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View a 360 degree tour of our precision workshop.
View profiles of students on this course
Watch a video of Mark Thompson, head of undergraduate recruitment for engineering, talking about our engineering courses.
Read about SHU Racing and our formula racing team.
Watch a video about our formula student racing car and the benefits of being involved in the team.
Find out about our engineering teaching team.
Sheffield Hallam University has been shortlisted for a Times Higher Education Award for its innovative work in engaging with regional and national employers. Find out more.
View a 360 degree tour of our biomechanics laboratory.
View examples of work from students on this course.
Our Digital Design Centre can print medium to large format high quality outputs on a range of different media. The laboratories have software supporting 2D and 3D engineering and creative design applications. Find out more.
One of the most valuable resources available for you to access is our highly experienced technical support team. Find out how they can help support your development.
• Take advantage of industry-standard design suites and workshops.
• Gain placements at renowned sports companies like Grays International.
• Work with industrial partners on live projects, from an initial brief to final design.
• Learn from experts such as Dr Tom Allen, a leading sports engineering researcher.
What is sports technology?
Sports technology applies the foundations of engineering and science to sport. The subject has a particular focus on the design and development of sports equipment.
Examples of sports equipment development include the design of sport and fitness equipment such as shoes, racquets, running blades and goal line technology systems.
About this course
Develop your knowledge and understanding of sports technology, as well as the key analytical skills and personal qualities you need for a successful career in this area. On this professionally focused course, you study everything from manufacturing and marketing a product to using suitable instrumentation to check product and athletic performance.
You learn to use computer-aided design to adapt existing products or create new designs. You also become skilled in selecting and using different materials, including composite materials, foams and plastics, and also learn how and why you use a particular material in different sport applications.
• highlights why it is important to use instruments to test performance
• examines ways in which you can measure the performance of athletes and sport products
• emphasises computer-based measurement techniques
You gain an insight into the commercial application of sport technology with trips to equipment manufacturers such as Gunn & Moore, B3 Cricket, Mitre Sports and Echelon Sport.
You also benefit from international links with Victoria University, Australia and Chemnitz University, Germany and are able to take advantage of innovative teaching collaborations, such as a recent sports equipment design workshop.
After learning how to analyse designs and prototypes on course modules, you can then apply your studies in a professional environment with a year of supervised work experience. A work placement is valuable in focusing you for the final year and improving your employability after you graduate.
The reputation of this course is very good within industry and previous students have secured placements with sports equipment manufacturers such as Grays International and sports testing laboratories such as Labosport.
Our students often work on their final year individual projects in collaboration with sports companies. A recent example includes analysing the aerodynamics of footballs with Mitre Sports.
In the final year of the course you also complete a major team project, often with an industrial partner such as Gunn & Moore or B3 Cricket. This allows you to apply your engineering skills to a sport-related problem of your choice. A recent example involved developing a wearable electronic device to detect 'chucking' in cricket (where a cricket bowler fouls by bending their elbow when bowling).
Our sports research was ranked fourth in the country in the latest official report (RAE 2008) and we ensure that you benefit from this excellence with cutting-edge course content and expert teaching.
The course is led by Dr Tom Allen, a sports engineering researcher who works closely with a number of major sports brands and governing bodies such as Prince, Ping, Mitre and the International Tennis Federation. Dr Allen is also the associate editor of Sports Engineering, the official journal of the International Sports Engineering Association.
Key areas of study
Key areas include
• designing and developing sport products
• selecting and implementing sport materials
• sport instrumentation and data analysis
• sports mechanics - application of physics and mechanics to sport
Headstart course – sports engineering
We are running a headstart course in sports engineering for year 12 and S5 students. Headstart provides hands-on taster courses to help young people find out about what exciting career opportunities a degree course might lead to. These exciting residential courses give you the chance to connect with professionals and technical specialists whilst developing essential skills like problem-solving and team work. Visit the EDT website for more information.
Sheffield Hallam is hosting the 2014 International Sports Engineering Association conference, building upon our strong links and leadership in this area.
You apply for this course through UCAS.
2014/15 academic year
For 2014 entry, membership of professional bodies is included in the course fee.
The course fee may be subject to annual inflationary increase. Get further information on fees and funding here.
2013/14 academic year
Typically £10,680 a year
2014/15 academic year
Typically £11,250 a year. Membership of professional bodies is included in the course.
The course fee may be subject to annual inflationary increase. For further information on fees, scholarships and bursaries see www.shu.ac.uk/international/fees
• examinations • coursework • drawings • models • posters • presentations • reports • working prototypes
You also undertake larger individual and team design projects, which we assess at certain stages and by final report.
Optional year-long work placements are normally gained by competitive interview and are not a guaranteed part of a course.
Click on the button below to enquire about this course.
Awaiting confirmation of ongoing accreditation for the 2014 intake by the Institution of Engineering and Technology (IET) for the purposes of fully meeting the academic requirement for registration as an Incorporated Engineer.
Key Information Set
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Engineering precision workshop
The workshop is supported by technicians who are there to provide you with help and guidance. You can use the facilities for individual projects outside timetabled classes.
BSc (Honours) Sport Technology
'Whilst realising that it was important to study the foundations of engineering and science to sport in my first year, I was disappointed that we didn’t really look at sports equipment and design until the second year and this is why I personally enjoyed this year more. I would have welcomed the opportunity of working with an engineering company earlier in the course, as you can gain knowledge and understanding of the company’s processes, procedures, product design and future developments.
'I enjoyed using the design suites and workshop facilities to develop my analytical and design skills. I liked the practically based assignments which are essential in the engineering industry and supported me in my work placement with Bosch Thermotechnology. The PEUU were very supportive in helping me gain my work placement, which has given me an essential insight and experience in industry.
'The highlight of my course has been the opportunity to gain practical engineering experience with Bosch Thermotechnology. Although my placement was technically from July to July, the company asked me to carry on working until the beginning of September to support the new student starting their work placement.
'Winning the Joint Travel Award from 'The Company of Cutlers in Hallamshire' was a great honour and the awards ceremony made me aware of how prestigious the award was. Members of the company complimented me on my application and remarked how impressed they were that I was prepared to develop my skills with a company that was very diverse from my past experiences in my sport technology degree.
'I developed the following skills on the course which have been useful in my current role
• new venture creation – this course allowed me to develop my business skills which has been beneficial in my current role
• intermediate design and manufacturing with computer methods – this course helped me develop my design skills which I have used widely at Bosch in designing different components to assist with the testing processes
• research and analytical skills – during the first two years of my course I have had to research and analyse different products and processes, these skills were essential for my placement
• ICT skills – I have had the opportunity to develop and adapt monitoring processes to aid the efficiency of reporting back to suppliers
'After winning the travel award I travelled, as part of a team, to the IBP Conex factory in Poznan, Poland to carry out an audit to assess whether the company complied with Bosch company standards. IBP Conex is part of the worldwide IBP group of companies and specialises in providing the best plumbing fittings for customers in the domestic, commercial, industrial, HVAC and shipbuilding markets worldwide. Our team from Bosch Thermotechnology was investigating and carrying out a full audit on the company’s production of copper pipes which are used in the manufacturing of our oil boilers. Our visit lasted three days and involved tours of the company’s factory and warehouse as well as a range of meetings with key personnel. The travel award financed my return flight to Poland and the hotel accommodation in Poznan.
'My main role was to audit section five 'supplier management' but I also assisted with section six 'process analysis/production'.
'The visit was invaluable in providing me with the experience of observing and taking an active part in the process of auditing a company. The process began last November, when Bosch Thermotechnolgy re-opened auditing procedures with IBP Conex and I have been part of this process from the very beginning. I now feel I am more confident in auditing a company to ISO:9001 quality standards.
'I have enjoyed the opportunity of working with different people involved in the process, from factory floor to the management team and this has helped me develop my communication skills. The writing of the audit reports allowed me to demonstrate my understanding of technical terms and data analysis. It was good that I was given an area of the audit to carry out on my own, but I was indebted to my boss who was there for support if I required it.
'Visiting the plant in Poland allowed me to observe the full manufacturing process first hand and this has helped me understand how the components were made and checked, ready to be installed as part of our own products. It was also very interesting to see how such a huge company such as IBP Conex operates with its workforce, procedures and the production of a range of products. Such comparisons are very useful in providing good practice, as each company can learn from each other and share the quality process.
'Before we travelled, to Poland our team at Bosch carried out a 'mock audit' which helped me prepare for my part of the audit. This was an invaluable experience as it provided a full brief of the process and gave me the confidence to ask the relevant questions demonstrating my knowledge and understanding.
'The visit to Poland enhanced my experiences of auditing a company to ISO:9001 quality standards and this will be beneficial to my future career as a quality engineer. Since working at Bosch Thermotechnology I have had extensive experience in the process of testing, inspecting and checking a wide range of external components required for Bosch’s condensing and conventional oil boilers. This has enhanced my knowledge and understanding of an area of engineering which now interests me greatly. The generic processes and procedures of quality testing that I have experienced both at Bosch and on my visit to Poznan will be invaluable in the future, as I enter the ever developing engineering industry of the 21st century.
My role was while on placement was undergraduate purchase quality engineer with Bosch Thermotechnology Ltd.
Training programme completed during placement
• Bosch production system basic training (BPS 100)
• oil appreciation course/solar overview
• scissor lift
• product liability
Within the department
• 5S and basic Internal auditing
• SAP (NCN, inspections and QM basic)
• Bosch quality tools – fault evaluations, problem solving sheets, 8D
• compiling PDCA charts/PLKZ graphs
• basic Introduction to ISO 9001
• CDQ 0602 indicators
• product knowledge/part testing
• use of measuring equipment
• communication skills
'I have had an immense learning experience from my time with Bosch Thermotechnology. I have gained a great insight into department procedures, testing systems, design, health and safety, auditing and product knowledge. The company’s professional development plans have involved regular monitoring and evaluating meetings which have given me positive feedback to improve my professional and personal skills. I have had time to reflect on my experiences and I have been given responsibility to plan and carry out specific projects.
'Travelling to Poznan, Poland on an auditing visit was an invaluable experience as it allowed me to see the whole auditing process from beginning to end. I have developed my problem solving skills and I am now more confident in communicating with a wide range of personnel involved within the company and subsidiary partners.
'I would like to apply for a graduate specialist programme with Bosch, as the company has provided me with individual support for my personal and professional development through their selective training programmes. I have gained a wealth of skills, knowledge and understanding through excellent mentoring by my team leader, and the company has allowed me to work with a range of external partners which has further enhanced my personal and professional skills.
'At the present time, I am not quite sure how my course will help me to achieve my career development plans, but I would look to the support of my tutors to help me fulfill my true potential.
'I would like the opportunity to develop some of my skills I have learnt on my placement in relation to the role as a quality engineer. If it is possible, I would appreciate the opportunity of working with different parts of the Engineering Department at the University to help me prepare myself for working in the engineering industry.
'My advice to students about to go on placement would be not to narrow your choice for your applications, and be prepared to go anywhere in the country if possible. I filled in over 40 applications for my placement with a range of different companies and I did not just apply for sport related companies.
'Making this choice quite generic helped me and has provided me with a wealth of experience from Bosch which will help me in my future career. I would also advise students to make sure their mathematical skills are up to date, as some of the companies require you to complete on line mathematics tests, which are very complex and completed to a strict time limit.
'My advice to prospective students would be
• develop your time management skills as soon as possible to ensure you keep to deadlines and you can reach your full potential
• be prepared to diversify and develop your skills in a wide range of contexts and processes
• apply for a work placement as this has been the most valuable part of my degree course – I have learnt so much with a company that values all its employers. Use the Professional Experience and Employability Unit as they are invaluable in supporting your applications
• apply for awards to support your studies, it helps you consolidate your knowledge and the interview process is a good preparation for future employment opportunities'
Myles O Meally
BSc (Honours) Sports Technology
'Finding a placement was pretty hard but I got a placement at Labosport in Heanor, Derbyshire. I tested artificial and natural sport surfaces such as football pitches, rugby pitches, hockey pitches, tennis courts, athletic tracks and sport halls in the UK and abroad.
'The best thing about the placement was the countries and great sporting venues I travelled to and tested and the lads who I worked with. It has made me more certain that I want to work in the sport testing and design sector. However I don’t see myself working in the sport surfaces area long term, I want to get in the kit and equipment side of testing and designing. It has also made more confident and made me seriously consider doing a sport engineering Masters at Sheffield Hallam.'
BSc Sport Technology
`The most enjoyable part of the BSc Sport Technology course was the final year project. Although it was a real challenge, being able to do a sizeable piece of work on a chosen topic that I was interested in was great. My supervisor really pushed me to do extra work but was also there to help when I was really stuck. For my project I got to use a subsonic wind tunnel which was new to the university at the time. Learning how the tunnel worked was an excellent experience.
`The course covers a wide range of topics which really helped to broaden my knowledge of the subject. As well as being in the classroom we were also trained to use the machines in the material workshops and in other processes like welding. One of my favourite assignments was making a custom fitted cricket thigh pad that could be heated and moulded to the user’s leg. Other opportunities we had were trips to Gunn & Moore in Nottingham, Echelon Sport, shuttlecock manufacturer in Barnsley, Ponds Forge, the English Institute of Sport (EIS) and Don Valley stadium.
`After graduating I decide to continue my study at postgraduate level because I felt that the extra qualification and experience would really boost my job prospects. The MSc Sport Engineering course at Sheffield Hallam was the ideal option for me. I really enjoyed living in Sheffield and after a meeting with the course leader, it was clear that this masters course would be a fantastic opportunity for me to further my knowledge of engineering in sport
`It was a real step up from my undergraduate course, but I have enjoyed the challenge. It feels really good to be learning new and interesting things every week in a subject that I am very interested in.
`The most enjoyable part of the course so far has been my project with Ping. The aim of my project is to model the acoustics of sports ball impacts. The case study I am using is golf. Golf companies try to save time and money by creating new club designs in computer modelling software before manufacturing them. Currently they can predict the physical performance of new designs but not the sound that the club will make on impact. This has been found to be an important factor in player performance as pleasant sounding impact can add to a player's confidence. I am using a combination of lab impact testing and computer modelling to try to predict the acoustic response of a selection of coefficient of restitution (CoR) plates with varying geometries. A CoR plate is effectively a simplified version of a golf club head which makes it easier to model.
`Working on a project for a global company like Ping is fantastic, and knowing the outcome will help to further their research really motivates me to work hard to produce high quality work.
`The combination of the undergraduate course followed by the postgraduate course has given me a wide range of knowledge of engineering in sport. Completing university assignments, sometimes many at once, has helped me to be organised in planning my time and getting work completed to meet deadlines. I have also learned how to produce work in an appropriate style and format that is properly referenced. I am learning new and difficult concepts as my project progresses but I feel confident that I have the skills to solve the problems that I will face.'
BSc and MSc Sports Engineering
'I chose to stay at Sheffield Hallam mainly because of the course. I really enjoyed my undergraduate course and got a lot out of it so I wanted to continue my relationship with them. The staff were all very approachable, and the University always gave off a very friendly vibe, so I didn't want to move and possibly lose this. I felt very comfortable in Sheffield too so I didn't want to move away from friends and start somewhere new.
'I chose sports engineering because it seemed like the natural next step up from sport technology. I’ve always wanted to be an engineer so this seemed like the perfect course to reach that status. The content of the course also looked very relevant to what I had already learnt but more difficult – which was a challenge I looked forward to.
'Postgraduate study is a large step up in terms of independence. There's an expectation to do much more independent reading. But this was something I expected and I've learned to adapt. For me the content is also much harder, but I'm enjoying learning completely new things.
'I'm really enjoying the amount of practical work because it will translate more to the working world. Knowing where this course can take me in the future is very exciting and it gives me a lot of confidence for when I finish. The other positive thing about the course is the number of links to industry and the fact we can work with these companies for our projects and build up relationships for the future.
'I think as long as you're willing to work hard, a postgraduate course is a very good idea because it gives you something extra over other people who could be applying for the same job. But make sure you know what the course involves before applying. I would definitely encourage and recommend people to do a postgraduate course because it will give you more confidence and further knowledge of the subject that you enjoy.'
BSc Sports Technology graduate
'The sports technology course is a blend between sport science and engineering. Throughout the course I always enjoyed the engineering and design side, so once I'd finished, I looked at how I could move into mechanical engineering and engineering design as a whole. Because I had a BSc and this was a requirement of the MSc, I was successful in getting onto it.
'I'm a graduate mechanical engineer at Siemens. I applied for a job as a mid-level design engineer through a recruitment agency at the company. I went for that interview and was unsuccessful, but they invited me back for a graduate interview.
'This is the sort of role I wanted to get. I'm doing a two year graduateship with Siemens, within which I rotate round various departments within my section of the industry. This provides me with an understanding of how the whole business works. At the end of the two years I will enter back into the engineering department and work with current projects. I also attend training courses throughout the UK over the two years at the other Siemens sites based around professional development. I get to meet and interact with the other Siemens graduates who are not only engineers but from many disciplines including business, finance and IT.
'The company take on graduates with engineering-based degrees at undergraduate and postgraduate level. But I imagine having a postgraduate degree may have helped put me at the top of the list. The MSc enabled me to move into the engineering industry and get a great job.'
BSc (Honours) Sports Technology
'I am working for Grays Hockey/Gray-Nicolls Cricket/Gilbert Rugby, which all comes under the heading Grays International. Being a big fan of all these sports and a player of cricket and hockey, I knew it was where I wanted to go for my placement and I am really enjoying my work as a result.
'For me the process of finding a placement was simple. I had contacts from my previous summer work at the Grays warehouse, so I spoke to them about the possibility of a work placement in the main office and production areas. I was fortunate that I knew where I wanted to go and I managed to secure the chance to come to Grays for a year.
'The best thing about working at Grays is the fact that I am working in a field that I am passionate about. A lot of my time so far has been spent in the Sales office getting to grips with products and the way the company works. In many industries this would be a bit tedious after a while, but when the products are something that you are passionate about it makes the jobs so much more enjoyable!
'Also, being a player of hockey and cricket, my opinion is valued by the people that matter, for example, the product engineers. As a result of this, right from the word go, I have been included in discussions, been asked for ideas and been given hockey sticks and other products to go away and test in order to generate some meaningful feedback.
'After Christmas I will be starting on my own project for the company. The exact nature of this project is yet to be confirmed, though it is going to be centred on the hockey playing kit range and looking at ways to increase its popularity, within Sussex initially, and then further afield.
'A major bonus of working at Grays is that being a leading manufacturer in hockey and cricket, a lot of big players come into the office and so far I have met Ashley Jackson, European Hockey player of the Year, and Monty Panesar and Michael Yardy, both Sussex and England cricketers.
'For me, my placement so far has convinced me that Grays is a company that I would love to work for in the future. I am still not sure where within the company I would most like to be. The sales area has really suited me because, as a player I have an understanding of the products that most at the company don’t have and also, through doing the engineering modules at Sheffield Hallam, I understand the technology which means I can talk and feel comfortable having conversions about our products as a result.
'I know that this area is not where people on my course would expect to end up working, but the discussions about products, pitching products and other such parts of the University projects have been where I have performed best and it seems that this is the way to go in the future.'
BSc Sports Technology student
'I chose my course as I felt it was the ideal fit to my skills prior to university and the content reflected my interests and ambitions.
'This year I'm working for Santa Cruz Bicycles as a Race Mechanic for Steve Peat. The job is quite varied and involves travelling the world and preparing the bikes at each race to give the rider the best chance of winning. Away from racing we do a lot of test sessions and product development work with the team sponsors.
'The course has helped me increase the theory to back up my practical skills. It has also allowed me to learn more about biomechanics and improving the fit of a product to a person. In general, going to university helped tie my practical and theoretical skills together to make me more employable.
'I enjoy visiting new places and although I worked on the circuit last year for a smaller team, this is my first year at the very top end of the sport. It brings with it huge challenges and pressures but I relish these.
'My future plans are to continue progressing personally and professionally working on the World Cup circuit and to become more involved in bicycle product development and sports engineering as a whole.
'The advice I would give to prospective students is to make sure the course is what you want to do. The course takes time to become sports specific as many sporting situations are very complex to analyse. Until you have the basic skills which you learn in first year, these are above your head!
'I have enjoyed all of my time at university but have enjoyed the final year the most. The first two years are focussed on building knowledge and skills and in the final year there is more freedom to apply this to your particular areas of interest.'
About our courses (1:19)
Mark Thompson, head of undergraduate recruitment for engineering, talks about studying engineering courses at Sheffield Hallam. Mark covers topics including employability, practical-skills building, specialist facilities and student support.
Students from almost every engineering and technology course make up our SHU Racing team. If you feel you have the enthusiasm and dedication to work on an exciting motorsport project from start to finish, then you could be an ideal team member.
SHU Racing develops your personal and technical skills. It gives you valuable business experience as the outcome relies on the performance of every team member.
You work on every part of the project including • design • manufacture • business • liaising with sponsors. This experience increases your value to all types of engineering companies when you graduate.
You design, build and test the car with a view to competing in the Formula Student event at Silverstone.
The Formula Student competition, which is run by the Institution of Mechanical Engineers, aims to inspire and develop young engineers. Universities from across the globe are challenged to design and build a single-seat racing car which is judged for its racing performance, design and the strength of the teams' business models.
Cars are judged by a panel of experts from the field of automotive engineering. The competition is backed by Ross Brawn OBE, who has worked for a number of Formula One teams, serving as the technical director of the championship-winning Benetton and Ferrari teams.
SHU Racing and the Formula Student project is a popular choice for many of our students as a final year project. It also forms an integral part of the BSc (Honours) Automotive Design Technology.
Formula student (2:02)
Watch a video about the benefits of being involved in the SHU Formula student racing team.
Previous SHU Racing team members have gone on to work for Formula 1 racing teams.
Download a transcript of this video.
Senior lecturer, engineering and mathematics
I am a senior lecturer in the engineering design subject group. I am a time served engineer with professional experience in design, manufacturing, logistics and organisational development.
I teach on a range of undergraduate and postgraduate modules, with a bias towards design and manufacture. I am particularly keen on developing the formal and informal formative experiences of undergraduate engineers; especially within the aerospace degrees, which are a relatively new group of degrees at Sheffield Hallam. I feel well placed to do this as I am a qualified gliding instructor and own my own glider.
My education was in manufacturing systems engineering. I also have a postgraduate degree (Technical Licentiate) from Lulea University of Technology, Sweden. This was for research into off-line programming of coordinate measuring machines (CMM's) and standards for data transfer between CMM's and computer aided design (CAD) software.
My previous academic role was as a senior lecturer in the Department of Manufacturing Development at Lulea University of Technology (LTU). For the last few years I have been a freelance consultant in logistics and LEAN. I divide my time between Sweden, where I have lived for the past 20 years, and the UK.
I have some 20 research publications to my name. Areas in which I have carried out research or have particular skills include CAD/CAM, CNC machining, metal cutting, metrology, robotics, organisational development, LEAN, workspace design and pedagogy.
Dr Mark Thompson
I gained an upper second degree in BEng Mechanical and Electrical Engineering from Humberside University in1994.
I then studied for a PhD at York University, applying artificial intelligence techniques to the control of antenna systems, resulting in the development of a software package and the publication of a number of international papers.
After gaining my doctorate in 1997, I worked as a research associate for a number of years, first at Hull University, developing fault monitoring and diagnosis systems. I then worked at the University of Sheffield developing an artificial intelligent control system for a chemical processing plant. In 2000 I became a lecturer at Sheffield Hallam.
I am currently head of undergraduate admissions for engineering and have designed courses for a number employers including Rolls-Royce, Bombardier and Kimberly-Clark in collaboration with Derby College, Rotherham College of Arts and Technology and North Lindsey College. This has helped to ensure that our courses are relevant to the needs of industry.
Dr Andy Young
On leaving school I became a craft apprentice in a defence company manufacturing naval artillery, where I was trained as a precision miller-turner-fitter. In 1989 I was awarded a Whitworth Scholarship from the IMechE to encourage practical engineers to seek higher education, which led to my enrolment on a Manufacturing Systems Engineering degree at The University of Leeds.
In my first year I transferred onto mechanical engineering to get a more general education, and by the third year I developed an interest in computer modelling of how fluids behave. I was awarded prizes from the IMechE and Sun Microcomputers for project work, a Parkinson scholarship for continued study from the University, and sponsorship from International Paper to embark on a PhD research degree into thin film generation for the printing industry.
I was then employed as a Research Fellow in the Industrial Coating Research Group, where I focused on the transference of academic research to industrial problems, working with companies such as Kodak, 3M, and Ilford.
I moved to a leading industrial consultancy company called Fluent in 1998, and became focused on thermo-fluids and Computational Fluid Dynamics (CFD). I worked in materials processing industries, helping manufacturers apply technology to understand how to make better glass, polymer, and metals products.
In 2005 I began teaching engineering fundamentals and their industrial applications to students. I joined engineering at Sheffield Hallam leading the teaching for thermo-fluids and CFD, and supervising PhD students.
In 2009 I recognised an opportunity to start-up a new venture in the University called Hallam Energy which works directly with industry to reduce their energy costs and carbon emissions by the application of technology.
Dr Karen Vernon-Parry
Course leader for the Extended Degree in Engineering
Phone 0114 225 4852
I studied materials science at Oxford University, and also completed my DPhil there, which was on the microstructure and properties of superconducting thin films. After a post-doctoral position at Oxford, I moved to the University of Manchester and then to UMIST. In 2004 I came to Sheffield Hallam University, becoming a senior lecturer in 2006. I have been course leader for the Extended Degree in Engineering (prep year) since January 2009.
I am interested in the correlation between the structure and the physical properties of materials at the atomic scale. In the past 10 years this has concentrated on the development and evolution of process-induced defects in semiconductors, initially ion implantation damage in silicon and silicon-germanium alloys, and more recently defects such as grain boundaries in multicrystalline semiconducting diamond. Such studies are in support of electronic device development. I also collaborate with the electroceramics group at Manchester University to investigate the role of specific dopant species in varistor formulations.
I have recently become involved in a multi-disciplinary research program developing 'intelligent' materials, particularly for healthcare applications.
I am a member of the EPSRC Peer Review College and am a Member of the Institute of Physics
Dr Qinling Li
Senior lecturer in thermo-fluids
I am a senior lecturer in thermo-fluids. I am interested in computational fluid dynamics (CFD) methodology and applications. Before moving to Sheffield Hallam, I was a research associate in the Department of Applied Mathematics and Theoretical Physics (DAMTP), University of Cambridge.
I also spent part time in the CFD Lab, which is part of the Acoustics, Fluid Mechanics, Turbomachinery and Thermodynamics Division, Engineering Department, University of Cambridge.
From 2003-2006, I worked as a research associate in the Aeronautical and Automatics Engineering Department, Loughborough University.
I studied for a PhD degree in the Aerodynamic Flight Mechanics Research Group, Southampton University, in 2003. And I obtained my first and master degrees, and used to be a lecture at Xi'an Jiaotong University, China.
• fundamentals of turbulence
• direct numerical simulation (DNS) of compressibility effects in wall-bounded channel flow
• large eddy simulation (LES) of fan/outlet guide vane (OGV) broadband noise prediction
• les for short take-off and vertical landing aircraft (STOVL)
• turbine blade cooling
• fluid-structure interaction (FSI)
I trained as an apprentice engineer in the hand tools industry, during which time I completed a degree in mechanical and production engineering.
After graduating I worked in the design departments of a number of companies designing special purpose machine tools before beginning a postgraduate teaching qualification. I subsequently taught a range of engineering subjects in the further education sector for eight years before joining Sheffield Hallam in 1990.
My role is a Portfolio Director with responsibility for all the BSc technology degrees, and I teach on several design modules at all years of the courses.
I am a chartered mechanical engineer and a member of the Institution of Mechanical Engineers.
My areas of interest and research are design, design management, the implementation of new technology and engineering education. I have completed a range of research and consultancy work with companies implementing new technology or developing new products and have written around 30 publications.
The most recent development in my portfolio has been the addition of an aerospace technology degree and this has proved very exciting for me.
University recognised for its links with industry
Sheffield Hallam University were shortlisted for a Times Higher Education Award for its "innovative" work in engaging with regional and national employers.
The University was nominated in the Outstanding Employer Engagement Initiative category for its work delivering flexible engineering education, which has been recognised as a "strategic and innovative approach to delivering employers’ workforce development needs."
Through its "engineering hub", the University works with industrial partners such as Rolls-Royce, Kimberly-Clark and Severn Trent Water to offer their employees the chance to study while they work.
Employees can study on the University's Integrated Engineering course, which has four specialist engineering routes and leads to professional accreditation by the Institution of Engineering Technology.
Delivery of the courses is completely flexible allowing for staff development that suits business requirements.
Gary Herbert, a mechanical technician for Kimberly-Clark, has been studying for a foundation degree at the University, which offers him the flexibility to learn with ten days' study time over the academic year.
He said: "I have been working in my technician role for the last 12 years. This opportunity to study through Sheffield Hallam University gives me a chance to consolidate the knowledge I have acquired through my role within Kimberly-Clark alongside a more academic route."
Rolls-Royce has worked with the University to support the development of its young engineers.
Chris Keane, from Rolls-Royce's UK apprentice development team, said: "The foundation degree has provided an excellent framework in which to develop Rolls-Royce's engineers of the future. The students are able to develop their knowledge and qualifications quickly, whilst continuing to contribute to the company."
Martin Howarth, head of the engineering and mathematics department at the University, said: "We identified the need for greater flexibility in both course content and delivery in order to meet the needs of both employers and their staff.
"Our flexible approach means employers can choose how and when their staff access learning, as well as contribute to the course content.
"This ensures we are providing consistent, relevant education and making a key contribution to the development of engineers in the United Kingdom."
Our biomechanics lab is one of our labs boasting the latest equipment and facilities for evaluating performance in sport and exercise.
Illustration of a portable snowboard kicker designed for the ease of its user.
Design to improve the way paraplegic skiers using sit-skis are able to utilize surface lifts.
Snowboard binding for bi-lateral lower limb - allowing further participation in sport for those with a disability.
The Digital Design Centre
The Digital Design Centre comprises a suite of 6 IT laboratories (4 PC and 2 MAC) together with the Print Output room, an area for printing medium to large format high quality output on a range of different media. The laboratories have a wide range of software supporting 2D and 3D engineering and creative design applications.
The Digital Design Centre runs a high quality computer printing facility and has the ability to print sizes between A4 and A0 and wide format banners. A3, A2, A1, A0 and Banner photo quality printing is available on a range of papers, as well as AutoCAD type plans ( B & W ) on standard paper.
Technical support team
While you will find excellent facilities throughout, the most valuable resource you will have at your disposal is access to our extremely dedicated, highly experienced technical staff.
All the staff are there to support you during your time in the workshops. The technical team with its professionally qualified staff and practicing professionals, has a wealth of knowledge and expertise across all areas of our provision and comprises engineers, designers, silversmiths and jewellers, fine artists, media arts specialists and IT experts.
The team are committed to using their diverse range of skills and knowledge to support practical aspects of your
course work, whether solving a simple software problem, producing a complex engineering project or creating design work for an international exhibition. There are currently 50 technical staff directly supporting the Technical Resource Centres and the research institutes of the faculty.