going global 2013

Joanne Beale Technical Programme Officer, WaterAid RAEng Visiting Teaching Fellow, Humanitarian Engineering, Coventry University [email protected]

Global engineering education What? Why? How?

WHAT is a global engineer?

and all this too…

Qualities of a global engineer …the ability to take a broader perspective -‐ application of curriculum across countries

…understanding our culture doesn't have all the answers and there is more than one perspective and approach

…understanding the local context of development

…coping with uncertainty

…challenging stereotypes

…recognition of finite resources in the world and the impact of globalisation

…potential role of different technologies

…mitigating and adapting to climate change

…understanding economics, politics and people

Source: ‘The Global Engineer’ EAP/IOE 2008

WHY is a global engineer?

World population of 7 billion: 8.6 billion by 2030

More than 50% of Africa’s improved growth performance is because of new infrastructure

Over 300,000 apps have been developed in the last 3 years

87% of the population have a mobile phone (53% in Africa) from 12% in 2000

Mobile web surfing will overtake desktop web surfing by 2015

884 million people lack access to clean water 2.6 billion people lack basic sanitation

Over 1.3 billion people lack access to reliable electricity

Over 1 billion people are undernourished

7.6 million children under the age of 5 die every year from poverty-‐related causes

828 million people are living in slums

For every phone there was in 1990 there are over 370 now There are 600+ million people globally with disabilities

The world is changing

1972 − EMI Limited for the applica-on of X-‐ray techniques for diagnosing brain disease 2011 – Microso6 Research, Cambridge -‐ human moAon capture in Kinect for Xbox

360 Five engineers from Microso< Research won the award for their machine learning work on the human mo-on capture in Kinect for Xbox 360, allowing controller-‐free gaming and opening up a whole new future for human interac-on with computers. In the two months a<er its launch in November 2010, Kinect sold 8 million devices, making it the fastest selling consumer electronics device in history.

1970 1975 1980 1985 1990 1995 2000 2005 2010 ??

1980 − Johnson MaMhey Group for the development of cataly-c systems for motor vehicle exhausts

1983 − Ruston Gas Turbines for the Tornado and other industrial gas turbines

1990 − The Science and Engineering Research Council for the design, construc-on and commissioning of the James Clerk Maxwell Telescope

1998− Norton Healthcare Ltd For the Easi-‐Breathe inhaler, a novel breath-‐ac-vated inhaler for the treatment of asthma. It automa-cally releases a measured dose of the asthma drug at exactly the right -me for it to reach the lungs most effec-vely.

2002 − CDT − Light-‐emiVng polymers In 1989, researchers at Cambridge University found that passing an electric current through certain polymers made them emit light. Cambridge Display Technology (CDT) was formed in 1992 to commercialise the technology that evolved from this discovery.

2010 – Inmarsat -‐ Broadband Global Area Network (BGAN) The award was made for Inmarsat's groundbreaking Broadband Global Area Network (BGAN) service, which provides internet data connec-vity anywhere on earth and is widely used for remote connec-vity for business, government, broadcasters, aid and relief agencies, and emergency services. The service brings TV reports into our homes from even the most remote parts of the world and is used by many major broadcasters.

2008 − Touch Bionics − i-‐LIMB Hand The key innova-on behind Touch Bionics' i-‐LIMB Hand is the mul--‐ar-cula-ng finger technology, which has underpinned the product's resounding commercial success since its launch. The i-‐LIMB Hand is developed using leading-‐edge electronic and mechanical engineering techniques and is manufactured using high-‐strength plas-cs. The result is a next-‐genera-on prosthe-c device that is lightweight, robust and highly appealing to both pa-ents and healthcare professionals.

2005 − CSR plc − single chip BlueCore™ family Single chip BlueCore™ family, the revolu-onary devices which have fuelled the inexorable rise of Bluetooth wireless products, from mobile phones to medical devices.

MacRobert Award 1969 -‐ present

So engineering is changing

The world is changing and engineering education needs to catch up and keep up

glob·al /ˈglōbəәl/ Adjec-ve 1. covering, influencing, or rela-ng to the whole world 2. comprehensive

This isn’t about changing what

engineering is – it’s about doing

engineering in its en-rety

This is not a ‘nice to have’

"Civil engineering is the art of directing the great sources of power in nature for the use and convenience of mankind”

T. Tredgold, 1828, for the first ICE Royal Charter

HOW is a global engineer?

Engineers solve problems GOOD engineers solve problems

How many people live in the area? How much land do they own? What are they using the land for? What is the community structure? How do they travel around?

How much power is required? What is the ground type like? What are the weather conditions? Where are the preexisting water channels?

Users Financers

Neighbours

Prot

esto

rs

Spectators

Residents Builders

Engineering is ALWAYS about people

Dar es Salaam Masterplan 2010 - 2030

…New masterplan for the city of Dar es Salaam – the biggest city in Tanzania and the 3rd fastest growing city in Africa

…Strategic vision work

…Project management

…Water and sanitation

…General infrastructure and environment

…see and understand the bigger picture

…have the confidence to challenge the status quo

…be a good leader

…be a systems thinker

…have knowledge of decentralised systems

…be able to estimate demands

…understand local and global context including politics and economics

…be able to learn from mistakes

…be creative and ingenious

…have a sense of fun and a sense of justice

…think sustainably

…see and understand the bigger picture

…have the confidence to challenge the status quo

…be a good leader

…be a systems thinker

…have knowledge of decentralised systems

…be able to estimate demands

…understand local and global context including politics and economics

…be able to learn from mistakes

…be creative and ingenious

…have a sense of fun and a sense of justice

…think sustainably

I need to…

EWB-‐UK volunteering

Attending talks Time overseas and hands on

On the job!

Internships

Hands on experience

Internships and talks

Time overseas

Training courses

EWB-‐UK Internships

An example from WASH A

sustainable and

appropriate solu-on

D E S IG N & I M P L E M

E N T A T I O N

1. Establish need, demand and relevant service level.

2. Full user par-cipa-on. 3. Technology fit for purpose and chosen by users.

4. Capital contri-‐bu-on by users.

5. High quality of implementa-on.

6. Appropriate tariff structure.

7. Environmental aspects properly addressed.

E X T E R N A L S U

P P O R T

9. To management and monitoring systems.

10. Technical assistance to WUCs and users.

12. Support to supply chains and service providers.

13. In rela-on to externali-es (disasters)

11. Recurrent cost sharing.

8. Monitoring system in place

Technology Complexity? Location of manufacture? Fitness for purpose Supply chains

Business model Who is the user? Who is the customer? Product, price, place, promotion After-‐sales arrangements

A good WASH project consists of…

Context Human, social, financial, physical and natural capital Vulnerability and risk Strength of local institutions Politics and power relations

University Industry

Problems have an answer that is right or wrong This o<en not the case

You can check the answer You have to be confident in your solu-on

You are provided with all the informa-on you need to answer a ques-on

Projects are o<en informa-on sparse

Problems have very lille context Projects are in very different contexts which affect the solu-ons needed

Gemng an answer wrong has no impact on anyone but yourself Projects affect people

Work o<en done in silence, on your own

Projects are done collabora-vely with people you may not naturally work with

University vs. Industry

University The gap Industry

Problems have an answer that is right or wrong This o<en not the case

You can check the answer You have to be confident in your solu-on

You are provided with all the informa-on you need to answer a ques-on

Projects are o<en informa-on sparse

Problems have very lille context Projects are in very different contexts which affect the solu-ons needed

Gemng an answer wrong has no impact on anyone but yourself Projects affect people

Work o<en done in silence, on your own

Projects are done collabora-vely with people you may not naturally work with

Global engineering educa-on

University vs. Industry

“What global companies look for are people who we think can take a global

perspective. Students are well placed to do this if they have taken opportunities to widen their cultural perspective. The people that succeed can work in multi-‐disciplinary, multi-‐cultural and multi-‐locational teams. If students have demonstrated they can work with other cultures and teams, that’s a big plus for us as we need students to be intellectually curious and

culturally agile if they are going to work in a global context.”

WHAT?

Not just about development People-‐centred, context-‐specific design

WHY?

Rapidly changing world Big pressing global issues

HOW?

Address the disconnect Teach complimentary ‘non-‐technical’ skills

Joanne Beale

@joannefbeale [email protected]