Innovative Learning at NMITE: A Unique Approach to Engineering Education
Teamwork and hands-on learning underpin NMITE’s pedagogy ethos.
Credit: NMITE
Eight hundred years ago, a group of scholars walked out of the University of Oxford following a turbulent dispute with local townspeople. At a fork in the road, they could have turned left, founding a university in Hereford, 106 kilometers away. Instead, they went right, establishing the University of Cambridge, sparking a rivalry that still thrives today.
The Future of Universities
“It’s a fun ‘what if’,” mused Jesse Norman, the MP for Hereford, sharing this story during NMITE’s inaugural graduation ceremony in May. Four years prior, the New Model Institute for Technology and Engineering (NMITE) welcomed its first cohort of 27 students to its Hereford campus.
NMITE presents a novel approach to higher education in the UK. The institute aims to tackle the skills shortage in engineering, improve access to education, and revolutionize engineering teaching in a city with one of England’s lowest university participation rates. “Broadly speaking, our learning approach directly contrasts with traditional higher education norms,” Norman explained, adding, “We focus on enhancing the skills and intellectual achievements of local British students, rather than chasing international enrollees.”
Unlike many universities, NMITE is not focused on research; it prioritizes undergraduate teaching, industry-led projects, and equipping graduates for immediate employment. With about 50 staff members, most live locally, while the academic team relocated to join the institute. NMITE offers a limited selection of specialized degrees, including integrated bachelor’s and master’s programs in engineering designed to meet Chartered Engineer requirements in just three years.
Addressing a National Crisis
The UK faces a skills crisis, highlighted by the Department for Education’s Employer Skills Survey 2022, which reported that skill shortages accounted for 36% of vacancies—up from 22% in 2017. Meanwhile, many graduates find themselves in roles that don’t require a degree. The expansion of higher education initiated in 1997 aimed for 50% of young people to attend university, a goal reached in 2017. However, criticisms have emerged regarding the prioritization of academic over vocational training. As of 2023, 20% of working-age UK graduates are in low-skilled jobs.
“We didn’t want to create another conventional university,” Newby stated. “Our goal is to have a regional impact and disrupt the traditional higher education model on a national level.” Many UK institutions anticipate financial deficits, prompting questions about the sustainability of the current model. Could NMITE’s innovative approach provide a much-needed solution?
Norman partnered with local entrepreneurs to establish NMITE, securing £15 million in start-up funding from the Department for Education, alongside £8 million from the Marches Local Enterprise Partnership. Launched as a non-profit in 2013, NMITE became a regulated higher-education provider in 2020 and welcomed its first students in 2021. By 2023, it had gained its degree-awarding powers and attracted 55 students.
A Unique Ethos
Elena Rodríguez-Falcón, NMITE’s first chief executive, embodies the institute’s mission. A native of Monterrey, Mexico, she graduated in engineering and became a trailblazer in a predominantly male factory workforce. “Employers told us they had to retrain engineering graduates after university,” she noted. This insight shaped NMITE’s focus on producing employable graduates from day one through authentic, experiential learning. “Learning by doing is the ideal pedagogy,” she emphasized.
Inspired by global educational models, NMITE draws influence from Olin College of Engineering in Massachusetts, which was established to better prepare engineering students for real-world challenges. NMITE zeroes in on engineering due to its regional significance and the pressing national demand for skilled professionals. Many local firms, particularly in defense and technology sectors, express concern about the readiness of graduates produced by traditional educational establishments.
A New Teaching Model
NMITE has developed an accelerated master’s program centered on experiential learning, with a curriculum co-designed by industry to prioritize real-world issues. There are no conventional lectures; students collaborate in teams within a studio space throughout the day. The academic staff’s role is that of a “guide on the side,” supporting students in an immersive environment.
The academic year consists of three intensive eight-week terms, resembling a professional work schedule, with attendance closely monitored. In an inclusive admissions process, NMITE values traits like drive and resilience over academic grades, accepting students without the typical A-level requirements in math and physics.
Focus on Gender Diversity
While female representation at NMITE currently stands at 16%, efforts are underway to increase this figure. The admissions changes and growing reputation are expected to raise female enrollment to over 20% next cohort. Traditional engineering programs at UK universities have seen female enrollment lower than 20% due to educational disparities in subjects like math and physics.
Students at NMITE excel through block learning—intensively focusing on one module at a time in eight-week sprints—allowing for faster learning and the opportunity to experiment without the fear of failure. David Helfand, an astrophysicist and block-learning advocate, noted the rarity of such implementations in higher education, emphasizing its effectiveness for many learners.
Industry Integration
NMITE integrates industry into its curriculum, working with over 80 partners from local businesses to major corporations in sectors such as technology, agrotechnology, and energy. Students tackle real projects and collaborate closely with mentors, simulating the professional environment from day one.
This innovative approach fosters adaptability and relevance amid changing industry demands. Rather than relying on traditional exams, NMITE emphasizes academic rigor through diverse assessment methods, ensuring students are both academically competent and vocally relevant.
“Our model ensures a rigorous education without traditional exams or A-level requirements, focusing instead on real-world problem-solving,” Rodríguez-Falcón remarked.
Conclusion
New Model Institute for Technology and Engineering is redefining higher education in the UK. By emphasizing hands-on learning, industry integration, and inclusivity, NMITE prepares students to meet the demanding needs of the engineering sector while fostering innovation in education.
Summary
NMITE, an innovative engineering institute in Hereford, UK, focuses on hands-on, team-based learning rather than traditional lecture formats. Established to address the UK’s engineering skills shortage, NMITE partners with over 80 industry firms to ensure a curriculum that resonates with real-world challenges. By prioritizing inclusivity and practical experience, NMITE aims to produce work-ready graduates prepared for the demands of the evolving job market.
