Edinburgh Napier University

  This survey was conducted by the Centre for Timber Engineering (CTE) in summer 2005 to investigate the educational needs and preferences of the timber industries. Both employers and employees were asked to define and articulate curriculum and skills needs. The results of the survey will be used to improve the coverage and responsiveness of education and training to the timber industries by the CTE. This initial survey focussed particularly on timber engineering and academic programmes, but the range and number of responses allowed more general statements to be made about needs and preferences.
Additional education and training in timber engineering of employees was of interest to almost half of all employer respondents, but only about a third of employee respondents. This apparent low motivation indicates that the education and training needs to be seen to be more attractive and worthwhile for both employers and employees, and that more must be done to demonstrate the benefits of workforce development. This appears to be especially true for women and education and training providers must take steps to ensure that courses are attractive and accessible to both genders. The figures must be treated with some caution as many of the respondents were from other disciplines in the wood chain. However, it is evident that the value employers place on training and skills development must also be communicated to employees themselves.
Overall, respondents expressed interest in a wide range of subjects covering not just timber engineering but also forestry related subjects, sustainability, management, marketing and IT skills. Notably, the need for education in management related topics appears to be just as high as the demand for engineering and design topics and for processing and manufacturing topics. Courses offered to the industry should not just concentrate on providing subject knowledge, but should also incorporate transferable IT, communication and management skills relevant to the industry.
Training was seen to be needed on all educational levels, with employers stressing a particular requirement for practical training for technicians and machine operators. Somewhat surprisingly, although several employees expressed interest in learning about how to be more innovative, this was hardly mentioned at all by the employers.
Although many potential learners in the timber industries will have a strong education background it is possible that many will have not practiced their study skills for some time and this must be accommodated for in course design and provision. This appears to be particularly important for courses aimed at managers.
The main motivation for undertaking additional education and training for employees was seen to be better career opportunities and possible promotion, but personal interest also plays an important role. Since courses should be designed with the motivations of potential learners in mind, learners should be able to see a direct connection between their study and their work so they can immediately appreciate how it will benefit their own career. Materials should be made engaging, and courses should contribute to a rounded education in recognition of the high proportion of learners whose main motivation is personal interest.
A very high interest was expressed in obtaining academic credit for training and the highest interest was in short courses that carry academic credit. Education and training providers should therefore consider how time spent studying can be recognised formally. Interest in full academic programmes at first degree and postgraduate level was moderate. The preferred amount of study time per week was no more than 10 hours per week. Educational and training courses should be designed to accommodate these needs and providers should also investigate ways of opening up parts of their programmes to students who wish only to study particular topics