NMITE: Revolutionising STEM Education

NMITE: Revolutionising STEM Education

The Problem

The Problem A national and local skills deficit. The engineering professions need to adapt to support technology driven economic growth.

National picture: » UK Engineering Higher Education (HE) needs to innovate » Significant shortage of new engineers​ » Low innovation in much HE STEM provision​ » Lack of diversity (gender, race, income, thought)​ » Imbalance of academic and hands-on experience​ » Loss of focus on skills

Local picture: » Herefordshire is an HE cold spot – no university, limited degree level opportunities » Small, under-populated county​with an older population » Rural and urban deprivation in places​ » Weak skills creation and staff retention​ » Low economic growth 1

The current approach to engineering education isn’t working – change is needed​ The traditional path to professional engineer Complete GCSEs – Maths and Physics essential

»

Up to 7 years to reach Chartered Engineer requirements​

Select A levels: Maths and Physics essential

»

Depends on options chosen at 14 y/o ​

»

Denies access to those without A-levels​

»

Normally forces the study of a single engineering discipline​

»

Curriculum typically designed around theory and exam based assessment​

»

Requires a full professional training year to gain real world experience​

Apply for university course(s) early in Year 13 and pass A-level exams Undertake first two years of undergraduate degree Undertake professional training year (optional) Complete final year of undergraduate degree Undertake postgraduate degree to secure MEng Enter graduate training scheme to start professional career

2

Shortcomings of a model that has barely changed in a generation

The Problem

The New Model Institute for Technology and Engineering - NMITE - offers a completely new model

3

The Solution The need for new approaches has been recognised for years – but change has been difficult to deliver.

Until NMITE.

HE needs more innovation, enterprise and choice “Our universities are engines of economic growth and social mobility, but if we are to remain competitive and ensure that a high-quality education remains open to all, we cannot stand still. Making it easier for high-quality challenger institutions to start offering their own degrees will help drive up teaching quality, boost the economy and extend aspiration and life chances for students from all backgrounds.”

- From the HE White Paper (2016)

4

The Solution

HE is a driver of social mobility

Creating opportunities

“Innovative new models of skills based HE also have an important role to play in levelling up places. For example, the New Model for Technology and Engineering offers a model of skills based learning drawing from global practice that emphasises work readiness, as well as self-reliance, community spirit and volunteering” ​

My three main areas of focus [are]:​

- Michael Gove, Secretary of State for Levelling Up, From the Levelling Up White Paper (2022)

- From HE Minister Robert Halfon (Letter to Vice Chancellors, 2023)

1. That universities meet the skills needs of the economy​ 2. Provide quality qualifications that lead to well paid jobs​ 3. Advance social justice by helping disadvantaged applicants onto the first rung of the ladder of opportunity

5

NMITE: A combination of tried and tested international approaches and ground-breaking innovation​ A New University, a New Model

» Flexible programmes developing higher level skills

Skills based and academically robust

» Creating opportunities for talented young people

Investment and focus on access, progression and success » Partnering with industries to build the leaders of the future 6

The Solution

7

What makes NMITE different?

Academic rigour, vocational approaches, integrated topics, wide accessibility ​ » Accelerated programme » delivery – students can graduate a full year earlier than » their peers » 9 -5 days with little outside » study – modelled on the workplace » Inclusive, open and accessible

8

Hands-on learning in small teams, via real-world projects Studio-based: no lectures or lecture theatres Interdisciplinary – includes liberal arts and essential “work” topics e.g. ethics, communication, teamwork

The Solution

“

I enjoy working in an environment that has strong ties to industry, everything we do feels worthwhile and purposeful.​ With the 9-5 learning, I have a far better work-life balance than many of my peers who are studying in traditional higher education.​ My current experience of NMITE has been amazing. It feels great to be part of such a new and exciting organisation where I feel appreciated and listened to.

Daniel James, January 2022 Cohort

” 9

NMITE: A new programme portfolio that offers wider access, accelerated delivery, flexibility and work-ready graduates​ The NMITE portfolio from 2023

10

»

Undergraduate degree available in 2 years​

»

MEng available in 3 years

»

No requirement for Maths or Physics A-level​

»

Selection based on personal characteristics​

»

>30 workplace projects with employers​

»

All interdisciplinary – including liberal arts, business, and ethics

Foundation (1 year)

Entry Point limited academic background

Entry Point stronger academic background

The Solution

MEng Integrated Engineering (4 years) MEng Integrated Engineering - accelerated (3 years) BSc Sustainable Built Environment (3 years) BEng Integrated Engineering (3 years) BEng Integrated Engineering - Accelerated (2 years)

Minimum programme length (award bearing) - 2 years

Average programme length (award bearing) - 3 years

Average programme length (award bearing) - 3 years

11

Summary: the difference NMITE will make By leveraging NMITE’s unique features to address the priorities in Higher Education, postive outcomes will follow

12

» Graduates will be in demand by employers due to their workreadiness, which will lead to a significant increase in job creation and economic growth

» NMITE’s agile model can adapt to meet changing needs and demands, ensuring that its courses and programmes remain relevant and up-to-date

» Access to Higher Education is widened, creating new opportunities for future students from all backgrounds can access high-quality degree-level education

» Transformative, degreelevel STEM and skills-based education will drive the economic regeneration of left-behind areas

The Solution

13

NMITE’s Partnerships are setting the agenda Just some of our curriculum partners

Advanced Engineering Centres Hubs where industry and academia come together to solve key challenges we face in an everchanging world. Concepts are tested, and employers and students collaborate on projects to support regional regeneration and societal change The NMITE Centre for Automated Manufacturing Engineering The NMITE Centre for Advanced Timber Technology (Launched 2022)

14

- in partnership with the Manufacturing Technology Centre (Launched April 2023)

The Solution

Image credit: Bond Bryan

15

The Business Model Income: from start-up investments to operational sustainability Tutition Fees

Capital Grants (from Government)

Income Split - 2021/22 Actual

Highlights »

»

»

16

Government grants used to establish estate and infrastructure​

Donations

Commercial Income

Income Split - 2023/24 Forecast

Highlights »

Donations from partners to » support bursaries and capacity building » Course revenue <£200k

No Government support – institution must generate its own income​ Student numbers not yet at sustainable levels​ Financial support from donors vital to current operations and future growth​

Income Split - 2024/25 Forecast

Highlights »

Institution fully sustainable​

»

Donations used to support bursaries and investment in future growth​

»

Annual course revenue c£6m

The Business Model

The path to full sustainability £000’s

Student population

10000

600 500

8000 400 6000

Income Costs Cash Balance Student Population

300 4000 200 2000

100

0

0

2020/21

2021/22

2022/23

2023/24

2024/25

2025/26

-2000

2026/2027 -100

Highlights »

Student population reaches sustainable level in 2025​

»

Surpluses generated from 2025/26​

»

Government grants and local fundraising got the institution off the ground between 2020 - 2022​

»

Three cohorts of students now in place​

»

Now in its second year of operations – significantly “de-risked” as a concept​

»

Working capital challenges expected between 2023 - 2025

17

Traction and Prospects » Buildings and Infrastructure in place

» Advanced engineering centres set up

» £6m raised in donations to date

» Students highly networked with industry and now in demand

» Academic sprints delivered in partnership with major engineering employers inc.

HS2, BP, Heineken » NMITE’s programme includes >30 employer challenges » First cohorts of students enrolled, flourishing

18

» Half the first cohort of students already holding conditional job offers with major engineering employers

Traction and Prospects

NMITE students are already attracting employers

“

NMITE has already secured conditional job offers for over half its first cohort, from a fantastic group of local tech and engineering businesses....

Which are these pioneering companies? Step forward, in alphabetical order, ABT Products, ETL Systems, Kirintec, REHAU, TRP Sealing Systems and Welsh Water The Rt Hon Jesse Norman, MP for Hereford and South Herefordshire

” 19

“

NMITE is Herefordshire’s greatest opportunity in terms of levelling up our local economy, re-purposing our towns and cities and enabling social mobility within our communities.

Paul Walker, CEO, Herefordshire Council

20

”

Traction and Prospects

Creating a University City: new buildings, civic amenities and sustainable transport​

Image credit: Speller Metcalfe

21

Future gazing 2023 to 2025

New programmes and entry routes:​ »

22

Foundation level, undergraduate and postgraduate courses​

»

New Degree Awarding Powers: students will earn an NMITE degree​

»

Expanded skills programmes​

»

Research and knowledge transfer in sustainable built environment, automated manufacturing and construction​

2025 to 2028

County wide expansion and diversification into new academic disciplines:​ »

New sites outside Hereford – a county, not a city institution​

»

Full university title and full degree awarding powers​

»

New programmes in engineering and technology related disciplines​

»

Wide range of skills programmes to prepare the workforce for the economy’s new jobs​

Traction and Prospects

2028 onwards

National Impact​: »

NMITE offers a model for academically rigorous, skills based learning across the country

»

NMITE hosts c600 students from across the UK and around the world

»

Suitable for replicating in smaller, left behind communities needing the skills and jobs-based regeneration that Higher Education Providers can drive ​

23

The 2028 Vision for NMITE and the City of Hereford​ » >600 students on a range of programmes at foundation, undergraduate and postgraduate level​ » Professional training and skills programmes – in partnership with further education providers » Advanced Engineering Centres to develop key specialisms in:​

NMITE will become a nationally significant new Higher Education Provider ​

» Timber technology and sustainable built environment (key UK centre)​ » Automation in manufacturing​ » Integrated engineering – connections to other disciplines, and society​ » Nationally significant skills centre – focusing on future employment skills 24

Delivering transformational regional impact as the driver of Herefordshire’s new economic strategy​

Traction and Prospects

The 5 Themes of NMITE’s Role in Hereford’s City Masterplan Theme 1 - Movement Building active travel networks that make walking and cycling home, teaching facilities and “third places” the natural way to travel for students and staff.

Theme 2 - Communities and Culture Addressing the skills gap and rebalancing the city’s demographics by attracting and retaining young people.

Theme 3 - The Economy and Opportunities Addressing Hereford’s human capital needs by attracting and retaining young people to help build a highvalue, high-tech local economy.

Theme 4 - Landscape and Wildlife The “embedded” university campus will be delivered alongside high-quality, biodiverse green spaces and public realm.

Theme 5 - Places and Spaces Helping NMITE expand to form a flagship city campus, delivering a dynamic “university city” that in turn shapes Hereford’s very identity.

25

The Model in Action Universities are drivers of regeneration – re-invigorating local economies, improving business competitiveness, driving innovation and creating prosperity

Before 1996 » Small, cathedral city with no university » HE cold spot – in need of economic regeneration

Before 2021 » Small, cathedral city with no university » HE cold spot – in need of economic regeneration

Present day » University established with 14,500 students » £275m invested in local infrastructure in first 20 years

Present day » University set-up and has already attracted more than £40m in new investment » New industry hubs already driving innovation in sustainable construction and manufacturing automation

Lincoln: a thriving university city » Economic value from university to region £550m pa » Region now a university-led hub for agri-food technology innovation and research » One in six local people either work or study at the University

26

Hereford: a thriving university city in 5 years » New businesses investing to benefit from advanced centres » Millions of pounds of economic value created » 100s of jobs directly or indirectly supported

The Model in Action

Investment brought into Herefordshire so far » £25m of government funding to build new infrastructure » £1m from the European Social Fund to develop and support future skills » £8m in Levelling Up/Stronger Towns investment to develop a new “Skills Foundry” and a community outreach projects » £4m investment from trusts and foundations to create a new centre for Advanced Timber Technology » £6m invested by a developer in Hereford to refurbish old buildings into new student accommodation » £.05m from a foundation to support schools outreach programmes to raise aspirations and awareness of engineering careers

“

Many towns see gaining a Higher Education Institution as one of the best ways of boosting their prospects.

They attract young people to an area instead of losing them as they go to university elsewhere.

David Willets, HEPI 2021

” 27

Expanding the Model NMITE offers a model that could deliver national impact. The Micro Civic University​ Suggested Criteria for Micro Civic University Model:​ »

Low GVA per filled job ​

»

Low participation rates in >18 education. Higher Education cold spots​ »

»

Missed out on Levelling Up investment​

Not served by an existing Higher Education Provider or Institute of Technology Smaller catchments – insufficient to support a large university

Focus on Skills and Access

Regeneration Role

1.

1.

Developing higher level technical skills​

2. Adding a clear focus on employability skills​ 3. Widening access to find new talent (in a discipline that really needs it)​

28

»

Leading role in regional levelling up investments – eg Stronger Towns​

2. Building skills programmes and capabilities via its Skills Foundry initiative ​ 3. Integrating to wider regional education ecosystem

The Model in Action

29

Making It Happen NMITE still needs financial support to deliver its mission​ Philanthropic and Impact Investment​ »

Funding to help grow academic capacity – creating new academic posts to support more students​

»

Support for outreach work – helping reach a wider schools audience to break down barriers to higher eduction locally and nationally​

»

Working capital support to set the institution on a path to financial sustainability ​

Bursaries and Scholarships​ »

Funding to reduce barriers to entry for more students – especially local people​

»

Funding for targeted bursaries to support key under-represented groups to benefit them and employers (e.g. career changers, female applicants and military leavers)​

»

Support for current students to help deal with the cost of living and increase their chances of success

Curriculum Support and Employment Opportunities​ »

Provision of relevant “engineering challenges” to support the academic curriculum​

»

Work experience and project opportunities for NMITE students​

»

Join the Jobs Pledge - making conditional job offers to current students before they graduate​

»

Support student preparation for work - as NMITE builds its careers support service​

NMITE is proud of its association with supporters and happy to co-brand its activities, projects and buildings with supporters.​

30

Making It Happen

31

Total investment needed £10 - £12m over 5 years​ 1/3 OPEX - £3 to £4m

» Working capital ​ » Investment in academic capacity – professorial posts, tutors » Knowledge transfer activities​ » Providing opportunities: bursaries, schools outreach 32

Making It Happen

2/3 CAPEX - £6 to £8m

» New purpose-built education centre ​ » Automated manufacturing equipment​ » New student accommodation​ » A centre for student life: a hub for student clubs, societies, volunteering​ » Development of Blackfriars site​ 33

Revolutionising STEM Education www.nmite.ac.uk nmite_ac

nmite

nmite.ac

nmite_ac

The contents of this document are accurate as of March 2023 and are subject to change. This is in response to funding changes, professional accreditation requirements, student or employer feedback, outcomes of reviews and variations in staff or student numbers.