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Key education, research, and industry leaders in the construction sector attended the Transforming Construction Skills Conference organised by DASBE in Portlaoise recently.

DASBE (Digital Academy for the Sustainable Built Environment) is a hub for upskilling in the construction sector. DASBE is a partnership between two higher education institutes, the Technological University of the Shannon (TUS) and Atlantic Technological University (ATU), along with industry partners the Irish Green Building Council and Tipperary Energy Agency and is funded by the government’s Human Capital Initiative Pillar 3.

It provides blended education in critical areas needed to upskill the construction and retrofit sectors. The Transforming Construction Skills Conference explored the impacts of the DASBE initiative and discussed the future of construction skills in Ireland.

More than 40 new academic programmes in the past three years

Seamus Hoyne, dean of flexible and workplace learning at the Technological University of the Shannon (TUS), introduced DASBE and outlined how the initiative has successfully developed more than 40 new academic programmes in the past three years, all of which are industry relevant and accessible with the majority delivered in a blended or online format.

This has taken ‘extensive engagement’ with industry and new collaborations are constantly being developed. Speaking further on the ‘DASBE Transformation Journey’, he explained how new technologies such as virtual reality, augmented reality, drones and Building Information Modelling (BIM) are being used to ensure students are exposed to cutting-edge technologies.

“The impact of DASBE has been significant, as are the requirements for skills and resources in the built environment. We need to continue to collaborate and develop solutions to meet industry needs,” he said.

The keynote session was delivered EuroACE secretary general Adrian Joyce. EuroACE works with European institutions to help Europe move towards an efficient use of energy in buildings.

“From an EU perspective, there is a growing awareness that the challenges associated with delivering the renovation wave strategy on the ground are strongly linked to the development of closer cooperation between educational institutes, industry, and government agencies to ensure that we have a reinforced and upskilled workforce in the efficient buildings sector. At EuroACE we are working with our 16 members on achieving this goal”.

Delegates were also addressed by TUS president Prof Vincent Cunnane. “We need to work together to design and develop new ways in which people can access learning and create education, training and career pathways for learners. Attracting more people into the sector is key if we are to reach our housing and climate targets and it is clear it is an exciting and evolving sector to be involved in.”

For more information on DASBE programmes, micro credentials and virtual reality tools please visit www.dasbe.ie

DASBE is funded by the Higher Education Authority's HCI Pillar 3, a government programme designed to meet priority skills needs, by increasing collaboration between higher education and enterprise with a focus on innovations in teaching and learning.

Closing the construction skills gap? DASBE conference told collaboration is essential

As the urgency to address climate change and adopt sustainable practices intensifies, ESG (environmental, social, governance) considerations are front and centre for businesses.

Research by jobs website Indeed shows that green job postings are up 93% since 2019. However, workers often feel unprepared to pursue these roles or are unsure about the skills required. Micro-credentials can offer a solution for quick and effective upskilling or reskilling.

Micro-credentials are transforming the way busy professionals stay current with industry trends and build skills for the future. These short, accredited, and flexible learning experiences ensure learners are equipped to respond to rapid technological, economic, and societal change.

Recognising the growing need for skills to support sustainability initiatives, the Department of Further and Higher Education, Research and Innovation and Science has announced a fee subsidy of 80% on courses related to sustainability and environmental impact. Trinity College Dublin micro-credential courses qualify for this funding and are open for applications.

Solar energy conversion and application

Harnessing the sun’s power is vital to achieving a sustainable and resilient energy future. Trinity College Dublin's Micro-credential in Solar Energy Conversion and Application gives engineers an in-depth understanding of solar energy technologies and their practical applications.

From photovoltaics to solar thermal systems, participants explore the fundamental concepts, design principles, and performance evaluation techniques necessary to leverage solar energy effectively. Armed with this knowledge, engineers can integrate solar technologies into their projects, leading the way towards a more sustainable and renewable energy mix.

As course lead Sarah McCormack noted: “With the rapid growth of the solar energy industry, there are increasing opportunities for learners with specialised knowledge in this area. As more businesses, governments, and individuals seek to utilise solar energy, there is a growing demand for professionals with expertise in solar energy applications."

Air pollution monitoring, assessment, and control

In an era of increasing pollution levels and public health concerns, understanding the intricacies of air quality management is crucial. This course provides engineers comprehensive knowledge of air pollution sources, monitoring techniques, and control strategies. By delving into cutting-edge technologies and methodologies, participants gain the skills to design effective pollution control measures, contributing to cleaner air and healthier communities.

Course lead Dr John Gallagher confirms: "Addressing air pollution not only can lead to positive impacts for personal and population health, but it represents a key topic in combating climate change.

"In this micro-credential we navigate through the sources and impacts of air pollution and explore how active and passive innovations in pollution control, from designing ventilation systems to implementing nature-based solutions, can deliver healthier environments in a more sustainable way."

Low carbon power technology

Engineers must be at the forefront of developing and implementing sustainable power technologies as the world transitions towards a low-carbon future. Trinity College Dublin's micro-credential in Low Carbon Power Technology empowers engineers with the expertise needed to drive the renewable energy revolution.

Participants delve into the principles and practices of various low-carbon power generation technologies, including wind, hydro, and biomass. Through hands-on experiences and real-world case studies, engineers gain the ability to design, evaluate, and optimise low-carbon power systems, paving the way for a greener energy landscape.

The above micro-credentials are approved for CPD by Engineers Ireland and carry credit in the form of ECTS, the EU standard credit system for university-level education.

Additional micro-credentials in sustainability that qualify for 80% Fee subsidy for eligible learners include:

Advanced Spatial Analysis using GIS
Transport Modelling and Planning
Measuring Environmental Impact: Lifecycle Assessment for Engineers
Climate Leadership Development
Cyber-physical Systems & Control

Find out more and apply at: https://bit.ly/tcd-microcredentials-sustainability

Upskill with Trinity College Dublin to meet the growing demand for sustainability professionals

In the dynamic landscape of engineering education, the symbiotic relationship between academia and industry stands as a cornerstone for innovation and progress.

At Trinity College Dublin School of Engineering, we embrace this ethos wholeheartedly, recognising that collaboration with industry not only enriches the educational experience for our students but also propels innovative research and fosters impactful solutions to real-world challenges.

Vibrant ecosystem

Our commitment to industry engagement permeates every facet of our academic endeavours, from curriculum development to research initiatives and beyond. Here, we cultivate a vibrant ecosystem where industry professionals, academic scholars, and ambitious students converge to exchange ideas, expertise, and insights.

One of the hallmarks of our industry engagement strategy is our robust network of partnerships with leading companies, both nationally and internationally.

Through these partnerships, we offer our students unparalleled opportunities for internships and industry-sponsored projects, enabling them to gain invaluable hands-on experience and cultivate industry-relevant skills even before they graduate.

As part of our Industry engagement strategy, Sarah O’Brien, the industry lead for the school, is focusing on our industry collaborations to advance equality, diversity and inclusion in the engineering field.

We have partnered with a diverse range of companies over the last few months that share our EDI principles. This has enhanced the school's quality of education and is helping to reshape the engineering landscape.

The industry lead is also strategically directing her efforts towards increasing our research collaborations with industry and is part of a dynamic team to foster an industry PhD programme within the school.

The establishment of an industry PhD programme will ensure that individuals from all backgrounds will have access to advanced education and research opportunities within the engineering field, irrespective of financial constraints.

Moreover, our faculty members are actively involved in collaborative research projects with industry partners, tackling pressing challenges across a spectrum of disciplines, from sustainable energy and infrastructure resilience to advanced manufacturing and digital technologies.

By bridging the gap between theory and practice, we strive to deliver research outcomes that not only advance the frontiers of knowledge but also have tangible applications in the real world.

At Trinity College Dublin School of Engineering, we understand the importance of fostering strong relationships with industry leaders. This is why we have developed a comprehensive Industry Engagement program that connects our talented students and faculty with industry partners.

Our school offers a variety of opportunities for collaboration, including:

Internships: We provide students with valuable real-world experience through internships with industry partners. These internships allow students to apply their classroom knowledge to real-world engineering challenges and gain exposure to the professional engineering workplace.

Research collaborations: Our faculty members are engaged in cutting-edge research that has the potential to solve real-world problems. We collaborate with industry partners on research projects that benefit both academia and industry.

Consultancy projects: Our faculty and students also provide consultancy services to industry partners. These projects allow us to share our expertise with industry and help them solve specific engineering challenges.

Employee learning opportunities: We offer a variety of employee learning opportunities for industry professionals. These opportunities include Micro-credentials, Professional Diplomas, workshops, Master's and PhD degree programmes.

Through our industry engagement programme, we are committed to providing our students and faculty with the opportunity to work on real-world engineering problems and to industry partners with access to the latest research and expertise.

We believe that strong industry engagement is essential for the continued success of both academia and industry. By working together, we can ensure that our students are graduating with the skills and experience they need to be successful in the engineering workforce, and that industry partners have access to the latest research and expertise.

Would you like to learn more about our industry engagement programme?

Please visit our website or contact us today.

We look forward to partnering with you!

Trinity College Dublin School of Engineering: Fostering industry engagement

Ireland plays a key role in the global medical device industry and is now establishing itself as a global hub and centre of excellence in research and development.

In a 2023 survey of the medtech industry conducted by Ibec, the skills predicted to be in greatest demand over the next four years will be in product design and user experience with 47.5% of medtech industry leaders reporting an extremely high demand for workers with these skills.

In response to this skills gap, the iEd Hub, a consortium of academic institutions (UCC and MTU) and key regional industry partners,have come together to develop a new MSc in Medical Device Development aimed at those interested in the research and development of human-centric biomedical devices, products, services, and experiences.

Covering several technical areas

The 90-credit MSc will be jointly delivered between UCC and MTU. It includes four modules (30 credits) of industry-relevant human anatomy provided by the Department of Anatomy and Neuroscience in the College of Medicine and Health at UCC, covering several technical areas including anatomy of the human cardiovascular and neurovascular systems, and the anatomy and biomechanics of human body movement.

A further four modules (30 credits) will be delivered by the Department of Mechanical, Manufacturing, and Biomedical Engineering at MTU and will cover topics such as design innovation, biomaterials, product and process development, and mechanics.

Finally, the learners will complete a design and development project, reflective of industry practices, as an alternative to a final thesis, to earn their MSc degree.

Designed to be as flexible as possible to suit both professionals aiming to upskill, as well as graduates seeking to begin their careers in the medtech industry, the MSc can be taken full-time over one year or part time over two years.

Furthermore, the four anatomy modules can be taken separately towards a postgraduate certificate in Anatomy for Medical Device Development while the four engineering modules lead to a Postgraduate Certificate in Medical Device Development. Each module will be delivered via a mixture of in person training days supplemented with online classes to provide maximum flexibility.

The course is designed to provide a new and unique skills profile, combining engineering and medicine with embedded transversal skills. This will strengthen an engineer’s ability to understand the clinical applications of medical devices and facilitate the healthcare professional to directly input into the design/development phase of medtech products.

In addition, this postgraduate course will embed evidence-based and practical aspects related to both device development and related diseases as well as a flexible and modern pedagogical approach to teaching.

Examples of potential career trajectories after this MSc include R&D, process or product development, or project management roles in medtech and healthtech industries.

For more information please see: https://www.mtu.ie/courses/cremedd9/

MSc in Medical Device Development unveiled

Engineers Ireland is participating in the Engineers for Europe (E4E) project, financed by the European Commission under the Erasmus+ programme.

E4E is an alliance for innovation bringing together 13 partners from eight European countries representing the different facets of the engineering profession including higher education institutions, vocational education and training bodies, and industry and professional bodies. TU Dublin and Engineers Ireland are representing Ireland.

E4E project partners meeting in Madrid to progress the Skills Strategy.

Identify future trends and needs

The E4E project has the ambition to establish a European Engineering Skills Council, identify future trends and needs in skills and competences for engineers and develop innovative training on transversal skills for the profession. This ambition is articulated by the European Engineering Skills Strategy – the latest version of which is available on https://engineers4europe.eu/

At the core of the E4E project are the following questions:

What is the current situation concerning the competence requirements of engineers, the existing skills mismatch, and activities/measures of companies/individual engineers to facilitate competence developments?
What are the future needs concerning technical and non-technical skills of engineers in a context of global megatrends, ie digitalisation, decarbonisation, demographic change, and internationalisation/globalisation?

This Skills Strategy is constructed on the input of extensive primary and secondary research that was conducted by all partners in the first year of the project. Surveys (primary research) and literature/data reviews (secondary research) have been undertaken to acquire qualitative data as the basis for definition of skills gaps/competence requirements.

Engineers Europe (formerly FEANI) and the project partners conducted an online survey between May 15 and July 15, 2023. The results provided a first general idea of the current trends and major challenges when it comes to engineering competencies for the future. A second iteration of the survey will be issued in the coming months.

Digitalisation and decarbonisation

It did not come as a surprise, that digitalisation and decarbonisation are main impact factors that have a tremendous effect on the expert knowledge that will be required by future engineers.

In addition, however, it has become clear that while engineering in the future will still have to be based on a high-quality basic engineering/technical education, the importance of non-technical skills will grow. Interdisciplinarity, entrepreneurial skills, multi-cultural competences, holistic approaches, and an understanding of the need for lifelong learning are just a few examples.

The need for continuous professional development (CPD), has been identified as a major challenge but also a major opportunity for the individual engineers, companies, higher education institutions, and engineering training providers.

The research has also highlighted that given the shortage of highly qualified personnel in engineering, there is a clear need for the diversification of the engineering workforce, ie not only by bringing more women into engineering (gender), but also by stimulating the inflow of qualified technical personnel from non-EU countries (ethnicity), and by creating a higher permeability of the educational systems (social).

Conclusions and recommendations

The Skills Strategy research and analysis has drawn the following conclusions and recommendations:

In the coming years (2023-2027), sustainability and environmental considerations, coupled with the increased adoption of automation and AI (Artificial intelligence), will shape the engineering landscape;
Renewable energy and green infrastructure will be key areas of innovation, demanding engineers with a deep understanding of sustainable design and circular economy principles;
Curriculum changes and CPD must align with the Sustainable Development Goals (SDGs);
Practical experience through internships and apprenticeships is a recognised need for engineering students. Universities and the industry must collaborate on tailored curricula to meet market demands, with businesses taking a lead role in reskilling and upskilling efforts;
Soft skills or People skills like critical thinking, collaboration, and communication are identified as essential for a successful engineering career;
Diversity and inclusion policies, along with problem-based learning opportunities, foster ethical decision-making skills and broader talent representation. Scholarships, mentorship programs, and diversity/inclusion training are key tools for attracting under-represented groups to engineering;
The evolving job market calls for adaptability, with newly created roles and transformed existing occupations. The engineering disciplines of electrical/electronic, ICT, and agronomic/environmental engineering face significant future challenges due to engineer shortages. Skills gaps in the local labour market are considered a more substantial barrier to business transformation than a lack of investment capital;
Lastly, partnerships between industry and educational institutions, coupled with increased R&D investment in emerging technologies, offer effective solutions to address digital, green, resilience, and entrepreneurship skill shortages in engineering.

To learn more about the E4E project, go to: https://engineers4europe.eu/

Engineers 4 Europe identifies focus areas to meet the skills needs of the profession

A strong attendance was evident by the MTU Chem Eng Alumni who gathered recently in the Maryborough House Hotel to mark the 40th anniversary of chemical engineering education at Cork RTC/CIT/MTU.

There was a great turnout including 240 Chem Eng graduates, final years, Chem Eng Soc representatives, distinguished guests and programme and support staff. The average attendance for each of the 40 classes was 27% and well done to the Class of 1990 who had an amazing attendance of 72% on the night.

President of MTU, Professor Maggie Cusack, and finance minister Michael McGrath joined the department to celebrate the occasion.

Michael McGrath said: “On behalf of the government, I want to congratulate all the team at MTU at reaching 40 years of professional chemical engineering education. It is an extraordinary story of success and has been integral to the economic transformation of Ireland over the past number of decades.”

Guest of honour

Dr Matt Cotterell, head of the School of Mechanical, Electrical, and Process Engineering made a presentation to the guest of honour, the first female graduate, Bridget Sparrow (neé O’Sullivan) from the Class of 1984.

Sparrow thanked MTU for the opportunity to represent all of the women that have graduated as chemical engineers in the last 40 years and gave a very inspiring acceptance speech, said a spokesperson for the Chem Eng 40 organising committee. "More than 70 of the alumni attending on the night were women and it was fantastic to gather them all together for a photo to celebrate International Women’s Day," she said.

She added that Dr Aisling O ‘Gorman, programme coordinator, "did a superb job in bringing all of us down memory lane over the 40 years with finesse and humour relaying the strong sense of community that exists between students, staff, graduates, and our industrial partners.

"A few of the alumni and staff got special mentions by Aisling as she reminisced about the many events and occasions that took place over the 40 years.

"Dr Brendan O’Connell (head of faculty) marked the recent retirement of our Chem Eng lecturers, Noel Duffy and Pat Kennedy, honouring their contribution to MTU (CIT/RTC) over many years. Noel and Pat received a spontaneous standing ovation from all of the attendees. Dr Michael J O Mahony (head of dept.) had the hardest task of the night, being master of ceremonies, but successfully steered the evening.

"Thanks to our sponsors Arcadis, Eli Lilly, Irish Cement, International Flavors and Fragrances, Jacobs Engineering, Johnson and Johnson, Merck Group, MSD, PM Group, Sterling Pharma, Thermo Fischer and Viatris".