Combining Academic Excellence with Real-World Engineering Impact
In this case study we feature Stuart Beattie from Mitsubishi Electric Air Conditioning Systems Europe. Stuart is a 3rd year apprentice on our BEng (Hons) Engineering Design and Manufacture programme. The case study also features Stuart's workplace mentor, Mark Drummond.
What were you doing before your Graduate Apprenticeship and how did you find out about it?
Before my Graduate Apprenticeship (GA), I had just recently completed my HNC & HND Engineering systems at West Lothian College, while doing this, I was working as a manufacturing Technician.
The GA was highlighted to me by my manager, as part of my development as an engineering technician. Mitsubishi Electric promote development very well and encourage new members to participate in future studies.
What was it about the Graduate Apprenticeship that appealed to you the most?
This GA appealed the most due to my journey and development within the Engineering dept. I felt that the GA would give me knowledge and academic resources to develop into a competent engineer.
Please describe what you are employed to do in your current role
I'm employed as an Manufacturing Engineer working across manufacturing engineering and quality improvements.
My work covers root-cause investigation of production issues, process improvement projects (including jig design and new equipment installations), and data/KPI initiatives like performance tracking tools and machine monitoring evaluations - applying my Heriot-Watt studies directly to real problems on the shop floor.
How you have coped with the challenges of balancing working whilst studying towards a degree?
I've coped well over the first two years of my Graduate Apprenticeship. A big part of this has come from having flexibility from my manager, which has allowed me to apply structured study time around my work commitments. I've also made use of Heriot-Watt's support groups where possible, which has been valuable for staying on track.
One of the biggest benefits has been the ability to apply real MACE projects to my Heriot-Watt assignments. Being able to contextualise my coursework within actual work I'm already doing on the shop floor has made balancing the two feel far more manageable, rather than treating study and work as two completely separate demands on my time.
What is your proudest achievement to date in your role and can you explain how this impacted on your working environment?
For my Year Two studies, I was awarded the Deputy Principal Award, which recognises academic excellence and is granted annually to students who maintain 90 credits or more at a grade A in their undergraduate degree studies.
The strength of my academic performance has translated directly into more rigorous, well-grounded work in my role. It's given me greater confidence in bringing a more analytical, evidence-based approach to the engineering and quality challenges I work on, which in turn supports better decision-making and stronger outcomes for the team.
Where do you feel you grew and improved the most through this apprenticeship experience?
The area I feel I've grown the most in is decision-making and confidence in driving engineering solutions independently. Over the course of my apprenticeship, I've moved from a supporting role into one where senior management now trust me to lead improvement groups and high-capital projects — for example, being involved in the MACE DATA focus group and driving investigations and equipment decisions on the heat exchanger lines.
This growth is reflected in my ability to analyse a situation properly before acting — weighing up the engineering, quality, and business considerations — rather than jumping straight to a fix. Being given ownership of these higher-stakes projects has pushed me to develop a more rigorous, evidence-based approach to problem-solving, and has built my confidence in presenting and defending engineering solutions to senior stakeholders.
Has your Graduate Apprenticeship enabled you to take on additional responsibilities / opened up promotion opportunities?
Yes, the Graduate Apprenticeship has enabled me to take on additional responsibilities. My ability to support not only my own department but also other departments and colleagues more broadly has grown significantly over the course of the programme, and I've been trusted with driving improvement groups and higher-capital projects as a result.
In terms of promotion opportunities specifically, this hasn't been formally discussed as yet, though I feel the increased scope and responsibility I've taken on has laid solid groundwork for that conversation as I progress further into the programme.
Can you outline what support your employer and the Uni has given you in your GA journey?
MACE has been consistently supportive throughout my GA journey, particularly through the flexibility given by my manager to balance study and work commitments, along with the opportunity to apply real, meaningful projects from the business directly into my academic coursework. This has made my learning far more practical and relevant, while also allowing me to deliver genuine value back to the organisation.
Heriot-Watt University has complemented this well, offering structured support through their student support groups, which has helped me stay on track academically while managing a demanding work schedule. Together, the flexibility from my employer and the support from the University have created an environment where I've been able to thrive on both sides of the apprenticeship.
What are your future career hopes and goals on completion of the Graduate Apprenticeship?
On completion of my Graduate Apprenticeship, my hope is to progress into a senior engineering position at MACE, or ideally into a leadership role within the Engineering department. The experience I've gained across manufacturing engineering, quality improvement, and data/KPI initiatives has given me a broad foundation, and I'd like to build on this by taking on greater ownership and responsibility for driving engineering strategy and improvement across the department.
How would you sum up your overall experience of the Graduate Apprenticeship programme?
Overall, my Graduate Apprenticeship has been a hugely positive experience. It's given me the opportunity to combine hands-on engineering work at MACE with academic study at Heriot-Watt in a way that's genuinely complementary — being able to apply real manufacturing projects to my coursework, and bring academic rigour back into my day-to-day work, has made both stronger than they would have been in isolation.
Beyond the technical development, the programme has built my confidence significantly — from taking on greater responsibility across departments, to being trusted by senior management to lead improvement groups and higher-capital projects. The support I've received, both from my manager's flexibility at MACE and from Heriot-Watt's structured academic support, has made it possible to manage that balance successfully, and being recognised with the Deputy Principal's Award reflects how well that combination has worked for me.
Looking ahead, I feel well positioned to build on this foundation and continue progressing toward a senior or leadership role within engineering, and I'd recommend the Graduate Apprenticeship route to anyone looking to develop both academically and professionally at the same time.
Hear from the employer
Can you provide some background to the company
Mitsubishi Electric Air Conditioning Europe (Scottish Branch) designs and manufactures air conditioning and heat pump products for the UK and European markets. The Livingston facility is responsible for manufacturing, engineering, quality, maintenance, supply chain, and support functions that contribute to the development and production of heating and cooling solutions. As a large manufacturing organisation, we operate in a highly technical environment that requires a broad range of engineering disciplines, including mechanical, manufacturing, electrical and controls engineering.
Why does the Graduate Apprenticeship model suit your specific business/industry?
The Graduate Apprenticeship model aligns exceptionally well with manufacturing and engineering because it allows apprentices to combine academic theory with practical workplace application. Engineering roles require a strong understanding of both technical principles and real-world problem solving, and the apprenticeship model provides opportunities to develop both simultaneously.
The programme also helps us build future engineering capability by developing employees who understand our products, processes, culture, and business challenges while working towards a recognised degree qualification.
How has the apprentice been able to apply their academic learning in the workplace?
The Graduate Apprenticeship programme allows apprentices to directly apply concepts learned through their university studies to workplace projects. Examples include process improvement activities, tooling and fixture design, production support, root cause investigation, data analysis, project management, and continuous improvement initiatives. The ability to immediately test and apply academic learning within a live manufacturing environment has accelerated both understanding and confidence, while providing valuable business benefits through improved processes and problem solving.
In what areas have apprentices show the most improvement and growth throughout their apprenticeship?
The most noticeable areas of growth have typically been:
- Increased confidence when engaging with stakeholders across different functions.
- Improved problem-solving and analytical skills when investigating manufacturing issues.
- Greater understanding of engineering principles and how they apply in a production environment.
- Enhanced project management and planning capabilities.
- Stronger communication skills, particularly when presenting technical information and recommendations.
Over the course of the apprenticeship, apprentices often progress from requiring significant guidance to independently managing smaller projects and contributing positively to larger engineering initiatives.
What appealed to you most about Heriot-Watt University as the GA provider?
Heriot-Watt University has an excellent reputation for engineering education and a strong understanding of the needs of industry. The Graduate Apprenticeship programme provides a good balance between academic learning and workplace application, ensuring that students develop both technical knowledge and practical engineering competence.
We have also found the engagement and support from the university team to be positive, with regular communication helping to ensure the apprentice, employer, and university remain aligned.
How do you feel about the apprentices' future?
The future opportunities for Graduate Apprentices within engineering are very positive. The combination of work experience and degree-level education provides a strong foundation for progression into engineering and leadership roles. Through the programme, apprentices develop not only technical competence but also the professional skills required to take ownership of projects, drive improvements, and contribute to the long-term success of the business. We see significant potential for continued growth and development as they progress in their careers.
Based on your experience of the Graduate Apprenticeship programme would you happily employ another Graduate Apprentice in the future, and why?
Yes, absolutely. Our experience of the Graduate Apprenticeship programme has been very positive. It provides an effective route for developing skilled engineering professionals who can contribute to the business while they learn.
The programme helps bridge the gap between academic study and industry experience, producing graduates who have both technical knowledge and practical understanding of how engineering operates within a manufacturing environment. We see the Graduate Apprenticeship model as an important part of developing future engineering talent and would certainly continue to support Graduate Apprentices in the future.
Contact
David Aaron
- d.aaron@hw.ac.uk