Daniel Walker

St Catherine's College 1999, Engineering Science; Magdalen 2003, DPhil in Engineering Science

I attended a small rural comprehensive school which seldom produced successful Oxford applicants. Because of the small size of the school and associated teaching constraints, I was only able to complete three A-levels, compared to the five or more A-levels completed by most Oxford applicants. Neither of my parents studied at university.

I read the Engineering Science MEng degree at St. Catherine's College and I matriculated in 1999. I also completed an Engineering Science DPhil from 2003 to 2006 at Magdalen College.

I was recruited by BP to be one of their technical specialists in the area of offshore hydrodynamics. I spent my first year in the company supporting BP's businesses around the world for their offshore technology needs. I worked in Azerbaijan, Russia, Alaska, Norway and Trinidad amongst other places, in technical areas ranging from deepwater oil and gas exploration and production to offshore wind projects. Following this experience I have worked on the delivery of major multi-billion dollar offshore projects for BP in the Gulf of Mexico and Angola. I am also the relationship manager for BP's engagement with the University of Oxford. I oversee all aspects of our relationship with the university, including research and recruitment.

During my A-levels I enjoyed Mathematics and Physics so my initial thinking was to pursue a degree in one of these subjects. My interest in engineering began when I was selected to attend a Royal Academy of Engineering course at the Engineering Science department. This course provided me with an invaluable insight into the engineering profession and the degree course at Oxford, which inspired me to read Engineering Science.

The broad fundamental grounding provided by the Engineering Science MEng course gives you the time to identify your interests and does not force you to specialise early in your studies. When you have identified your chosen area of interest and specialism, the resources you have at your disposal are vast. Access to extensive libraries and laboratories and one-on-one guidance from world leading academics, provides unparalleled learning and stimulating challenge.

My weekly interaction with my college tutor was invaluable during my studies at Oxford, particularly at the beginning of my degree when I was catching up on subject material that others had already been taught at school. My progress was closely monitored by my college tutor and hence any problems I had were dealt with swiftly and effectively. My college tutor was also of invaluable help when revising for my final examinations – they committed time to ensure that I understood all aspects of all taught material, often in one-on-one meetings.

One of the most rewarding and challenging features of an Oxford education is the need for independent study, which was not an approach to learning adopted at my comprehensive school. Therefore, when I came to Oxford I transitioned from an A-level environment where I was given all the information I needed to succeed and I was never sufficiently challenged, to an environment where the pace of learning was greatly accelerated and a requirement to succeed was independent study. This transition was a challenging period but as I developed the skills I needed to succeed at Oxford it was also one of the most rewarding periods. With the help of my college tutor, I progressed from feeling inferior to confident in a relatively short period.

Final examinations are an experience that will not be forgotten by any Oxford graduate! Both the volume of work and the length of time needed to revise were both a challenge. Because of the need to understand all aspects of a subject at one time, this examination approach generates graduates who have a thorough understanding of their subject.The relief, satisfaction and sense of achievement felt when exiting your final examination will probably not be matched again in your life. This is a truly unique experience to Oxford and, to my knowledge, in unparalleled anywhere in the world.Having taught at universities in the UK and USA, and worked with universities around the world since joining BP, I believe that the tutorial system adopted by Oxford provides an unparalleled learning experience. The intensity of the challenge presented by weekly access to leading academics provides a very fast pace of learning.Furthermore, the opportunity to work on projects with researchers at the forefront of their field prepares you very well for further research and/or industry.

As I progressed through my undergraduate studies I began to specialise in civil and mechanical engineering and, more specifically, in offshore engineering. During my final year I was fortunate to undertake a research project which was supervised by one of the most eminent hydrodynamicists in the world. My supervisor introduced me to pioneering research in his area of expertise and inspired me to pursue further research beyond my undergraduate studies. My supervisor introduced me to the world I now work in at BP and they set the incredibly high standards I continue to strive to achieve today. They have, without doubt, made a significant contribution to all of the successes I have achieved since my undergraduate studies.The level of detail and rigour with which Oxford courses are taught prepare students very well for research or industry. Since my undergraduate studies I have pursued further research through a DPhil, I have taught at universities in the UK and USA and I have worked in industry on some of the largest engineering projects ever undertaken. I can categorically say that my undergraduate degree prepared me well for each of these challenges. Furthermore, in my current job, the breadth of the engineering course at Oxford has given me the confidence I need to lead teams of multi-disciplined engineers (most of whom have much more experience than me) to deliver a first-in-industry project.