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Collaborating Authors
As the oil and gas industry becomes increasingly complex, the requirements for petroleum engineers--and petroleum engineering education--are changing. "Petroleum engineering jobs in the future are likely to be smaller in number and radically different from those of today," wrote Nathan Meehan, president of Gaffney, Cline and Associates and 2016 SPE President, in paper SPE 194746, The End of Petroleum Engineering As We Know It. "The next generation of petroleum engineers will have to address demands for sustainability, lower carbon intensity, and needs for radical productivity improvements, which only artificial intelligence (AI) and digital can drive. This suggests that we will need to revisit university education for petroleum engineers and all aspects of career development and training." Petroleum engineering education reflects the E&P industry it serves. Training of competent graduates with both the domain and digital knowledge to immediately contribute when they join the industry has become more complicated as expectations change.
- Management > Professionalism, Training, and Education (1.00)
- Health, Safety, Environment & Sustainability > Sustainability/Social Responsibility > Sustainable development (1.00)
- Health, Safety, Environment & Sustainability > Environment > Climate change (1.00)
- Data Science & Engineering Analytics > Information Management and Systems (1.00)
The traditional roles of the naval architect and marine engineer are expanding into the broad multidisciplinary field of ocean engineering. Education for this fieldโthe problems, methods, and prospectsโare explored in this paper, which comprises the points of view of three authorities in the field.
- Transportation > Marine (1.00)
- Government > Military (1.00)
- Energy > Oil & Gas (1.00)
- (3 more...)
Abstract Education is a primary concern of the international oil and gas industry at present (Ronalds, 2002). Quantitative competence is important, but will not likely separate professionals from their fellow competitors. There is a limit to the progress to be made in the petroleum profession based on technical competence alone. This paper investigates and creates a better understanding of those basic elements which must form part of a petroleum engineer's education in the new millennium to enhance production and meet demands. In the backdrop of the identified challenges faced by industry, the elements discussed include critical reasoning, business & uncertainty management, leadership, teamwork skills, ethics and professionalism, the humanities, and communication. These help to understand how the petroleum engineer's education should evolve so as to cope with the changing environment and ensure career success. This study reveals that the petroleum engineer's soft skills and knowledge of these elements require expansion. Creation of an expanded curriculum is necessary to tap into the subjects that engage the younger generation. Model curricula in selected top petroleum universities are studied to identify areas for emulation and for improvement. Educational models that could help transfer competence to the Third World institutions are proposed.
- North America > United States > Texas (0.94)
- Africa > Nigeria (0.68)
- Europe > United Kingdom (0.68)
- Asia > Middle East (0.67)
As the oil and gas industry becomes increasingly complex, the requirements for petroleum engineersโand petroleum engineering educationโare changing. โPetroleum engineering jobs in the future are likely to be smaller in number and radically different from those of today,โ wrote Nathan Meehan, president of Gaffney, Cline and Associates and 2016 SPE President, in paper SPEโข194746, The End of Petroleum Engineering As We Know It. โThe next generation of petroleum engineers will have to address demands for sustainability, lower carbon intensity, and needs for radical productivity improvements, which only artificial intelligence (AI) and digital can drive. This suggests that we will need to revisit university education for petroleum engineers and all aspects of career development andโขtraining.โ Petroleum engineering education reflects the E&P industry it serves. Training of competent graduates with both the domain and digital knowledge to immediately contribute when they join the industry has become more complicated as expectations change. What are petroleum engineering schools doing to adapt to these changes, and how are they helping their students navigate a future career in the oil and gas industry? Balancing Theory and Practical Application A survey by Ryder Scott Petroleum Consultants identified the need to modify the skills and knowledge currently taught in academic institutions during undergraduate study. Ryder Scott surveyed clients who were industry managers or supervisors with direct experience with newly minted petroleum engineering graduates (fewer than 5 years of experience). The survey asked participantsโengineering managers in the oil and gas reserves sectorโtheir opinions regarding the preparedness of recent graduates entering the workforce (Fig. 1). Generally, the respondents were satisfied with the amount of theory being taught, but not with the amount of practical application of petroleum engineering principles. The consensus was that curricula should be kept the same in terms of courses, but modernized to include the practical application of new technologies. This presents a significant challenge for engineering education programs whose already-full curricula to meet requirements of the Accreditation Board of Engineering and Technology (ABET) leave little room for additional coursework, labs, or field work. The current requirement for a BS degree in petroleum engineering at most schools is 130-plus credit hours. Yet, in addition to fundamentals, todayโs graduates are expected to be fluent in data analytics, machine learning, and data sciences and to understand concepts such as cyber security and physical security. In addition, many are expected to use their subsurface engineering skills to plan and design carbon sequestration solutions. โWe teach students the fundamentals of petroleum engineering,โ said Jeff Spath, SPE 2014 President and head of the Texas A&M University Petroleum Engineering Department. โBut more importantly, we teach them to solve petroleum engineering problems.โ
- North America > United States > Texas (0.38)
- Asia > Middle East > Israel > Mediterranean Sea (0.24)
- Questionnaire & Opinion Survey (1.00)
- Overview > Innovation (0.34)
- Management > Professionalism, Training, and Education > University curricula (1.00)
- Health, Safety, Environment & Sustainability > Sustainability/Social Responsibility > Sustainable development (1.00)
- Health, Safety, Environment & Sustainability > Environment > Climate change (1.00)
- Data Science & Engineering Analytics > Information Management and Systems (1.00)
Abstract We rely on academia to shape the profiles of the future professionals, and to lead the vision of what knowledge is required to work in the different segments that shape the modern industrialized world. But this is particularly tricky and complex in the case of the oil and gas sector. The sector has evolved, as some of the most technology-dependent and specialized in industrial segments. Accordingly, and as it happens with other disciplines, the need for adapting and enhancing the academic forging of graduates is apparent. Interdisciplinary and integrative approaches now shape profiles never envisioned just 10 years ago, and the speed with which academia responds to the demands of the energy transition may be too slow. This article proposes solution paths, based on the comparison of syllabi across regions, versus the demands of the regional energy markets, to establish conclusions grounded on factual data. A comparison of syllabi across regions is established, focusing on petroleum engineering departments. Universities and colleges are selected in limited numbers, as representatives of their countries or regions, not implying ranking or quality, but just an example of typical study programs. The results are compiled and then a comparison is established. Possible gaps in the formation and building of the knowledge base of the graduates at stake will be highlighted, to exemplify what skills or competencies would be missing in the readiness of fresh graduates to succeed in the new kinds of roles the energy industry has to offer. The energy transition implies a continuum of opportunities in non-conventional crude oil production, based on heavy oil, enhanced oil recovery processes, deep reservoirs, high temperature and tight reservoirs, water injection and fracking of shales to produce with incrementally efficiency oil and gas following environmental constraints. Additionally, the energy transition implies the utilization of new approaches to production, in partnership schemes, but also with consulting firms, to shape study teams that commit to project-based timeframes. Incrementally, the solicitation of temporary work teams, that are dismembered after project or construction decommissioning is more common. The envisioning of solutions involves the creation of joint committees, shaped by academia as well as industry representatives, and possibly facilitated by organizations like SPE, to pinpoint the needed enhancers, enablers, and actions that would effectively accelerate the creation of the needed new graduates' profiles for the sector, in constant evolution. Considering the long timings and complex workflows required by academic organizations to implement changes in the syllabi, and research programs to create new professional graduate profiles, our envisioned solution, consisting in joint committees need to be launched with immediate action. This paper is a contribution into enhancing the comprehension of the academic and industrial sectors related to oil and gas about the need of collaboration, for mutual benefit, and above all, for the very sustainability of oil and gas into the future of energy transition.
- Europe (1.00)
- Asia (1.00)
- North America > United States > Texas (0.28)