I graduated as a mechanical engineer in 2004 and worked in various defence engineering roles such as bomb disposal robot design and military bridge concept design before joining Dyson in 2009.
I started at Dyson as a structural analysis engineer, responsible for the mechanical robustness of Dyson products across all categories and developed into running a team of approximately ten engineers. Across this period, myself and my team interacted with all areas of the engineering business and saw, and overcame, the challenges provided by integrating mechanical design, electronics hardware and software.
Whilst building and developing my engineering team I appreciated the freedom and encouragement provided at Dyson to prototype, test, explore, fail and improve designs. This is what draws talented engineers to Dyson, and provides a fantastic learning opportunity for undergraduates, interns and graduates.
At the start of 2017 I moved across to setup and run the engineering programme at The Dyson Institute. Initially this involved working closely with WMG, University of Warwick to design and develop an academic programme that would teach the breadth of engineering required in modern product development. I also developed the work-based rotations that allow our undergraduates to apply their academic learning and to develop professional skills.
As Head of Engineering Programme, I am responsible for the academic and work-based learning provided to our students. My team consists of wonderful teaching-focused academics responsible for developing and delivering the degree programme, and an experienced work-based team that understand Dyson and the roles our Undergraduate Engineers complete to complement their academic study and develop professional skills.
Why you chose to join The Dyson Institute
Having had graduates join my engineering team I saw the benefit and development offered by integrating them with more experienced engineers and working together to solve multidisciplined engineering challenges. I enjoyed watching our graduates develop and move on to more challenging roles. For me, The Dyson Institute provides an opportunity to allow undergraduates to work on these challenges and develop into great engineering problem solvers.
My experience at University was very academic with limited practical application. I learnt a great deal and had a great experience, but I struggled to understand why I was learning some of the engineering concepts that were taught. It wasn’t until I started working and saw the practical application that I understood why these concepts were important (at which point I had to relearn them). For me combining the depth of academic learning with practical application supported by experienced engineers allows our Undergraduate Engineers to better understand the concepts they are taught and why they are important.
Academic qualifications & professional memberships
Meng (Hons) Mechanical Engineering