The rise in popularity of chemical engineering among students entering university has prompted expansion of the UK provision, through increased intake into current degree programmes and with the rise of new providers. The former entails logistical challenges of processing larger numbers through existing infrastructures whilst maintaining the student experience. The latter entails challenges of designing and introducing programmes that build harmoniously on existing non-chemical engineering provision, within the constraints of university validation procedures and physical resources, and in the face of uncertainty around student and staff recruitment, while aspiring to implement best practice in chemical engineering content and pedagogy. Following a review of the UK chemical engineering landscape and a critique of literature guidance on the appropriate content of chemical engineering curricula, this paper illustrates the issues of new programme development through the approaches and experiences of a new provider, the University of Huddersfield, which introduced new chemical engineering programmes from academic year 2013-2014. The paper addresses specifying the content of chemical engineering programmes to align with accreditation requirements and literature advice while maintaining distinctiveness. The constraints imposed by the need to specify and validate courses internally and to minimise substantive programme changes subsequently, whilst responding to the opportunities that arise as staff are recruited and to external developments and unplanned incidents, are highlighted and illustrated, in order to draw lessons that might help to guide other new entrants.
|Number of pages||13|
|Journal||Education for Chemical Engineers|
|Early online date||16 May 2016|
|Publication status||Published - 1 Oct 2016|
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- Department of Chemical Sciences - Professor of Chemical Engineering
- School of Applied Sciences
- Biorefinery Engineering and Bioprocessing Research Centre - Director
- Biopolymer Research Centre - Associate Member