Key note presentation for EWB-UK's Going Global conference (http://www.ewb-uk.org/goingglobal). Presentation looked at the what? how? and why? of a global engineer focussing on engineering education.

1. Global engineering education
What? Why? How?
Joanne Beale
Technical Programme Officer, WaterAid
RAEng Visiting Teaching Fellow, Humanitarian Engineering, Coventry University
joannebeale@wateraid.org

2. WHAT is a global engineer?

3. and all this too…

4. 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

6. WHY is a global engineer?
World population of 7 billion: 8.6 billion by 2030
884 million people lack access to clean water
2.6 billion people lack basic sanitation
828 million people are living in slums
Over 1.3 billion people lack access to reliable
electricity
Over 1 billion people are undernourished
For every phone there was in 1990 there are over 370 now
There are 600+ million people globally with disabilities
Over 300,000 apps have been
developed in the last 3 years
More than 50% of Africa’s improved growth
performance is because of new infrastructure
7.6 million children under the age of 5 die
every year from poverty-‐related causes
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

7. The world is changing

8. So engineering is changing
MacRobert Award
1969 -‐ present
1970
1975
1980
1985
1990
1995
2000
2005
2010
??
2010
–
Inmarsat
-­‐
Broadband
Global
Area
Network
1972
−
EMI
Limited
1998−
Norton
Healthcare
Ltd
(BGAN)
for
the
applica-on
of
XRuston
Gas
Touch
Bionics
−
i-­‐LIMB
nhaler,
a
novel
breath-­‐
techniques
for
1983
−
-­‐ray
2008
−
Turbines
Easi-­‐Breathe
i Hand
For
the
2005
−
CSR
plc
−
single
chip
BlueCore™
family
diagnosing
b–
Microso6
Research,
Cnnova-on
nhaler
as
ouch
tIreatment
on
Kinect
for
he
mul--­‐
rain
disease
The
key
iother
industrial
mfDT
t−
or
Bnmarsat's
if
polymers
t Xbox
for
the
Tornado
and
The
award
b
ehind
or
he
ionics'
i-­‐LIMB
Hand
is
ac-vated
i -­‐wchip
ade
oAon
capture
ghe
2011
1980
−
Johnson
MaMhey
Group
2002
−g BlueCore™
family,
t roundbreaking
ambridge
has
C T mf Light-­‐emiVng
asthma.
Single
uman
technology,
w Network
ambridge
U
turbines
ar-cula-ng
finger
In
1 lobal
esearchers
at
CBGAN)
service,
It
automa-cally
releases
a
measured
dose
of
niversity
360
for
the
development
of
Broadband
G989,
rArea
hich
has
u(nderpinned
the
which
revolu-onary
devices
which
have
fuelled
the
i-­‐
c esounding
commercial
success
since
i
product's
rataly-c
isystems
dor
assing
he
right
-me
flor
it
through
provides
found
Engineering
R electric
ts
aunch.
The
nternet
ft
ata
anywhere
o
the
Science
arug
he
epoconnec-vity
machine
lroducts,
1990
−
The
asthma
don
that
axactly
ftor
tesearch
current
n
earth
Five
emotor
vehicle
exhausts
and
is
inexorable
a ise
rf
Bluetooth
wireless
fp earning
ngineers
from
Microso<
Research
w nd
r for
emote
cheir
t
ward
an
onnec-vity
or
business,
widely
ungs
most
effec-vely.
LIMB
Hand
irs
developed
upolymers
made
them
emit
light.
he
l used
Council
to
each
tcertain
fsing
leading-­‐edge
electronic
and
from
mobile
phones
t nd
s
manufactured
work
on
the
human
mechanical
engineering
techniques
60,
mllowing
controller-­‐free
mo-on
capture
in
Kinect
or
Xbox
3 ao
aiedical
devices.
using
government,
broadcasters,
aTechnology
(CDT)
was
and
Cambridge
Display
for
he
design,
c uture
for
human
id
and
relief
agencies,
gaming
and
opening
up
atwhole
new
fonstruc-on
and
interac-on
with
computers.
In
high-­‐strength
plas-cs.
TJhe
n
1The
s
o
caxwell
TV
rteports
into
emergency
he
ames
992
service
brings
services.
C i t a next-­‐genera-on
prosthe-c
formed
result
inect
sold
8
million
he
the
two
months
a<er
commissioning
of
t
its
launch
in
November
2i010,
lerk
Mommercialise
devices,
K
our
h ightweight,
robust
aevolved
from
this
discovery.
the
most
remote
parts
t f
both
device
that
is
lomes
from
even
hat
nd
highly
appealing
oo
the
technology
t
making
it
the
fastest
sTelescope
elling
consumer
electronics
device
in
history.
pa-ents
and
healthcare
professionals.
world
and
is
used
by
many
major
broadcasters.

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

11. 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

12. This is not a ‘nice to have’

13. "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

14. HOW is a global engineer?

15. HOW is a global engineer?

17. GOOD Engineers solve problems
engineers solve problems

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

19. Neighbours
Financers
Residents
Builders
Protestors
Users
Engineering is ALWAYS about people
Spectators

20. 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

21. I need to…
Attending talks
…see and understand the bigger picture
…have the confidence to challenge the status quo
…be a good leader
…be a systems thinker
EWB-‐UK volunteering
On the job!
…have knowledge of decentralised systems
…be able to estimate demands
Internships
Hands on experience
…understand local and global context including politics and
economics
…be able to learn from mistakes
…be creative and ingenious
Time
overseas
Training courses
…have a sense of fun and a sense of justice
…think sustainably
Time
overseas
and hands
on
Internships
Internships
and talks
EWB-‐UK

22. An example from WASH
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.
8.
Monitoring
system
in
place
A
sustainable
and
appropriate
solu-on
9.
To
management
and
monitoring
systems.
10.
Technical
assistance
to
WUCs
and
users.
11.
Recurrent
cost
sharing.
12.
Support
to
supply
chains
and
service
providers.
13.
In
rela-on
to
externali-es
(disasters)
E
X
T
E
R
N
A
L
S
U
P
P
O
R
T
1.
Establish
need,
demand
and
relevant
service
level.
D
E
S
IG
N
&
I
M
P
L
E
M
E
N
T
A
T
I
O
N
2.
Full
user
par-cipa-on.

23. A good WASH project consists of…
Technology
Complexity?
Location of manufacture?
Fitness for purpose
Supply chains
Context
Business model
Who is the user?
Who is the customer?
Product, price, place, promotion
After-‐sales arrangements
Human, social, financial, physical
and natural capital
Vulnerability and risk
Strength of local institutions
Politics and power relations

24. University vs. Industry
University
Industry
Problems
have
an
answer
that
is
right
This
o<en
not
the
case
or
wrong
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

25. 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
Global
engineering
educa-on
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

27. people
who we think can take a global
perspective. Students are well placed to do
“What global companies look for are
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.”

28. WHAT?
Not just about development
People-‐centred, context-‐specific design

29. WHY?
Rapidly changing world
Big pressing global issues

30. HOW?
Address the disconnect
Teach complimentary ‘non-‐technical’ skills

31. Joanne Beale
@joannefbeale
joannebeale@wateraid.org