Doctoral Training in Engineering: Developing Indigenous Capacities and Skills for Economic Growth in Industrialising Countries (EAI/Springer Innovations in Communication and Computing)

Preface
Acknowledgements
Contents
About the Authors
Abbreviations
List of Figures
List of Tables
Chapter 1: Introduction
	1.1 Research Background
	1.2 Engineering Education in Southern Africa
	1.3 Africa-UK Partnership for Development
	1.4 Regional Macroeconomic Situations and Policies
	1.5 Engineering Skills Development and Training
	1.6 Academia-Industry Collaborations
	1.7 Synopsis and Scope of the Book
	1.8 Significance and Contributions to Knowledge
	1.9 Summary and Outline of the Book
Chapter 2: Engineering Doctoral Training in Southern Africa
	2.1 Introduction
	2.2 Systems Thinking and Heuristics in Modelling
		2.2.1 Systems Thinking Philosophy
		2.2.2 Heuristics in Engineering Education and Training
	2.3 SWOT Analysis
		2.3.1 Engineering Education in Southern Africa
		2.3.2 Detailed Analysis of the TWOS Matrix
	2.4 Mapping of Skills and Qualifications
	2.5 Industry-Academia Engagements in Southern Africa
	2.6 Global Engineering Education
	2.7 Conclusion
Chapter 3: Royal Academy of Engineering Interventions
	3.1 Introduction
	3.2 Background to the Initiatives and Interventions
		3.2.1 Operational Challenges
		3.2.2 Royal Academy of Engineering Projects
	3.3 Enriching Engineering Education Program
	3.4 Higher Education Partnerships for Sub-Saharan Africa
		3.4.1 HEP SSA Phase 1
		3.4.2 HEP SSA Phase 2
	3.5 Other Interventions by the Royal Academy of Engineering
		3.5.1 Industry Academia Partnership Program
		3.5.2 Transforming Systems Through Partnerships
		3.5.3 Africa Catalyst
		3.5.4 Africa Prize for Engineering Innovation
	3.6 Conclusion
Chapter 4: Industry–Academia Engagements: UK Perspective
	4.1 Introduction
	4.2 Progression of Academic Staff and Students
	4.3 Research Grants and Projects
	4.4 Postgraduate Training
	4.5 Industry-Academia Collaborations
	4.6 Continuing Engineering Education and Training
	4.7 Benchmarking UK Experiences in Southern Africa
	4.8 Conclusion
Chapter 5: Centres for Doctoral Training: UK Perspective
	5.1 Introduction
	5.2 Origins and Evolution of Doctoral Training in the United Kingdom
		5.2.1 Introduction
		5.2.2 Pre-World War II and Post-World War II
		5.2.3 Expansion in UK Higher Education: 1970s–2003
		5.2.4 Doctoral Training in the Twenty-First Century
		5.2.5 Status of Doctoral Training in the United Kingdom in 2021
		5.2.6 EPSRC Review of Doctoral Training
	5.3 Key Features of Centres for Doctoral Training
	5.4 Centre for Innovative Metal Processing
		5.4.1 Partnerships with Industry
		5.4.2 External Relations and Collaborations
		5.4.3 Governance
	5.5 Digital Transformation of Metals Industry
		5.5.1 DigitalMetal Teams and Partnerships
		5.5.2 Financial Commitments
		5.5.3 Institutional Strengths and Logistics
	5.6 Manufacturing Technology Centre: Coventry, UK
		5.6.1 Bridging the Gap Between Research and Manufacturing
		5.6.2 MTC Operations and Activities
	5.7 Sheffield Water Centre
		5.7.1 Socio-economic Dimensions of Water
		5.7.2 Groundwater Protection and Restoration
		5.7.3 Pennine Water
	5.8 Diversification and Possible Collaborations with Southern Africa
	5.9 Conclusion
Chapter 6: Secondments and Industry Role in Engineering Training
	6.1 Introduction
	6.2 Access to Modern Equipment and Technology
	6.3 Provision of Skilled Staff by Industry
		6.3.1 Professorial Chairs
		6.3.2 Adjunct or Visiting Professorships
		6.3.3 Motivation and Mentorship
	6.4 Outcome-Based Engineering Education
		6.4.1 Outcome-Based Learning
		6.4.2 Problem-Based Learning
		6.4.3 Industry-Based Learning
	6.5 Commercialisation of Research
		6.5.1 Innovation Hubs and Industrial Parks
		6.5.2 Intellectual Property and Patenting
		6.5.3 Technology and Knowledge Transfer
	6.6 Conclusion
Chapter 7: Case Studies: Potential Areas of Research and Doctoral Training
	7.1 Introduction
	7.2 Water Provision and Quality Control
		7.2.1 Background and Objectives
		7.2.2 Community Areas of Research and Methodology
		7.2.3 Contributions to Research and Knowledge
	7.3 Lean Manufacturing and Management
		7.3.1 Background and Objectives
		7.3.2 Case Study Company and Methodology
		7.3.3 Contributions to Research and Knowledge
	7.4 Cementitious Materials for Road Construction
		7.4.1 Background and Objectives
		7.4.2 Research Case Study Companies and Methodology
		7.4.3 Contributions to Research and Knowledge
	7.5 Food Processing Technology: Alternative Food Varieties
		7.5.1 Background and Objectives
		7.5.2 Methodology and Case Study Company
		7.5.3 Contributions to Research and Knowledge
	7.6 Other Potential Areas of Research
		7.6.1 Renewable Energy: Provision of Green Solutions
		7.6.2 Industrial and Process Automation
		7.6.3 Mineral Processing and Beneficiation
		7.6.4 Transportation
	7.7 Conclusion
Chapter 8: Internationalisation and Partnerships
	8.1 Introduction
	8.2 Collaborative Research
	8.3 Internationalisation of Engineering Education
	8.4 Coopetition in Higher Education
	8.5 Southern Africa Engineering Education Network
		8.5.1 Membership and Obligations
		8.5.2 Intellectual Property Rights
		8.5.3 Administration of the Network
		8.5.4 Financial Management
		8.5.5 Other Considerations
	8.6 Conclusion
Chapter 9: Doctoral Training Centres Framework for Southern Africa
	9.1 Introduction
	9.2 Doctoral Training Centres Committee
		9.2.1 Composition
		9.2.2 Roles and Responsibilities
	9.3 Available and Required Infrastructure
	9.4 Phased Implementation
		9.4.1 Readiness Analysis
		9.4.2 Time Frames
		9.4.3 Number of Students
		9.4.4 Logistical Arrangements and Collaborations
	9.5 Campaign and Marketing Strategy
	9.6 Fitness Test for Potential DTCs
		9.6.1 Skills Mapping
		9.6.2 Core Group of Senior Academics
	9.7 Budgeting and Cost Estimation
		9.7.1 Recurrent Budget
		9.7.2 Capital Budget
		9.7.3 Financial Resourcing
	9.8 Conclusion
Chapter 10: Conclusions: Consolidated Research Findings and Recommendations
	10.1 Introduction
	10.2 International Backstopping and Benchmarking
	10.3 Industry Engagement
	10.4 Professorial Chairs and Adjunct Professors
	10.5 Practical Applications and Case Studies
	10.6 Maintenance and Sustainability of the DTC Scheme
	10.7 Impact of Doctoral Training Centres
	10.8 Risk Management and Mitigation
	10.9 Generic Skills and Training
	10.10 Indigenous Capacities and Skills for Economic Growth
	10.11 Furtherance of Doctoral Training and Way Forward
Appendixes
	Appendix A1.1: Memorandum of Agreement for the Establishment of SAE2Net
	Appendix A2.1: Chinhoyi University of Technology (Industrial Instrumentation) AG5 Skills Matrix
	Appendix A2.2: Zimbabwe National Defence University (Aerospace Engineering and Aviation Science) AG5 Skills Matrix
	Appendix A2.3: Harare Institute of Technology (Technopreneurship) AG5 Skills Matrix
	Appendix A2.4: Namibia University of Science and Technology (Renewable Energy) AG5 Skills Matrix
	Appendix A2.5: University of Johannesburg (Intelligent and Smart Systems) AG5 Skills Matrix
	Appendix A2.6: University of Cape Town (Centre for Minerals Research) AG5 Skills Matrix
	Appendix A3.1: Recurrent (Operational) Budget for Doctoral Training Centres (DTCs) in Southern Africa (2023–2033)
	Appendix A3.2: Capital Budget for Doctoral Training Centres (DTCs) in Southern Africa (2023–2033)
References
Index