Proceedings of the 3rd WEGEMT Coloquium on Education and Training in Offshore Engineering, Newcastle upon Tyne, October 1986

West

European

Graduate

Education

Marine

Technology

06

PROCEEDINGS

of

P1986-9

jjjrd

_{WEGEMT COLLOQUIUM}

on

EDUCATION AND TRAINING

IN OFFSHORE ENGINEERING

THE UNIVERSITY OF NEWCASTLE UPON TYNE

OCTOBER 1986

SI*

Delft University of Technology

Ship Hydromechanics laboratory

Library

Mekelweg 2 26282 CD Delft

Phone: +31 (0)15 2786873

West

European

Graduate

Education

Marine

Technology

PROCEEDINGS OF THE THIRD WEGEMT COLLOQUIUM ON EDUCATION AND TRAINING IN OFFSHORE ENGINEERING HELD AT THE UNIVERSITY OF NEWCASTLE UPON TYNE, OCT. 1986

EDITED BY

CONTENTS

Page No.

Introduction 1

Welcoming Address 3

Education in Ocean Engineering at University Level - Experiences and

Prospects : Professor K. Kokkinowrachos 6

Ocean Engineering - Course Development

Professor D. Faulkner 25

Plenary Session I 33

Student Recruitment and Training in

Offshore Engineering : Professor

A. Saleur 40

Experience and Professional Training in the Offshore Industry

Dr. A.F. Ramzan 46

Plenary Session II 56

Conclusions 64

Appendix I - Programme 68

Introduction

West European Graduate Education in Marine Technology

(WEGEMT) is a Foundation, established in 1978 amd comprising twenty five member universities from twelve

West European countries. Each year WEGEMT holds an

annual conference, and the venue for 1986 was chosen to

be the University of Newcastle upon Tyne. On this

occasion the WEGEMT Secretariat decided to take

advantage of the gathering together of academics from all over Europe to hold a Colloquium on the subject of Education and Training in Offshore Engineering, on the day following the Annual Conference.

The topic for the Colloquium was chosen for two main

reasons. It reflects closely the aims and objectives of WEGEMT, which were outlined by Dr. R.L. Townsin who,

in his joint capacity as Chairman of the WEGEMT Executive Committee and Head of the Department of Naval

Architecture and Shipbuilding at the University of

Newcastle upon Tyne, gave an address of welcome to the

Colloquium participants. It is also a subject of great

moment to all involved in the education and training of

engineers in marine based industries (throughout

Europe), whether they be academics or industrialists,

particularly at a time when an unfavourable economic

climate has resulted in a contracting industry. For

these reasons it was proposed that the Colloquium

should be opened to any representatives of those United Kingdom academic institutions that run courses relating

to the marine based industries but are not already

WEGEMT members, and also to interested parties in

industry and the professional institutions.

Likely candidates were canvassed as to whether they

would wish to participate in a Colloquium along the lines proposed by the Secretariat and, if so, what

Seven possible areas were suggested by the Secretariat

and potential participants were invited to make

presentations on, or participate in the discussions

about, those which proved to be the most popular. Considerable interest was registered in the Conference and Colloquium (the final attendance list is given in

Appendix I) and the programme as shown in Appendix II

was drawn up.

The aims and objectives, and hence the format, of a

colloquium are quite different from those of a

conference, course or school, as explained by Dr.

Townsin in his welcoming address. Suffice it to say at

this juncture that the format adopted comprised four

brief presentations, a number of group discussions and

two plenary sessions in which rapporteurs summarised

the group discussions to the assembled Colloquium

participants. These proceedings are intended to be a

record of the Colloquium. The presentations made by

Professors Kokkinowrachos and Faulkner and included in

these proceedings are as written by themselves. The

remainder of the proceedings, with the exception of the welcoming address by Dr. Townsin, has been written up

by the Secretariat. Whilst every effort has been made

to give as accurate a portrayal as possible of the

discussions that took place during the Colloquium, it

is possible, perhaps inevitable, that some small

misrepresentation of events has crept into the

proceed-ings. The Secretariat would like to take the

opportunity of apologising in advance for any failings of this nature.

-2-ADDRESS OF WELCOME

by

DR. R.L. TOWNSIN

Chairman of the WEGEMT Executive Committee and Head of Department of Naval Architecture & Shipbuilding

Dr. Townsin welcomed all present from the UK and

overseas noting that there were not only WEGEMT members present but also a number of delegates from non-WEGEMT Universities who nonetheless had an active interest in

Offshore Engineering. He was also pleased to welcome

Professor Gallin in his capacity as Chairman of the

WEGEMT Conference.

There were those present who were not familiar with the WEGEMT organisation and accordingly a little time was taken to explain its aims.

"The aim of WEGEMT is the development, collection and exchange of knowledge, science

or experience at advanced level concerning

marine technology and economy. The

Foundation tries to achieve this aim, among

other things, by interestina West European

Universities and other academic institutions

in her aims, and enabling them to co-operate

actively and by organising periodically with

the associated universities, courses and

lectures at advanced level". ----Extract from the Statutes.

This was to be the third WEGEMT Colloquium; the two

previous having been:

-3-and

"Teaching Marine Technology in Europe" - held at

Southampton University,

"Computers in Education in Marine Technology"

-held at Hamburg University.

The holding of Colloquia is wholly consistent with the

.Aims of WEGEMT. There is today a special need for

European Academics in the field of marine technology to

strengthen and support each other, since they have

their part to play in assisting the survival of this

branch of engineering in Europe in a particularly

difficult economic climate.

A Colloquy is a speaking together among a group of

people and a Colloquium has come to mean a gathering of

academics for colloquy on matters of common academic

interest.

Perhaps then we may agree on the following goals

that, at the end of the day we will have,

met a number of colleagues in the same academic

speciality

established contacts and renewed relationships

exchanged knowledge and experience of education

and training in offshore engineering with

colleagues in small groups.

It will be clear that the procedure is not that of the

conference, or symposium, or seminar, or tutorial and

that in a colloquium the locus of responsibility lies within the group.

Nonetheless there will be four small inputs to _start

the group discussion going and these topics were

selected by participants from a sample list:

-4-Education in Ocean Engineering at University Level

- Experience and Prospects - Professor

Kokkinowrachos.

Ocean Engineering - Course Development - Professor Faulkner.

Student Recruitment and Training in Offshore

Engineering - Professor Saleur.

Experience and Professional Training in the

offshore industry - Dr. Ramzan.

We are grateful to our four colleagues for the work

which they have put into their preparation.

There were three other topics which participants had wished to discuss:

conversion courses for non-marine graduates; accreditation;

continuing education.

There would no doubt be time in the group process to

raise these issues also.

Dr. Townsin closed by outlining the detailed

arrangements for the 45 participants, the functions of

the group leaders and ranporteurs, the means for

recording the plenary sessions and the arrangements for the preparation of written proceedings.

-5-Education in Ocean Engineering at University Level

-Experiences and

Prospects-by

Professor K. Kokkinowrachos

Techn. Univ. Hamburg-Harburc & Techn. Univ. Aachen Federal Republic of Germany

Introduction

More than twenty years of intensive work worldwide in

exploration and exploitation of the oceans, the

offshore activities for hydro-carbons being the most

relevant, couldn't pass without parallel developments

in the universities concerning both research and

education.

It is well-known and recognised that the universities

played an important and constructive role in these

innovative fields in close co-operation with the

industry.

Simultaneously, efforts have been made to embed the

fundamentals of the new technologies related to the sea

in the maritime educational programmes taking into

account the industrial, social and professional needs

of the respective country or region. The evaluation of

the latter factors can ensure not only a high-level

education, but also a usable one.

The establishment of Ocean Engineering as an academic

field causes a certain amount of confusion, mainly because of the wide definition of the term and of the

intention of some universities to use new names for

principally old activities.

-6-On the other hand, the fact that strong technological

changes characterize many subfields of ocean

engineering complicates to some extent the development

of a curriculum based education. However, experience

in education over the last ten years is now available

in many universities. The European universities

started in due time to establish education in this

The problem areas in education and training have been

subjects of consultation in professional societies,

universities and industrial associations. Here,

reference is made to the "Symposium on Education and

Training for Naval Architecture and Offshore

Engineering" held at the Royal Institution of Naval

Architects in April 1976(1).

The West European Graduate Education in Marine

Technology (WEGEMT) recognized also the need for

education in the new fields and organized in January and March 1979 in Aachen, Trondheim and Wageningen its

2nd Graduate School "Advanced Aspects of Offshore

Engineering" mainly for practising engineers from the European industry(2).

More recently, the Unesco Division of Marine Sciences

organized in Paris (October 1982) together with the

Intergovernmental Oceanographic Commission (IOC) and

the Engineering Committee on Oceanic Resources (ECOR) an international workshop on ocean engineering teaching

at university level. Fourteen professors of diverse

specialities in ocean engineering from eleven countries participated in this workshop with Dr. Adrian Richards

as chairman. The results and recommendations of this

workshop have been published(2),(4).

In addition to that, Unesco supported a survey and

evaluation of ocean engineering activities in

universities worldwide, including 120 universities in

27 countries(5),(6). The report is useful as a

preliminary source of information, although in the last four years some changes have occurred in a number of university departments.

There are many other publications by universities,

national bodies, ministries and professional societies,

e.g. (7), concerning educational aims of ocean

engineering.

Definition and Nature of Ocean Engineering

Ocean engineering in its broadest and most consequent interpretation covers all the technological activities associated with the exploration, the exploitation and

the protection of mankind against the sea and vice

versa (fig. 1). According to this general definition

traditional disciplines such as naval architecture or coastal engineering are also covered by the term ocean

engineering. The term is also often used for new

fields such as offshore engineering, deep sea mining, underwater or arctic engineering, etc.

The above mentioned three central fields of activity,

i.e. exploration, exploitation and protection, require

the availability of both scientific and technical tools of a great variety.

Ocean engineering is characterized by its

interdisciplinarity with strong interactions to the

various fields of the marine sciences and to a great

number of old and new engineering disciplines.

Some of these interactions are illustrated in fig. 2

which was published in 1972 by the American Society for Engineering Education.

-9-This presentation addresses more or less the

hydrocarbon exploitation from the sea with the

technological background of the early seventies.

The aforementioned Unesco workshop defined five main

fields of ocean engineering activity, as shown in fig.

3, together with their subfields. These fields are:

marine resources development, transportation,

exploration and survey, environmental protection,

coastal and nearshore development.

This categorisation is efficient, as shown later, in

connection with the development of an ocean engineering

curriculum for particular universities. On the other

hand, ocean engineering education and research have to pay attention to the industrial developments, which can

vary in each country. Aside from regional and seasonal

priorities, the main subjects of interest of the ocean

industry today can be summarized as in fig. 4. All the

corresponding engineering areas are covered by the

fields in fig. 3.

Development of an Ocean Engineering Curriculum

There are several aspects dominating the design of an

engineering curriculum at university level. Stronger

than in the past the industrial and social needs of the

country or region are taken into account in the

planning of university education. In principle, this

can be considered as a pragmatic approach, but, care

has to be taken for keeping the fundamentals on a

broader basis in the university education.

Concerning ocean engineering mostly a post-graduate

education is offered, at least in the European

universities. In several universities introductory

courses are organised at the under-graduate level in

order to stimulate the students for a further

-9-specialization in ocean engineering.

The reference, here, to the post-graduate education at

university level doesn't mean that under-graduate

education in universities, polytechnics or equivalent

institutions

is

not needed or not advisable. There are

many careers, e.g. in the offshore industry, for which a more practical oriented education at under-graduate

level can be of great benefit for both the employee and

the company. A real need for education and training

for under-graduates can be ascertained in several

developing countries.

In the following the post-graduate education at

university level is primarily addressed.

The engineering education of today has a basic

orientation to

technology and engineering science

management and technological activities, and the interaction between technology and society.

The principal aims of teaching technology and

engineering science are to provide the student with

fundamental knowledge and proven experience, but also to prepare him to perform synthesis and design work on systems and components.

All these objectives

flow in the methodology for the

development of an engineering curriculum as shown in

the chart of fig. 5.

This methodology as formulated by Grayson(8), is a

systematic sequential progression through three stages:

problem identification, _{structuring of curriculum and}

implementation and evaluation. Each stage involves an

iterative procedure, the output of which is evaluated

-prior to being used as a part of the input to the next

stage.

In accordance with this methodology the chart of fig. 6 shows the most important elements to be considered in

the decision analysis for an ocean engineering

curriculum in a university(5).

In order to avoid expensive and non-effective education the reliable estimation of present and future manpower

needs in the respective country is of particular

importance. The coupling with long-term research

activities of the industry lead to a stable educational

scheme.

It is essential to develop curricula emphasizing the

interdisciplinary character of ocean engineering, but the basic rules and the type of education valid in each university have to be taken in account.

The Unesco workshop proposed a so-called decision

matrix for curriculum design, which can be helpful in

the procedure of establishing an ocean engineering

education, especially to harmonize the educational

goals with regard to the existent disciplines in the

university. This matrix is shown in fig. 7.

The rows of the matrix represent the primary activities

or uses of the sea as defined in fig. 3. The columns

are broad engineering fields, not necessary traditional engineering disciplines.

This matrix can be filled in accordance with the

present or future potential of the university. A wide

correlation between the subjects in the rows and the columns brings interdisciplinarity into the educational

concept. However, besides its interdisciplinary

educational programme.

In the Unesco workshop for example curricula have been

developed with special emphasis on the following

subfields: offshore structural engineering, coastal and

nearshore engineering, ocean instrumentation and

fisheries engineering(3).

The assumption is made that whatever academic system is

to be used, a total of about 60 working weeks are

available in a two-years master's programme. In each

week, about 15 hours would be spent in formal lectures.

Hence a student will receive a total of 900 hours of

lectures, together with similar amounts of time

scheduled for programmed study, including course,

laboratory, practical or tutorial work and for private

study.

In the four example curricula given as proposals in the Unesco report the core subjects cover about 60% of the

suggested time, the elective subjects 20-25% and the

project or thesis work 15-40%.

The analysis of the education schemes in ocean

engineering, as made on a worldwide basis in (5), shows that at least 27 countries have or are believed to have post-graduate education in the field (fig. 8).

In Europe 36 universities in 11 countries are engaged

in education in ocean _engineering. This covers, at

least arithmetically, 31% of the total.

A number of institutions in both the industrialised and the industrialising countries changed or extended the name of a department of naval architecture to an ocean

engineering one. This reflects often the modern

convention that ocean engineering is the more

-encompassing term. But, renomination by itself cannot

-strengthen the reputation of the institution.

According to the evaluation presented in (5) the most

frequent curricula designation is "Ocean Engineering"

followed by "Offshore Engineering", "Naval

Architecture" and "Harbour and Coastal Engineering".

All these data demonstrate the strong interests of the

universities in the field. There are greater

variations in the educational systems and the quality of the education, too.

For the ideal education in ocean engineering high

level, flexibility and practical orientation are

required to the same extent.

Future Developments

In future years economic developments and the changes

in the field of maritime technology will directly

effect the activities in both the industry and the

universities.

Not only a declining number of students can be

expected, but also a trend to an education more flexible than today ensuring an employment in related

fields. The emphasis of the fundamentals in several new technological directions will be necessary.

By way of example, in the field of the offshore

technology new developments dictated by the market

economy should find acceptance in the educational

programmes. Depending on the industrial needs of the

respective country, subjects such as process

engineering, underwater technology, automation, system

engineering, optimization techniques, ice technology or

university curricula.

It can be expected that in the future the links between marine sciences and ocean engineering, e.g. in the form

of the oceanographical engineering, will be

strengthened. There is an increasing need for better

technical tools for the exploration of the oceans which

creates new fields for engineers. The wide area of

maritime environmental engineering should be addressed within education, too.

On the other hand, attention has to be paid to the

impact of new technologies in the maritime field.

Generally speaking, the development of new products in the innovative fields of the main-line technologies is

the result of a _synergetic utilization of several

categories of engineering work which can be defined as

the geometry-, system-, logic- and process-oriented

disciplines (fig. 9).

Up to now central importance in education has been

attached to the traditionally geometry-oriented and to

some extent to the system-oriented disciplines.

Without doubt further research and a continuous strong

representation of these fields in _education is

necessary. But, new fields such as information

technology or artificial intelligence have a remarkable influence on development, especially in offshore

tech-nology, _{and provide important subjects for education.}

In the author's opinion several universities _{are not}

prepared to follow the new developments in the maritime

field. This can lead in future years to a decline of some research and educational activities.

Conclusions and Recommendations

Considering the general situation in the maritime area

-and in the universities the following recommendations can be made for the further development of education in ocean engineering at university level:

Consolidation of the existing departments of ocean engineering

Further development of post-graduate education in

ocean engineering

, Post-diploma education

Regional and European courses in selected topics of ocean engineering

Emphasis of the high-tech character of many fields of ocean engineering

- Flexibility in education

Strengthening of the dialogue between universities and industry

Use of education as a tool for technology transfer.

The establishment of a balanced and modern education is

a challenge for the university teacher. A quotation

from Heraclites, the Greek philosopher, hits the

essence of the educational problem: "The aim of

teaching shouldn't be to fill pails, but to set fire to the brains of young people".

References

Symposium on Education and Training for Naval

Architecture and Ocean Engineering. The Royal

Institution of Naval Architects, London, 1979.

Lecture Notes of. the 2nd Graduate School

"Advanced Aspects of Offshore Engineering,

Aachen/Trondheim/Wageningen, 1979.

Ocean Engineering Teaching at the University

Level, Unesco Report in Marine Sciences No. 25,

Paris, 1983.

Richards, A.F. and Troost, D.G.: Decision Analysis

in Developing University Ocean Engineering

Argentine Ocean Engineering Congress. Buenos Aires, 1984.

Richards, A.F. and Richards, E.A.: Global Survey

and Analysis of Post-Graduate Curricula in Ocean

Engineering. Unesco Report in Marine Science, No.

26, Paris, 1984.

Richards, A.F. and Richards, E.A.: Analysis of

Worldwide University Ocean Engineering Curricula.

5th General Assembly of ECOR & First Argentine

Ocean Engineering Congress. Buenos Aires, 1984.

Education and Careers in Underwater Technology.

Society for Underwater Technology, London, 1985.

Grayson, L.P.: The Design of Engineering

Curricula, Unesco Studies in Engineering

Education, No. 5, Paris, 1977.

University Curricula in the Marine Sciences and

Related Fields: Academic Years 1979-1980,

1980-1981. Marine Technology Society, Washington, D.C.,

1981.

-CIVIL ENGINEERING MARINE ENG. NAVAL ARCH IT. Fig. 1.: Central fields of maritime activities

ENGINEERING FIELDS RELATED TO THE OCEAN

Exploitation

CHEMICAL EDINEERING

Fig. 2.: Engineering fields related to the ocean

MECHANICAL

ENGINEERING

PETROLEUM ENGINEERING

OCEAN ENGINEERING ACTIVITY

MARINE

RESOURCES ,

DEVELOPMENT

TRANSPORTATION EXPLORATION & SURVEY ENVIRONMENTAL PROTECTION COASTAL & NEARSHORE DEVELOPMENT Hydrocarbons Minerals Bio-Resources Energy Water

Ships & Vehicles

Cables Pipelines

Data Acquisition &

Analysis

Scientific

Exploration

Pollution Control

Erosion &Siltation

Control

Controlled Waste

Disposal Security

Ports & Harbours

Plants, Terminals &

Storage Recreation &

Habitation Reclamation

OFFSHORE TECHNOLOGY (Oil & Gas)

Offshore Plants and Systems

Components and Equipment

Exploration

Special Ships

Oil and Gas Processing and Transportation Systems

Materials

Underwater Technology

Ice Technology

Engineering/Project Management

Marine Services

OCEAN MINING

Exploration

Mining Systems

OCEANOGRAPHICAL ENGINEERING

Research Vessels

Instruments

Measuring Systems

Consulting

Operational Services

ENVIRONMENTAL ENGINEERING

Prevention, Control, Containment

and Removal of Pollution

Fig. 4.: Industrial fields of marine technology

-industrial Needs Societal Needs Professional Needs Student Constraints Accrediting or Vetting Groups Resources: Faculty, Money, Media, Facilities Teaching and Learning Methods Advisory Committees, Course Boards External Examiners, Assessors

Feedback from Industry

Fig. 5.: Methodology in the development of _{an engineering}

curri-culum -

20-Problem Definition Structuring the Curriculum Implementation and Evaluation

Development of Ocean Engineering Curricula 1 Other Aspects (D (D P-1 P. Design of Curricula to Meet Requirements Selection of Organization Type for Curricula National Market International Market (I) H.

Objectives Core Subjects Electives Subjects Project or

U)

Defined or Courses or Courses Thesis

c: 1 H. Ocean 0 CL. Engineering In

H-Industries Governments Universities Department,

Centre, School, etc. Program in Existing Departments A Specific Curriculum (D cii Assessment of Ocean Engineering Manpower Requirements Identification of Ocean Engineering Activities Identification of Academic Disciplines

MAR I HE RESOURCES TRANS -PORTAT I ON XP LOR & SURVEY ENV I RONM PROTECT I ON COASTAL & NEAR SHORE DEVELOPM HYDROCARBONS' MI NERALS B ID-RESOURCES ENERGY WATER

SHIPS & VEHICLES

CABLES PIPELINES DATA ANALYSIS SCIENTIFIC EXPLORATION POLLUTION CONTROL EROSION CONTROL WASTE DISPOSAL SECURITY

PORTS & HARBOURS

PLANTS & STORAGE

RECREATION & HAB I TAT I ON

R EC LAMAT I ON J., MAR I NE SC I ENCE STRUCTURES & MATER I ALS PME NT MAR I NE SYSTEMS a Li .---. (1) Iii cc D I-ti) tei I

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Country Number of

Percentace

Universities Argentina -.:_{,., 2} - Australia 4 3 Brazil 3 2

Canada

1 1 China 12 10 Denmark 1 1

Federal Republic of Germany

5 4

0 France

4 3

German Democratic Republic

1 1

India 5 4 Italy 3 ₂ Ireland 1 1

Japan

11 9

Netherlands

2 2 New Zealand 2 2 Norway 1 1 Portugal 2 2 Republic of Korea 4 3

Republic of South Africa 2 2

Saudi Arabia 1 ₁

Singapore

1 ₁ Spain 1 1

Sweden

2 2 Thailand 1 ₁ U.S.S.R. _{5 4} United Kingdom _{14 12}

United States of America _{28 23}

Totals :

27 countries

120 ₁₀₀

Total Europe :

11 countries

Fig. 8.: Countries with the number of universities _{having or} be-lieved to have post-graduate ocean engineering curricula

-,C1

Hydromechanics

Structural Analysis

Soil Mechanics

Materials

Fabrication Techniques

Systems Design

Control Engineering

Simulation

Operations Research

Reliability

Geometry Oriented \

/ Process Oriented

Information Process

Artificial Intelligence

2 Expert Systems

(process oriented)

Data Banks

/

/ System Oriented

INNOVATION FIELDS

MAIN LINE TECHNOLOGIES

Logic Oriented

Microelectronics

Optoelectronics

Artificial

Intelligence

Expert Systems

(System oriented)

Ocean Engineering - Course Development

by

Professor Douglas Faulkner University of Glasgow

United Kingdom

Ocean Engineering

It may be useful to say what we mean by Ocean

Engineering:

It is engineering associated with activities

which take place beyond coastal waters.

These may occur at sea surface, underwater or at seabed.

They relate to transportation, exploitation

of marine resources, living and leisure

requirements.

Ocean Engineering should include economic

considerations, social and environmental

issues, design, manufacture and operations.

By its very nature it will be seen to be

multi-disciplinary and wide ranging and this has already been

confirmed by Professor Kokkinowrachos. With about 70%

of this planet covered by water and the new Economic

Zones now defined, it seems that mankind is just

beginning to realise that most of his trading space,

resources, and even perhaps, potential living space, is offshore or on, or in, the world's oceans.

The scale of activity is briefly summarised within the following headings(2):

-Transportation by ships, barges and pipelines Offshore hydrocarbons

Ofshore processing, storage, airports Offshore energy - waves, tides, otec Underwater resources - seabed mining

Underwater processing - seabed completions Extraction of dissolved chemicals and minerals Underwater dwellings, habitats

Large scale aquaculture

Offshore living and recreation National and international defence

The 1970 Japanese project KOTAIR predicted the need by the year 2020 for a floating island centropolis housing 30 million people in the South East Asia perimeter of the Pacific Ocean.

Associated with this activity would be a vast ocean

conservation activity to monitor, control and eliminate

pollution, to provide communications and safe

navigation and accident prevention systems, to ensure that marine structures are collision hardened and that

adequate emergency and salvage services are readily

available.

Mankind's nine material needs have been summarised

as (2)

Housing Education Food

Clothing Transport Energy

Health Communication Leisure

In a recent paper which considered present and future

trends in Ocean Engineering(3) I noted that all _of

these needs, except "clothing", were mentioned in one

form or another. I believe there are very few

technologies which can claim to impinge on so many of mankind's basic needs.

-Ocean Engineering Course Objectives

It follows from the broad ranging nature of Offshore Engineering that it is really not possible to draw up a

universally acceptable Ocean Engineering syllabus.

Each institution should focus in on those elements

which seem relevant for its particular part of the

discipline. Even then one should not necessarily

devote so much time to the topic at undergraduate level if it is at the expense of other essential engineering

disciplines which should form the basis for all

engineering courses. Were this to be required then it

clearly can only be done as a postgraduate course.

As a result of this thinking, my own Department, which

added "Ocean Engineering" to its title in 1974, has

included since that date Offshore Engineering subjects which relate specifically to the disciplines required

for the design of offshore vehicles and platforms

related to current needs in hydrocarbon recovery.

To achieve this we have taken advantage of the four

year Scottish degree system which allows us to complete

the basic core material for the professional

requirements in Naval Architecture by the end of year

three. This then leaves freedom for the students to select options in their fourth year which will allow

specialisation in Offshore Engineering subjects. _Thus,

all graduates will be fully qualified as Naval

Architects, having had some exposure and experience

with the application of their discipline to offshore

engineering.

The course puts a lot of stress on the principles

underlying the _{subjects taught so that they may be}

applied to a wide range of different vehicles and

forms. It also attempts to apply the analysis to the

design requirements for these forms in which the

-analytical tools are used to synthesise designs to meet specified operational and safety requirements.

The advantage of this emphasis on principles can be

seen in various ways. For example, when considering

flotation in the case of ships, numerical integration

dominates the analysis because of the varying

underwater form along the length of the ship. In

contrast, the underwater hull of most offshore

platforms is made up of geometrical shapes whose

properties can be specified at discrete points so that

concepts like moment change, trim, etc. are no longer

needed. A further example occurs in wave loading

which, for ships, is dominated by first order wave effects where the waves are comparable in length to that of the ship and orbital velocities play only a

small part in the loading. In contrast, offshore

structures can be seriously loaded by a much wider

range of wave lengths and the particle velocity

effects in the wave kinematics becomes much more

important to evaluate loads, for example, using drag

and inertia coefficients. Many other differences of

course occur.

One complication that arises in engineering education

in the United Kingdom at present relates to the

accreditation of first degrees to meet the requirements

of professional institutions _{At present there is no}

single institution that is the natural parent for

"Ocean Engineering" activities. _{This itself raises a}

difficulty in its own right: but if we consider any of

the established engineering disciplines, such as Naval Architecture, each has quite stringent requirements to meet to keep a balance between basic engineering, the specialist discipline (Naval Architecture for example),

Economics, and other non-engineering subjects. It

therefore has become quite difficult to justify very

much inclusion of other material in first degree

-courses limited by the present three years in England

and four in Scotland. The extension of the course to

MEng for some selected students will of course help to overcome this difficulty for those students, but not of

course for the majority who will finish at the BEng

stage.

Continuing Education is much talked of in the UK and

were it to come about as an extensive activity then of course it would be rather easier to widen the scope of Ocean Engineering teaching.

Ocean Engineering Syllabus

As indicated, at Glasgow we concentrate the Ocean

Engineering mainly into the fourth year with some

preparation given in the earlier years so far as basic

principles are concerned. _{The courses in which there}

is significant coverage related to offshore activities (as described above) are:

Ship and Ocean Hydrodynamics IV Ship and Ocean Structures IV Ship and Ocean Dynamics IV Ocean Engineering IV

There is also in the Calendar an Oceanography IV course

specifically related to those interested in a fuller

description of the sea and natural environmental

motions, but this option is seldom taken by students,

largely because of the other competing constraints on

their time. The topics covered in these courses now

follow:

Ship and Ocean Structures IV

Linear elastic analysis including instability of

plates, stiffened panels, grillages and unstiffened,

-thin-walled columns, plastic bending of beams,

introduction to stiffened tubes, failure modes and

interaction failure methods, safety concepts, synthesis

of columns and stiffened panels, introduction to

optimisation.

Consideration of typical elements in ship and ocean

structures, summary of deterministic and statistical

treatment of wave loads, ductile and fracture modes of

failure, variability in material and fabrication, statistical approach to strength and primary safety,

structural discontinuities, material selection, the

design process.

Ocean Engineering IVA and B

Overview of basic concepts behind existing and future structures, environmental loads which ocean structures

are subjected to, basics of the hydrodynamic problems

associated with design of offshore structures, wave

forces on the members of offshore structures with small

and large cross-sectional areas, effects of

interference between closely spaced members, effects of

second-order forces, hydrodynamic loading on the

floating and compliant structures due to rigid-body

motions, solution of motion equations, motion response

analysis of semi-submersibles, tension leg platforms,

articulated towers, control systems to minimise the

motion, overview of structural response analysis of

offshore platforms to find member forces, application of spectral analysis to motion and structural response

calculations to determine statistical design

parameters, submarine type structures, modes of failure

of stiffened cylinders, linear elastic response to

pressure loads, buckling collapse formulations,

fabrication imperfections - shape, residual stresses,

design safety factors and logical approach, 'Dome End'

failure and design analysis, reliability aspects of

design.

-Ship and Ocean Dynamics IV

Nature of ocean waves, small amplitude waves including

power transmission, croup velocity, superposition and

wave groups, refraction by shallow water and currents, diffraction, analytical and computational theories for

finite amplitude. Random processes, analysis of wave

records, wave forecasting techniques, principles of

wave spectra, assessment of spectral forms, derivative

spectra, directional spectra, extreme value wave and

environmental climatological data, and role of data in design and offshore operations.

Formulation of the linear equations of motion for a

rigid body in six degrees of freedom. Simplification

of the equations to fewer degrees of freedom for

specific problems. Solution using elimination

techniques. Ship hydroelasticity, symmetric and

anti-symmetric motions, prediction of natural frequencies

and principal modes of the hull girder from treatment

as a (i) uniform beam, (ii) non-uniform beam and (iii)

non-uniform beam with shear and rotary effects. Matrix

formulation of the hydroelastic ship/beam problem.

Modelling of fixed lattice and gravity type structures to determine natural frequencies and modal shapes and

to predict displacements under wave and wind

excitation. Rigid body motion equations (multi-degree

of freedom system) to determine overall stability of

fixed gravity type structures, taking into account soil-structure interaction.

Ship and Ocean Hydrodynamics IV

Added mass of ships and offshore structures using

mappings and computational methods, role of added _mass

and damping in _seakeepinc and manoeuvring, dynamic

stability manoeuvring, definitive manoeuvres,

-mental, Qualitative, empirical and computational

methods of evaluating derivatives, hydrodynamics of

control surfaces with scale effects, implications for

rudder design, stabilisation devices for ships and

ocean vehicles with practical considerations, advanced

naval vehicles, including hydrofoils, hovercraft,

SWATEs, etc.

Comparison between the design of propellers from model

series data and detailed calculations, chart design using k-J charts, wake and thrust deduction fraction,

some methodical series. Momentum and lifting line

theory, detailed design using lifting line theory.

Hydrofoil cavitation, blade section design and pressure

distributions, cavitation inception speed, the

incorporation of cavitation and blade section

characteristics into lifting line calculations.

References

D. Faulkner: "Rekindling a Marine Consciousness

and Industry", Paper no. 1455, Proc. IESS,

Glasgow, December 1983.

Robert Malpas: "Education and Industry: A Working

Partnership", Royal Society of Arts Journal,

London, vol. 134, August 1986.

D. Faulkner: "Some Technical Challenges in Ocean

Engineering", Fourth International Shipbuilding

and Ocean Engineering Conference, Helsinki,

Finland, September 1986.

-Plenary Session I

The first plenary session followed a welcoming address

from Dr. R.L. Townsin, Chairman of the Executive

Committee of WEGEMT, and presentations delivered by

Professor K. Kokkinowrachos of the Technical University of Hamburg and Professor D. Faulkner of the University

of Glasgow. The subject of the first presentation was

Education in Ocean Engineering at University Level

-Experiences and Prospects. Professor Faulkner's

presentation was entitled Ocean Engineering - Course

Development. In his opening address Dr. Townsin

informed the participants in the colloquium that

several of their number had also expressed an interest in discussing the following topics - Conversion Courses for Graduates from Non-marine Disciplines, Continuing

Education for Engineers and Technicians, and

Accreditation of Qualifications and Training Programmes

by Professional Institutions and Other Bodies. These

topics, together with the subjects raised in the

presentations were intended to serve possible, but not compulsory, starting points for the group discussions that had also been held prior to the plenary session.

The colloquium divided into three groups in order to

conduct the discussions in a manner that allowed the

active participation of each member of each group. One

rapporteur from each group summarised the discussion

that had taken place in his group in a report made

during the plenary session. The following sections of

the colloquium proceedings are based on the reports

made by the rapporteurs.

-Group 1

Rapporteur: Dr. A.T. Ractliffe, University of

Newcastle upon Tyne.

The group spent most of the session discussing two

quite unrelated topics, namely., accreditation by

professional bodies, and the place of ocean engineering

in the curriculum. With regard to accreditation,

opinion was divided as to whether it imposed an

undesirable constraint on curriculum development, or

whether it provided a necessary and definitive

framework upon which to base a syllabus. For some

European countries, Italy and Norway for example, the

debate is academic, as they don't have a system of

accreditation.

Discussion of accreditation and its influence on

curriculum development led to the question of what the aims and objectives of a course should be and how much

they should be determined by external influences. The

point was made that if too much weighting was given to the current requirements of industry, which by their

very nature tend to be transitory, the long term

interests of industry could suffer. It was generally

agreed that curriculum development requires an

awareness of the short term and the long term interests of the industry, particularly in areas where the two were in any way in conflict, and that there should be a careful balance struck between them.

The discussion of the place of ocean engineering in the curriculum centred on whether it should be taught at

undergraduate or post-graduate level. It was generally

agreed that an undergraduate course must provide an

insight into certain basic disciplines such as

structural analysis, hydromechanics and mathematical

modelling, for example. In most courses these basic

disciplines are _{subsequently applied in specific areas}

-of engineering. Naval architects are concerned chiefly with their application to ships, marine engineers will apply them in the design and development of engines,

and there is a vast scope for their application in

ocean engineering. However, it was thought that there

is no possibility of including in a single

undergraduate course all, or even the majority, of the topics mentioned by Professor Kokkinowrachos because ocean engineering is such a wide ranging discipline.

In view of the multi-disciplinary nature of ocean

engineering it was suggested that there were two

alternative ways of teaching it. The first option is

to provide an undergraduate course that includes a

range of ocean engineering topics, but at the expense of topics which are considered to be applications in

existing courses. Alternatively, the subject could be

taught as _{a post-graduate subject at a more advanced}

technical level. The second option has much to

recommend it in principle, but the disadvantages with this approach lie in the difficulties in recruiting MSc

students. Several members of the group thought that the Universities should be concentrating more on short courses as a vehicle for teaching ocean engineering.

Group 2

Rapporteur: Professor R. Eatock Taylor, University

College London.

The discussion ranged over a variety of topics, among

them the subjects of accreditation and curriculum

development. However, more questions were asked than

answered. If the discussion could be said to have had an overall theme it was that of the conflict between

specialism on the one hand and flexibility and

generalism on the other. This theme was particularly

evident in the discussions relating to the development

-of an undergraduate curriculum. It was pointed out,

however, that whilst the separation of engineering

courses into undergraduate and post-graduate degrees is the system adopted in the United Kingdom, the same is

not necessarily true of other European education

systems.

The conversation regarding the aims and objectives in designing a syllabus followed similar lines to that of

the first group. The question of who actually employs

engineering graduates was raised, and it was observed that a significant proportion of them found positions

in areas of engineering outside their original

discipline, others took up non-technical posts and

still others found occupations altogether unrelated _to

engineering. This was thought to be a good reason for

being cautious about encouraging students _{to become too}

specialist, _{as was another point already mentioned by}

the first group, which was as follows. Industry

rapidly changes its direction, as has been reflected by

recent events in the offshore industry. The reasons

for this may be political or commercial and the _changes

may be short term or long term, but in any event they

are not always easy to predict. _{The academic process,}

and professional training on the other hand, has a

certain inbuilt inertia to it in the sense that it

takes seven years or more to produce a fully qualified

professional engineer. For these reasons it was

thought that academics should be wary about responding

to the immediate pressures of industry without due

regard for the long term implications, and that they

should develop courses sufficiently flexible to _account

for these factors.

Although the recent vicissitudes of the offshore

industry had provoked the comments about the dangers of

specialisation it was interesting to note that there

was a certain _{amount of optimism expressed with regard}

-to the industry in the context of hydrocarbon

exploitation and exploration. Some members of the

group thought that the demand for offshore oil and gas

will be a continuing one and that there will be a

corresponding demand for appropriately qualified

engineers.

Curriculum development was discussed by the group, more in terms of the constraints which had to be complied

with than the actual course content. In addition to

the difficulties raised by the conflict between

teaching a multi-disciplinary subject and the accepted way of teaching traditional engineering disciplines,

there are the constraints imposed by the pursuit of

academic excellence, the requirements of industry and of accreditation and finally, the finite resources of

the academic institution. The question of the extent

to which academics should be led by external

influences, such as organisations, professional

engineering institutions or, in some countries, state

exams leading to professional qualifications, was found

to be a vexed one. The group finally concluded that

each academic institution does, _{and can only, respond}

to its circumstances in a manner that is consistent

with the resources at its disposal.

Group 3

Rapporteur: Dr. _{I.L. Buxton, University of Newcastle}

upon Tyne.

The group discussed much the same topics as the

previous two and broadly speaking came to much the same

conclusions, although views on those topics were

often expressed from a rather different perspective.

As far as courses were concerned, it was generally

agreed that it is difficult, if not impossible, to put

on a single undergraduate ocean engineering course on

-the grounds that it would be too specialist. It was thought, however, that there should be an underpinning of offshore engineering in the undergraduate courses. In other words the subject would be implicit, rather

than explicit. It was agreed that an undergraduate

course should include the usual engineering core

subjects as well as a reasonable amount of offshore

engineering in the form of options, electives, modules

and project work. Specialisation in Offshore

engineering was seen essentially as a post-graduate

activity, which would be most effective if those

participating had a good undergraduate background in

basic engineering principles.

In addition to providing a sound knowledge of basic engineering principles, it was recognised that courses

should emphasise engineering synthesis, that is,

putting together combinations of elements so as to form

a satisfactory whole. The group didn't attempt to

define specific courses or syllabuses but concluded

that the courses offered by specific institutions would

reflect their history, the experience of the academic

staff involved, and the needs of the local industries

by whom the graduates would be employed. _{An opinion}

was expressed that it often appeared that the best

engineers were those who had a background in a specific discipline and subsequently moved into other areas of applicaton.

The subject of continuing education and training was

raised and the group endorsed the idea that it should

be encouraged with respect to the training of both

engineers and technicians. It was thought that with

the ever increasing use of high technology in the

offshore world, and in view of the rate at which it

changes, the continuing education and training of

personnel working in that area will become essential.

-The discussion on accreditation benefitted considerably from the presence of the Education and Training Officer

of the Royal institution of Naval Architects. He

suggested that accreditation should not be considered

a constraint and that any proposed course, providing it contained an appropriate engineering content, should be

put forward for accreditation with no fear of its

rejection on the grounds that it did not fit a specific prescribed mould.

As far as the influence of other external sources on

curriculum development was concerned, the point was

made that in many cases education has actually led

industry. The educational institutions have put

forward new courses which, by and large, industry has

been happy to accept. Industry has not objected to the

courses themselves, nor to the graduates produced by

the courses. This view was not seen as a cause for

complacency by the group but was thought to be a

statement of fact.

-Student Recruitment and Training in Offshore Engineering

Professor A. Saleur

Eccie Nationale Superieure de Techniques Avancees, Paris, France.

In this paper*, the method of recruiting and training

offshore engineers in France is described with

particular reference to Ecole Nationale Superieure de

Techniques Avancees (ENSTA). The purpose of the

presentation on which the paper is based was to provide the Colloquium with a basis for discussion on the more general topic of recruitment and training throughout

Europe.

The French system of recruiting and training offshore

engineers is a unique one. Engineering disciplines are

taught at high scientific schools such as ENSTA, or

Ecole Nationale Superieure de l'Aercnautique et de

l'Espace (ENSAE). Offshore engineering is just one of

a number of engineering disciplines taught at ENSTA.

Of an annual intake of 150 students, a dozen might

typically be studying offshore engineering. The

branches of engineering taught to the remaining

students include nuclear, chemical, electrical,

mechanical and production engineering. Students are

recruited to ENSTA via a variety of routes, _{as shown in}

Figure 1.

* The paper has been prepared by the editors _{and is} based on the presentation made at the Colloquium.

-As may be seen all routes have as their starting point

the lyc'ee. In his, or her, final year at the lycee, when typically eighteen years of age, the student takes

an exam known as the Baccalaurat. If he is successful

he is automatically entitled to attend a university.

He also has the option of attending classes

preparatoires for a further two years. The first

option provides a 'non-competitive' route to an

engineering education. The second route is a

'competitive' one and is the more prestigious of the two.

If the student opts for the competitive route, he takes the two classes known as Mathematiques Superieures and

Mathematiques Speciales in preparation for civil

examinations taken in common by all students wishing to

study such subjects as mining, communications, civil

and aeronautical engineering as well as those subjects

already mentioned in connection with ENSTA. _{In these}

competitive examinations all students are given a

ranking and admittance to the grandes ecoles is

determined by the rank achieved by each student. A

successful student, who will by then be about twenty

years of age, may enter ENSTA directly.

Success at competitive examinations can also lead to

admittance to Ecole Polytechnique. _{Ecole Polytechnique}

was originally founded in the late eighteenth century to train civil servants for the service of the state.

However, a number of students train at Ecole Polytechnique and then enter private and nationalised

industry and other fields. The training is a

theoretical one, as opposed to a technical one and

concentrates on topics such as advanced mathematics and

physics. _{Students who do not enter the civil service}

but choose a technical career in _{industry have to}

undergo a further period of training, and _{some of them,}

engineering, may well seek admittance to the second

year of a technical course provided by ENSTA. A

student seeking admittance to ENSTA from Ecole

Polytechnique will typically be twenty three Years of age having completed a two year training, leading to a

Diploma D'Ingenieur, and spent a year doing military

service. Every male is reauired to undergo a period of military service in France.

It is also possible to gain admittance to ENSTA via a

'non-competitive' route. Having obtained a

Baccalaureat, a student is eligible for a place at

university. The Diplome d'Etudes Universitaires

Ge-nerales (DEUG) is awarded for successful completion

of the first two years of a university course. _{At this}

point a number of students drop out of a university

education. Those staying on gain a Maitrise after a

further successful two years. The student may then

choose to stay on for a year to obtain his Diplome

d'Etudes Avancees and, after three years of research

and having successfully presented a thesis, a

Doctorate. Alternatively, and this is the

'non-competitive' route to engineering, _{he may choose to}

apply for admittance to the second year of a course in

one of the high scientific schools, such as ENSTA. _At

this point the student would typically be twenty two

years of age.

Engineering courses at ENSTA involve a three year

training. The courses a-re taught by a teaching body of

around six hundred and fifty persons composed for the

most part of engineers and research workers. The

syllabus is _{designed to give the students as wide a}

scope as possible for the pursuit of individual _courses

of study. This _{is achieved by allowing students to}

choose combinations of a variety of options _provided

they form a coherent set and fit in with the

timetabling. The first year, which is common for all

-ENSTA students, is intended to introduce the students

graduating from the classes prtparatoires to the

fundamental concepts required for the understanding of

engineering methods. The subjects studied include

classical and numerical mathematics, physics, solid and fluid mechanics, general studies and individual project

work.

In the second year the intake includes students

admitted from Ecole Polytechnique and from the

Universities. Applications from university students

are vetted by a board of ten members, and all

applicants admitted in the second year are interviewed

personally by the Director of ENSTA. The total intake

might typically be made up of thirty five percent from

Ecole Polytechnique, forty five percent through

competitive examination and the remainder from the

universities. In the following two years the students

study a common set of subjects fundamental to

engineering, such as applied mathematics, structures

and materials, fluid mechanics and electronics. They

also choose options appropriate to the area in which

they wish to specialise. _{For example those wishing to}

specialise in marine based subjects would chose the

marine environment option or the naval architecture

option. Would be oceanographers would choose the

first, and naval architects and offshore engineers, the

second. In the second option students specialise either as offshore engineers or naval architects in the

third year. In his final year, an offshore engineer

studies advanced materials and structures, advanced

automation and offshore structures. He will also have

taken general studies covering subjects like economics,

industrial management and a foreign language, _{and will}

have undertaken a final year project. _{On successfully}

completing three years at ENSTA the students are

qualified engineers with a Diploma in Engineering _from

ENS TA.

-In summary, the method of recruiting and training offshore engineers in France is rather complex compared

to that of other countries. It takes a minimum of five

years for a student leaving a lvcee

at the age of

eighteen to obtain a diploma in engineering and this can only be achieved via a route involving competitive

examinations. Students admitted to one of the high

scientific schools via Ecole Polytechnique or the

Universities require an extra year. An aspect of the

system that might be seen as a weakness by some of the

European engineering community is that there is no

mechanism for recruiting students from industry.

However, the system ensures that the students taking

engineering courses are well motivated since they study subjects freely chosen from a range of options and, if entering ENSTA in the second year, are very carefully

selected. It also ensures that engineering students are technically very well qualified in theoretical, and particularly mathematically based, subjects.

-SCHEMA DES CONDITIONS D'ADMISSION

_{DES ELEVES}

UNiVERSITE

let cycle

(2 ans)

DUES DEUG _{Concours d'admission Grandes Ecol es}

2eme cycle (2 ens), Maitrise Concours IA V o se 3. E. N. S. T. A. Ecole Poly-technique Voo 1 bit Voles 2 et 2 bit Vous 2 et 2 bit Diplome d'Ingenieur E.N.S.T.A. Activite professionnelle

45

-GRANDES ECOLES Classes preparatoires des Lycies i2 ant)

17 1

V o te Ecole Polytechnique (2 ens -.service rsabonal) 2eme armee 3eme annee Diploma d'Ingenieur Cycle normal Autres Ecoles V Autres Ecoles (3 ant) T 7,74.1)

Experience and Professional Training in the Offshore Industry

by

Dr. F.A. Ramzen

Brown and Root (U.K.) Ltd.

In this paper*, the graduate engineer training scheme

developed by Brown and Root (U.K.) Ltd. is presented. The purpose of the presentation, on which the paper is based, was to provide the Colloquium with the basis for

discussion on the topic of appropriate industrial

experience in offshore engineering.

The theme of the Colloquium is Education and Training

in Offshore Engineering. It might be held that

implicit in the title is the idea that offshore

engineering is a distinct engineering discipline in its own right, a view of offshore engineering that is not

uncommon. Brown and Root staffing policy does not

reflect that point of view however, and its Graduate

Engineer Training Scheme, known as GETS, is

specifically designed for a graduate intake from each

of the traditional engineering disciplines which

contribute to offshore engineering. In fact, if a

graduate in offshore engineering were to be recruited, he, or she, would be obliged to choose in which of the traditional areas to specialise.

The scheme was started in 1973 and since then there

have been thirteen annual intakes in which two hundred

The paper has been prepared by the editors and is based on the presentation made at the Colloquium.

-and forty nine graduates have been recruited. Of the total number taken on, one hundred and fifty two have

remained with the company. The breakdown in terms of

engineering disciplines of the graduates taken on since

1973 is shown in Table 1. The table illustrates the

wide variety of engineering disciplines employed in

just one company working in the field of offshore

engineering. It also underlines the difficulties faced

by academics trying to devise a course in offshore

engineering which is to be anything like comprehensive.

The graduates are recruited largely from the United

Kingdom, and the top twenty one universities and

colleges from which they are recruited is shown in

Table 2. The very first naval architect to be

recruited by the company was a Newcastle graduate.

GETS is a graduate engineering development scheme that has evolved out of Engineering Industry Training Board

(E.I.T.B.) recommendations and Brown and Root's own

requirements. The requirements for the Board for

Engineers Registration (B.E.R.) is a further

determining factor in its structure, in which is

included an approved training scheme leading to the

granting of chartered engineer status by the

Engineering Council and membership of an engineering

institution.

The rules set down by the Engineering Council governing

the qualifications required for registration as a

chartered engineer have three main elements. They

require that a successful candidate should have an

appropriate academic education, suitable practical

training, and should have undergone a period of

responsible experience in his chosen profession. The

model career plan for a professional engineer, as

envisaged by the company, provides a development

programme based on these three elements, as shown in

Figure 1.

-The Figure shows an overview of an engineer's career as

he progresses from student to senior engineer. The

academic phase of his training normally includes a

three year period at a University, or Polytechnic, and

leads to a BSc or BEng in a particular engineering

discipline. Once he has joined the company he is

assigned to a particular discipline area and from then onwards receives a training that is approved by one of

the Institutions of Chemical, Civil, Electrical or

Mechanical Engineers, the Institute of Metals, or the

Royal Institution of Naval Architects. At this point

in his career the trainee is required to obtain

associate membership of one of these institutions and

his status in the company is that of Associate

Engineer. Some graduates seek membership of more than

one professional body. For example, a naval architect

may also join the Institute of Marine Engineers, or a

civil engineer might apply for membership of the

Institution of Structural Engineers. Having completed

a two year training period an Associate Engineer will normally be offered employment as an Engineer with the

company.

The next phase of his career is a three year period

during which he is gaining professional experience

prior to applying for full membership of his chosen

institution and chartered engineer status. At this

point, five years after joining the company, the

engineer is fully qualified and begins his professional

practice.

At Brown and Root he would normally be

employed as a Design Engineer and then progress to

Senior Engineer.

The career plan shown in Figure 1 maps the progress of

a student educated in the United Kingdom who

subsequently undertakes an approved training scheme

followed by a period of monitored responsible

professional experience. In reality engineers are