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The World Economic Forum's (WEF) Human Capital initiative has been implemented at Satbayev University (SU) in Almaty, Kazakhstan, for the past 2 years. Participating in this effort are Chevron, Eni, Shell, and the Colorado School of Mines. This paper assesses the effectiveness of project components, such as industry guest lectures, summer internships, and program improvement, and provides lessons learned for human resources development. This paper uses a qualitative research method in which data are collected through focus group interviews. Key participants of the study include students enrolled in the WEF program and faculty members.
The World Economic Forum's (WEF) Human Capital initiative has been implemented at Satbayev University (SU), Almaty, Kazakhstan for the last two years. Participating in this effort are Chevron, Eni, Shell, and the Colorado School of Mines (Mines). This paper assesses the effectiveness of project components, such as industry guest lectures, summer internships, and program improvement and provides lessons learned for human resources development initiatives.
This paper utilizes the qualitative research method in which data are collected through focus group interviews. Key participants of the study include students enrolled in the WEF program and faculty members. Moreover, the interviewing process involves students that are not part of the WEF program as a control group to measure progress made with additional benefits.
The article explains major challenges of talent development in higher education institutions. It has been determined that the local specifics, especially students' socio-economic and educational background, play an important role on future academic success. For example, students encountered difficulties with understanding course materials and industry guest lectures, which is attributed to English language barriers. Yet, select students have had strong success in the upper-intermediate and above levels. Students' internships revealed that summer experience has greatly strengthened their practical knowledge and skills, opened eyes to industry settings, and more importantly, influenced better planning of career paths. Students reported internships not only provided an industry outlook but also perspectives of continuing graduate studies. It is noted that workforce development requires sufficient faculty development in a case of scarce human resources. The competent and adequate faculty, especially in petroleum engineering (PE), is a prominent problem in most developing oil and gas countries. This issue was articulated among stakeholders, and the project results demonstrate the successful case of company support to raise professional competencies of SU faculty.
This paper covers the human capital development challenges within the WEF project framework, and based on scientific evidence, further elucidates the project-specific tools to propagate similar initiatives around the world. Kazakhstan's experience, as a former Soviet Union state, brings useful suggestions to transform higher education talent development to match the industry-wide standards. It is highlighted that an effective industry-academia collaboration develops from shared visions, values, and goals.
Abstract This paper presents the background, implementation, and initial results of a pilot project to address the shortage of qualified petroleum engineers in developing countries. Oil and gas talent gap in emerging markets was identified as an eminent problem by the Steering Committee of the World Economic Forum's (WEF) Oil & Gas Community in 2017. Chevron, Eni, and Shell acted on the initiative of WEF and, with the addition of Colorado School of Mines (Mines) as the academic partner, kicked off a pilot project to improve the Petroleum Engineering (PE) program at Satbayev University (SU) in Almaty, Kazakhstan, in 2018. The WEF working group, consisting of the representatives of the three companies and the department heads of Mines and SU, identified three priority areas: (1) Establishment of an Industry-Advisory Board (IAB) to promote mutual trust and collaboration between academia and industry, (2) Curriculum revision and improvement of the course material and delivery with the support of Mines, and (3) Student and faculty internship programs to provide industry training and support for faculty development. Many challenges of the Kazakh PE education are common to the other emerging oil and gas producing countries also. Therefore, the lessons learned from this project will be useful to develop similar projects not only in Kazakhstan but also around the world. This paper presents the details of implementation, challenges encountered, and initial results of the project.
Abstract This paper presents a critical review and evaluation of petroleum engineering curricula of leading schools in the USA and the Middle East, and examines their adequacy for coping with technological developments and future industry needs. Potential changes to curricula structures and content are presented and examined considering the current industry emphasis on shale gas development. A proposal to establish an SPE accreditation system for petroleum engineering progams worldwide is also presented. The objective is to set the stage for petroleum engineering educators and industry to jointly plan for and engage in taking decisive actions to improve petroleum engineering education. A quick review of petroleum engineering curricula shows that we have been using the same structure and content for decades. While the industry is developing and adopting new technologies at a rapid pace, petroleum engineering education has experienced very little changes. While a limited number of courses experienced some changes such as including horizontal, multilateral and under balanced drilling in drilling engineering courses, the majority of courses are still using the materials developed in the 1960's. No curriculum adequately addresses the very important shale gas developments; indeed, many petroleum engineering faculty are not familiar with this area. It is essential that both industry and academia collaborate to determine and prioritize industry needs and the ways to develop petroleum engineering education to meet these needs.
The demand for and mix of entry-level upstream engineering resources continues to grow globally as resource types become more complex and less accessible, demographics of the workforce become more challenging, and evolving technology and regulatory landscapes impact the competencies required of this work force. How will we determine the competencies required and the appropriate mix of engineering resources needed to meet the world’s petroleum demands in 2020? How can academia and industry work together to meet these changing needs? The SPE Forum Series meeting held 4–9 August 2013 was designed to bring together academia and industry to:
The forum generated a key opportunity to encourage coordination and cooperation across petroleum engineering departments and with industry to have sufficient scale to address the macro level engineering resource issues that face our industry. Unique to this forum was a stated intent to publicly document outcomes of the discussions to help progress industry’s and academia’s thinking and actions in this critical area of future entry-level engineering competencies. This white paper resulted from that intent.