Abstract:

The educational needs of high technology businesses evolve rapidly. Environmental and strategic change transforms all sectors of existing companies, so maintaining pace in the skill set of large workforces is a significant challenge. New university graduates are theoretically strong in their discipline but lack expertise with real-world applications. As these graduates mature into experienced professionals their theoretical skills degrade, becoming less applicable because the needs of the business have changed.
The automotive industry is experiencing a rapid growth in the application of diverse new technology. One example is the move to hybrid and electric vehicle (HEV) propulsion systems, driven by government policy and forming a key element of internationally agreed strategy to combat climate change. Whilst classic automotive engineering skills in areas such as engine calibration and micro-electronics are a continued requirement, so too are skills in power electronics, energy storage technology, electric motors and high voltage systems. There is a clear need to upskill existing personnel and empower individuals to effectively manage the complex interactions of diverse components in the products they must now create.
WMG at the University of Warwick has, for over a decade, utilised its expertise and advanced research facilities to deliver a range of professional engineering courses targeting these skills. The Technical Accreditation Scheme (TAS), now in its fifth year, has taught the concepts of advanced vehicle engineering at masters’ degree level to a broad spectrum of automotive industry professionals ranging from recent graduates to industry experts. The scheme is delivered through a unique partnership with Jaguar Land Rover (JLR). As TAS has matured the need to expand and deepen the material has arisen. WMG are responding with a comprehensive suite of new HEV modules, for delivery to JLR personnel through TAS beginning in autumn 2015.
Building on a previous work, this paper discusses TAS and its basis in literature as a case study for best practice in industry / university partnership educational programmes, and describes WMG HEV provision thus far. The focus then shifts to how TAS has matured, the requirement to broaden and deepen HEV content, and how WMG is reacting directly and strategically to industry needs with newly targeted modules. The paper concludes by highlighting key elements of TAS which align it with established best practice and therefore serve as a model for application to other companies, other industries or through other educational institutions.

Keywords:

Engineering, Automotive, Higher Education, Industry, Partnership, Life-long Learning, Technology.