellowship of the most skilled and experienced engineers

we undertake our leading role with integrity, transparency and efficiency

we are committed to excellence, quality, diversity and equality of opportunity

partnership working is critical to our success

our staff culture is collegiate, team-based and strives for continual improvement

Strategic Challenges

The Academy’s work programmes for 2011 to 2015 are driven by the following four strategicchallenges, each of which provides a key contribution to a strong and vibrant engineeringsector and to the health and wealth of society.

Drive faster and more balanced economic growth

The strategic challenge is to improve the capacity of UK entrepreneurs andenterprises to create innovative products and services, increase wealth andemployment and rebalance the economy in favour of productive industry.

Foster better education and skills

The strategic challenge is to create a system of engineering education and trainingthat satisfies the aspirations of young people while delivering the high calibreengineers and technicians that businesses need.

Lead the profession

The strategic challenge is to harness the collective expertise, energy and capacity ofthe engineering profession to enhance the UK’s economic and social development.

Promote engineering at the heart of society

The strategic challenge is to improve public understanding of engineering, increaseawareness of how engineering impacts on lives and increase public recognition for ourmost talented engineers.

Organisation Structure, as at October 2013

Chief ExecutivePhilip Greenish

Director,Development

Sarah Philbrick

Director, QueenElizabeth PrizeCaroline Evans

Director, Policy &External AffairsBeverley Parkin

Director, Finance &Corporate ServicesHoward Beeston

Director, Engineering& Education

Matthew Harrison

Director,Programmes &

FellowshipHayaatun Sillem

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StructureThe President

Sir John Parker GBE FREng is the President of the Royal Academy of Engineering.

Sir John Parker has chaired five FTSE100 companies, including National Grid, from whichhe stepped down in December 2011. He is currently Chairman of the mining conglomerateAnglo American. He is Vice Chairman of DP World (Dubai) and a Non-Executive Directorof Carnival Corporation and EADS (AIRBUS).

He was elected to the Academy as one of its youngest fellows in 1983 and became Presidentin 2011. He chaired the ‘making things better’ Campaign Board, raising nearly £15 millionto enable the Academy to expand its activities and create a Forum for Engineering at itspremises at Carlton House Terrace.

The Fellowship

The Academy honours the UK's most distinguished engineers. It aims to take advantage of theenormous wealth of engineering knowledge they possess and, through the interdisciplinarycharacter of its membership, it provides a unique breadth of engineering experience to furtherthe art and practice of engineering in all its forms.

Election to The Academy is by invitation only; up to 60 Fellows are elected each year fromnominations made by existing Fellows. They are distinguished by the title 'Fellow of The RoyalAcademy of Engineering' and the designatory letters 'FREng'. Honorary Fellows and ForeignMembers who have made exceptional contributions to engineering are also elected.

HRH The Prince Philip, Duke of Edinburgh is our Senior Fellow. HRH The Princess Royaland HRH The Duke of Kent are Royal Fellows.

Academy Staff

The Academy's day-to-day business is administered by a London-based secretariat, led by theChief Executive Philip Greenish CBE, and comprises over 65 professional and administrativestaff.

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EducationThe Academy’s activities in education and training tackle the strategic challenge of creating asystem of engineering education and training that satisfies the aspirations of young peoplewhile delivering the high calibre engineers and technicians that businesses need.

The Academy works with partners to ensure that more young people study science,technology, engineering and mathematics (STEM) subjects in schools, FE colleges anduniversities, where we enrich outcomes by bringing real-world engineering practice into thestudent experience. The Academy is working to encourage more people, especially youngwomen and people from a wider range of backgrounds, to work as engineering technicians,graduate engineers and engineering researchers.

The Academy’s education activities are organised into four strands: education schemes forprofessional development, 5-19 education, FE & HE and education policy.

Professional Development

In Higher Education the Academy concerns itself with enhancing the skills pipeline intoindustry by ensuring that engineers graduate with the skills that are required for economicrecovery and growth. Our flagship programme – the Visiting Professors scheme – is arecognised exemplar of effective practice of experience-led engineering education whereleading practitioners enrich the engineering education with the latest industrial technologyand practices.

The Academy has also committed to enhancing the formal engineering education thatstudents receive at university by enabling them to undertake extra-curricula personaldevelopment activities through its Engineering Leadership Awards and Advanced Awards.Every year these highly sought after awards are supporting around 40 undergraduateswith Advanced Awards and a further 300 with Standard Awards. Award holders frequentlygo on to attend the Executive Engineers Programme of development training which has runevery year since 2000.

A number of high technology industries require specialist skills that are only availablethrough the study of a Masters degree. The Academy has made a major investment infunding the study of specialist second degree courses aligned to two of these industries:energy supply and environmental technology. Two schemes: the Panasonic TrustFellowships and Petrofac Fellowships for the Enhanced Graduate Engineer support some ofthe most competent and highly driven graduate engineers. Competition is intense withmore than 200 applicants chasing the 12 awards supported by these schemes each year.

In addition to supporting the UK’s technical skills base, the Academy is involved indeveloping the industrial leaders who will drive these industries forward to achieve theirfull wealth creating potential. The Sainsbury Management Fellowship scheme plays asignificant role in helping to develop the next generation of industrial leaders. The scheme’salumni, the Sainsbury Management Fellows, count a number of chief executives, companydirectors and company owners amongst its membership. These individuals also support the

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Academy through participation in selection activities and as mentors to undergraduatestudents in receipt of Engineering Leadership Advanced Awards.

The Academy is also concerned with promoting full career development and the continuedemployability of engineers once they have entered industry through a number of privatelyfunded programmes and the Engineering Professional Development Awards. Suchinitiatives very often involve the award of small value grants which more often than nothelp lever larger sums from employers and others. Education professional developmentprogrammes are delivered by the Programmes Department, supported by the EducationDirectorate.

5-19 Education

Tomorrow’s Engineers is the Academy’s partnership with Engineering UK and the LloydsRegister Educational Trust which engages school pupils with hands-on engineeringactivities. In the last year, this partnership has funded more than 30,000 young people toengage with activities provided by Young Engineers, the Smallpeice Trust, TheEngineering Development Trust (incorporating the Industrial Trust) and PrimaryEngineer.

Through funding provided by BAE Systems and the BG Group, the Academy is alsoworking with teachers and pupils at more than 100 schools. This augments the STEPS atWork Programme which has provided one-day industrial placements for 1,300 teachers peryear since 2005.

FE & HE

The Academy led the engineering component of the HEFCE & HEFCW funded NationalHESTEM project, which has recently concluded but is a good example of the Academy’swork. Three funding rounds for engineering activities in curriculum innovation, outreach,widening participation and diversity and educational research have resulted in more than60 projects funded in Higher Education Institutions in England and Wales. Two thirds ofall projects involved employer input. The Academy actively supported the broaderHESTEM programme, contributing to delivery strategies and initiatives and activities ledby the regional STEM partners.

The Engineering Further Education (EFE) project, which is funded by BP plc and supportsteaching and learning in further education colleges. A new e-mentoring programme hasbeen developed which sees engineering students supported by practicing engineers fromindustry. Contextualised maths resources to support teaching and learning at Level 3 havebeen developed to date and these are currently being trialled before being disseminated tothe network of EFE colleges. A new CPD model has been developed. CPD for Practitionersby Practitioners will see a practitioner/teacher from a college being linked up with anengineer from local industry to deliver industrially relevant CPD within regional colleges.The project is currently working with 11 colleges nationally.

In addition, the teaching of engineering qualifications in the Further Education sector hasbeen enhanced by Engineering lecturer CPD activity funded by the Learning and SkillsImprovement Service (LSIS).

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Education Policy

The Academy’s work on education policy is augmented by E4E (Education for Engineering)which is our education partnership with the 36 professional engineering institutions. Overthe past year E4E has had a particular focus on the Further Education sector. E4Emembers have worked with the Academy on the FE STEM data research. This has enabledunique input to Government consultations on future FE strategy and funding and the Wolfreview of vocational education for the Department for Education. Currently, E4E isproviding input to the National Curriculum review.

E4E continues to develop policy positions and press Government for action on key prioritiesto ensure an adequate supply of future technicians and engineers. These include improvingthe status of technicians, better careers education and guidance for young people, morespecialist teachers - particularly in physics and mathematics, more subject CPD for STEMteachers and increasing the diversity of those who study STEM in post-16 education, inparticular women, who make up less than 10% of the UK engineering workforce.

Current Research in Engineering Education

In September 2013, the Royal Academy of Engineering launched a study to explore the roleof educational quality in UK engineering academic selection and promotions procedures.

The study examined the current UK approach to recognising and rewarding excellence inengineering education and, drawing on national and international exemplars of innovativepractice, identify changes that can be implemented within engineering schools. Specifically,the study will address three key questions:

1. To what extent are educational factors considered in the selection, promotion and rewardof engineering academics in the UK and what metrics are typically employed?

2. What examples of national and international good practice exist in the rewarding andcelebrating of educational excellence in engineering academics that can be integrated intoUK engineering schools?

3. On the basis of the study outcomes, what practical advice can be given to enable UKengineering schools to initiate and leverage support for improvements in procedures forrewarding excellence at all stages of the academic career?

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The Role of Director of Engineering and EducationReporting to the Chief Executive and functionally accountable to the Standing Committee onEducation and Training, the Director of Engineering and Education will play a crucial role inleading and delivering education for the Academy.

The postholder will be supported by an expert Academy staff team and will in turn support thework of Academy committees and working groups. The Education department at the Academyis responsible for the effective delivery of a significant number of education programmes withan annual turnover of around £5m. 40% of this funding is raised from industry or fromcharitable foundations. Part of the role of Director of Engineering and Education is to ensurethat those funds are replenished continuously and therefore the role involves significanthands-on fundraising and other development work.

As a senior engineering and education advisor s/he will have many cross Academy functionsincluding programme performance management and evaluation, representing the Academyon governmental boards and other bodies such as HEFCE and BIS. In addition, the Director ofEngineering and Education also provides the senior staff lead for the Academy’s Diversity inEngineering programme, the Engineering the Future programme and Education forEngineering. These three programmes draw the professional engineering institutions togetheras one voice on issues that affect the profession.

Key Duties and Responsibilities

The primary duties and responsibilities of the Director of Engineering and Education willinclude:

Maintaining expertise in STEM education in all phases: primary, secondary, FurtherEducation and Apprenticeship and Higher Education.

Maintaining expertise on issues connected with employment and skills, particularlyin science, engineering and technology occupations and sectors.

Supporting the Standing Committee for Education and Training in delivering theAcademy’s strategic priorities and in enhancing the Academy’s reputation for makingimpact.

Reporting as necessary to Council, Council Officers and the Standing Committee forEducation and Training on all matters connected with education and diversity.

Providing secretariat support for the Standing Committee for Education andTraining and for all sub-committees and working groups established by theCommittee.

Ensuring responses are made to all relevant engineering education policy enquiriesfrom Government, Parliamentary Committees and other appropriate bodies.Maintaining the current and detailed knowledge of the education systems in the UK

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required to formulate policy responses. Undertaking or commissioning andoverseeing research required to build this knowledge.

Supervising the management of education and diversity projects initiated by theStanding Committee, Council Officers or Council.

Building and developing sound working relations with Government and otherorganisations influential in STEM education. Representing the Academy at a seniorlevel as required.

Overseeing the Academy’s responsibilities within the Professional EngineeringForum. This includes encouraging and enabling the Professional EngineeringInstitutions, the Engineering Council and EngineeringUK to work as partners withthe Academy, and to share the work and the credit.

Supervising the management of all Academy education programmes with theexception of those distribution programmes that fall under the programmesdirectorate.

Managing the finances allocated to the Engineering and Education Directorate and tobe accountable for them.

Supporting the Development Director in business development activities, particularlythose that need expert engineering or education input.

Initiating new activities and encouraging further funding from external sources, asappropriate.

Ensuring that all Academy programmes are appropriately evaluated and thatAcademy staff in all business areas are competent to carry out or commissionevaluation.

Recruiting, as necessary, motivating and developing staff to maintain an effectiveteam capable of meeting departmental and Academy objectives.

Embedding the Academy’s diversity strategy in the directorate, including use ofappropriate data.

Providing briefings on issues connected with education and diversity for media,Fellows and staff.

Undertaking all other tasks as reasonably requested by the Chief Executive.

Key Results

The reputation of The Royal Academy of Engineering as the lead organisation forengineering and technology education in the UK is enhanced.

A programme of policy studies, responses, international activities and engineeringeducation schemes that grows and develops to meet the strategic priorities of theAcademy.

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The development of activities in association with other appropriate organisations.

The development and maintenance of an efficient and responsive staff organisation,acting within budgetary targets.

Demonstrable year-on-year improvements in diversity across the directorate’sactivity.

The securing, with others, of diversified funding for the Academy’s work.

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Person SpecificationEssential Desirable

Experience &qualifications

First or higher degree in a STEM subject

Wide experience of STEM education

Leadership experience

Financial management experience

First degree in engineering

Chartered engineer status

Industrial experience

Teaching experience

Knowledge Knowledge of the UK STEM educationlandscape in all phases 5-19 and 19+

Knowledge of current public policy prioritiesand concerns in education

Knowledge of internationaltrends in STEM education

Pedagogical knowledge

Skills Strategic thinker

Good communication skills

Financial management skills

Team coaching and leadership skills

Personal style andbehaviour

Personal commitment to the corporate values, vision and objectives of theAcademy

Responsive to the needs of the Academy’s system of governance

Other requirements Commitment to quality, customer service, best practice and best value in allaspects of the Academy’s operations

Evidenced commitment to equality and diversity

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Appointment Process and How to ApplyThe Director, Engineering and Education will be selected by a panel chaired by PhilipGreenish, Chief Executive.

An executive search exercise is being undertaken by Perrett Laver in parallel with the publicadvertisement of the post. Perrett Laver will support the panel in the discharge of its duties,both to assist in the assessment of candidates against the requirements of the role, and toidentify a wide range of candidates.

Applications should consist of a full CV and covering letter outlining suitability for this post.Completed applications should be uploaded at www.perrettlaver.com/candidates quotingreference 1428. The deadline for applications is Wednesday 20th November 2013.

Longlisted candidates will be invited to an interview with Perrett Laver in London during theweeks commencing 2nd and 9th December 2013.

Shortlisted candidates will be invited to attend informal meetings at the Academy during theweek commencing 6th January 2014. Formal interviews will be held during the week commencing 13th January 2014.