160 XXXI International Mineral Processing Congress 2024 Proceedings/Washington, DC/Sep 29–Oct 3
all aspects of running a mining and minerals process-
ing operation.
• Develop problem solving skills using problem-based
learning. Use real case studies with emphasis on what
worked? why it worked? what didn’t work and some
thoughts on why?
• Encourage innovative and independent thought
using specifically designed learning activities and
exercises. Teach people to find information for them-
selves. The role of universities is to teach people to
innovate not necessarily to train them for specific
tasks.
• Develop communication skills, including ability to
explain and justify concepts to a non-technical audi-
ence. Include oral and written communication – pre-
sentations and report-writing.
• Give students site experience, support co-op pro-
grams, where students spend a semester or more on
site, provide opportunities for laboratory work.
• Identify undergraduate and postgraduate thesis top-
ics that address real problems leaving room for the
student to exercise some independent thinking. Have
a handbook of industry problems for application of
tools and methodologies.
• Run student mentoring schemes.
• Communicate the need for graduates to be lifelong
learners to meet industry and their personal career
needs.
• Set up exchange programs with Industry partners
for students. For example, in Iran it is common that
PhDs spend a year at a plant.
• Assist students to find vacation work.
• Aim high – challenge students.
3. Provide postgraduate professional development
opportunities
In a rapidly changing technological and cultural industry
environment, life-long learning is critical and this is directly
addressed by survey respondents:
• Provide a structured professional development
program which addresses the needs of young
professionals
• Ensure availability of ‘bridging’ type courses for grad-
uates with little direct mineral processing education
• Provide senior technical role models
• Provide mentoring and support for individuals
• Provide general leadership development to ensure
graduates understand how to successfully manage
transition (from technical) to senior management
and corporate roles.
4. Encourage constructive and regular exchange
between Universities and Industry
• Ensure meaningful collaboration between industry
and academia via steering committees or industry
advisory bodies
• Set up university and industry partnerships for teach-
ing and research
• Incorporate current industry data into case studies
and problem examples
• Encourage industry/academic staff exchanges
• Look for ways that collaboration and shared resources
can assist with the financial viability of education
programs.
IN SUMMARY
Mineral processing professionals do not, and never have,
developed a full mineral processing skill-set at University.
A solid undergraduate degree is a good start, but should
be supported by a healthy professional development sector.
THE CHALLENGE FOR UNIVERSITIES
Universities have faced considerable pressure in recent
years, and many mining and mineral processing courses
have closed, with others struggling to maintain viability
[SME 2022].
Mining commodity cycles, which affect both student
application rates and the availability of research and pro-
gram support funding, only compound the issue. And
there are more compounding factors. According to a report
by KPMG International there is a global shift in demand
away from traditional university education towards more
vocational and practical courses. Moreover, universities in
the US, Canada, Australia, and the UK, which currently
rely on international students to offset declining domestic
enrolments, face the prospect of China’s rapidly improv-
ing domestic university system becoming a preferred study
destination. KPMG also predicts that India will be or
already are heavily investing in post-secondary institutions.
[KPMG 2020]
These indicators strongly suggest that universities and
other educational institutions will continue to operate
under significant strain in the near term. If so, the mining
industry will need to explore alternative methods of educat-
ing young professionals.
“It’s the end of a golden age for universities,” accord-
ing to an article by professional services firm KPMG.
all aspects of running a mining and minerals process-
ing operation.
• Develop problem solving skills using problem-based
learning. Use real case studies with emphasis on what
worked? why it worked? what didn’t work and some
thoughts on why?
• Encourage innovative and independent thought
using specifically designed learning activities and
exercises. Teach people to find information for them-
selves. The role of universities is to teach people to
innovate not necessarily to train them for specific
tasks.
• Develop communication skills, including ability to
explain and justify concepts to a non-technical audi-
ence. Include oral and written communication – pre-
sentations and report-writing.
• Give students site experience, support co-op pro-
grams, where students spend a semester or more on
site, provide opportunities for laboratory work.
• Identify undergraduate and postgraduate thesis top-
ics that address real problems leaving room for the
student to exercise some independent thinking. Have
a handbook of industry problems for application of
tools and methodologies.
• Run student mentoring schemes.
• Communicate the need for graduates to be lifelong
learners to meet industry and their personal career
needs.
• Set up exchange programs with Industry partners
for students. For example, in Iran it is common that
PhDs spend a year at a plant.
• Assist students to find vacation work.
• Aim high – challenge students.
3. Provide postgraduate professional development
opportunities
In a rapidly changing technological and cultural industry
environment, life-long learning is critical and this is directly
addressed by survey respondents:
• Provide a structured professional development
program which addresses the needs of young
professionals
• Ensure availability of ‘bridging’ type courses for grad-
uates with little direct mineral processing education
• Provide senior technical role models
• Provide mentoring and support for individuals
• Provide general leadership development to ensure
graduates understand how to successfully manage
transition (from technical) to senior management
and corporate roles.
4. Encourage constructive and regular exchange
between Universities and Industry
• Ensure meaningful collaboration between industry
and academia via steering committees or industry
advisory bodies
• Set up university and industry partnerships for teach-
ing and research
• Incorporate current industry data into case studies
and problem examples
• Encourage industry/academic staff exchanges
• Look for ways that collaboration and shared resources
can assist with the financial viability of education
programs.
IN SUMMARY
Mineral processing professionals do not, and never have,
developed a full mineral processing skill-set at University.
A solid undergraduate degree is a good start, but should
be supported by a healthy professional development sector.
THE CHALLENGE FOR UNIVERSITIES
Universities have faced considerable pressure in recent
years, and many mining and mineral processing courses
have closed, with others struggling to maintain viability
[SME 2022].
Mining commodity cycles, which affect both student
application rates and the availability of research and pro-
gram support funding, only compound the issue. And
there are more compounding factors. According to a report
by KPMG International there is a global shift in demand
away from traditional university education towards more
vocational and practical courses. Moreover, universities in
the US, Canada, Australia, and the UK, which currently
rely on international students to offset declining domestic
enrolments, face the prospect of China’s rapidly improv-
ing domestic university system becoming a preferred study
destination. KPMG also predicts that India will be or
already are heavily investing in post-secondary institutions.
[KPMG 2020]
These indicators strongly suggest that universities and
other educational institutions will continue to operate
under significant strain in the near term. If so, the mining
industry will need to explore alternative methods of educat-
ing young professionals.
“It’s the end of a golden age for universities,” accord-
ing to an article by professional services firm KPMG.