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Programme summary

1. Programme Aims

• The aim of the programme is to provide a postgraduate programme to give broadening and deepening modules in a field of engineering relevant to and tailored to each student’s working needs.
• Postgraduate students are intended to receive appropriate grounding in relevant engineering skills and their practical assessment according to industrial needs.

2. Relevant subject benchmark statements and other external and internal reference points used to inform programme outcomes:

• ÌìÌÃÊÓƵ Periodic Programme Review (Quadrennial Review)

• ÌìÌÃÊÓƵ Annual Programme Review 

• UK Quality Assurance Agency for Higher Education (QAA) – ‘Subject Benchmark Statement for Engineering’, (Feb.2015) and ‘Framework of Higher Education Qualifications’, (Aug.2008) 

• Engineering Council (UK). ‘UK-SPEC, UK Standard for Professional Engineering Competence’, 3^rd Edition, Jan.2014 

• Engineering Council (UK). ‘The Accreditation of Higher Education Programmes’, 3^rd Edition, May 2014 

• Programme Accreditation Reports (Quinquennial) by professional institutions

3. Programme Learning Outcomes

3.1 Knowledge and Understanding

In line with the QAA ‘Subject Benchmark Statement for Engineering (2015)’  the programme learning outcomes listed here are sourced from the Engineering Councils publication ‘The Accreditation of Higher Education Programmes’ 3rd Edition, 2014.

Science and Mathematics (SM)

Engineering is underpinned by science and mathematics, and other associated disciplines, as defined by the relevant professional engineering institution(s). The main science and mathematical abilities will have been developed in an accredited engineering undergraduate programme.  Upon successful completion Masters Graduates will therefore have additionally:

A comprehensive understanding of the relevant scientific principles of the specialisation

A critical awareness of current problems and/or new insights most of which is at, or informed by, the forefront of the specialisation

Understanding of concepts relevant to the discipline, some from outside engineering, and the ability to evaluate them critically and to apply them effectively, including in engineering projects

Engineering Analysis (EA)

Engineering analysis involves the application of engineering concepts and tools to the solution of engineering problems. The main engineering analysis abilities will have been developed in an accredited engineering undergraduate programme. Upon successful completion Masters Graduates will therefore have additionally:

Ability both to apply appropriate engineering analysis methods for solving complex problems in engineering and to assess their limitations

Ability to use fundamental knowledge to investigate new and emerging technologies

Ability to collect and analyse research data and to use appropriate engineering analysis tools in tackling unfamiliar problems, such as those with uncertain or incomplete data or specifications, by the appropriate innovation, use or adaptation of engineering analytical methods

Design (D)

Design at this level is the creation and development of an economically viable product, process or system to meet a defined need. It involves significant technical and intellectual challenges and can be used to integrate all engineering understanding, knowledge and s kills to the solution of real and complex problems. The main design abilities will have been developed in an accredited engineering undergraduate programme. Upon successful completion Masters Graduates will have additionally:

Knowledge, understanding and skills to work with information that may be incomplete or uncertain, quantify the effect of this on the design and, where appropriate, use theory or experimental research to mitigate deficiencies

Knowledge and comprehensive understanding of design processes and methodologies and the ability to apply and adapt them in unfamiliar situations

Ability to generate an innovative design for products, systems, components or processes to fulfil new needs

Economic, legal, social, ethical and environmental context (EL)

Engineering activity can have impacts on the environment, on commerce, on society and on individuals. Successful Graduates therefore have the skills to manage their activities and to be aware of the various legal and ethical constraints under which they are expected to operate, including:

Awareness of the need for a high level of professional and ethical conduct in engineering

Awareness that engineers need to take account of the commercial and social contexts in which they operate

Knowledge and understanding of management and business practices, their limitations, and how these may be applied in the context of the particular specialisation

Awareness that engineering activities should promote sustainable development and ability to apply quantitative techniques where appropriate

Awareness of relevant regulatory requirements governing engineering activities in the context of the particular specialisation

Awareness of and ability to make general evaluations of risk issues in the context of the particular specialisation, including health & safety, environmental and commercial risk

3.2 Skills and other attributes

a. Subject-specific cognitive skills:

Refer to Section 3. above.

b. Subject-specific practical skills:

Engineering Practice (P)

The main engineering practice abilities will have been developed in an accredited engineering undergraduate programme. Successful Masters Graduates will have to demonstrate application of these abilities where appropriate and additional engineering skills which can include:

Advanced level knowledge and understanding of a wide range of engineering materials and components

A thorough understanding of current practice and its limitations, and some appreciation of likely new developments

Ability to apply engineering techniques, taking account of a range of commercial and industrial constraints

Understanding of different roles within an engineering team and the ability to exercise initiative and personal responsibility, which may be as a team member or leader

c. Key transferable skills:

Additional general skills (G)

 Successful Graduates will have developed transferable skills, additional to those set out in the other learning outcomes that will be of value in a wide range of situations, including the ability to:

 Apply their skills in problem solving, communication, information retrieval, working with others, and the effective use of general IT facilities

 Plan self-learning and improve performance, as the foundation for lifelong learning/CPD

 Monitor and adjust a personal programme of work on an on-going basis

 Exercise initiative and personal responsibility, which may be as a team member or leader

4. Programme structure

4.1 Students are required to select taught modules from the list below. Students are responsible for consulting with the programme administrator to ensure their selected modules do not clash. Modules denoted by * are provided through distance learning. All other modules are taught in one-week blocks.

School  of Electronic & Electrical Engineering 

WolfsonSchool of Mechanical & Manufacturing Engineering

Department of Materials

* denotes module studied through distance learning.

The School reserves the right to offer or withdraw any module or amend the list of modules. Not all modules may be available in any one session. Students may take any other modules from the University’s postgraduate catalogue of modules subject to their availability and the agreement of the Programme Director. 

4.2          MSc Project Module

All part-time students take project module MMP504. Project submission should normally be within three years of registration on the project module. 

5. Criteria for Progression and Degree Award

5.1 In order to be eligible for the award, candidates must satisfy the requirements of Regulation XXI.

5.2 Candidates who have the right of re-assessment in a module may be offered an opportunity to be re-assessed in the University's special assessment period.

6. Relative Weighting of Parts of the Programme for the purposes of Final Degree Classification

Programme summary

1. Programme Aims

• The aim of this programme is to provide post graduate education and experience in the field of manufacturing technologies and their management.
• This is intended to provide the basis for effective careers as technologists and managers who can meet the challenges of rapidly changing global manufacturing industries

2. Relevant subject benchmark statements and other external and internal reference points used to inform programme outcomes:

• ÌìÌÃÊÓƵ Periodic Programme Review (Quadrennial Review)

• ÌìÌÃÊÓƵ Annual Programme Review 

• UK Quality Assurance Agency for Higher Education (QAA) – ‘Subject Benchmark Statement for Engineering’, (Feb.2015) and ‘Framework of Higher Education Qualifications’, (Aug.2008) 

• Engineering Council (UK). ‘UK-SPEC, UK Standard for Professional Engineering Competence’, 3^rd Edition, Jan.2014 

• Engineering Council (UK). ‘The Accreditation of Higher Education Programmes’, 3^rd Edition, May 2014 

• Programme Accreditation Reports (Quinquennial) by professional institutions

3. Programme Learning Outcomes

3.1 Knowledge and Understanding

In line with the QAA ‘Subject Benchmark Statement for Engineering (2015)’  the programme learning outcomes listed here are sourced from the Engineering Councils publication ‘The Accreditation of Higher Education Programmes’ 3rd Edition, 2014.

Science and Mathematics (SM)

Engineering is underpinned by science and mathematics, and other associated disciplines, as defined by the relevant professional engineering institution(s). The main science and mathematical abilities will have been developed in an accredited engineering undergraduate programme. Upon successful completion Masters Graduates will therefore have additionally:

A comprehensive understanding of the relevant scientific principles of the specialisation

A critical awareness of current problems and/or new insights most of which is at, or informed by, the forefront of the specialisation

Understanding of concepts relevant to the discipline, some from outside engineering, and the ability to evaluate them critically and to apply them effectively, including in engineering projects

Engineering Analysis (EA)

Engineering analysis involves the application of engineering concepts and tools to the solution of engineering problems. The main engineering analysis abilities will have been developed in an accredited engineering undergraduate programme. Upon successful completion Masters Graduates will therefore have additionally:

Ability both to apply appropriate engineering analysis methods for solving complex problems in engineering and to assess their limitations

Ability to use fundamental knowledge to investigate new and emerging technologies

Ability to collect and analyse research data and to use appropriate engineering analysis tools in tackling unfamiliar problems, such as those with uncertain or incomplete data or specifications, by the appropriate innovation, use or adaptation of engineering analytical methods

Design (D)

Design at this level is the creation and development of an economically viable product, process or system to meet a defined need. It involves significant technical and intellectual challenges and can be used to integrate all engineering understanding, knowledge and s kills to the solution of real and complex problems. The main design abilities will have been developed in an accredited engineering undergraduate programme. Upon successful completion Masters Graduates will have additionally:

Knowledge, understanding and skills to work with information that may be incomplete or uncertain, quantify the effect of this on the design and, where appropriate, use theory or experimental research to mitigate deficiencies

Knowledge and comprehensive understanding of design processes and methodologies and the ability to apply and adapt them in unfamiliar situations

Ability to generate an innovative design for products, systems, components or processes to fulfil new needs

Economic, legal, social, ethical and environmental context (EL)

Engineering activity can have impacts on the environment, on commerce, on society and on individuals. Successful Graduates therefore have the skills to manage their activities and to be aware of the various legal and ethical constraints under which they are expected to operate, including:

Awareness of the need for a high level of professional and ethical conduct in engineering

Awareness that engineers need to take account of the commercial and social contexts in which they operate

Knowledge and understanding of management and business practices, their limitations, and how these may be applied in the context of the particular specialisation

Awareness that engineering activities should promote sustainable development and ability to apply quantitative techniques where appropriate

Awareness of relevant regulatory requirements governing engineering activities in the context of the particular specialisation

Awareness of and ability to make general evaluations of risk issues in the context of the particular specialisation, including health & safety, environmental and commercial risk

3.2 Skills and other attributes

a. Subject-specific cognitive skills:

Refer to Section 3. above.

b. Subject-specific practical skills:

Engineering Practice (P)

The main engineering practice abilities will have been developed in an accredited engineering undergraduate programme. Successful Masters Graduates will have to demonstrate application of these abilities where appropriate and additional engineering skills which can include:

Advanced level knowledge and understanding of a wide range of engineering materials and components

A thorough understanding of current practice and its limitations, and some appreciation of likely new developments

Ability to apply engineering techniques, taking account of a range of commercial and industrial constraints

Understanding of different roles within an engineering team and the ability to exercise initiative and personal responsibility, which may be as a team member or leader

c. Key transferable skills:

 Additional general skills (G)

Successful Graduates will have developed transferable skills, additional to those set out in the other learning outcomes that will be of value in a wide range of situations, including the ability to:

Apply their skills in problem solving, communication, information retrieval, working with others, and the effective use of general IT facilities

Plan self-learning and improve performance, as the foundation for lifelong learning/CPD

Monitor and adjust a personal programme of work on an on-going basis

Exercise initiative and personal responsibility, which may be as a team member or leader 

4. Programme structure

  4.1. The modules comprising the programme are: 

4.1.1 The School reserves the right to withdraw or make amendments to the list of subjects at the beginning of each session. 

4.1.2  Students may exchange any of the normal modules with modules from another Programme with the agreement of the Postgraduate Programme Director.

4.2 Projects

The taught modules are normally prerequisites for the Project module, which is an individual project under the direction of a supervisor nominated by the Programme Director.

5. Criteria for Progression and Degree Award

5.1 In order to be eligible for the award, candidates must satisfy the requirements of Regulation XXI.

5.2 Provision will be made in accordance with Regulation XXI Postgraduate Awards for candidates who have the right of re-examination to undergo re-assessment in the University’s special assessment period.

6. Relative Weighting of Parts of the Programme for the purposes of Final Degree Classification

Programme summary

1. Programme Aims

• The aim of the programme is to provide a postgraduate programme in the field of engineering design.
• The programme is intended to enable working effectively in an engineering design role, be that role in the design of products, processes or systems, at either management, overall, or detail levels.

2. Relevant subject benchmark statements and other external and internal reference points used to inform programme outcomes:

• ÌìÌÃÊÓƵ Periodic Programme Review (Quadrennial Review)

• ÌìÌÃÊÓƵ Annual Programme Review 

• UK Quality Assurance Agency for Higher Education (QAA) – ‘Subject Benchmark Statement for Engineering’, (Feb.2015) and ‘Framework of Higher Education Qualifications’, (Aug.2008) 

• Engineering Council (UK). ‘UK-SPEC, UK Standard for Professional Engineering Competence’, 3^rd Edition, Jan.2014 

• Engineering Council (UK). ‘The Accreditation of Higher Education Programmes’, 3^rd Edition, May 2014 

• Programme Accreditation Reports (Quinquennial) by professional institutions

3. Programme Learning Outcomes

3.1 Knowledge and Understanding

In line with the QAA ‘Subject Benchmark Statement for Engineering (2015)’  the programme learning outcomes listed here are sourced from the Engineering Councils publication ‘The Accreditation of Higher Education Programmes’ 3rd Edition, 2014.

Science and Mathematics (SM)

Engineering is underpinned by science and mathematics, and other associated disciplines, as defined by the relevant professional engineering institution(s). The main science and mathematical abilities will have been developed in an accredited engineering undergraduate programme.  Upon successful completion Masters Graduates will therefore have additionally:

A comprehensive understanding of the relevant scientific principles of the specialisation

A critical awareness of current problems and/or new insights most of which is at, or informed by, the forefront of the specialisation

Understanding of concepts relevant to the discipline, some from outside engineering, and the ability to evaluate them critically and to apply them effectively, including in engineering projects

Engineering Analysis (EA)

Engineering analysis involves the application of engineering concepts and tools to the solution of engineering problems. The main engineering analysis abilities will have been developed in an accredited engineering undergraduate programme. Upon successful completion Masters Graduates will therefore have additionally:

Ability both to apply appropriate engineering analysis methods for solving complex problems in engineering and to assess their limitations

Ability to use fundamental knowledge to investigate new and emerging technologies

Ability to collect and analyse research data and to use appropriate engineering analysis tools in tackling unfamiliar problems, such as those with uncertain or incomplete data or specifications, by the appropriate innovation, use or adaptation of engineering analytical methods

Design (D)

Design at this level is the creation and development of an economically viable product, process or system to meet a defined need. It involves significant technical and intellectual challenges and can be used to integrate all engineering understanding, knowledge and s kills to the solution of real and complex problems. The main design abilities will have been developed in an accredited engineering undergraduate programme. Upon successful completion Masters Graduates will have additionally:

Knowledge, understanding and skills to work with information that may be incomplete or uncertain, quantify the effect of this on the design and, where appropriate, use theory or experimental research to mitigate deficiencies

Knowledge and comprehensive understanding of design processes and methodologies and the ability to apply and adapt them in unfamiliar situations

Ability to generate an innovative design for products, systems, components or processes to fulfil new needs

Economic, legal, social, ethical and environmental context (EL)

Engineering activity can have impacts on the environment, on commerce, on society and on individuals. Successful Graduates therefore have the skills to  manage their activities and to be aware of the various legal and ethical constraints under which they are expected to operate, including:

Awareness of the need for a high level of professional and ethical conduct in engineering

Awareness that engineers need to take account of the commercial and social contexts in which they operate

Knowledge and understanding of management and business practices, their limitations, and how these may be applied in the context of the particular specialisation

Awareness that engineering activities should promote sustainable development and ability to apply quantitative techniques where appropriate

Awareness of relevant regulatory requirements governing engineering activities in the context of the particular specialisation

Awareness of and ability to make general evaluations of risk issues in the context of the particular specialisation, including health & safety, environmental and commercial risk

3.2 Skills and other attributes

a. Subject-specific cognitive skills:

Refer to Section 3. above.

b. Subject-specific practical skills:

Engineering Practice (P)

The main engineering practice abilities will have been developed in an accredited engineering undergraduate programme. Successful Masters Graduates will have to demonstrate application of these abilities where appropriate and additional engineering skills which can include:

Advanced level knowledge and understanding of a wide range of engineering materials and components

A thorough understanding of current practice and its limitations, and some appreciation of likely new developments

Ability to apply engineering techniques, taking account of a range of commercial and industrial constraints

Understanding of different roles within an engineering team and the ability to exercise initiative and personal responsibility, which may be as a team member or leader

c. Key transferable skills:

Additional general skills (G)

Successful Graduates will have have developed transferable skills, additional to those set out in the other learning outcomes that will be of value in a wide range of situations, including the ability to:

Apply their skills in problem solving, communication, information retrieval, working with others, and the effective use of general IT facilities

Plan self-learning and improve performance, as the foundation for lifelong learning/CPD

Monitor and adjust a personal programme of work on an on-going basis

Exercise initiative and personal responsibility, which may be as a team member or leader

4. Programme structure

4.1 The modules comprising the Programme are: 

4.1.1 The School reserves the right to withdraw or make amendments to the list of  subjects at the beginning of each session.

4.1.2  Students may exchange any of the normal modules with modules from another Programme with the agreement of the Postgraduate Programme Director.

4.2 Projects

The taught modules are normally prerequisites for the Project module, which is  an individual project under the direction of a supervisor nominated by the Programme Director.

5. Criteria for Progression and Degree Award

5.1 In order to be eligible for the award, candidates must satisfy the requirements of Regulation XXI.

5.2 Candidates who have the right of re-assessment in a module may be offered an opportunity to be re-assessed in the University's special assessment period.

6. Relative Weighting of Parts of the Programme for the purposes of Final Degree Classification

Programme summary

1. Programme Aims

The aims of the programme are to enable students to:

• Evaluate and use appropriate design methods to solve design problems.
• Undertake effective design of machine elements and design for assembly.
• Integrate the application of engineering design methods with manufacturing technology principles.
• Apply the principles of quality management and lean and agile manufacturing to engineering operations.
• Apply operational planning methods to organisational planning and control.
• Apply strategic and marketing analysis to determine the business orientation of a company.
• Plan, conduct and report research on an aspect of engineering design and manufacture.
• Apply academic theory, knowledge and work experience to identify, define and solve real-life engineering design and manufacturing problems.
• Delivered through a structured programme of taught distance learning modules and a work based project.

2. Relevant subject benchmark statements and other external and internal reference points used to inform programme outcomes:

• ÌìÌÃÊÓƵ Periodic Programme Review (Quadrennial Review)

• ÌìÌÃÊÓƵ Annual Programme Review 

• UK Quality Assurance Agency for Higher Education (QAA) – ‘Subject Benchmark Statement for Engineering’, (Feb.2015) and ‘Framework of Higher Education Qualifications’, (Aug.2008) 

• Engineering Council (UK). ‘UK-SPEC, UK Standard for Professional Engineering Competence’, 3^rd Edition, Jan.2014 

• Engineering Council (UK). ‘The Accreditation of Higher Education Programmes’, 3^rd Edition, May 2014 

• Programme Accreditation Reports (Quinquennial) by professional institutions

3. Programme Learning Outcomes

3.1 Knowledge and Understanding

In line with the QAA ‘Subject Benchmark Statement for Engineering (2015)’  the programme learning outcomes listed here are sourced from the Engineering Councils publication ‘The Accreditation of Higher Education Programmes’ 3rd Edition, 2014.

Science and Mathematics (SM)

Engineering is underpinned by science and mathematics, and other associated disciplines, as defined by the relevant professional engineering institution(s). The main science and mathematical abilities will have been developed in an accredited engineering undergraduate programme.  Upon successful completion Masters Graduates will therefore have additionally:

A comprehensive understanding of the relevant scientific principles of the specialisation

A critical awareness of current problems and/or new insights most of which is at, or informed by, the forefront of the specialisation

Understanding of concepts relevant to the discipline, some from outside engineering, and the ability to evaluate them critically and to apply them effectively, including in engineering projects

Engineering Analysis (EA)

Engineering analysis involves the application of engineering concepts and tools to the solution of engineering problems. The main engineering analysis abilities will have been developed in an accredited engineering undergraduate programme. Upon successful completion Masters Graduates will therefore have additionally:

Ability both to apply appropriate engineering analysis methods for solving complex problems in engineering and to assess their limitations

Ability to use fundamental knowledge to investigate new and emerging technologies

Ability to collect and analyse research data and to use appropriate engineering analysis tools in tackling unfamiliar problems, such as those with uncertain or incomplete data or specifications, by the appropriate innovation, use or adaptation of engineering analytical methods

Design (D)

Design at this level is the creation and development of an economically viable product, process or system to meet a defined need. It involves significant technical and intellectual challenges and can be used to integrate all engineering understanding, knowledge and s kills to the solution of real and complex problems. The main design abilities will have been developed in an accredited engineering undergraduate programme. Upon successful completion Masters Graduates will have additionally:

Knowledge, understanding and skills to work with information that may be incomplete or uncertain, quantify the effect of this on the design and, where appropriate, use theory or experimental research to mitigate deficiencies

Knowledge and comprehensive understanding of design processes and methodologies and the ability to apply and adapt them in unfamiliar situations

Ability to generate an innovative design for products, systems, components or processes to fulfil new needs

Economic, legal, social, ethical and environmental context (EL)

Engineering activity can have impacts on the environment, on commerce, on society and on individuals. Successful Graduates therefore have the skills to  manage their activities and to be aware of the various legal and ethical constraints under which they are expected to operate, including:

Awareness of the need for a high level of professional and ethical conduct in engineering

Awareness that engineers need to take account of the commercial and social contexts in which they operate

Knowledge and understanding of management and business practices, their limitations, and how these may be applied in the context of the particular specialisation

Awareness that engineering activities should promote sustainable development and ability to apply quantitative techniques where appropriate

Awareness of relevant regulatory requirements governing engineering activities in the context of the particular specialisation

Awareness of and ability to make general evaluations of risk issues in the context of the particular specialisation, including health & safety, environmental and commercial risk

3.2 Skills and other attributes

a. Subject-specific cognitive skills:

Refer to Section 3. above.

b. Subject-specific practical skills:

Engineering Practice (P)

The main engineering practice abilities will have been developed in an accredited engineering undergraduate programme. Successful Masters Graduates will have to demonstrate application of these abilities where appropriate and additional engineering skills which can include:

Advanced level knowledge and understanding of a wide range of engineering materials and components

A thorough understanding of current practice and its limitations, and some appreciation of likely new developments

Ability to apply engineering techniques, taking account of a range of commercial and industrial constraints

Understanding of different roles within an engineering team and the ability to exercise initiative and personal responsibility, which may be as a team member or leader

c. Key transferable skills:

Additional general skills (G)

Successful Graduates will have developed transferable skills, additional to those set out in the other learning outcomes that will be of value in a wide range of situations, including the ability to:

Apply their skills in problem solving, communication, information retrieval, working with others, and the effective use of general IT facilities

Plan self-learning and improve performance, as the foundation for lifelong learning/CPD

Monitor and adjust a personal programme of work on an on-going basis

Exercise initiative and personal responsibility, which may be as a team member or leader

4. Programme structure

4.1 The modules comprising the distance learning programme are: 

* by Distance Learning 

4.1.1 With the approval of the Programme Director, up to 40 module credits may be gained from other modules taught on other Masters programmes in the School.  No distinction will be made between block taught and distance learning modules.

4.1.2 The School reserves the right to withdraw or make amendments to the list of subjects at the beginning of each session.

4.2 Projects

4.2.1 The taught modules are normally prerequisites for the Project module, which is an individual project under the direction of a supervisor nominated by the Programme Director.

4.2.2 For candidates taking the Programme whilst in employment, the supervisors of the Project module will normally include one internal supervisor and one external supervisor who is a senior member of the organisation employing the candidate.  Candidates not in employment will be required to establish an appropriate arrangement with a company in order to do the individual project module.  External supervisors will be asked to certify that the project is based on candidate’s own work.

5. Criteria for Progression and Degree Award

5.1 In order to be eligible for the award, candidates must satisfy the requirements of Regulation XXI.

5.2 Provision will be made in accordance with the Regulation XXI Postgraduate Awards for candidates who have the right of re-examination to undergo re-assessment in the University’s special assessment period.

6. Relative Weighting of Parts of the Programme for the purposes of Final Degree Classification

Programme summary

1. Programme Aims

• This programme provides postgraduate level education in mainstream Mechanical Engineering.
• Its aim is to enable students to acquire the technical and transferable skills required to succeed in a career in industry or academic research by demonstrating their knowledge and ability at the highest level.

2. Relevant subject benchmark statements and other external and internal reference points used to inform programme outcomes:

• ÌìÌÃÊÓƵ Periodic Programme Review (Quadrennial Review)

• ÌìÌÃÊÓƵ Annual Programme Review 

• UK Quality Assurance Agency for Higher Education (QAA) – ‘Subject Benchmark Statement for Engineering’, (Feb.2015) and ‘Framework of Higher Education Qualifications’, (Aug.2008) 

• Engineering Council (UK). ‘UK-SPEC, UK Standard for Professional Engineering Competence’, 3^rd Edition, Jan.2014 

• Engineering Council (UK). ‘The Accreditation of Higher Education Programmes’, 3^rd Edition, May 2014 

• Programme Accreditation Reports (Quinquennial) by professional institutions

3. Programme Learning Outcomes

3.1 Knowledge and Understanding

In line with the QAA ‘Subject Benchmark Statement for Engineering (2015)’  the programme learning outcomes listed here are sourced from the Engineering Councils publication ‘The Accreditation of Higher Education Programmes’ 3rd Edition, 2014.

Science and Mathematics (SM)

Engineering is underpinned by science and mathematics, and other associated disciplines, as defined by the relevant professional engineering institution(s). The main science and mathematical abilities will have been developed in an accredited engineering undergraduate programme.  Upon successful completion Masters Graduates will therefore have additionally:

A comprehensive understanding of the relevant scientific principles of the specialisation

A critical awareness of current problems and/or new insights most of which is at, or informed by, the forefront of the specialisation

Understanding of concepts relevant to the discipline, some from outside engineering, and the ability to evaluate them critically and to apply them effectively, including in engineering projects

Engineering Analysis (EA)

Engineering analysis involves the application of engineering concepts and tools to the solution of engineering problems. The main engineering analysis abilities will have been developed in an accredited engineering undergraduate programme. Upon successful completion Masters Graduates will therefore have additionally:

Ability both to apply appropriate engineering analysis methods for solving complex problems in engineering and to assess their limitations

Ability to use fundamental knowledge to investigate new and emerging technologies

Ability to collect and analyse research data and to use appropriate engineering analysis tools in tackling unfamiliar problems, such as those with uncertain or incomplete data or specifications, by the appropriate innovation, use or adaptation of engineering analytical methods

Design (D)

Design at this level is the creation and development of an economically viable product, process or system to meet a defined need. It involves significant technical and intellectual challenges and can be used to integrate all engineering understanding, knowledge and s kills to the solution of real and complex problems. The main design abilities will have been developed in an accredited engineering undergraduate programme. Upon successful completion Masters Graduates will have additionally:

Knowledge, understanding and skills to work with information that may be incomplete or uncertain, quantify the effect of this on the design and, where appropriate, use theory or experimental research to mitigate deficiencies

Knowledge and comprehensive understanding of design processes and methodologies and the ability to apply and adapt them in unfamiliar situations

Ability to generate an innovative design for products, systems, components or processes to fulfil new needs

Economic, legal, social, ethical and environmental context (EL)

Engineering activity can have impacts on the environment, on commerce, on society and on individuals. Successful Graduates therefore have the skills to  manage their activities and to be aware of the various legal and ethical constraints under which they are expected to operate, including:

Awareness of the need for a high level of professional and ethical conduct in engineering

Awareness that engineers need to take account of the commercial and social contexts in which they operate

Knowledge and understanding of management and business practices, their limitations, and how these may be applied in the context of the particular specialisation

Awareness that engineering activities should promote sustainable development and ability to apply quantitative techniques where appropriate

Awareness of relevant regulatory requirements governing engineering activities in the context of the particular specialisation

Awareness of and ability to make general evaluations of risk issues in the context of the particular specialisation, including health & safety, environmental and commercial risk

3.2 Skills and other attributes

a. Subject-specific cognitive skills:

Refer to Section 3. above.

b. Subject-specific practical skills:

Engineering Practice (P)

 The main engineering practice abilities will have been developed in an accredited engineering undergraduate programme. Successful Masters Graduates will have to demonstrate application of these abilities where appropriate and additional engineering skills which can include:

 Advanced level knowledge and understanding of a wide range of engineering materials and components

 A thorough understanding of current practice and its limitations, and some appreciation of likely new developments

 Ability to apply engineering techniques, taking account of a range of commercial and industrial constraints

 Understanding of different roles within an engineering team and the ability to exercise initiative and personal responsibility, which may be as a team member or leader

c. Key transferable skills:

Additional general skills (G)

Successful Graduates will have developed transferable skills, additional to those set out in the other learning outcomes that will be of value in a wide range of situations, including the ability to:

Apply their skills in problem solving, communication, information retrieval, working with others, and the effective use of general IT facilities

Plan self-learning and improve performance, as the foundation for lifelong learning/CPD

Monitor and adjust a personal programme of work on an on-going basis

Exercise initiative and personal responsibility, which may be as a team member or leader

4. Programme structure

4.1 The modules comprising the Programme are:

4.1.1 The School reserves the right to withdraw or make amendments to the list of subjects at the beginning of each session. 

4.1.2 Students may exchange any of the taught modules listed above with modules from another Programme within the School with the agreement of the Postgraduate Programme Director.

4.2 Projects

4.2.1 The taught modules are normally prerequisites for the Project module, which is an individual project under the direction of a supervisor nominated by the Programme Director.

5. Criteria for Progression and Degree Award

5.1 In order to be eligible for the award, candidates must satisfy the requirements of Regulation XXI.

5.2 Candidates who have the right of re-assessment in a module may be offered an opportunity to be re-assessed in the University's special assessment period.

6. Relative Weighting of Parts of the Programme for the purposes of Final Degree Classification

Programme summary

1. Programme Aims

• To provide opportunities for students to acquire vocationally relevant knowledge and understanding, and to develop appropriate skills, values and attributes such that they are able to usefully contribute to industrial sustainable development and product/process design at a professional level upon graduation.
• To advance the understanding of sustainable engineering and its application to improvements in process efficiency and product design that enhance physical and economic performance, and improve business, environmental and sustainability performance.
• To establish a firm understanding of sustainability and related issues to allow critical evaluation of current processes and practices and enable the development of bespoke solutions for industry.
• To develop and foster both analytical and creative abilities through individual and team-based experiences and learning.
• To enable students to develop effective communication skills, including those required for verbal, visual and technical presentation.
• To enhance students’ careers and employment opportunities.

2. Relevant subject benchmark statements and other external and internal reference points used to inform programme outcomes:

• ÌìÌÃÊÓƵ Periodic Programme Review (Quadrennial Review)

• ÌìÌÃÊÓƵ Annual Programme Review 

• UK Quality Assurance Agency for Higher Education (QAA) – ‘Subject Benchmark Statement for Engineering’, (Feb.2015) and ‘Framework of Higher Education Qualifications’, (Aug.2008) 

• Engineering Council (UK). ‘UK-SPEC, UK Standard for Professional Engineering Competence’, 3^rd Edition, Jan.2014 

• Engineering Council (UK). ‘The Accreditation of Higher Education Programmes’, 3^rd Edition, May 2014 

• Programme Accreditation Reports (Quinquennial) by professional institutions

3. Programme Learning Outcomes

3.1 Knowledge and Understanding

In line with the QAA ‘Subject Benchmark Statement for Engineering (2015)’  the programme learning outcomes listed here are sourced from the Engineering Councils publication ‘The Accreditation of Higher Education Programmes’ 3rd Edition, 2014.

Science and Mathematics (SM)

Engineering is underpinned by science and mathematics, and other associated disciplines, as defined by the relevant professional engineering institution(s). The main science and mathematical abilities will have been developed in an accredited engineering undergraduate programme.  Upon successful completion Masters Graduates will therefore have additionally:

A comprehensive understanding of the relevant scientific principles of the specialisation

A critical awareness of current problems and/or new insights most of which is at, or informed by, the forefront of the specialisation

Understanding of concepts relevant to the discipline, some from outside engineering, and the ability to evaluate them critically and to apply them effectively, including in engineering projects

Engineering Analysis (EA)

Engineering analysis involves the application of engineering concepts and tools to the solution of engineering problems. The main engineering analysis abilities will have been developed in an accredited engineering undergraduate programme. Upon successful completion Masters Graduates will therefore have additionally:

Ability both to apply appropriate engineering analysis methods for solving complex problems in engineering and to assess their limitations

Ability to use fundamental knowledge to investigate new and emerging technologies

Ability to collect and analyse research data and to use appropriate engineering analysis tools in tackling unfamiliar problems, such as those with uncertain or incomplete data or specifications, by the appropriate innovation, use or adaptation of engineering analytical methods

Design (D)

Design at this level is the creation and development of an economically viable product, process or system to meet a defined need. It involves significant technical and intellectual challenges and can be used to integrate all engineering understanding, knowledge and s kills to the solution of real and complex problems. The main design abilities will have been developed in an accredited engineering undergraduate programme. Upon successful completion Masters Graduates will have additionally:

Knowledge, understanding and skills to work with information that may be incomplete or uncertain, quantify the effect of this on the design and, where appropriate, use theory or experimental research to mitigate deficiencies

Knowledge and comprehensive understanding of design processes and methodologies and the ability to apply and adapt them in unfamiliar situations

Ability to generate an innovative design for products, systems, components or processes to fulfil new needs

Economic, legal, social, ethical and environmental context (EL)

Engineering activity can have impacts on the environment, on commerce, on society and on individuals. Successful Graduates therefore have the skills to  manage their activities and to be aware of the various legal and ethical constraints under which they are expected to operate, including:

Awareness of the need for a high level of professional and ethical conduct in engineering

Awareness that engineers need to take account of the commercial and social contexts in which they operate

Knowledge and understanding of management and business practices, their limitations, and how these may be applied in the context of the particular specialisation

Awareness that engineering activities should promote sustainable development and ability to apply quantitative techniques where appropriate

Awareness of relevant regulatory requirements governing engineering activities in the context of the particular specialisation

Awareness of and ability to make general evaluations of risk issues in the context of the particular specialisation, including health & safety, environmental and commercial risk

3.2 Skills and other attributes

a. Subject-specific cognitive skills:

Refer to Section 3. above.

b. Subject-specific practical skills:

Engineering Practice (P)

The main engineering practice abilities will have been developed in an accredited engineering undergraduate programme. Successful Masters Graduates will have to demonstrate application of these abilities where appropriate and additional engineering skills which can include:

Advanced level knowledge and understanding of a wide range of engineering materials and components

A thorough understanding of current practice and its limitations, and some appreciation of likely new developments

Ability to apply engineering techniques, taking account of a range of commercial and industrial constraints

Understanding of different roles within an engineering team and the ability to exercise initiative and personal responsibility, which may be as a team member or leader

c. Key transferable skills:

Additional general skills (G)

Successful Graduates will have developed transferable skills, additional to those set out in the other learning outcomes that will be of value in a wide range of situations, including the ability to:

Apply their skills in problem solving, communication, information retrieval, working with others, and the effective use of general IT facilities

Plan self-learning and improve performance, as the foundation for lifelong learning/CPD

Monitor and adjust a personal programme of work on an on-going basis

Exercise initiative and personal responsibility, which may be as a team member or leader

4. Programme structure

4.1 Degree Modules

The modules comprising the Programme are: 

4.1.1 All full-time students take the Project module MMP501. Part-time students take the project module MMP504.

4.1.2 The School reserves the right to withdraw or make amendments to the list of subjects at the beginning of each session.

4.1.3  Students must take modules MMP437, MMP409, MMP420 and MMP421 to be eligible for the award of the MSc in Sustainable Engineering but may exchange any of the other taught modules listed above with modules from another Programme with the agreement of the Postgraduate Programme Director. 

4.2  Projects

4.2.1 The taught modules are normally prerequisites for the Project module, which is an individual project under the direction of a supervisor nominated by the Programme Director.

5. Criteria for Progression and Degree Award

5.1 In order to be eligible for the award, candidates must satisfy the requirements of Regulation XXI.

5.2 Candidates who have the right of re-assessment in a module may be offered an opportunity to be re-assessed in the University's special assessment period.

6. Relative Weighting of Parts of the Programme for the purposes of Final Degree Classification

Programme summary

1. Programme Aims

The aim of the programme is to provide a postgraduate programme in the field of Mechatronics.  The programme is intended to enable working effectively in integrated product design as either product champion or at management level.  The programme will empower the industrialist to include interdisciplinary integration particularly in the field of embedding microprocessor and microcontroller technology into products and processes.

2. Relevant subject benchmark statements and other external and internal reference points used to inform programme outcomes:

• ÌìÌÃÊÓƵ Periodic Programme Review (Quadrennial Review)

• ÌìÌÃÊÓƵ Annual Programme Review 

• UK Quality Assurance Agency for Higher Education (QAA) – ‘Subject Benchmark Statement for Engineering’, (Feb.2015) and ‘Framework of Higher Education Qualifications’, (Aug.2008) 

• Engineering Council (UK). ‘UK-SPEC, UK Standard for Professional Engineering Competence’, 3^rd Edition, Jan.2014 

• Engineering Council (UK). ‘The Accreditation of Higher Education Programmes’, 3^rd Edition, May 2014 

• Programme Accreditation Reports (Quinquennial) by professional institutions

3. Programme Learning Outcomes

3.1 Knowledge and Understanding

In line with the QAA ‘Subject Benchmark Statement for Engineering (2015)’  the programme learning outcomes listed here are sourced from the Engineering Councils publication ‘The Accreditation of Higher Education Programmes’ 3rd Edition, 2014.

Science and Mathematics (SM)

Engineering is underpinned by science and mathematics, and other associated disciplines, as defined by the relevant professional engineering institution(s). The main science and mathematical abilities will have been developed in an accredited engineering undergraduate programme.  Upon successful completion Masters Graduates will therefore have additionally:

A comprehensive understanding of the relevant scientific principles of the specialisation

A critical awareness of current problems and/or new insights most of which is at, or informed by, the forefront of the specialisation

Understanding of concepts relevant to the discipline, some from outside engineering, and the ability to evaluate them critically and to apply them effectively, including in engineering projects

Engineering Analysis (EA)

Engineering analysis involves the application of engineering concepts and tools to the solution of engineering problems. The main engineering analysis abilities will have been developed in an accredited engineering undergraduate programme. Upon successful completion Masters Graduates will therefore have additionally:

Ability both to apply appropriate engineering analysis methods for solving complex problems in engineering and to assess their limitations

Ability to use fundamental knowledge to investigate new and emerging technologies

Ability to collect and analyse research data and to use appropriate engineering analysis tools in tackling unfamiliar problems, such as those with uncertain or incomplete data or specifications, by the appropriate innovation, use or adaptation of engineering analytical methods

Design (D)

Design at this level is the creation and development of an economically viable product, process or system to meet a defined need. It involves significant technical and intellectual challenges and can be used to integrate all engineering understanding, knowledge and s kills to the solution of real and complex problems. The main design abilities will have been developed in an accredited engineering undergraduate programme. Upon successful completion Masters Graduates will have additionally:

Knowledge, understanding and skills to work with information that may be incomplete or uncertain, quantify the effect of this on the design and, where appropriate, use theory or experimental research to mitigate deficiencies

Knowledge and comprehensive understanding of design processes and methodologies and the ability to apply and adapt them in unfamiliar situations

Ability to generate an innovative design for products, systems, components or processes to fulfil new needs

Economic, legal, social, ethical and environmental context (EL)

Engineering activity can have impacts on the environment, on commerce, on society and on individuals. Successful Graduates therefore have the skills to  manage their activities and to be aware of the various legal and ethical constraints under which they are expected to operate, including:

Awareness of the need for a high level of professional and ethical conduct in engineering

Awareness that engineers need to take account of the commercial and social contexts in which they operate

Knowledge and understanding of management and business practices, their limitations, and how these may be applied in the context of the particular specialisation

Awareness that engineering activities should promote sustainable development and ability to apply quantitative techniques where appropriate

Awareness of relevant regulatory requirements governing engineering activities in the context of the particular specialisation

Awareness of and ability to make general evaluations of risk issues in the context of the particular specialisation, including health & safety, environmental and commercial risk

3.2 Skills and other attributes

a. Subject-specific cognitive skills:

Refer to Section 3. above.

b. Subject-specific practical skills:

Engineering Practice (P)

The main engineering practice abilities will have been developed in an accredited engineering undergraduate programme. Successful Masters Graduates will have to demonstrate application of these abilities where appropriate and additional engineering skills which can include:

Advanced level knowledge and understanding of a wide range of engineering materials and components

A thorough understanding of current practice and its limitations, and some appreciation of likely new developments

Ability to apply engineering techniques, taking account of a range of commercial and industrial constraints

Understanding of different roles within an engineering team and the ability to exercise initiative and personal responsibility, which may be as a team member or leader

c. Key transferable skills:

Additional general skills (G)

Successful Graduates will have developed transferable skills, additional to those set out in the other learning outcomes that will be of value in a wide range of situations, including the ability to:

Apply their skills in problem solving, communication, information retrieval, working with others, and the effective use of general IT facilities

Plan self-learning and improve performance, as the foundation for lifelong learning/CPD

Monitor and adjust a personal programme of work on an on-going basis

Exercise initiative and personal responsibility, which may be as a team member or leader

4. Programme structure

4.1 The modules comprising the Programme are:

4.2 All full-time students take the Project module MMP501 and the integration project MMP502. 

      Part-time students take the project module MMP500. 

4.3 The School reserves the right to withdraw or make amendments to the list of subjects at the beginning of each session.

4.4 Students may exchange any of the normal modules with modules from another Programme with the agreement of the Postgraduate Programme Director.

4.5 The taught modules are normally prerequisites for the Project module, which is an individual project under the direction of a supervisor nominated by the Programme Director.

5. Criteria for Progression and Degree Award

In order to be eligible for the award, candidates must satisfy the requirements of Regulation XXI.

Candidates who have the right of re-assessment in a module may be offered an opportunity to be re-assessed in the University's special assessment period.

6. Relative Weighting of Parts of the Programme for the purposes of Final Degree Classification

Programme summary

1. Programme Aims

To produce future research leaders to tackle the major national and international challenges over the next 15 years in implementing new high-value manufacturing technologies within UK industry by bridging the gap between basic research and technology commercialisation. Key technology themes for prioritisation (within the key automotive, aerospace and electronics sectors) have been identified in net shape processes, surface engineering, ultra low cost tooling, advanced material processing, assembly integration, intelligent automation and through-life digital engineering. 

To introduce students to key engineering topics relevant to high-value manufacturing technologies. 

To prepare graduates who are capable of operating in multi-disciplinary teams and who have the skills to analyse the overall economic context of their projects and to be aware of the social and ethical implications.  

To develop students’ understanding in a particular specific area of interest by undertaking a research based project in association with appropriate university research groups and in conjunction with industry.

2. Relevant subject benchmark statements and other external and internal reference points used to inform programme outcomes:

Framework for Higher Education Qualifications (FHEQ);

Engineering subject benchmark statement;

University Learning and Teaching Strategy;

EC (UK)  Specification for Professional Engineering Competence (UK-SPEC);

Industrial Advisory Committee for the Engineering Doctorate Centre;

Good Practice in Developing Collaborative Provision at Nottingham University

Collaborative Provision Policy at Birmingham University

Policy on Collaborative Provision at ÌìÌÃÊÓƵ

(http://www.as.bham.ac.uk/legislation/docs/POL_Collaborative_Provision.pdf, , ).

3. Programme Learning Outcomes

3.1 Knowledge and Understanding

On successful completion of this programme, students should be able to demonstrate knowledge and understanding of:

• The fundamental challenges and capabilities in high-value, advanced manufacturing engineering 
• The theoretical background of the specialist area(s) of manufacturing relevant to the research undertaken 
• The application of advanced technical skills, allied with management and professional skills in an industrial context so as to contribute to the development of new techniques, ideas or approaches 
• The techniques and practice of management in a manufacturing business environment 
• The social and economic, environmental and regulatory impact of advanced technologies

3.2 Skills and other attributes

a. Subject-specific cognitive skills:

On successful completion of this programme, students should be able to:

• Understand a research problem and develop an appropriate research methodology 
• Critically appreciate and synthesise information from a broad range of sources to aid decision making for system, process or product improvement 
• Select and apply appropriate analytical, manufacturing engineering principles and methods to model and analyse problems in advanced manufacturing 
• Source and critically evaluate information from academic papers, patents, technical manuals and industrial sources 
• Plan investigations both in the field and in laboratory situations

b. Subject-specific practical skills:

On successful completion of the programme, students should be able to:

• Develop knowledge of appropriate research and professional skills 
• Select and apply appropriate methods and techniques to solve problems 
• Prepare and deliver technical presentations individually or within a professional team 
• Plan, schedule, project manage and execute in-depth investigations individually or within a team 
• Employ a range of computer-based packages associated with CAD, CAM, IT, project planning and control of manufacturing 
• Use relevant specialist manufacturing process equipment

c. Key transferable skills:

On successful completion of this programme, students should be able to:

• Generate new ideas and develop and evaluate a range of solutions
• Adopt a critical approach for research investigation
• Enhance written and verbal communication skills through reports and presentations and clearly communicate research conclusions
• Work effectively and independently within multidisciplinary teams
• Enhance the ability to plan and manage projects effectively
• Make appropriate use of specialist software packages

4. Programme structure

4.1  Introduction

All Research Engineers who are registered on the Engineering Doctorate (EngD) programme are required to register for and satisfy the regulations for the curriculum-based component of the programme. The purpose of the taught modules is to develop knowledge and understanding of a number of technical, business and management subjects as a pre-requisite to the research element of the EngD award.

The curriculum-based component of the programme will normally require a total modular weight of 180 (including the Postgraduate Research Dissertation at 60 credits) taken from the range of postgraduate modules offered by the three Universities within the Manufacturing Engineering Doctoral Centre (MEDC) (Nottingham (N), ÌìÌÃÊÓƵ (L) and Birmingham (B)).

Candidates who have previously studied appropriate Level 7 (MSc) material, already possess an appropriate MSc or have appropriate industrial experience may be allowed in exceptional circumstances to reduce the curriculum-based component of the programme. Eligibility for a reduced curriculum-based component will be decided on an individual basis by the MEDC Management Group.

All candidates shall register at the beginning of their programme and subsequently at the beginning of each academic year for the modules which they are taking in that year, subject to their satisfactory progress in research and the extension of their registration for the Degree of EngD in accordance with the Regulations for Higher Degrees by Research. Candidates are not eligible to register for modules whilst they remain in debt to the university.

4.2  Content

The programme has a number of special features as a consequence of the multi-university nature of the MEDC. The Research Engineers (REs) will register at one of the three universities, but in order to maintain the integrity of the Centre all REs in each cohort will attend an initial full-time core training period of one semester duration. The core training semester will also include compulsory but non-assessed activities within the induction period.

The modular credits taken in the core training period will comprise 65 credits of compulsory modules offered by the three universities. The total taught element credits will be made up to 120 by specialist training modules which can be taken at any of the partner universities. There are three themes within the specialist modules, and REs are normally expected to take a minimum of 10 credits from each of these three themes. However to ensure that the correct number of credits are achieved the REs have to ensure that they take at least one of the ÌìÌÃÊÓƵ based 15 credit optional modules.

Specialist modules can be undertaken at any preferred time during the programme  subject to local prerequisite requirements.

The selection of elective modules should be discussed and agreed with the Research Engineer’s supervisor(s) and the appropriate Programme Director.

4.2.1   Core Modules

Year 1 - (total modular weight 65)

4.2.2   Elective Modules - (total modular weight 55)

Optional modules may be chosen from the module catalogues of the universities of Nottingham, ÌìÌÃÊÓƵ and Birmingham. All module choice is subject to the approval of the Programme Director and the delivering institution(s) and/or department(s). Choice should normally be restricted to postgraduate modules (level 7) and should normally be chosen from the selection listed below. Most modules are delivered either as block-taught modules lasting 3 to 5 days or in Distance Learning format (indicated by § after the module code).  

The research engineer is responsible for ensuring that all aspects of optional module choice can be incorporated into their individual timetable. Choice of optional modules is significantly affected by timetabling constraints and is also subject to availability, prerequisite, preclusive and student number restrictions. Any difficulties arising from optional module choice will not normally be considered as the basis of a claim for impaired performance.

Engineers must select a minimum 10 credits from each of the Management and Professional Development and Contextual skills groups and a minimum of 20 credits from the Advanced Technical skills group. There is no restriction on numbers of credits selected from a specific university but at least one 15 credit module from ÌìÌÃÊÓƵ must be taken to ensure total credits of 120. The choice of electives will be made in discussion with the research project supervisor and training manager to provide sufficient background material for the research theme.  

The majority of elective modules are delivered in one-week intensive blocks. The modules indicated with an * are taught weekly during a semester.

4.2.3   Project and Research Training - (total modular weight 60)

The Research Project Portfolio: Part 1 should normally be completed in year 1, and the Research Project Portfolio: Part 2 should normally be completed in year 2.

These Project and Research Training modules can be considered as the Masters Project for purposes of the award of MSc.

Three copies of the Research Project Portfolio (Parts 1 and 2) must be lodged with the Programme Director on or before the second anniversary of registration.

5. Criteria for Progression and Degree Award

5.1   Candidates who have completed part or all of the curriculum based element of their programme but who subsequently do not complete the requirements for the award of EngD may be eligible for the for the award of Postgraduate Certificate (PGCert), Postgraduate Diploma (PGDip) or Master of Science (MSc). The credit for these awards must have been accumulated as part of the curriculum-based component of the programme. Candidates who have, because of their previous study or experience, been allowed to reduce the curriculum-based component of the programme may not qualify for an award. The normal eligibility of candidates on the Programme for these awards and for distinction where appropriate, will be in accordance with Regulation XXI.

5.2 The PGCert, PGDip or Degree of MSc shall be awarded in Manufacturing Engineering.

5.3   The ÌìÌÃÊÓƵ-based curriculum-based component of the EngD programme, including the Project and Research Training components, shall be assessed in accordance with the procedures set out in Regulation XXI.

5.4   Provision will be made in accordance with Regulation XXI for candidates who have the right of re-examination in ÌìÌÃÊÓƵ modules to be reassessed, where suitable modules are available, during the University's Special Assessment Period.

5.5   Candidates will be eligible to progress on the EngD programme when they have accumulated 180 credits from the curriculum-based component within the period of time specified in paragraph 1.3 of these Regulations, except where exemption has been granted in accordance with paragraph 1.4 of these Regulations.

6. Relative Weighting of Parts of the Programme for the purposes of Final Degree Classification