Nyamapfene, A; (2017) Otherness and Belonging: Integration of Practitioner-Academics into an Engineering School at a Research Intensive Institution. In: Proceedings of the 45th SEFI Annual Conference 2017 - Education Excellence for Sustainability (SEFI 2017). Instituto Superior De Engenharia Do Porto: Porto, Portugal.

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Abstract

Engineering schools in the UK are increasingly adopting learner-centred, authentic learning approaches such as problem and project based learning to address the perceived lack of employability skills in engineering graduates. These methods are labour- and capital-intensive, and these demands for work-ready graduates are taking place in a period of real cuts in per-unit student funding from government. To address these funding gaps, universities are increasingly focussing on securing research funding, leading to a preference for research active academics at the expense of academics with industrial experience. To plug these skills gaps, engineering schools are increasingly reliant on practitioners to teach on industryfocussed talks. However, the integration of practitioners into academic environments has not been smooth. In this paper I adopt a theoretical framework inspired by Bourdieu and Archer to identify the constraints faced by practitioners when they move into academic roles.

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