---
title: "Growing Applied Technology and AI"
subtitle: "A Portfolio Strategy for Arden's Learners"
author: "Professor Andrew Garrard MEng(Hons) PhD CEng FIMechE PFHEA"
date: "2026-08-12"
theme: "white"
footer: "Interview - Head of School - STEM Arden Univesity"
base: "../../"
---

## Why listen to me?
* I lead a team of 50 engineers, including technical and professional services staff
* My team teaches across all of the diverse Faculty of Engineering at UoS
* My team and I specialise in teaching at scale
* My academic reputation has led to a personal chair (teaching-focused) and PFHEA


## Ambition to diversify the programmes
::: {.incremental}
1. The current programme portfolio for the School is primarily focused on Computing: A great start because software engineering is engineering
2. Designing and implementing new engineering programmes isn't that hard
:::

. . .

::: {.top-tip}
![](sun.png)
There is nothing new under the sun 
:::


## What are we trying to optimise for?

::: {.keypoint}
Strategic decisions to make in order to succeed
:::

. . . 

1. “High quality outcomes for our student and graduates”
2. Perception of value for students 

## High quality outcomes
* Careful curriculum design
* Focus on fundamentals & application of engineering principles/technology
* Industry-led and industry-informed
* Management of industry requirements and expectations

. . . 

::: {.keypoint}
A coherent curriculum is established and maintained with clear definition of what you *don’t* do.
:::

## Perception of value

* Remote education is not as good as face-to-face
* But significantly cheaper
* What provides the greatest value for learners?
  * Credibility of those in charge
  * Contact time (delivered by more junior staff)
  * Didactic learning through flipped, digital, AI

. . . 

::: {.keypoint}
Expectation management is key
:::

## Practical classes
* Transferable skills, group work, software classes, didactic content, etc, have mature technology to deliver remotely
:::: {.columns}

::: {.column width="50%"}
* Lab classes are more tricky
::: {.incremental}
* Fortunately, I have some answers
 * Remote labs, simulations, etc
  * **Buy these in**
  * Buy in physical labs as well
:::
:::

::: {.column width="50%"}
![](playbook.png)
:::

::::


## Target audience

* HE vs apprenticeships
* L2 and L3 carry significant regulatory burden (Ofsted) 
* Higher hands-on requirements 

. . . 

* Competitive edge in HE and greater opportunity for disruption
* Current political landscape

## Impact and future of AI
* I am a voracious user of AI
* Most transformative technology in the modern world
* Anyone with a detailed AI strategy is most likely unaware how fast it is moving or it’s impact
* Rate of technology change exceeds the academic cycle
* Direction of travel, diffusion, rate limits (chips, token cost) are all unknown

![](claude.png)