ÌìÌÃÊÓƵ

Programme summary

1. Programme Aims

The Engineering Doctorate in Systems Engineering aims to develop a thorough knowledge of the principles and techniques required for the application of the systems approach to multi-disciplinary and complex engineering problems.

The programme aims to develop:

• Expert knowledge of engineering/science areas relevant to the research project(s).
• An appreciation of industrial engineering and development culture including: The role of research, product development, marketing awareness, minimisation of environmental impact.
• Project and programme management skills - financial planning and control.
• Teamwork, leadership and communication skills - oral, written, technical, non-technical.
• The ability to apply skills/knowledge to new and unusual situations.
• The ability to seek optimal solutions to complex or multifaceted problems.
• Research capability and the ability to undertake research in association with an industrial partner.

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

UK Standard for Professional Engineering Competence; Engineering Technician, Incorporated Engineer and Chartered Engineer Standard, Engineering Council UK, 2013.

UK Standard for Professional Engineering Competence; The Accreditation of Higher Education Programmes, Engineering Council UK, 2011.

IET Handbook of Learning Outcomes for BEng and MEng Degree Programmes, October 2009.

The UK Quality Code for Higher Education, the Quality Assurance Agency for Higher Education, April 2012.

The framework for higher education qualifications in England, Wales and Northern Ireland, The Quality Assurance Agency for Higher Education, August 2008.

Subject Benchmark Statement: Engineering, The Quality Assurance Agency for Higher Education, November 2010.

Master's degree characteristics, The Quality Assurance Agency for Higher Education, March 2010.

Code of practice for the assurance of academic quality and standards in higher education, Section 7: Programme design, approval, monitoring and review, The Quality Assurance Agency for Higher Education, September 2006.

The Northern Ireland Credit Accumulation and Transfer System (NICATS); Principles and Guidelines, 2002.

Proposals for national arrangements for the use of academic credit in higher education in England; Final report of the Burgess Group, December 2006.

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

• Mathematical methods appropriate
• Principles of engineering science appropriate
• Principles of Information Technology and Communications
• Relevant codes of practice and regulatory frameworks
• Relevant operational practices and requirements for safe working

3.2 Skills and other attributes

a. Subject-specific cognitive skills:

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

• Select and apply appropriate mathematical and/or computer based methods for modelling and analysing practical and hypothetical engineering problems
• Model and analyse engineering systems, processes, components and products
• Develop engineering solutions to practical problems
• Integrate, evaluate and use information, data and ideas from a wide range of sources
• Develop new systems, processes, components or products by integrating ideas from a wide range of sources

b. Subject-specific practical skills:

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

• Use appropriate mathematical methods for modelling and analysing relevant engineering problems relevant to complex systems
• Use relevant test and measurement equipment
• Plan and execute safely experimental laboratory work
• Use computational tools and packages (including programming languages where appropriate)
• Design systems, components or processes
• Undertake testing of design ideas and analyse and critically evaluate the results
• Search for and retrieve information, ideas and data from a variety of sources
• Manage a project and apply appropriate processes
• Produce technical reports, papers, diagrams and drawings

c. Key transferable skills:

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

• Manipulate, sort and present data in a range of forms
• Use evidence based methods in the solution of complex problems
• Work with limited, incomplete and/or contradictory information in the solution of unfamiliar problems
• Use an engineering approach to the solution of problems in unfamiliar situations
• Be creative and innovative in problem solving
• Work effectively as part of a team
• Use a wide range of information and communications technology
• Manage time and resources
• Communicate effectively orally, visually and in writing at an appropriate level
• Learn effectively, continuously and independently in a variety of environments

4. Programme structure

The curriculum-based component of the programme will follow the taught modules drawn from the School’s MSc Programme in Systems Engineering. Research Engineers should refer to these regulations for an up-to-date module listing.

5. Criteria for Progression and Degree Award

As well as being read in conjunction with  Regulation XXI and the relevant module specifications, this programme specification should also be read in conjunction with Regulation XXVI Higher Degrees by Research. 

5.1 All Research Engineers who are registered on the Systems Engineering Doctorate (EngD) programme are required to register for and satisfy the regulations for the curriculum-based component of the programme. 

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

5.3 Each module in the curriculum-based component of the programme will be assessed and credit awarded in accordance with the levels of achievement specified in Regulation XXI.

5.4 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 under 'Programme Length and Type' in this specification, except where exemption has been granted in accordance with 'Exemptions' under 'Admissions Criteria' in this specification. 

5.5 Candidates who have completed part or the entire curriculum based element of their programme, but who subsequently do not complete the requirements for the award of EngD, may be eligible for the award of the Degree of Master, the Postgraduate Diploma or the Postgraduate Certificate. In order to be eligible for the award, candidates must satisfy the requirements of Regulation XXI.

5.6 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

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

Programme summary

1. Programme Aims

The Master of Science programme in Networked Communications is designed to provide a fundamental background and knowledge of practical solutions relevant to both wired and wireless communication networks. 

The programme:

• Provides an understanding of the principles and practices related to communication networks, including their protocols and the vulnerabilities to attack.
• Allow students to understand the characteristics of communication networks through practical measurement and analytical approaches.
• Students will have an opportunity to conduct project work in well equipped research facilities and work alongside experienced networks researchers.

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

UK Standard for Professional Engineering Competence; Engineering Technician, Incorporated Engineer and Chartered Engineer Standard, Engineering Council UK, 2013.

UK Standard for Professional Engineering Competence; The Accreditation of Higher Education Programmes, Engineering Council UK, 2011.

IET Handbook of Learning Outcomes for BEng and MEng Degree Programmes, October 2009.

The UK Quality Code for Higher Education, The Quality Assurance Agency for Higher Education, April 2012.

The framework for higher education qualifications in England, Wales and Northern Ireland, The Quality Assurance Agency for Higher Education, August 2008.

Subject Benchmark Statement: Engineering, The Quality Assurance Agency for Higher Education, November 2010.

Master's degree characteristics, The Quality Assurance Agency for Higher Education. March 2010.

Code of practice for the assurance of academic quality and standards in higher education, Section 7: Programme design, approval, monitoring and review, The Quality Assurance Agency for Higher Education, September 2006.

The Northern Ireland Credit Accumulation and Transfer System (NICATS); Principles and Guidelines, 2002.

Proposals for national arrangements for the use of academic credit in higher education in England; Final report of the Burgess Group, December 2006.

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

• Mathematical methods appropriate to the programme
• Principles of engineering science appropriate to the programme
• Principles of Information Technology and Communications appropriate to the programme
• Design principles and techniques appropriate to electronic and electrical components, equipment and associated software
• Operational practices and requirements for safe operation relevant to the programme

3.2 Skills and other attributes

a. Subject-specific cognitive skills:

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

• Select and apply appropriate mathematical and/or computer based methods for modelling and analysing practical and hypothetical engineering problems
• Model and analyse engineering systems, processes, components and products
• Develop engineering solutions to practical problems
• Integrate, evaluate and use information, data and ideas from a wide range of sources
• Develop new systems, processes, components or products by integrating ideas from a wide range of sources

b. Subject-specific practical skills:

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

• Use appropriate mathematical methods for modelling and analysing engineering problems relevant to the programme
• Use relevant test and measurement equipment
• Use computational tools and packages (including programming languages where appropriate)
• Design systems, components or processes
• Undertake testing of design ideas in the laboratory or by simulation, and analyse and critically evaluate the results
• Search for and retrieve information, ideas and data from a variety of sources
• Manage a project and apply appropriate processes
• Produce technical reports, papers, diagrams and drawings

c. Key transferable skills:

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

• Manipulate, sort and present data in a range of forms
• Use evidence based methods in the solution of complex problems
• Work with limited, incomplete and/or contradictory information in the solution of unfamiliar problems
• Use an engineering approach to the solution of problems in unfamiliar situations
• Be creative and innovative in problem solving
• Use a wide range of information and communications technology
• Manage time and resources
• Communicate effectively orally, visually and in writing at an appropriate level
• Learn effectively, continuously and independently in a variety of environments

4. Programme structure

4.1 All modules for the Networked Communications programme are compulsory.

5. Criteria for Progression and Degree Award

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

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

Programme summary

1. Programme Aims

The Master of Science programme in Digital Communication Systems aims to develop a thorough knowledge of the principles and techniques required for the design and development of the next generation of digital communication systems.

The programme: 

• provides opportunities, through group and individual learning, for the study of key engineering topics required in modern digital communications.
• enables students to access specialist material related to networked and mobile systems, and the signal processing they require for secure communication.
• enables students to study advanced material that is the result of recent research, often involving design techniques and basic theories that have been developed in the School.
• provides the opportunity to undertake an advanced project in association with the research groups in the School: in the Centre for Mobile Communications Research or in one of the research groups in wireless communications, high speed networks and advanced signal processing. Occasionally such projects can be taken in industry or in a number of European institutions participating in EU exchange programmes.

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

UK Standard for Professional Engineering Competence; Engineering Technician, Incorporated Engineer and Chartered Engineer Standard, Engineering Council UK, 2013.

UK Standard for Professional Engineering Competence; The Accreditation of Higher Education Programmes, Engineering Council UK, 2011.

IET Handbook of Learning Outcomes for BEng and MEng Degree Programmes, October 2009.

The UK Quality Code for Higher Education, the Quality Assurance Agency for Higher Education, April 2012.

The framework for higher education qualifications in England, Wales and Northern Ireland, The Quality Assurance Agency for Higher Education, August 2008.

Subject Benchmark Statement: Engineering, The Quality Assurance Agency for Higher Education, November 2010.

Master's degree characteristics, The Quality Assurance Agency for Higher Education, March 2010.

Code of practice for the assurance of academic quality and standards in higher education, Section 7: Programme design, approval, monitoring and review, The Quality Assurance Agency for Higher Education, September 2006.

The Northern Ireland Credit Accumulation and Transfer System (NICATS); Principles and Guidelines, 2002.

Proposals for national arrangements for the use of academic credit in higher education in England; Final report of the Burgess Group, December 2006.

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

• Mathematical methods appropriate to the programme
• Principles of engineering science appropriate to the programme
• Principles of Information Technology and Communications appropriate to the programme
• Design principles and techniques appropriate to electronic and electrical components, equipment and associated software
• Operational practices and requirements for safe operation relevant to the programme

3.2 Skills and other attributes

a. Subject-specific cognitive skills:

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

• Select and apply appropriate mathematical and/or computer based methods for modelling and analysing practical and hypothetical engineering problems
• Model and analyse engineering systems, processes, components and products
• Develop engineering solutions to practical problems
• Integrate, evaluate and use information, data and ideas from a wide range of sources
• Develop new systems, processes, components or products by integrating ideas from a wide range of sources

b. Subject-specific practical skills:

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

• Use appropriate mathematical methods for modelling and analysing engineering problems relevant to the programme
• Use relevant test and measurement equipment
• Use computational tools and packages (including programming languages where appropriate)
• Design systems, components or processes
• Undertake testing of design ideas in the laboratory or by simulation, and analyse and critically evaluate the results
• Search for and retrieve information, ideas and data from a variety of sources
• Manage a project and apply appropriate processes
• Produce technical reports, papers, diagrams and drawings

c. Key transferable skills:

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

• Manipulate, sort and present data in a range of forms
• Use evidence based methods in the solution of complex problems
• Work with limited, incomplete and/or contradictory information in the solution of unfamiliar problems
• Use an engineering approach to the solution of problems in unfamiliar situations
• Be creative and innovative in problem solving
• Use a wide range of information and communications technology
• Manage time and resources
• Communicate effectively orally, visually and in writing at an appropriate level
• Learn effectively, continuously and independently in a variety of environments

4. Programme structure

In the following table ‘c’ indicates a compulsory module and ‘o’ indicates an optional module.

Students on the Digital Communication Systems programme should select two optional modules indicated in semester 1 and three optional modules indicated in semester 2.

5. Criteria for Progression and Degree Award

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

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

Programme summary

1. Programme Aims

The European Masters in Renewable Energy aims to develop a thorough knowledge of the viable renewable energy technologies, with reference to the generation and storage of electricity and heat in developed and developing countries.

The programme:

• Provides a firm technical background in the key renewable energy fields and creates a context for energy and heat production, storage and use.
• Enables students to specialise in a particular technology or implementation aspect.
• Enables students to undertake a project related to the specialisation in industry, a research laboratory or at the university and during which the student can gain practical or research experience.
• Enables students to gain experience in at least two European countries.

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

UK Standard for Professional Engineering Competence; Engineering Technician, Incorporated Engineer and Chartered Engineer Standard, Engineering Council UK, 2013.

UK Standard for Professional Engineering Competence; The Accreditation of Higher Education Programmes, Engineering Council UK, 2011.

IET Handbook of Learning Outcomes for BEng and MEng Degree Programmes, October 2009.

The UK Quality Code for Higher Education, The Quality Assurance Agency for Higher Education, April 2012.

Master's degree characteristics, The Quality Assurance Agency for Higher Education, March 2010.

The framework for higher education qualifications in England, Wales and Northern Ireland, The Quality Assurance Agency for Higher Education, August 2008.

Subject Benchmark Statement: Engineering, The Quality Assurance Agency for Higher Education, 2010.

Code of practice for the assurance of academic quality and standards in higher education, Section 7: Programme design, approval, monitoring and review, The Quality Assurance Agency for Higher Education, September 2006.

The Northern Ireland Credit Accumulation and Transfer System (NICATS); Principles and Guidelines, 2002.

Proposals for national arrangements for the use of academic credit in higher education in England; Final report of the Burgess Group, December 2006.

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 principles of a range of renewable energy systems for optimal energy conversion
• The characteristics of the various types of technologies and the associated processes of manufacturing such systems
• Codes of practice and regulatory frameworks relevant to renewable energy systems
• The socio-economic effects of the introduction and use of the relevant technologies

3.2 Skills and other attributes

a. Subject-specific cognitive skills:

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

• Statistically assess renewable energy resources at a specified location given appropriate data
• Make general performance predictions for various renewable energy systems
• Integrate, evaluate and use information, data and ideas from a wide range of sources

b. Subject-specific practical skills:

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

• Design a range of renewable energy systems for optimal energy conversion at a given location and for particular applications
• Analyse economic and planning aspects of renewable energy systems as well as technological considerations
• Use appropriate mathematical methods for modelling and analysing engineering problems relevant to renewable energy systems
• Search for and retrieve information, ideas and data from a variety of sources
• Manage a project and apply appropriate processes
• Produce technical reports, papers, diagrams and drawings

c. Key transferable skills:

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

• Manipulate, sort and present data in a range of forms
• Use evidence based methods in the solution of complex problems
• Work with limited, incomplete and/or contradictory information in the solution of unfamiliar problems
• Use an engineering approach to the solution of problems in unfamiliar situations
• Be creative and innovative in problem solving
• Work effectively as part of a team
• Use a wide range of information and communications technology
• Manage time and resources
• Communicate effectively orally, visually and in writing at an appropriate level
• Learn effectively, continuously and independently in a variety of environments

4. Programme structure

4.1 Content

4.2 The first semester is studied at ÌìÌÃÊÓƵ. The second semester is undertaken away from ÌìÌÃÊÓƵ and comprises a 60 credit (30 ECTS) specific technology specialisation taken from:

•Wind energy National Technical University of Athens
•Grid Integration University of Zaragoza
•Photovoltaics University of Northumbria
•Solar Thermal University of Perpignan
•Ocean Energy IST Lisbon
•Sustainable Fuel Systems for Mobility, Hanze University of Applied Sciences

5. Criteria for Progression and Degree Award

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

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

Programme summary

1. Programme Aims

The Master of Science programme in Mobile Communications is designed to provide a fundamental background and thorough knowledge of practical solutions relevant to mobile communication systems.

Our Masters in Mobile Communications is designed to help students hit the ground running in employment. It is taught by leaders in the field of communications research at a leading UK University known to be expert in engagement with Industry. Our State-of-the-Art labs provide hands-on experience of the practical problems encountered in the design and measurement of communications systems as well as the theoretical solutions to the problems of 2, 3 and 4G.  The course is taught in English with training in technical writing and presentation skills. Take this course for routes to employment if you wish be part of the mobile communications community and share in the prosperity being generated by the most popular technology in the world.

The Programme:

• provides a foundation for a career in modern information engineering through study of advanced modules in digital and mobile communication.
• equips students with state-of-the-art knowledge and skills in areas covering personal and mobile systems. 
• exposes students to a variety of group and individual learning experiences.
• gives opportunity to be part of the research community within the School of Electronic, Electrical and Systems Engineering and attend seminars and interact with world-leading visiting researchers.
• delivers graduates with the skills necessary to work in areas of mobile communication systems, which includes smart phones and new multimedia, interactive services, as well as provision of anywhere-anytime communications.

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

UK Standard for Professional Engineering Competence; Engineering Technician, Incorporated Engineer and Chartered Engineer Standard, Engineering Council UK, 2013.

UK Standard for Professional Engineering Competence; The Accreditation of Higher Education Programmes, Engineering Council UK, 2011.

IET Handbook of Learning Outcomes for BEng and MEng Degree Programmes, October 2009.

The UK Quality Code for Higher Education, The Quality Assurance Agency for Higher Education, April 2012.

Master's degree characteristics, the Quality Assurance Agency for Higher Education, March 2010.

The framework for higher education qualifications in England, Wales and Northern Ireland, The Quality Assurance Agency for Higher Education, August 2008.

Subject Benchmark Statement: Engineering, The Quality Assurance Agency for Higher Education, November 2010.

Code of practice for the assurance of academic quality and standards in higher education, Section 7: Programme design, approval, monitoring and review, The Quality Assurance Agency for Higher Education, September 2006.

The Northern Ireland Credit Accumulation and Transfer System (NICATS); Principles and Guidelines, 2002.

Proposals for national arrangements for the use of academic credit in higher education in England; Final report of the Burgess Group, December 2006.

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

• Mathematical methods appropriate to the programme
• Principles of engineering science appropriate to the programme
• Principles of Information Technology and Communications appropriate to the programme
• Design principles and techniques appropriate to electronic and electrical components, equipment and associated software
• Operational practices and requirements for safe operation relevant to the programme

3.2 Skills and other attributes

a. Subject-specific cognitive skills:

On successful completion of this programme students should be able to

• Select and apply appropriate mathematical and/or computer based methods for modelling and analysing practical and hypothetical engineering problems
• Model and analyse engineering systems, processes, components and products
• Develop engineering solutions to practical problems
• Integrate, evaluate and use information, data and ideas from a wide range of sources
• Develop new systems, processes, components or products by integrating ideas from a wide range of sources

b. Subject-specific practical skills:

On successful completion of this programme students should be able to

• Use appropriate mathematical methods for modelling and analysing engineering problems relevant to the programme
• Use relevant test and measurement equipment
• Use computational tools and packages (including programming languages where appropriate)
• Design systems, components or processes
• Undertake testing of design ideas in the laboratory or by simulation, and analyse and critically evaluate the results
• Search for and retrieve information, ideas and data from a variety of sources
• Manage a project and apply appropriate processes
• Produce technical reports, papers, diagrams and drawings

c. Key transferable skills:

On successful completion of this programme students should be able to

• Manipulate, sort and present data in a range of forms
• Use evidence based methods in the solution of complex problems
• Work with limited, incomplete and/or contradictory information in the solution of unfamiliar problems
• Use an engineering approach to the solution of problems in unfamiliar situations
• Be creative and innovative in problem solving
• Use a wide range of information and communications technology
• Manage time and resources
• Communicate effectively orally, visually and in writing at an appropriate level
• Learn effectively, continuously and independently in a variety of environments

4. Programme structure

All modules for the Mobile Communication Systems programmes are compulsory.

5. Criteria for Progression and Degree Award

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

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

Programme summary

1. Programme Aims

The Master of Science programme in Renewable Energy Systems Technology aims to develop a thorough knowledge of the viable renewable energy technologies, with reference to the generation and storage of electricity and heat in developed and developing countries.

The programme:

• Provides a firm technical background in the key renewable energy fields and creates a context for energy and heat production, storage and use.
• Enables students to specialise in a particular technology or implementation aspect.
• Enables students to undertake a project related to the specialisation in industry, a research laboratory or at the university and during which the student can gain practical or research experience.

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

UK Standard for Professional Engineering Competence; Engineering Technician, Incorporated Engineer and Chartered Engineer Standard, Engineering Council UK, 2013.

UK Standard for Professional Engineering Competence; The Accreditation of Higher Education Programmes, Engineering Council UK, 2011.

IET Handbook of Learning Outcomes for BEng and MEng Degree Programmes, October 2009.

The UK Quality Code for Higher Education. The Quality Assurance Agency for Higher Education, April 2012.

Master's degree characteristics,  The Quality Assurance Agency for Higher Education. March 2010.

The framework for higher education qualifications in England, Wales and Northern Ireland, The Quality Assurance Agency for Higher Education, August 2008.

Subject Benchmark Statement: Engineering, The Quality Assurance Agency for Higher Education, November 2010.

Code of practice for the assurance of academic quality and standards in higher education, Section 7: Programme design, approval, monitoring and review, The Quality Assurance Agency for Higher Education, September 2006.

The Northern Ireland Credit Accumulation and Transfer System (NICATS); Principles and Guidelines, 2002.

Proposals for national arrangements for the use of academic credit in higher education in England; Final report of the Burgess Group, December 2006.

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 principles of a range of renewable energy systems for optimal energy conversion
• The characteristics of the various types of technologies and the associated processes of manufacturing such systems
• Codes of practice and regulatory frameworks relevant to renewable energy systems
• The socio-economic effects of the introduction and use of the relevant technologies

3.2 Skills and other attributes

a. Subject-specific cognitive skills:

On successful completion of this programme students should be able to

• Statistically assess renewable energy resources at a specified location given appropriate data
• Make general performance predictions for various renewable energy systems
• Integrate, evaluate and use information, data and ideas from a wide range of sources

b. Subject-specific practical skills:

On successful completion of this programme students should be able to

• Design a range of renewable energy systems for optimal energy conversion at a given location and for particular applications
• Analyse economic and planning aspects of renewable energy systems as well as technological considerations
• Use appropriate mathematical methods for modelling and analysing        engineering problems relevant to renewable energy systems
• Search for and retrieve information, ideas and data from a variety of sources
• Manage a project and apply appropriate processes
• Produce technical reports, papers, diagrams and drawings

c. Key transferable skills:

On successful completion of this programme students should be able to

• Manipulate, sort and present data in a range of forms
• Use evidence based methods in the solution of complex problems
• Work with limited, incomplete and/or contradictory information in the solution of unfamiliar problems
• Use an engineering approach to the solution of problems in unfamiliar situations
• Be creative and innovative in problem solving
• Work effectively as part of a team
• Use a wide range of information and communications technology
• Manage time and resources
• Communicate effectively orally, visually and in writing at an appropriate level
• Learn effectively, continuously and independently in a variety of environments

4. Programme structure

4.1 Content

Modules marked 'c' are compulsory. 30 credits of optional modules (indicated as 'o') should also be chosen.

5. Criteria for Progression and Degree Award

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

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

Programme summary

1. Programme Aims

The Master of Science programme in Renewable Energy Systems Technology aims to develop a thorough knowledge of the viable renewable energy technologies, with reference to the generation and storage of electricity and heat in developed and developing countries.

The programme:

• Provides a firm technical background in the key renewable energy fields and creates a context for energy and heat production, storage and use.
• Enables students to specialise in a particular technology or implementation aspect.
• Enables students to undertake a project related to the specialisation in industry, a research laboratory or at the university and during which the student can gain practical or research experience.

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

UK Standard for Professional Engineering Competence; Engineering Technician, Incorporated Engineer and Chartered Engineer Standard, Engineering Council UK, 2013.

UK Standard for Professional Engineering Competence; The Accreditation of Higher Education Programmes, Engineering Council UK, 2011.

IET Handbook of Learning Outcomes for BEng and MEng Degree Programmes, October 2009.

The UK Quality Code for Higher Education. The Quality Assurance Agency for Higher Education, April 2012.

The framework for higher education qualifications in England, Wales and Northern Ireland, The Quality Assurance Agency for Higher Education, August 2008.

Subject Benchmark Statement: Engineering, The Quality Assurance Agency for Higher Education, November 2010.

Master's degree characteristics, the Quality Assurance Agency for Higher Education, March 2010.

Code of practice for the assurance of academic quality and standards in higher education, Section 7: Programme design, approval, monitoring and review, The Quality Assurance Agency for Higher Education, September 2006.

The Northern Ireland Credit Accumulation and Transfer System (NICATS); Principles and Guidelines, 2002.

Proposals for national arrangements for the use of academic credit in higher education in England; Final report of the Burgess Group, December 2006.

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 principles of a range of renewable energy systems for optimal energy conversion
• The characteristics of the various types of technologies and the associated processes of manufacturing such systems
• Codes of practice and regulatory frameworks relevant to renewable energy systems
• The socio-economic effects of the introduction and use of the relevant technologies

3.2 Skills and other attributes

a. Subject-specific cognitive skills:

On successful completion of this programme students should be able to

• Statistically assess renewable energy resources at a specified location given appropriate data
• Make general performance predictions for various renewable energy systems
• Integrate, evaluate and use information, data and ideas from a wide range of sources

b. Subject-specific practical skills:

On successful completion of this programme students should be able to

• Design a range of renewable energy systems for optimal energy conversion at a given location and for particular applications
• Analyse economic and planning aspects of renewable energy systems as well as technological considerations
• Use appropriate mathematical methods for modelling and analysing engineering problems relevant to renewable energy systems
• Search for and retrieve information, ideas and data from a variety of sources
• Manage a project and apply appropriate processes
• Produce technical reports, papers, diagrams and drawings

c. Key transferable skills:

On successful completion of this programme students should be able to

• Manipulate, sort and present data in a range of forms
• Use evidence based methods in the solution of complex problems
• Work with limited, incomplete and/or contradictory information in the solution of unfamiliar problems
• Use an engineering approach to the solution of problems in unfamiliar situations
• Be creative and innovative in problem solving
• Work effectively as part of a team
• Use a wide range of information and communications technology
• Manage time and resources
• Communicate effectively orally, visually and in writing at an appropriate level
• Learn effectively, continuously and independently in a variety of environments

4. Programme structure

4.1 Content 

Modules marked 'c' are compulsory.

* Three modules to be chosen from the 5 (10 credit) modules list. Pre-requisites apply.

Guidelines on full/partial DL provision are available on the intranet at:

(Distance Learning flow chart)

5. Criteria for Progression and Degree Award

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

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

Programme summary

1. Programme Aims

The Master of Science programme in Electronic and Electrical Engineering aims to develop a thorough knowledge of principles and techniques in state of the art electronic and electrical engineering including areas of national importance:- renewable energy, networks, mobile communications, and modern sensor systems, with a focus on emerging technologies and relevant applications.

• To provide, through group and individual learning, a broad knowledge base within  core material covering the key engineering topic areas of renewable resources, modern sensor systems, communications, high frequency circuit design and very large scale integrated circuits.
• To allow students the flexibility to choose between a broad or deep programme of study, over a very wide range of topics, based on their interests.
• To provide concentrated presentation of material in block taught modules allowing completion of each topic as a complete, individual unit. 

• To allow students time between block taught modules for individual study, scholarship and project work. 

• To provide a structure that allows part time study. 

• provides the opportunity to undertake an advanced project in association with one of the research groups in the School of Electronic, Electrical and Systems Engineering at ÌìÌÃÊÓƵ, in industry, or in a number of European institutions participating in EU exchange programmes.

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

• IET Learning Outcomes Handbook Incorporating UK-Spec for Bachelors and MEng Degree Programmes 2009. 
• Subject Benchmark Statement: Engineering, Quality Assurance Agency, 2010.
• Master's degree characteristics, Quality Assurance Agency, March 2010.
• The University’s Learning and Teaching Strategy.
• UK Quality Code for Higher Education (the Quality Code) 2011.
• Master’s degree characteristics, Quality Assurance Agency, March 2010.

3. Programme Learning Outcomes

3.1 Knowledge and Understanding

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

(K1) Mathematical methods appropriate to the programme

(K2) Principles of electronics, electrical engineering and applications (nanoelectronic circuit design, simulation and test, advanced control and electrical power integration). In particular

(i)  Distributed Generation, transmission and distribution of electrical power.

(ii) Dynamic behaviour of sensor and actuator systems and the faults that may occur with them.

(iii)The design flow for ASIC circuits.

(iv)  Principles of EEE in other areas as determined by options choice.

(v) Research methods applicable to the field of electronic and electrical engineering

(K3) Principles of ICT appropriate to the programme.

(K4) Operational practices and requirements for safe operation relevant to the programme

3.2 Skills and other attributes

a. Subject-specific cognitive skills:

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

(C1)Select and apply appropriate mathematical and/or software approaches for modelling and analysing engineering problems

(C2)Model and analyse engineering systems, processes, components and products

(C3)Develop engineering solutions to practical problems

(C4)Integrate, evaluate and use information, data and ideas from a wide range of sources

(C5)Develop new systems, processes, components or products by integrating ideas from a wide range of sources

b. Subject-specific practical skills:

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

(P1)     Use appropriate mathematical methods for modelling and analysing engineering problems relevant to the programme

(P2)     Use relevant test and measurement equipment

(P3)     Use computational tools and packages (including the UNIX and Windows OS and a variety of programming languages where appropriate)

(P4)     Design systems, components or processes

(P5)     Undertake testing of design ideas in the laboratory and/or by simulation, and analyse and critically evaluate the results

(P6)     Integrate information, ideas and data from a variety of sources

(P7)     Manage a project and apply appropriate processes

(P8)     Produce technical figure, papers and reports.

c. Key transferable skills:

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

(T1) Represent data in a range of different forms and select the most appropriate.

(T2) Use evidence based methods in the solution of complex problems

(T3) Work with limited, incomplete and/or contradictory information in the solution of unfamiliar problems

(T4) Use an engineering approach to the solution of problems in unfamiliar situations

(T5) Be creative and innovative in problem solving

(T6) Use a wide range of information and electronic or electrical engineering technology including industry standard packages for ASIC design

(T7) Manage time and resources appropriately

(T8) Communicate effectively orally, visually and in writing

(T9) Learn effectively, continuously and independently in a variety of environments.

4. Programme structure

Students should choose five optional modules over the two semesters.  It is suggested that three are chosen in semester one and two chosen in semester 2. 

5. Criteria for Progression and Degree Award

In order to be eligible for the award, candidates must satisfy the requirements covered by the University Regulation XXI (Postgraduate Awards).

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

n/a

Programme summary

1. Programme Aims

The Master of Science programme in Systems Engineering aims to develop a thorough knowledge of the principles and techniques required for the application of the systems approach to multi-disciplinary and complex engineering problems.

The programme aims to develop:

• Knowledge and technical expertise in applying systems principles to a selected range of technologies.
• More extensive and deeper knowledge in related areas through the availability of elective modules.
• An integrated systems engineering approach to related technologies, processes, techniques and their effective use.

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

UK Standard for Professional Engineering Competence; Engineering Technician, incorporated Engineer and Chartered Engineer Standard, Engineering Council UK, 2013.

UK Standard for Professional Engineering Competence: The Accreditation of Higher Education Programmes, Engineering Council UK, 2011.

IET Handbook of Learning Outcomes for BEng and MEng Degree Programmes, October 2009.

The UK Quality Code for Higher Education, the Quality Assurance Agency for Higher Education, April 2012.

Master's degree characteristics, the Quality Assurance Agency for Higher Education, March 2010.

The framework for higher education qualifications in England, Wales and Northern Ireland, The Quality Assurance Agency for Higher Education, August 2008.

Subject Benchmark Statement: Engineering, The Quality Assurance Agency for Higher Education, November 2010.

Code of practice for the assurance of academic quality and standards in higher education, Section 7: Programme design, approval, monitoring and review, The Quality Assurance Agency for Higher Education, September 2006.

The Northern Ireland Credit Accumulation and Transfer System (NICATS); Principles and Guidelines, 2002.

Proposals for national arrangements for the use of academic credit in higher education in England; Final report of the Burgess Group, December 2006.

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

• Mathematical methods appropriate to systems engineering
• Principles of engineering science appropriate to systems engineering
• Principles of Information Technology and Communications appropriate to systems engineering
• Relevant codes of practice and regulatory frameworks
• Relevant operational practices and requirements for safe working

3.2 Skills and other attributes

a. Subject-specific cognitive skills:

On successful completion of this programme students should be able to

• Select and apply appropriate mathematical and/or computer based methods for modelling and analysing practical and hypothetical engineering problems
• Model and analyse engineering systems, processes, components and products
• Develop engineering solutions to practical problems
• Integrate, evaluate and use information, data and ideas from a wide range of sources
• Develop new systems, processes, components or products by integrating ideas from a number of disciplines

b. Subject-specific practical skills:

On successful completion of this programme students should be able to

• Use appropriate mathematical methods for modelling and analysing relevant engineering problems
• Use computational tools and packages (including programming languages where appropriate)
• Design systems, their components and processes
• Undertake testing of design ideas and analyse, evaluate and critique the results
• Search for and retrieve information, ideas and data from a variety of sources
• Manage a project and apply appropriate processes
• Produce technical reports, papers and diagrams

c. Key transferable skills:

On successful completion of this programme students should be able to

• Manipulate, sort and present data and information in a range of forms
• Use evidence-based methods in the solution of complex problems
• Work with limited, incomplete and/or contradictory information to achieve a successful systems intervention
• Use an engineering approach to understand problems in unfamiliar situations and go on to make a purposeful systems intervention
• Be creative and innovative in problem solving
• Work effectively as part of a team
• Use a wide range of information and communications technologies
• Manage time and resources
• Communicate effectively orally, visually and in writing at an appropriate level
• Learn effectively, continuously and independently in a variety of environments

4. Programme structure

4.1 In the following table ‘c’ indicates a compulsory module and ‘o’ indicates an optional module. Four optional modules should be chosen, normally one option module from semester 1 and three option modules from semester 2.

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 Re-assessment of modules for candidates eligible under the relevant sections of Regulation XXI will normally take place when the modules are next routinely assessed. Part time students re-assessment may be deferred for one year but in such cases the re-assessment must be taken ‘with attendance’.

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 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