The Role of Specialization in the Chemical Engineering Curriculum

Abstract

The core chemical engineering degree has changed little over the past several decades globally either in terms of the core modules taught or in terms of the content of these modules. There have been significant developments however, with respect to the curriculum with the emergence of ‘non-core’ modules which together form part of some additional ‘specialization’, ‘option’ or even a combined degree. This paper surveys the chemical engineering curriculum landscape as it currently is constituted in a number of countries globally and finds that while there is incorporation of additional options on an almost universal basis, that the means by which such options are incorporated into the overall structure of the degree differs, usually on a country or region specific basis. There also appears to be no common global consensus at present on what, if any, is the ‘optimum’ structure or set of specialization options or what, if any, role these specialization have in determining the future shape of the degree and/or profession. It seems more likely that such specializations have evolved in a more or less ad hoc way in terms of structure where institutions in a given country tend to follow others that have led the way. Moreover specializations are generally specific to the country or region and the nature of the process industries locally. The second part of the paper looks at how specialisation has impacted on the Process and Chemical Engineering degree at the author's institution both from a student and an industry/employers perspective.