Dr Mohamed Amish
| Biography | I have long-standing academic experience (22 years) and practitioner experience (18 years). This allows me to bring a unique and diverse wealth of knowledge and understanding to the school and university by integrating the learning community with industry context. This enables me to drive change in engineering education and anticipate future business needs by promoting a culture of learning and research-enhanced teaching at all levels, from the institutional to the international. I have directly contributed to an increase in student recruitment, student satisfaction and staff development, contributing to RGU’s reputation and graduate employability. I liaise with industry partners using the network I have developed over many years, providing me with course resources and industry-based projects, including digital technology and energy transition. This network also helps to identify new sources of income and negotiation of business contracts, significantly contributing to the school’s revenue targets, expanded contracts and recognition of practice. I set-up and lead the school's principles and processes which apply to living in a digital world, with postgraduate research and the work-based learning framework for strategic partnership programmes, worth £14m (Shell, Sonatrach, PDVSA and BP). This involved significant work to liaise with companies’ management and head of departments, University Group Management, other schools and departments and chairing steering group meetings. I managed resources and performance within the university and school’s over-arching objectives, budget, upskilling of staff (institutional and overseas partner institutions, Train the Trainer project), and lead 40+ internal and external contributors. I have helped develop staff knowledge through inductions, workshop sessions, and "learning-from-others". This positively influences the learning experience for staff and feeds into their other teaching and research activities across the institution and globally. I have also mentored and supported the professional development of colleagues through the individual recognition route for Fellowship of the HEA. These initiatives led to improved efficiency and significant cost savings, as well as recognition with prestigious awards for students, staff, and for me. |
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| Research Interests | Mohamed's research interests span a wide range of oil and gas engineering disciplines, with a particular emphasis on drilling optimization, formation damage, technology enhancement and sustainability, engineering education, and work-based learning. |
| Teaching and Learning | Dr Amish is the MSc Oil and Gas Engineering programme leader. He has a sustained and active commitment to the embedding of high-quality teaching and learning, and leads staff to promote attractive employment-driven programmes that transform students into independent, industry-ready engineers. Working closely with the school, he has championed an effective response to widening participation, energy transition, digital technology, and remote working during COVID-19. These actions reflect a new emphasis on research-enhancing teaching, work-based learning (WBL), and digitally enabled teaching and learning and the shift to hybrid virtual learning to accommodate different student learning styles, preferences, or needs within our university strategy. To build up client-facing experience throughout their degree, he introduces students to the wider industry partners using the networks he has developed over many years. This is aligned with key employability skills in the current job market. He has developed innovative approaches to learning enhancement using Merrill’s First Principles of Instruction and the ADDIE model of instructional design. He has made an extensive contribution to advancing the practice of teaching and the enhancement of engineering education. |
| PhD Supervision Availability | Yes |
| PhD Topics | Drilling optimization, formation damage, technology enhancement and sustainability, engineering education, and work-based learning. |