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Engineering in Schools and Universities in the UK:

Attracting the Next Generation of Graduates to the Power Industry

K.R.W. BELL C.J. RAY W. FENTON

University of Strathclyde Consultant The IET
UK UK UK

SUMMARY
The power industry in the UK faces major challenges over the next two decades to renew ageing
networks and accommodate new generation, especially renewables. As a consequence, the industry
needs to recruit a new generation of well-qualified electrical engineering graduates. This paper
describes two main areas in which efforts are being made to attract school leavers into engineering and
electric power engineering in particular: the Imagineering Foundation and the IET Power Academy.
The former aims to develop Science, Technology, Engineering and Mathematics (STEM) skills at
formative stages in children’s education in schools through organisation and demonstration of fun and
challenging activities run by volunteer engineers. The latter is a collaboration between companies and
universities offering scholarships to undergraduates. The scholarship package includes an annual
bursary, a contribution to university fees, paid vacation training and an annual seminar. These schemes
can be judged to have been a success to date, though challenges still remain, including the need for
continuing progress in persuading greater numbers of school and college leavers to study engineering,
particularly electrical or electronic engineering at university.
KEYWORDS
electrical engineering education; power industry; training.

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1 INTRODUCTION
The power industry in Britain currently faces two major challenges: the renewal of ageing networks
and the need to accommodate new generation, much of it renewable and located at the periphery of
existing networks. While most of the network and generation companies and manufacturers in the UK
have continued to recruit graduates since liberalisation of the industry in 1990, many of them are now
facing increasingly acute shortages of key skills and a difficulty in attracting the best graduates. This is
against an already evident background of declining numbers of students entering electrical or
electronic engineering degree courses and a decline in the proportion of undergraduates starting
degrees in engineering in general.
Imagineering Clubs are organised by the education charity, Imagineering Foundation, which was
formed in response to the drastic shortage of skilled engineers and decline in numbers entering the
engineering career path. Its main aim is to inspire the young engineers of the future and to introduce
youngsters to the world of engineering and technology through fun activities and to connect directly
with young engineers involved with modern technology. Through active involvement with projects
designed to excite and inspire them, it is hoped that they will develop a long-term interest and pursue
engineering as a future career.
In a separate response to the skills shortage, the IET Power Academy was established in 2004. The
Power Academy is different from previous engineering sponsorship schemes in some key respects:
• the financial commitment made by companies to students is significantly higher and includes an
attractive bursary and a contribution towards university tuition fees;
• it represents a coordinated effort by the main power companies, the creation of highly visible
‘brand’, a partnership with key universities with strong power engineering research and teaching
facilities, interaction between sponsored students from the different companies and universities,
and the involvement of the main professional body representing electrical engineers in the UK1;
• the acknowledgement that the collective interests of the consortium of companies are greater than
the companies’ individual needs and that, through this co-operation, there would be continual
improvement in the provision of training and support to students.
This paper describes Imagineering Foundation activities and the IET Power Academy.

2 NEW INDUSTRY CHALLENGES

2.1 Renewal of an ageing electricity infrastructure

Peak expenditure on electricity networks occurred in the 1960s and had reduced significantly by the
early 1980s [1]. Working on the assumption of a 40-50 year nominal plant life, large parts of the UK
electricity network infrastructure are now reaching their nominal end-of-life. As the condition of many
of these old assets declines and repair becomes uneconomic, a massively increased investment in
replacement is required.

2.2 Meeting the climate change challenge

The UK Government’s report on its Energy Review [2] pointed to the need to both save energy and
use cleaner sources of energy. One of the central policies emerging from the review has been the
commitment to produce 20% of electricity from renewables by 2020, much of this coming from large
off-shore wind farms. In addition, the European Commission’s 2006 Green Paper ‘A European
Strategy for Sustainable, Competitive and Secure Energy’ emphasised that “Europe has now entered a
new energy era” and that objectives must include sustainability and security of energy supply [3].
The biggest investment in Britain’s electrical infrastructure in half a century is now essential to meet
rising demand for energy while also switching the country to low carbon sources such as wind and
nuclear power. Furthermore, the expected changes in patterns of energy consumption associated with,

1
Following a merger with the Institution of Incorporated Engineers in March 2006, The Institution of Electrical
Engineers (IEE) is now The Institution of Engineering and Technology (IET).
2
for example, electric vehicles and heat pumps and the variability of renewable generation require
significant innovation and imagination.

2.3 The need for skills

This significant ramping-up of investment in the electricity supply industry in the UK and the major
engineering challenges associated with it will require a well-developed foundation of people and skills
not only within the network operators, but also equipment manufacturers, generating companies,
contractors and consultants.
Not all the skills needed require graduate engineers. UK bodies such Energy and Utility Skills and the
National Skills Academy for Power have, among their objectives, the promotion of apprenticeships
and the take-up of vocational training in further education. However, as will be described more fully
below, in recent years there has been a significant decline in the number of undergraduates studying
electrical or electronic engineering in the UK.

3 THE SUPPLY OF ENGINEERS

In 2007, the UK Government stated its view that a “strong supply of scientists, engineers and
technologists” will be essential to give UK businesses and public services “the drive and capability to
innovate” [4]. Moreover, without an improvement in the size and quality of the base of electric power
engineers, it will be impossible to meet the challenges outlined above.

3.1 Engineering in the UK higher education sector

Figure 1 shows the numbers of students accepted to begin studies in electrical and electronic
engineering (EEE) at UK higher education institutions between 2002 and 2007. Also shown for
comparison are the total numbers of students accepted to study aero or mechanical engineering, civil
engineering and engineering as a whole.

25000

20000
Electronic and Electrical
Engineering
15000 Mechanical and aero
engineering
Civil Engineering
10000
Engineering as a whole

5000

0
2002 2003 2004 2005 2006 2007
Year of sta rt of course

Figure 1: acceptances for study at UK higher education institutions [5]

While the numbers for engineering as a whole can be seen to have remained fairly constant in the early
part of the 21st century, those for EEE show a 35% fall. Against a background of significantly rising
numbers of undergraduates overall, however (344,000 accepted to begin study in 2002 rising to
405,000 in 2007), the proportion of students studying both EEE and any form of engineering show
substantial falls (Figure 2) [5]. Furthermore, a significant number of electrical and electronic
engineering students are enrolled on courses that are not accredited by the main professional body in
the UK, the IET.

3.2 Engineering in schools

A number of commentators have offered explanations for the apparent decline of interest in science,
technology, engineering and mathematics (STEM) in the UK. For example, in [6], it was suggested

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that school age students feel the science curriculum is too theoretical or not relevant, that there is a
shortage of specialist science teachers and that both students and teachers show a poor understanding
of the career options available in science or technology. An initiative in the UK – ‘Imagineering’ –
aims to address that by engaging local engineers to work with schools and help young people’s
experiences of engineering. It is described in the next section.

7.00%

6.00%

5.00% Electrical and Electronic

Engineering
4.00% Mechanical and aero
engineering
Civil engineering
3.00%

Engineering as a whole
2.00%

1.00%

0.00%
2002 2003 2004 2005 2006 2007
Year of start of course

Figure 2: acceptances for study at UK higher education institutions as proportions of the total
acceptances for all subjects [5]

4 IMAGINEERING

4.1 Aims and partners

The Imagineering Foundation is a charity formed in response to the drastic shortage of skilled
engineers and decline in numbers entering the engineering career path. Its main aim is to inspire the
young engineers of the future and to introduce youngsters to the world of engineering and technology
through fun activities and to connect directly with young engineers involved with modern technology.
It has recognised that the experience of enjoyment and achievement for making things at an early age
is the first step in halting and reversing the downwards trend in STEM skills in the UK’s young
population. Through active involvement with projects designed to excite and inspire them, it is hoped
that they will develop a long-term interest and pursue engineering as a future career.
The Imagineering Foundation works in collaboration with other organisations and initiatives to give a
coherent strategy for enhancing STEM skills. Through Imagineering Clubs, the energy of individual
engineers, often through a professional institution and companies, is harnessed to bring exciting
experiences to children. Currently over 155 Imagineering Clubs are operating around the country.
These weekly out-of-school Clubs for 9-12 year olds are typically run by volunteer engineer tutors
with teachers and assistants. Youngsters learn basic skills and use simple tools to produce a
programme of curriculum-related working models made from kits, linked to real world applications of
science, engineering and technology.
Information about the Imagineering Foundation can be found at www.imagineeringweb.co.uk.

4.2 Experiences of the Imagineering Foundation

Imagineering is entirely volunteer based at present with no permanent funding and success has been
due to enthusiasm and ad hoc support – in cash or in kind – from companies, engineering
organisations and professional institutions. It is clearly in need of additional support if it is to meet its
long-term target of an Imagineering Club in every primary school in the UK.
Organisations such as National Grid, AgustaWestland, Cummins and Jaguar Land Rover provide
engineers to tutor Clubs in their regions, taking a long-term view on recruitment and recognising a
rewarding opportunity to educate and inspire future generations of engineers.
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There are a number of benefits for organisations to support Imagineering Clubs including actively
working towards addressing future skills gap in engineering, from which all will benefit. The
provision of volunteer tutors and financial resources can also support an organisation’s corporate
social responsibility programme and the personal development of its own employees and management.
Imagineering also engages with children and their families, a primary peer group, at its public
Imagineering Fairs. The Fairs are often held at existing public shows and regularly attract between
15,000 and 25,000 people to each event. The activities at the Fairs are developed, organised and
brought specifically for the event by a number of the UK’s leading engineering organisations and
manufacturers, representing all sectors including automotive, aerospace, manufacturing, defence and
education establishments. It is recognised that the relaxed atmosphere and the wide variety of
activities available to all ages have a positive impact on youngsters and their parents. The children
meet and interact with working engineers, many of whom are recent graduates or apprentices and
provide a positive role model.
The Imagineering Foundation is widening its horizons and offering a variety of Imagineering
experiences for schools, particularly those not yet running their own Club. It has joined together with a
long-time supporter to run what is now the Imagineering Jaguar Land Rover (JLR) Partnership Centre.
The Centre runs two programmes for children, both delivered in day or half day sessions during school
time. Taught modules are based on the specialised equipment at the Centre such as Control
Engineering and the sessions usually include a visit to JLR engineering development units.
The Foundation also works closely with other organisations with the same aims including the IMechE,
IET, MTA, Young Engineers, Primary Engineer and EngineeringUK. The future of UK engineering
and the development of a higher added value, globally competitive economy depend on a supply of
talented, able, motivated people to join the engineering profession at all levels. More engineers are
desperately needed to ensure readiness for an upturn in the economy and meet critical challenges such
as those in the energy sector. Imagineering is providing youngsters with a realistic and positive
experience of engineering. The children in these Imagineering Clubs are receiving a good grounding
in the key components of engineering, technology and science and will be well-equipped with the right
skills for the future.

5 THE POWER ACADEMY

5.1 Aims and partners

The stated mission of the Power Academy upon its foundation in 2004 was
To address with quality power companies and universities the shortfall in engineering
expertise in the electricity power industry by attracting new talent into the industry, primarily
at undergraduate level leading to graduate employment.
The various university and company partners of the Power Academy are listed in Tables 1 and 2 along
with their years of joining and the numbers of Power Academy scholars they have supported up to and
including the academic year 2009/10.

Table 1: power academy university partners

Year joined Number of scholars
University scheme 2004 2005 2006 2007 2008 2009 Total
Cardiff University 2006 n/a n/a 7 7 5 3 22
Imperial College London 2006 n/a n/a 11 3 9 11 34
Queen’s University, Belfast 2004 2 11 4 2 1 4 24
University of Bath 2008 n/a n/a n/a n/a 5 6 11
University of Manchester 2004 17 9 8 7 5 4 50
University of Southampton 2004 5 6 3 8 8 3 33
University of Strathclyde 2004 17 15 14 16 24 18 104
Total 41 41 47 43 57 49 278

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Table 2: power academy company partners

Year No. of scholars supported

entered
Company scheme Main Power Academy business activity 2004 2005 2006 2007 2008 2009 Total
ABB 2005 Power equipment manufacturer n/a 1 2 2 3 1 9
AREVA T&D 2005 Power equipment manufacturer n/a 0 2 2 2 2 8
Atkins 2005 Consultancy n/a 0 2 2 2 2 8
CE Electric 2004 Distribution network operator 2 1 3 1 1 0 8
E.On 2004 Distribution network operator 8 9 5 8 11 5 46
EA Technology 2004 Power networks research institute 1 2 1 1 0 0 5
EDF Energy 2004 Distribution network operator 6 7 9 8 7 7 44
Jersey Electricity 2005 Distribution network operator n/a 0 0 0 0 0 0
National Grid 2004 Transmission system owner and operator 15 3 7 5 14 15 59
NIE 2004 Transmission and distribution system owner and operator n/a 2 3 2 0 2 9
Rolls Royce 2007 Power equipment manufacturer n/a n/a n/a 3 3 2 8
RWEnpower 2008 Generator n/a n/a n/a n/a 5 6 11
Scottish & Southern 2004 Transmission and distribution system owner 1 1 1 1 1 1 6
Scottish Power 2004 Transmission and distribution system owner 3 3 4 2 2 2 16
Siemens 2005 Power equipment manufacturer 2 8 5 2 2 2 21
CCFE 2007 Nuclear power research institute n/a n/a n/a 1 2 1 4
United Utilities 2004 Distribution network operator 2 2 2 1 0 0 7
Western Power 2004 Distribution network operator 1 2 1 2 2 1 9
Total 41 41 47 43 57 49 278

5.2 Experiences of The Power Academy

Successive surveys have shown that the great majority of scholars have a positive experience of the
Power Academy, their companies and power engineering. However, as well as the scholars developing
their engineering and business knowledge, the surveys have also shown that, in some respects, the
companies have been learning as the scheme has gone on and have improved their training provision.
The trend of continual improvement is boosted by the nature of the scheme as a collaboration between
many companies, in two main respects:
1. companies are prepared to share what they have learned with other;
2. while the terms and conditions offered to scholars are broadly the same, scholars will discuss
their different experiences with scholars from other companies; moreover, while companies
are not obliged to make offers of full-time employment to scholars, neither are scholars
obliged to accept them and they may apply to companies other than those that supported their
scholarship. The result is that companies are still, in effect, in competition with each other.
Perhaps the two most important influences on scholars’ experiences of the scheme are:
1. the quality of the summer training placements;
2. the nature of the contact between the scholar and the company during term-time.
The latter is increasingly recognised by the company partners. For example, companies can make a
good impression on their scholars and help them feel included in the company culture by means of
quite simple measures like sending them new editions of staff magazines or meeting them at the
university every so often and taking them out to lunch. One of the most important things for the
scholar is that they receive their bursary on time. They also value early notice of plans for the
forthcoming summer placement and due recognition of their preferences for that placement.
Good summer placements are critical to the success of the scheme, both to the development of the
scholar as an engineer and also to their positive experience of the company and the power industry in
general. Each placement therefore requires adequate planning. The sorts of placement activities that
have been offered by the companies include:
• quantification of transmission system losses and evaluation of different commercial arrangements
for recovery of the cost of those losses;
• a case study on the benefits of voltage control equipment at wind farms connected on lightly
loaded radial networks;
• type registration of under-frequency load shedding equipment with laboratory testing of
equipment functionality and production of thorough documentation;
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• the development of artificial intelligence to detect and report hidden faults on substation ethernet
networks.
All the Power Academy partner universities already have strong industrial links through research and
support of PhDs as well as at undergraduate level. The Power Academy connection further strengthens
that link and contributes to the industrial relevance of degree programmes. In addition, the partner
universities benefit from being able to make reference in their undergraduate prospectuses to the
availability of Power Academy scholarships. Of course, the attractiveness of a scholarship is part of
the point of the Power Academy, intended as it is to persuade a school or college leaver to study
electrical engineering rather than something else. However, evidence for whether it is succeeding in
doing that is currently scant. For example, 83% of applicants to the Power Academy in 2008 had heard
about it through university; this is likely to have been after they had already decided to study electrical
and electronic engineering. What does seem likely, though, is that the scheme is persuading EEE
undergraduates to specialise in power rather than, for example, communications.

6 FUTURE CHALLENGES
Notwithstanding the continued commitment of the individual engineers to work in schools and of
Power Academy partners to the scheme and the positive responses given by scholars, a number of
challenges remain and are discussed below.

6.1 Improving the profile of engineering in schools

The Imagineering Foundation has a long-term aim to expand activities to increase the STEM skills
over the next 10-20 year period. It aims long-term to establish an Imagineering Club in every primary
school in the UK, the short term target is a 20% cover by 2012 or 4000 Imagineering Clubs.
The main elements of the delivery side of the long-term plan include:
• reinforcement of the existing Imagineering logistics facility for tools, kits and know-how;
• decentralisation of delivery to around 10 regional centres each responsible for local training of
tutors;
• marketing to local companies to engage volunteers as tutors;
• offering of hands-on training of interested primary school teachers;
• collaboration with other organisations and initiatives to give a coherent strategy for enhancing
STEM skills.
Benefits for organisations supporting Imagineering Clubs, through provision of volunteer tutors or
financial resources, include:
• actively working towards addressing future skills gap in engineering, from which all will
benefit;
• promotion of engineering and manufacturing, contributing in a positive way to the future of
UK economy;
• involvement with activity that contributes to the organisation’s corporate social responsibility;
• personal development of employees and management.
Imagineering is entirely volunteer based at present with no permanent funding and success has been
due to the enthusiasm of individuals and the companies and professional institutions that support them.
However, for future growth to be achieved reliable funding and a base of permanent staff need to be
established
The companies that support the Imagineering Foundation take a long-term view of recruiting
engineers for the future and promoting engineering as a career in general. They look for opportunities
to interact and work with local primary schools to promote engineering to young people before they
get to secondary school level. They encourage their staff and apprentices to run Imagineering Clubs in
their area which benefits their own personal development covering a lot of key skills needed in their
future career such as communication, IT and working with others.

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6.2 Payback on companies’ investment
The ongoing success of the Power Academy depends on companies’ continued commitment to it. At
present, the level of direct financial commitment by a company to an individual scholar supported
throughout a 4 year degree programme amounts to around £10,000 plus pay for the 8 weeks of work
each summer and the overhead of company employees’ participation in the recruitment process, the
Power Academy Council and Executive and liaison with scholars through each year. Companies will
be understandably concerned to ensure a payback on that investment, specifically that a supported
scholar does finally join the company that sponsored them.
In general, while individual companies might lose some scholars to other Power Academy companies
when those scholars graduate, they will tend to gain others. If individual companies feel they are doing
worse in that respect than others, they might question the value of remaining in the scheme. However,
they might ask themselves instead what they can do to improve retention rates and attract others.
Scholars choosing to do PhDs in electric power engineering, while seeming to represent a loss to the
sponsoring company in the short term, bring longer term benefits. As well as a PhD programme
deepening a student’s engineering knowledge generally, Power Academy companies will have the
opportunity to steer the student’s work towards specific questions of high priority for them and, by
remaining engaged with the student, will increase the likelihood that they will eventually join the
company and contribute to meeting the need for engineering leadership discussed below.

6.3 Career development for engineers

Although company partners can be confident that the Power Academy will make a significant
contribution to their graduate recruitment, challenges remain in the retention of staff. Anecdotally, this
seems to be particularly true for engineers who have completed their training and served a few years in
their first responsible position. Given the volume of investment being undertaken by the industry in
the UK and the role of contractors in delivering projects, there is a vibrant market for experienced
commissioning engineers and project managers and a significant ‘churn’ of staff between different
companies. However, for plant specialists, power system planners and power system operators, for
example, the opportunities to progress through mid-career seem to be limited and are leading
experienced engineers to move into commercial or purely management roles. This leaves the risk that
the industry’s engineering leadership will not be sufficiently well-developed to be able to respond to
the major technical challenges associated with, among other things, the integration and operation of
wind farms, active management of distribution networks and ‘smart grids’. Some companies are
trying to promote the role of ‘technical specialist’ as one that is on par with team managers and as a
role that incorporates a significant strategic leadership element in a technological field.

6.4 Recruitment and training of researchers

One of the perhaps unanticipated effects of the Power Academy and a function of its success has been
that it has become more difficult to persuade some of the best undergraduates to stay on at university
to do postgraduate research. One response to this, motivated as much by concern for development of
the next generation of academics as for delivering research in the short-term, has been the
establishment of the ‘Power Networks Research Academy’ (PNRA) in 2007. This scheme supports a
small number of PhD projects across the Power Academy universities, with financial contributions
made by a subset of the network companies from the Power Academy and the UK ‘Engineering and
Physical Sciences Research Council’ (EPSRC). Although it is still in its early stages of operation, the
main feature of this scheme to date has been the significant boost given to stipends rather than any
particular innovation in respect of training or career development.

6.5 International recruitment

The effect of the Power Academy on postgraduate research recruitment as a whole accentuates a
phenomenon that has been observed in electrical and electronic engineering departments at UK
universities for some years. This is an increasing dependency on international students and contract
researchers for the delivery of research projects and realisation of research leaders’ vision and
creativity. It has been possible to give opportunities to excellent engineers from all around the world
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who are now an extremely important part of the UK workforce, but it does require both students and
host institutions to be sensitive to any cultural or language issues that might arise and become
obstacles to effective research. It may also be questioned whether this sets in motion a ‘brain drain’ of
talent away from less developed economies [7].
Some power companies in the UK have also responded to the recruitment challenge by importing
experienced engineers from outside Europe. However, the Power Academy has not been opened up to
non-European Union students, the argument being that these students do not currently require that
degree of persuasion to enter the UK power industry. While that may be so, it presents some
difficulties to academics at a number of the partner universities where 50% or more of the engineering
undergraduate population are international students who already pay significantly higher fees than
their ‘home’ counterparts and yet see themselves as being denied the same opportunities that their
classmates enjoy.

6.6 The future engineering graduate

A study commissioned by The Royal Academy for Engineering [8] has suggested that the engineering
graduate of the future will fill three key roles:
1. that of engineer as specialist, recognising the need for world-class technical experts;
2. that of engineer as ‘integrator’, reflecting the need for graduates “who can operate and manage
across boundaries, be they technical or organisational, in a complex business environment”;
3. that of engineer as ‘change agent’, highlighting “the critical role engineering graduates must
play in providing the creativity, innovation and leadership needed to guide the industry to a
successful future”.
The Royal Academy’s report concluded by emphasising the responsibility of the engineering industry
in ensuring the future excellence of undergraduate engineering education in the UK. Through the
Power Academy, a number of major companies in the UK power sector have taken significant steps, in
partnership with leading university electrical and electronic engineering departments, to doing just
that. Moreover, the collaboration between all the Power Academy partners affords a stronger
collective voice through which to contribute to the wider national debate on investment in skills and
training and to influence Government policy.

7 CONCLUSIONS
This paper has described two major challenges faced by the power industry in the UK: the renewal of
an ageing power infrastructure and the accommodation of renewable and distributed generation. It has
then reviewed the background conditions that are making it difficult to attract adequate numbers of
high quality school leavers and graduates into engineering.
It has been noted that students’ experiences of science, technology, engineering and mathematics at
school is not always positive. The Imagineering Foundation aims to address that through volunteer
engineers supported by their companies and professional institutions to go into schools and
demonstrate accessible engineering challenges and the fun that can be gained by solving them and
making things work. However, it is a charitable body that will need increased resources if its impact is
to be increased.
One of the electricity supply industry’s responses to a decline in the number of students choosing to
study electrical or electronic engineering in higher education has been for a group of companies to
collaborate with each other and with a core group of leading UK electric power engineering
universities in the Power Academy, supported by the IET.
The Power Academy aims to attract school and college leavers into electrical engineering degrees, and
electrical engineering graduates into the power industry. It offers financial support to students and,
most importantly, enables a relationship to be built between sponsoring power companies and
scholars. This relationship is critical to the scheme’s success, which, for the companies, means
conversion of the best scholars to employment and, for scholars, means finding an attractive and
rewarding career route. The key factor in building the relationship is the nature and challenge of

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summer placements with the sponsoring company. Almost as important is communication between
company and scholar throughout the year and the support given by a company mentor. The Power
Academy’s summer seminar is also an invaluable opportunity for the industry to demonstrate what it
has to offer in the exciting and challenging times ahead.

BIBLIOGRAPHY
[1] Mike Kay, “The Investment Challenge – Things to Come”, IET Power Convention, September 10-11,
2007.
[2] Department of Trade and Industry, The Energy Challenge: Energy Review Report, 2006.
[3] Commission of the European Community, A European Strategy for Sustainable, Competitive and Secure
Energy, SEC (2006) 317, Brussels, 2006.
[4] HM Treasury, PSA Delivery Agreement 4: Promote world class science and innovation in the UK, 2007.
[5] UCAS statistics online, available: http://www.ucas.com/about_us/stat_services/stats_online/
[6] Cliff Porter and Joy Parvin, “Learning to Love Science”, The Chemical Industry Education Centre, 2008.
[7] Katerina Rudiger, Towards a Global Labour Market? Globalisation and the Knowledge Economy, The
Work Foundation, London, June 2008
[8] Henley Management College, Educating Engineers for the 21st Century: The Industry View, The Royal
Academy for Engineering, March 8, 2006, available:
http://www.raeng.org.uk/news/releases/henley/pdf/henley_report.pdf

ACKNOWLEDGEMENTS
The contribution made by Karen Li of the IET in collating Power Academy statistics is gratefully
acknowledged.

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