ELECTROMAGNETICS UNIVERSITY AND INDUSTRY STUDY

Transcription

1 ELECTROMAGNETICS UNIVERSITY AND INDUSTRY STUDY Joint Project between EMC Professional Network Electromagnetics Professional Network and Antennas and Propagation Professional Network

2 EXECUTIVE SUMMARY This report looked into the recognised problem of skills shortages within the traditional subjects in engineering, with particular emphasis on Electromagnetics. Electromagnetics covers foundation of electrostatics/magnetostatics, electromagnetic fields, waves, and has applications in radio, antennas, microwaves devises, electrical machines and electromagnetic Compatibility (EMC). This study collected data from Universities, Electrical and Electronic Engineering departments and industry. Both the University and Industry studies showed Electromagnetics as an important topic within the teaching of electrical and electronic engineering. The main problem was shown as the lack of engineers specialising in Electromagnetics and associated areas. Over the last couple of years there has not been a marked decrease in the number of hours dedicated to EM, this decrease has been over a longer time scale. With competition on the timetable from newer subjects the traditional subjects are naturally in decline. Universities also indicated that the problem lies in the lack of basic skills of students and the way in which electromagnetics is taught and perceived. The study was conducted with the support of the Electromagnetics, EMC and Antennas and Propagation Professional Networks. The questionnaire replies were confidential however the report will be openly available on all the Professional Networks web site and open for online discussion. The Professional Networks will look at ways to assist including the provision of case studies through applications. The Professional Networks can assist with basic training, raising awareness of electromagnetics and working with industry and academia in building links. 1

3 CONTENTS EXECUTIVE SUMMARY... 1 CONTENTS... 2 INTRODUCTION... 3 ANALYSIS OF RESULTS... 4 UNIVERSITY QUESTIONNAIRE... 4 INDUSTRY SURVEY... 9 CONCLUSIONS

4 INTRODUCTION There is a recognised problem within engineering that all sectors within the UK are experiencing skills shortages and recruitment difficulties as reported in the IEE News October This was based on a series of skills Foresight reports generated by National Training Organisations over the last months. This problem is attributed to a number of causes; for example an unbalanced age profile of the workforce to the poor image engineering has within the general public. It is believed that this problem is acute within the Electromagnetics sector. Electromagnetics is a fundamental topic in Electrical and Electronic Engineering covering foundation of electrostatics/ magnetostatics, electromagnetic fields, waves, and has applications in radio, antennas, microwaves devices, electrical machines and Electromagnetic Compatibility (EMC). There is circumstantial evidence that the pressure on EEE curricula is high, the level of student intake is very varied and the background of teaching staff in University Departments has shifted over the years. It is believed that the teaching of the foundations of this discipline is diminishing and is approaching danger levels. This study aims to investigate the teaching of electromagnetics by collecting data from University, Electrical and Electronic Engineering departments. This will include the number of hours dedicated to Electromagnetics and associated subjects in the past and present, as well as future intentions. Questions also address the amount of interaction engineering departments have with industry and teaching techniques. Opinions have been collected from Industry as to their requirements for engineers with electromagnetics expertise. These will be used to compare with the University study to analyse the situation surrounding electromagnetics. The conclusions of this report hope to raise areas and actions the Professional Networks can focus on in future events and activities. This study was conducted with the support of the Electromagnetics, EMC and Antennas and Propagation Professional Networks. The questionnaire replies are confidential however the report will be openly available on all the Professional Networks web sites. There will be an online discussion to invite responses to the report from all engineers registered with the Professional Networks. 3

5 ANALYSIS OF RESULTS UNIVERSITY QUESTIONNAIRE Copies of the questionnaire were sent out to all engineering departments accredited by the IEE, with thirty-four valid returns. These included a good spread of universities both from a geographically and traditional/modern point of view. The study opened by testing the hypothesis that electromagnetics is still considered important. The majority of the replies were positive with comments on electromagnetics as a foundation subject forming the bedrock of Electrical and Electronic Engineering (EEE). It was viewed by many that electromagnetics underpins and influences many applications and activities within the subject and illustrated that most universities still consider the area of fundamental importance. When considering universities interaction with industry, as illustrated in figure one below, there is a strong impression that it is important to the university to keep up to date with industrial requirements. This can assist when shaping EEE degree courses and in producing engineers with skills that industry desire. Question2: Do you consider it important to keep up to date with industries requirements for Electromagnetics. YES MAY BE NO Figure 1: Departmental links with industry. The major methods used to link with industry are Advisory Panel Staff contacts with industry, noted that this can rely heavily on a few key staff Consultant groups/ companies set up within the department Attendance at relevant conferences and events The questionnaire went on to analyse how many hours are spent teaching electromagnetics and associated subjects. Under electromagnetics teaching the universities where asked to include topics concerned with the foundation of electrostatics/ magnetostatics, electromagnetic fields and waves, antennas, 4

6 microwaves, machines and EMC. For example a course in communications may contain elements of Electromagnetics embedded, hence the amount of hours spent on the Electromagnetics aspects should be considered. Courses Data Number of Univerisities year one year tw o year three year four lecture hours + lab hours EM courses Average percentage of student on the courses Number of universities offering EM courses year Average number of courses year Average Figure 2: Illustrates the number of hours dedicated each year of study to electromagnetics combined with the percentage of students opting for the courses. The results, illustrated in figure two, show the number of hours dedicated to electromagnetics, how many universities offer these courses and what percentage of students are opting for these courses. The number of hours spent on electromagnetics varies throughout the years, however the type of coverage can be divided in to two. In the first year 50% of responding universities spend between 20 and 39 hours, with 65% spending 20 of more hours. However, 25% of universities spend less than 10 hours on the subject. In the second year 60% are spending 20 of more hours. This increase in teaching in year two could be attributed to students improved abilities in 5

7 Maths and EEE gained in year one required for electromagnetics. The first and second year forms a broad understanding and foundation of electromagnetics and associated subjects. The third and fourth years tend to be more specialised options and here 55% of universities spend 20 of more hours in year 3 dropping to 35% in year 4. There is also a marked decrease in the number of students opting for these courses and the number of universities offering electromagnetic courses. Third/fourth year specialist subjects include Radio Communication and Antennas. The high number of universities with no hours dedicated to electromagnetics, especially in the fourth year, demonstrates that only a limited number are offering electromagnetics related subjects as a specialist area. Question 5: In your professional opinion how adequate do you feel these hours are? Very adequate Adequate Barely adequate Inadequate Figure 3: Show how adequate the university feels the hours dedicated to EM are. As to the adequacy of these hours figure three shows that the majority of the universities felt that these hours are adequate to very adequate. The comments expanded upon this question range from: this was believed to be adequate within the constraints of the timetable; this was adequate for a basic understanding since a specialisation comes later in postgraduate studies and training. Question 6: Has there been an increase or decrease in electromagnetics teaching over the last couple of years? Question 7: Do you have any plans to increase, decrease the amount of electromagnetics teaching. Increase No change Decrease Increase No change Decrease Figure 4: Here the two graphs illustrate if hours have increased of degreased in EM teaching over the last couple of years and what universities intentions are with regards to future time allocation. The graphs show that in over 50% of the universities there has been no change in the teaching of electromagnetics over the last couple of years, but what change there is 6

8 has been downwards. It was commented that there has been a big decrease in the teaching of Electromagnetics over the last 15 years that would not have been illustrated in the above data. Universities also felt that it was a reflection of the continuing pressure on the timetable, a matter of compromise. There is very little intention to increase the teaching of Electromagnetics with over 80% of universities planning for no changes. There are some intentions to increase teaching at a higher level with universities introducing postgraduate studies in telecommunications. Question 8: Do you feel there are teaching methods you would like to know more about from others and teaching methods you could share? Yes Maybe No Figure 5: Illustrates openness to sharing ideas and teaching methods The final part of the questionnaire looked at teaching methods. Figure five demonstrates openness to new ideas and sharing of ideas by universities. Methods they would like to know more about and areas in which they would like to receive more support include: Software packages as teaching aids Computer aided techniques (at a moderate cost) to assist students with field theory and mathematics. This could be supported with experiments. CDROM based teaching which gives good visual examples and simulations Web-based interactive teaching that can excite students with real world (but simple) examples. EMC- this is of great importance in product design but difficult to teach well and can end up as either a review of standards of an overly analytic description. Prepared videos or PowerPoint presentations, something to give a bit of life and meaning to what students perceive as dry, boring and irrelevant. Comprehensive case-studies showing the application of the fundamental concepts Practical demonstrations (simple) in lectures Funds to develop innovative laboratory work, demonstration and improve the specialist teaching at undergraduate and post graduate level CAL Based learning 7

9 Visualisation tools that don t require use of professional (and daunting to learn) CAD software More support from the industry to demonstrate the usefulness of electromagnetics for example through industrial case studies of the application of EM theory. Highlighted throughout was a lack of mathematics and physics ability in students affecting their understanding of Electromagnetics and associated subjects. This restricts what can be taught and the level at which it can be taught. It was also noted that students are increasingly opting out of modules with maths content due to a preconceived notion that they are harder. 8

10 INDUSTRY SURVEY Several leading Engineering companies were represented through the industrial interviews. These included manufacturing and research bodies. All the companies employ engineers that specialise in electromagnetics and associated subjects. Within each company an engineer, from an Electromagnetics discipline, was asked a series of questions; all engineers gave a personal opinion hence it was understood that their answers were not necessarily those of the company. The initial questions showed that all the engineers had been in engineering over ten years and half had been with their present company more than ten years. The majority also indicated that they had specialist professional qualifications related to the industry for example a PhD in electromagnetics or related subject. All engineers considered a solid foundation in electromagnetics important. Electromagnetics is recognised as a fundamental topic within electronics and electrical engineering. Its importance was illustrated through a number of applications for example, mathematical modelling, mobile and fixed communication systems, EMC in functional safety and radio spectrum work. It is viewed that there has been a decrease in the number of electromagnetic trained engineers over the last couple of years. This was attributed to increase number of engineers moving in to consultancy, computing (including programming due to computing skills learnt) and business related areas. Companies are finding it harder to find quality engineers with appropriate skills. Experienced EM engineers are very rare new graduates are recruited on their potential to learn Electromagnetics; training is provided within the company. Backgrounds in EEE, Mathematics and Physics are all considered to be appropriate. These companies are using a variety of methods to recruit engineers from recruitment agencies, engineering journals and magazines and national and local papers. For specific electromagnetic positions companies may approach specific universities, which offer the appropriate postgraduate courses. It was shown that the recruitment of Electromagnetic engineers changes with levels within the companies similar to all disciplines within the company. 9

11 Structure of company: Trainee Professional Supervisory Management Senior manager Requirement when recruiting an EM engineer: Degree in math/physics/electrical engineering with ability to learn EM. Degree, preferably MSc or PhD with experience As above with several years experience and possible some management experience As above with management experience and training 10 years management training Figure 5: Typical requirements for an electromagnetic engineer within a company structure. This uses a combination of the information, received form all the engineers interviewed. With the emphasis on training Electromagnetic engineers within the company the methods used are: Advise Guides Subsidised courses Subscription to a professional body, for example the IEE Attendance at IEE meetings Attendance at conferences, exhibitions and events (includes the opportunity to present) Graduate training schemes It is viewed that the IEE Professional Networks can assist with the following: Physical events Online events Distance learning opportunities Raising awareness of Electromagnetics specifically EMC and its importance Improve links with universities It is believed many EEE courses do not leave graduates with an understanding of the basics of electromagnetics, especially wave theory. This results from a lack of students with appropriate mathematical skills. 10

12 CONCLUSIONS Both the University and Industry studies showed Electromagnetics as important within the teaching of electrical and electronic engineering. It was described throughout as a fundamental subject area that needs to be taught to achieve an understanding of electrical and electronic engineering. The main problem lies in the lack of engineers specialising in EM and associated areas. Both studies have some underlining area of concern that could be used to explain the feeling of diminishing teaching in electromagnetics. The industry survey illustrates that there is still a lack of skilled electromagnetic engineers; this has been counter balanced with training provided within the companies. If an electromagnetic engineer is sought companies are now looking more to postgraduate level where engineers have been able to specialise to a depth the industry needs. This is mirrored in the university study where most engineers received a basic understanding at the lower levels and a limited number specialise in the final years and second degree. A significant proportion of UK postgraduate researchers in electromagnetic based subjects are from overseas and either return home or find UK employment in the field difficult due to the significant amount of defence related work. Few UK graduates undertake postgraduate research in electromagnetics, as the student grants are so poor in relation to what they can get in industry as illustrated in the Royal Academy of Engineering report Doctoral Level Research Students in Engineering: A National Concern. Here it is recognised that universities are having problems persuading UK engineering graduates to stay on for postgraduate studies due to the higher starting salaries offered in industry and commerce. Some universities reported that over half their PhD students are overseas returning home after their studies. Industrial top ups to grants are a partial solution, but few companies seem to take this long-term approach. It has been shown that over the last couple of years there has not been a marked decrease in the number of hours dedicated to EM, it was indicated that this decrease has happened over a longer time scale. Competition for the limited pool of suitably qualifies graduates has meant that degree programmes were offered with more choice and this led to the pressure on the timetable for traditional subjects. However to increase the amount of hours dedicated to EM, would not necessarily increase the level or understanding amongst the students. The universities have shown that there a number of other areas that need addressing like the basic mathematical skills of students and the way in which electromagnetics is taught. There is still a lack of basic skills in students coming into electromagnetic courses; this is a generic problem across the whole of engineering. It has been viewed for sometime that the UK s secondary schools have been failing to produce enough young people with technology, maths and science skills- the starting blocks for any engineering career (The Engineer, Reading, writing and rocket science, October 2001). This is particularly important in electromagnetics where the basis of understanding is in Mathematics and Physics, both considered high demand subjects. 11

13 This lack of skills appears to be carried forward to industry; for example it was noted that the level of mathematics to understand basic wave theory is in short supply. The university survey also shows a need to teach Electromagnetics theories with examples of applications to show the students the relevance of the subjects. This however applies across all engineering. It is viewed that engineering has an image problem resulting in a shortfall of 21,000 engineering graduates. An important message engineering educators need to get across is the far wider applications of their subject, raising awareness and understanding of engineering. (The Independent, Time to make engineering trendy, 17 October 2001). Areas for further development, for which the Professional Networks can assist, include the provision of case studies through applications. Professional Network can also supply extra training providing further information on Electromagnetics and related subjects. Professional Networks can also look at the issue of educational software and integrating this into university courses. The Professional Networks can also assist with basic training for industry to give engineers a deeper understanding of Electromagnetics and associated subjects. This can be achieved through providing online events, physical events and distant learning. The Professional Networks also have an important role in raising awareness and profile of the subjects involved in Electromagnetics, showing their relevance and importance as a fundamental area of electronic and electrical engineering. EMC in particular was noted as needing attention. The Professional Network can continue working with industry and academia helping building links between them. 12