General OverviewGeneral Overview
The MSc in Mechanical Engineering is a unique UK postgraduate taught programme that draws upon the research and industrial experience strengths of the University of The West of Scotland in Mechanical Engineering and other engineering disciplines. It offers an advanced qualification to engineering graduates wishing to progress their career and develop an in-depth and practical understanding of Mechanical Engineering in the Design, Analysis , Manufacture, Testing for the Aerospace, Automotive, Off Shore, Chemical/Petrolium, Energy and Renewables Industry sectors. The content of the programme is both timely and is desired by industry both locally and globally.
Graduates from the MSc Mechanical Engineering programme will have an ability to develope solutions for complex engineering problems using new or existing technologies, through innovation, creativity and change. The programme provides a foundation for leadership and innovative engineering practice roles.
Graduates will possess the following defining charateristics. A broad and coherent body of knowledge including mathematics, natural science and engineering principles, and a proven ability to apply that knowledge to analyse and solve complex engineering problems. Much of the knowledge will be at the forefront of the particular subject of study. Graduates will be able to select and apply quantitative and computational analysis techniques in the absence of complete data, discussing the limitations of the methods employed. With an appreciation of professional engineering practice and ethics, graduates will be commercially aware and able to apply their knowledge and skills to design, deliver and evaluate innovative new products or services to meet defined needs using new or existing technologies.
The aims and objectives of the Mechanical Engineering programme are aligned with the Institutional context of the Engineering AHEP4 defining characteristics and learning outcomes listed below:
M1. Apply a comprehensive knowledge of mathematics, statistics, natural science and engineering principlesto the solution of complex problems. Much of the knowledge will beat the forefront of the particular subject ofstudy and informed by a critical awareness of new developments and the wider context of engineering.
M2. Formulate and analyse complex problems to reach substantiated conclusions. This will involve evaluatingavailable data using first principles of mathematics, statistics, natural science and engineering principles, andusing engineering judgment to work with information that may be uncertain or incomplete, discussing thelimitations of the techniques employed.
M3. Select and apply appropriate computational and analytical techniques to model complex problems,discussing the limitations of the techniques employed.
M4. Select and critically evaluate technical literatureand other sources of information to solve complex problems.
M5. Design solutions for complex problems that evidence some originality and meet a combination ofsocietal, user, business and customer needs as appropriate. This will involve consideration of applicablehealth and safety, diversity, inclusion, cultural, societal, environmental and commercial matters, codes ofpractice and industry standards.
M7. Evaluate the environmental and societal impact of solutions to complex problems (to include the entirelife cycle of a product or process) and minimise adverse impacts.
M16. Function effectively as an individual, and as a member or leader of a team. Evaluate effectiveness ofown and team performance.
M17. Communicate effectively on complex engineering matters with technical and non-technical audiences,evaluating the effectiveness of the methods used.
Applicants accepted on the programme are degree qualified engineers thus have partially already fulfilled the Learning Outcomes required from AHEP4.
The MSc is intended to be completed in a 12 month period synchronised with the main undergraduate intake in September, but running through to the end of the summer break period. There is the opportunity for a February intake, however this will extend the length of the programme to 15 months.
Postgraduate Certificate and Postgraduate Diploma awards provide an exit award points from the Masters programme at the end of Terms 1 and 2 respectively. However, the main focus is on completion of the MSc.
Term one comprises of three compulsory taught units. These include Managing Quality (20 credits), Advanced Fluid Mechanics & CFD (20 Credits), Advanced Heat Transfer (20 Credits).
Term two consists of four compulsory taught modules, Applied Finite Element Analysis (20 Credits), Structural Integrity (20 Credits), Research Design and Methods (10 Credits) and Renewable Energy and Energy Storage Systems (10 credits)
The modules will be taught with an integrative flavour, that the modules are not taught in isolation, but whether its the CFD or FEA, modules will build on the many of the other taught modules. It is a feature of this programme that the modules are taught around real problems from industry. Guest lectures from industrial experts will complement the delivery of the modules. The student will be able to study a particular topic in greater detail via the MSc Dissertation.
Student learning is through an arrangement of lectures, tutorials, case studies, laboratory work, research and independent learning. The units are continuously assessed (reports, projects, oral presentations, seminars), examined by a written exam, or a combination of these assessment methods.
The remaining balance of the overall calendar year is devoted to completion of each student’s individual MSc Dissertation, scheduled and started in early Term 3. A written Thesis on this work is submitted and an oral presentation of the work delivered, towards the end of the academic year. The MSc Dissertation is worth 60 credits and will support existing research programmes, industrially relevent projects wherever possible or a company-based research project (particularly beneficial to part-time students). Students will be educated using a range of practical tools within each module; in particular they will leave with knowledge of rigorous decision analysis to support the use of innovative Mechanical Engineering techniques. Most modules will contain a range of contributions from external guest lecturer (industrial experts). Industrial visits will also be incorporated into the programme wherever possible. The programme’s academic content reflects the desire to provide grounding in the core areas of Structural Design and Integrity, Fluid Mechancs and Heat Transfer, Composites and CFD and FEA.
Modules within the programme, with exception of the dissertation modules, typically share a standard delivery model based around five hours of contact time per module per week (20 Credits), three hours of which are face to face delivery in lectures and one hours' tutorial/lab time. Each module is supported by further online content hosted via the University's virtual learning environment. This will include access to directed readings, online discussion forums, wiki sites and embedded content from a variety of other settings. Exercises will be available online to complement the formal lecture/laboratory programme. Whilst directed readings and tasks will generally be provided via the VLE platform, students will be encouraged and expected to take responsibility for their own learning by contributing to the activities provided, making decisions about which additional content to access and uploading their own additional materials for distribution and discussion among the student body.
The programme and programme specification has been reviewed and updated taking cognisance of the University’s Curriculum Framework principles as discussed below.
Student Centred
Reflection on learning is inherent and credit bearing in all years of the programme. Advanced entry to theprogramme is available where RPL/CPD/informal learning is evidenced.
Access to student support (programme team, peers and wider University student services) is promoted atinduction, through personal tutoring/year/programme leader, group activity in all levels of the programme,SCQF Level appropriate employability and careers sessions and within modules evident in entry level of theprogramme.
Engagement and progress is monitored by module coordinators, this takes the form of VLE analytics,assessment engagement, on-campus activity engagement and formative and summative assessmentengagement. Monthly meetings with year leads and programme leads allows the programme teams torespond appropriately and quickly both from a student and programme learning, teaching and assessment perspective.
Co-creation of curriculum is challenging due to the need to demonstrate that Engineering Council learning outcomes are met by all students. However, within a number of modules students can determine the directionof their learning with boundaries set to ensure the assessment is fit for purpose[1].
Flexible and Hybrid
Hybrid delivery of the programme is demonstrated through the recording of accessible lecture content and on-campus tutorial, laboratory or group work activity. The timetables are produced to ensure on-campus learningtime is efficiently maximised.
Simple and Coherent
The programme has multiple exit award points as demonstrated in the programme specification and students are supported/counselled appropriately by the programme leader after examiners’ panels.
Programme teams are aware of the programme learning outcomes through ongoing programme development meetings. The importance of the modular outcomes and assessment approaches on the overall programmeoutcomes and Engineering Council’s learning outcomes, student feedback and sustainability are core to the discussions at these meetings. Students are made aware of the programme learning outcomes at induction,module introductions and programme development workshops. A capstone module is present as the dissertation
Assessment, wherever possible, follows real-world activities examination is required as part of the accreditation requirements however this follows an open-book approach providing time-bound, individuallyassessed, unfamiliar problems- assessing content and developing a number of important meta-skills. All modules have inherent tutorial activity with formative assessment providing concurrent feedback allowing implementable feed-forward.
Academic accreditation is the mark of assurance that individual engineering programmes within higher education meet the required overall standards set by the engineering profession and defined by theEngineering Council (EngC). The programme prepares students for a career in engineering and the content isguided and evaluated by the Engineering Councils Standard for Professional Engineering Competence and Commitment.
Meta-skills are embedded in the programme as is required by the Engineering Council and these include digital skills, creativity, critical thinking, innovation, and entrepreneurship and social enterprise.
Students are assessed in a variety of ways and settings including, practical, written, oral, time-bound, group,real-world environment, creative, critical thinking and this broad approach to assessment provides a numberof transferrable skills to be developed whilst assessing.
Inclusivity
The programme team have reviewed the content of the AdvanceHE Anti-Racist Curriculum Project[2]and are aware that in this regard ‘curricular reform is a continual process rather than a final destination’. With this inmind further institutional guidance is welcomed to ensure that every effort has been made to ensure thecurriculum is and continues to be anti-racist and inclusive for all.
Sustainability
Wherever possible modules are shared with other engineering programmes to maximise efficiency with specific programme contextualised components of learning, teaching and assessment. All modules have been reviewed to ensure they meet the norms around contact hours.
[1]https://www.uws.ac.uk/media/8142/assessment-handbook-2021-22.pdf
[2]https://www.advance-he.ac.uk/anti-racist-curriculum-project
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