General OverviewThis programme is a development of a previous award of a similar name which has been offered for the past 20 years Most years have yielded an average of 30 graduates.
This programme has been developed in response to three major influences; an identified skills shortage of competent engineers in industry, constant demand for courses in engineering management at all levels in HE and a recognised need for the University to produce ‘generalists’ in order to improve student recruitment, retention, achievement and employment.
The Engineering sector has shrunk and has restructured, leaving behind a ‘leaner and fitter’ industry. There are fewer large firms due to downsizing and outsourcing and as a result many small firms take on more responsibility which in turn has changed the required skills mix. The content of this programme reflects this and more than 40 companies continue to sponsor students on a part time mode of study.
Three main themes influence this programme and are developed throughout the four years of the programme. The themes combine to produce effective graduates that can work initially as Incorporated Engineers but may eventually progress to become Chartered Engineers. Underpinning all three themes is the development of key interpersonal and transferable skills. In addition the themes are informed by the use of industrial visits, specialist visitors, project work and case studies.
The three themes that influence the programme are as follows:
Engineering and Technology
The Engineering and Technology theme develops an understanding of fundamental engineering theory, basic design and the use of graphical and analytical methods in the early years. The theme is developed throughout later years with the study of applications of engineering with particular reference and relevance to current practices within Industry.
Industry Practice and Engineering Management
The theme of Industry Practice and Engineering Management combines academic study with industrial practice and experience of the application of Planning and of Engineering Management. This is supported by the use of case studies, role play exercises, individual and group work and the application of current continuous improvement tools and strategies. The theme is further developed by evaluating the effectiveness of the various techniques studied.
Project and Business Management
This theme encompasses the study of project and business management with the aim of strengthening and broadening the students’ management skills that are required at all levels within the engineering profession. The theme develops students’ abilities in critically appraising engineering systems and service functions with the aim of determining the contribution made by each.
Student may progress to an MSc in Engineering Management or others on offer at UWS. The teaching and learning methods employed by staff in the delivery of the module portfolio covers a wide range of established and some novel approaches. Much of this is left to the professionalism of the staff delivering the material with traditional lectures and tutorials still forming the basis for much of the teaching within engineering. Extensive use is also made of laboratories, seminars, group work, independent learning and demonstrations. More use is now being made of problem-based learning materials in the teaching environment. One of the main objectives in this area is to keep teaching materials as interesting and as relevant possible to ensure student enthusiasm for the subjects being presented. Staff make full use of all technologies when delivering material to students including high quality notes, use of multimedia presentations and use of the VLE. Engineering has a policy of using small tutorial groups in key subject areas and either sub-divides cohorts into small groups or increases staff numbers in classes or laboratories. All modules are taught by subject experts and for final year students staff make use of case study materials and topics raised through their industrial activities whether project, research or consultancy based. Many case studies and examples of applications are taken from live industrial situations. Design and Engineering has always taken a lead in the use of IT to either deliver material or to supplement and reinforce the traditional teaching and learning approaches. Design and Engineering has its own extensive Networks (currently running five servers) to support all of the area’s activity. Students have access to 40+ higher specification PC workstations in laboratories dedicated specifically for the Design and Engineering students. Students and staff have personal accounts for the Design and Engineering networks with students able to gain 12 hour access to one of the area’s Computing Laboratories, most days per week. Staff use the networks to deliver materials electronically. Indeed, many modules are now supported electronically, providing notes, copies of lectures, models, sample simulations etc. The standard system for providing a VLE (Virtual Learning Environment) within the University is Moodle, which is used all most staff. This system is used mainly for dissemination of materials and information regarding module administration. Students can also contact staff via e-mail and vice-versa. Students are supplied with staff contact details (including e-mail addresses) in the Programme handbooks. There are examples within engineering teaching where staff make use of this VLE to perform additional Teaching and Learning activities such as on-line tests and assessments. A variety of assessment methods are used throughout programmes. These range from class tests, laboratory reports, design assignments, individual and group presentations and formal examinations. In the 1st trimester of the 1st year, assessment is by class test and coursework. This aims to build confidence in the student’s ability to pass modules. Some examinations are introduced into the 2nd trimester of the 1st year and thereafter most of the modules have a substantial examination element. Both group project work and individual project work are incorporated into the curriculum so that students develop the learning skills associated with group and independent working as well as giving presentations on their work. Formative feedback and constructive comments are given to the student on their coursework submissions. Anonymous marking is undertaken, where possible. Honours projects and group projects are double marked. Mixtures of formative and summative methods are used in the assessment of student performance within engineering. It is recognised that while most of the assessments are summative in nature, demands from students have indicated a desire for more assessment, which delivers regular feedback. This has been attempted where possible but puts extreme demands on the available time which staff within Design and Engineering have for marking. There are a number of modules with PDP elements that are integrated with the module content (eg Engineering Management and IT). However there are additional hours and a number of PDP activities that will be scheduled and presented outwith the selected modules in accordance with school PDP guidelines. These will be presented, where possible, on the normal days of student attendance.
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 the programme is available where RPL/CPD/informal learning is evidenced.
Access to student support (programme team, peers and wider University student services) is promoted at induction, 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 the programme.
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 assessment engagement. Monthly meetings with year leads and programme leads allows the programme teams to respond appropriately and quickly both from a student and programme learning, teaching and assessment perspective.
Co-creation of curriculum is challenging due to many modules of this programme need to demonstrate that Engineering Council learning outcomes are met by all students. However, within a number of modules students can determine the direction of 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 learning time 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 programme outcomes 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 at L10- Final Year Project.
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, individually assessed, 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.
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 number of 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 in mind, further institutional guidance is welcomed to ensure that every effort has been made to safeguard the curriculum is and will continue 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
During the course of this programme students will develop their UWS Graduate Attributes. Academic Universal and Work-ready attributes: Students will gain knowledge and understanding of this important discipline as well as having the opportunity to develop a broad range of ICT, technical and transferable skills.
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