University of the West of Scotland

Undergraduate Programme Specification

Session: 2022/23

Last modified: 30/06/2022 18:42:16

Named Award Title:BEng (Hons) Aircraft Engineering Single

Award Title for Each Award: BEng (Hons)  Aircraft Engineering
BEng  /BSc Aircraft Engineering
Dip HE  Engineering
Cert HE  Engineering Science

Awarding Institution/Body: University of the West of Scotland
Language of Instruction & Examination: English
Award Accredited By:Institution of Mechanical Engineers
Maximum Period of Registration:5 Years Full Time
Mode of Study:Full Time
Part Time
Campus:Paisley

School:School of Computing, Engineering and Physical Sciences
Programme Leader:Tony Leslie

Admission Criteria

Candidates must be able to satisfy the general admission requirements of the University of the West of Scotland as specified in Chapter 2 of the University Regulatory Framework together with the following programme requirements:

SQA National Qualifications

Higher- Grades BBBC including Mathematics and Physics or BBBC including Mathematics at B grade and Nat. 5 Physics at B grade


or GCE

A-Level Grades - CCD including Maths and Physics (88 UCAS Tariff points)


or SQA National Qualifications/Edexcel Foundation

An appropriate HNC/HND award with the level of entry and/or credit awarded being subject to the content of the HN programme.


Other Required Qualifications/Experience

Applicants may also be considered with other academic, vocational or professional qualifications deemed to be equivalent. We welcome applications from international students with equivalency of qualifications. Scholarships may be available on application.


Further desirable skills pre-application


General Overview

Graduates from the BEng (Hons) Aircraft Engineering programme will have an ability to, and focus on developing solutions for aircraft engineering and broader engineering problems using new or existing technologies, through innovation, creativity and change.

Graduates will possess the following defining charateristics. A coherent body of knowledge including mathematics, natural science and engineering principles, and a proven ability to apply that knowledge to analyse and solve complex aircraft and broader engineering problems. Some of the knowledge will be at the forefront aircraft engineering. Graduates will be able to select and apply quantitative and computational analysis techniques, recognising the limitations of the methods employed. They will have an appreciation of professional engineering practice and ethics, graduates will be commercially aware and be able to apply their knowledge and skills to design and deliver new products or services to meet defined needs using new or existing technologies. 

The BEng (Hons) Aircraft Engineering programme is contextually aligned with the Engineering Council's AHEP4 Learning Outcomes as oulined below.

C1- Apply knowledge of mathematics, statistics, natural science and engineering principles to the solution of complex problems. Some of the knowledge will be at the forefront of the particular subject of study.

C2- Analyse complex problems to reach substantiated conclusions using first principles of mathematics, statistics, natural science and engineering principles.

C3- Select and apply appropriate computational and analytical techniques to model complex problems, recognising the limitations of the techniques employed.

C4- Select and evaluate technical literature and other sources of information to address complex problems

C5- Design solutions for complex problems that meet a combination of societal, user, business and customer needs as appropriate. This will involve consideration of applicable health & safety, diversity, inclusion, cultural, societal, environmental and commercial matters, codes of practice and industry standards.

C6- Apply an integrated or systems approach to the solution of complex problems

C7- Evaluate the environmental and societal impact of solutions to complex problems and minimise adverse impacts

C8- Identify and analyse ethical concerns and make reasoned ethical choices informed by professional codes of conduct.

C9- Use a risk management process to identify, evaluate and mitigate risks (the effects of uncertainty) associated with a particular project or activity.

C10- Adopt a holistic and proportionate approach to the mitigation of security risks.

C11- Adopt an inclusive approach to engineering practice and recognise the responsibilities, benefits and importance of supporting equality, diversity and inclusion.

C12- Use practical laboratory and workshop skills to investigate complex problems.

C13-Select and apply appropriate materials, equipment, engineering technologies and processes, recognising their limitations.

C14- Discuss the role of quality management systems and continuous improvement in the context of complex problems.

C15- Apply knowledge of engineering management principles, commercial context, project and change management, and relevant legal matters including intellectual property rights.

C16- Function effectively as an individual, and as a member or leader of a team

C17- Communicate effectively on complex engineering matters with technical and non-technical audiences

C18- Plan and record self-learning and development as the foundation for lifelong learning/CPD

General Overview of Programme

Graduates from this programme are equipped to enter careers in a variety of aircraft engineering sectors or to progress to further study. Graduates from this programme should find employment in the local, national and international aerospace industry and wider engineering sectors.

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. Lectures and tutorials form the basis for much of the teaching within engineering but ‘flipped’ classroom and online content, video recording of sessions is now found in all modules. Extensive use is also made of laboratories, seminars, group work, independent learning and demonstrations. Synoptic learning is undertaken in a number of modules within the same level replicating how engineering problems are addressed within industry. One of the main objectives in this area is to keep teaching materials as interesting and as relevant as 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 internet/electronic technology.

The Engineering group has a policy of using small tutorial groups in key subject areas and either sub-divides cohorts into small groups or increase staff numbers in classes or laboratories. All modules are taught by subject experts with staff making use of materials and topics raised through their professional activities whether prior industrial experience, research KTP, and/or consultancy based. Many case studies and examples of applications are taken from live industrial situations. The School of Computing, Engineering and Physical Sciences 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. At the Paisley Campus Engineering has its own extensive networks to support all of the area’s activity. Students have access to 100+ high specification PC workstations in state of the art air- conditioned laboratories dedicated specifically for Engineering students. Indeed, all modules are now supported electronically, providing notes, copies of lectures, models, sample simulations etc. A VLE (Virtual Learning Environment) is used by all staff as both a repository for material and a social learning platform and is used for online formative and summative assessment, assessment submissions and discussion forums. A variety of assessment methods are used throughout programmes. These range from class tests, laboratory reports, design assignments, individual and group presentations and formal open-book examinations. 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. Mixtures of formative and summative methods are used in the assessment of student performance within the group. It is recognised that while most of the assessments are summative in nature formative assessment is also found in all modules, delivering timely and regular feedback.

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 the 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. 
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 the Engineering Council (EngC). The programme prepares students for a career in engineering and the content is guided 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 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 that 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

 

 


Graduate Attributes, Employability & Personal Development Planning

Graduate Attributes
UWS’ Graduate Attributes focus on academic, personal and professional skills and throughout the programmes that these skills develop graduates who are universally prepared, work-ready and successful. The Aircraft Engineering programme provides opportunities throughout the levels to enable these skills to be developed and focussed appropriately.
Aircraft Engineering knowledge is assembled throughout the programme and wherever possible digital literacy skills and ability to provide effective solutions is enhanced utilising industry standard appropriate technologies such as MATLAB, MATHCAD, CAD, FEA and CFD software.
Particularly, but not exclusively, in later years of the programme, critical analytical and inquiry skills are developed and used to solve industry related problems. Many of these are set in and constrained by consideration of aerospace regulatory body design specifications such as CS25. 
Aerodynamic and structures design and analysis exercises are utilised where incisive and innovative solutions are required to be effectively presented as part of collaborative groups or as individual autonomous learning activities. 
The programme promotes cultural awareness and emotional intelligence with a variety of group exercises developing resilient, ambitious and enterprising leadership qualities whilst ensuring that group members are emotionally and culturally aware and respectful communication and behaviours are the norm. 
Commercial awareness is linked to aircraft design activities during the programme ensuring that costs associated with staff, materials, manufacture, in-service and decommissioning are considered when developing transformational/innovative solutions with commercial potential. 
Ethical awareness and social responsibility is developed throughout and is formalised in final year project studies where School/University ethical approval is sought if required.
Links to current University and programme research are promoted through the programme with opportunities for students to become involved in aspects of the research from the earliest opportunity either discretely or as part of an assessment. 

Employability

The local aerospace market contains a number of international companies such as BAE Systems, Spirit AeroSystems United Technologies, British Airways, Woodward etc and the programme has been developed with feedback from those local companies. Such is the diversity of the work these companies undertake the skills the graduates gain from undertaking the programme are internationally transferrable. 

The majority of the final year projects are offered in collaboration with these partner industries and this in tandem with short term placements at the end of third year with many of the local companies is providing graduate employment opportunites at the end of the students' studies.

The programe is also organised to allow part time entry allowing those in employment to undetake degree award on a day release manner and thereby supporting employers to increase qualification levels of their employees manageably. 

Personal Development Planning

Across the programme of study, the Personal Development Planning (PDP) process gives the opportunity for engagement of students with a set of core activities, which include

  • reflection on prior experience, personal attributes and goals;
  • audits of skills and feedback on their development;
  • opportunities and guidance on the recording of achievements;
  • the identification/development of learning goals;
  • opportunities to reflect on this material and to gain feedback;
  • opportunities (and guidance) on presentation of evidence for different audiences and planning of future
  • learning and career development (such as CVs);
  • maintaining an effective PDP record.

Work Based Learning/Placement Details

A number of local employers are offering short term unpaid placements at the end of year 3 and this is leading to further opportunities for paid internships at the end of year 4.

 

Engagement

In line with the Academic Engagement Procedure, Students are defined as academically engaged if they are regularly engaged with timetabled teaching sessions, course-related learning resources including those in the Library and on the relevant learning platform, and complete assessments and submit these on time.

Where a programme has Professional, Statutory or Regulatory Body requirements these will be listed here:

Students are expected to attend all timetabled sessions and to engage with all formative and summative assessment elements of all the modules that are included in the programme specification as core modules as well as any optional module when applicable.

Equality and Diversity


The University's Equality, Diversity and Human Rights Procedure can be accessed at the following link: UWS Equality and Diversity Policy


Programme structures and requirements, SCQF level, term, module name and code, credits and awards ( Chapter 1, Regulatory Framework )

A. Learning Outcomes (Maximum of 5 per heading)

Outcomes should incorporate those applicable in the relevant QAA Benchmark statements

Knowledge and Understanding

A1Demonstrate and application of knowledge of mathematics, statistics, natural science and engineering principles to the solution of complex aircraft and broader engineering problems. Some of the knowledge will be at the forefront of the particular subject of study.
A2Demonstrate a basic knowledge and understanding of introductory principles and contexts with respect to multi-disciplinary aspects of aircraft engineering.
A3Demonstrate knowledge and understanding of the relevant materials, equipment and processes and technologies underpinning aircraft design.
A4Demonstrate an understanding of the commercial context and sustainability of aircraft engineering activities.

Practice - Applied Knowledge and Understanding

B1Demonstrate the analysis of complex aircraft engineering problems to reach substantiated conclusions using first principles of mathematics, statistics, natural science and engineering principles.
B2Use practical laboratory and workshop skills to investigate complex problems.
B3Select and evaluate technical literature and other sources of information to address complex problems.
B4Select and apply appropriate computational and analytical techniques to model complex problems, recognising the limitations of the techniques employed.
B5Evaluate the environmental and societal impact of solutions to complex problems and minimise adverse impacts.

Communication, ICT and Numeracy Skills

C1Develop an appropriate range of transferable skills in communication, the use of IT facilities and information retrieval.
C2Use computer software relevant to aircraft engineering.
C3Adopt a holistic and proportionate approach to the mitigation of security risks.
C4Communicate effectively on complex engineering matters with technical and non-technical audiences.

Generic Cognitive Skills - Problem Solving, Analysis, Evaluation

D1Apply appropriate quantitative science and engineering tools to basic problems.
D2Develop an appropriate range of transferable skills and apply these in problem solving.
D3Apply an integrated or systems approach to the solution of complex problems.

Autonomy, Accountability and Working With Others

E1Adopt an inclusive approach to engineering practice and recognise the responsibilities, benefits and importance of supporting equality, diversity and inclusion.
E2Function effectively as an individual, and as a member or leader of a team.
E3Develop skills in planning self-learning and improving performance, as the foundation for PDP, lifelong learning and CPD.
E4Identify and analyse ethical concerns and make reasoned ethical choices informed by professional codes of conduct.

Core Modules
SCQF Level Module CodeModule NameCreditTermFootnotes
123
7ENGG07016Programming for Engineers20 check mark 
7ENGG07002Applied Engineering Science20check markcheck mark 
7ENGG07004Technical Communications20check mark  
7ENGG07011Aircraft Aerodynamics, Structures and Systems20check mark  
7MATH07006Engineering Mathematics 110check mark  
7ENGG07001Engineering Mechanics20 check mark 
7MATH07007Engineering Mathematics 210 check mark 

* Indicates that module descriptor is not published.

Footnotes

Optional Modules
SCQF Level Module CodeModule NameCreditTermFootnotes
123
               

* Indicates that module descriptor is not published.

Footnotes

Criteria for Progression and Award

To progress from SCQF 7 to SCQF 8 in this programme, students are normally required to obtain 120 credits from the above programme.

Refer to Regulatory Framework 3.13 regarding progression with credit deficit.

Students obtaining 120 credits at SCQF 7 or above, with 100 from the programme are eligible for the exit award of the Certificate of Higher Education in Engineering Science.

All pre-requisite modules must be passed before progression is allowed.


B. Learning Outcomes (Maximum of 5 per heading)

Outcomes should incorporate those applicable in the relevant QAA Benchmark statements

Knowledge and Understanding

A1Demonstrate and apply knowledge of mathematics, statistics, natural science and engineering principles to the solution of complex problems. Some of the knowledge will be at the forefront of the particular subject of study.
A2Demonstrate an extended knowledge of the different types and characteristics of engineering materials and manufacturing processes.
A3Discuss the role of quality management systems and continuous improvement in the context of complex problems.
A4Demonstrate an understanding of the environmental and societal impact of solutions to complex problems and minimise adverse impacts.
A5

Practice - Applied Knowledge and Understanding

B1Demonstrate the analysis of complex aircraft engineering problems to reach substantiated conclusions using first principles of mathematics, statistics, natural science and engineering principles.
Select and apply appropriate computational and analytical techniques to model complex problems, recognising the limitations of the techniques employed
Select appropriate materials and manufacturing methods for a range of aircraft and broader engineering components.
B2Evaluate the environmental and societal impact of solutions to complex problems and minimise adverse impacts.
Select and evaluate technical literature and other sources of information to address complex problems.
B3Apply an integrated or systems approach to the solution of complex problems.
Discuss the role of quality management systems and continuous improvement in the context of complex problems.
B4Design solutions for complex problems that meet a combination of societal, user, business and customer needs as appropriate. This will involve consideration of applicable health & safety, diversity, inclusion, cultural, societal, environmental and commercial matters, codes of practice and industry standards.
B5Demonstrate skills in the application and use of computer aided design software and use practical laboratory and workshop skills to investigate complex problems.


Communication, ICT and Numeracy Skills

C1Communicate design ideas through the use of 3D modelling software.
C2Adopt a holistic and proportionate approach to the mitigation of security risks
C3Demonstrate an understanding of the computer techniques available to enhance the communication of engineering ideas and concepts.

Generic Cognitive Skills - Problem Solving, Analysis, Evaluation

D1Use appropriate quantitative science and engineering tools to the analysis of basic engineering problems.
D2Demonstrate the ability to monitor, interpret and apply the results of analysis and modelling.
D3Demonstrate the ability to apply basic quantitative methods relevant to mechanical engineering design problems.
D4Demonstrate the ability to define a problem and identify constraints.
D5Demonstrate the ability to use appropriate codes of practice and industry standards.

Autonomy, Accountability and Working With Others

E1Communicate effectively on complex engineering matters with technical and non-technical audiences.
E2Develop an enhanced level of transferable skills that will be of value in working with others in more complex situations
E3Function effectively as an individual, and as a member or leader of a team.
E4Plan and record self-learning and development as the foundation for lifelong learning/CPD.

Core Modules
SCQF Level Module CodeModule NameCreditTermFootnotes
123
8ENGG08002Computer Aided Design CAD20check mark  
8ENGG08028Fluids and Aerodynamics20check mark  
8MATH08001Mathematics For Design20check mark  
8ENGG08001Materials & Manufacture20 check mark 
8ENGG08017Design Analysis 120 check mark 
8ENGG08029Thermodynamics and Aircraft Propulsion20 check mark 

* Indicates that module descriptor is not published.

Footnotes

Optional Modules
SCQF Level Module CodeModule NameCreditTermFootnotes
123
               

* Indicates that module descriptor is not published.

Footnotes

Criteria for Progression and Award

To progress from SCQF 8 to SCQF 9 in this programme, students are normally required to obtain 240 credits from the above programme.

Refer to Regulatory Framework 3.13 regarding progression with credit deficit.

Students obtaining 240 credits of which 100 are at SCQF 8 or above from the programme are eligible for the exit award of the Diploma of Higher Education in Engineering.

All pre-requisite modules must be passed before progression is allowed.


C. Learning Outcomes (Maximum of 5 per heading)

Outcomes should incorporate those applicable in the relevant QAA Benchmark statements

Knowledge and Understanding

A1Demonstrate and apply knowledge of mathematics, statistics, natural science and engineering principles to the solution of complex problems. Some of the knowledge will be at the forefront of the particular subject of study.
A2Demonstrate an understanding of manufacturing and operational practice relevant to engineering and design and the ability to apply them to analyse key engineering processes.
A3Demonstrate an Knowledge and understanding of the characteristics of engineering materials and components and the ability to apply them to the analysis of key engineering components.
A4Demonstrate a knowledge and understanding of the principles of IT and specialist software relevant to engineering and design, particularly CAE and the ability to use such software to the analysis and design of components and systems.

Practice - Applied Knowledge and Understanding

B1Demonstrate the analysis of complex aircraft engineering problems to reach substantiated conclusions using first principles of mathematics, statistics, natural science and engineering principles.
Select and apply appropriate materials, equipment, engineering technologies and processes, recognising their limitations.
B2Select and apply appropriate computational and analytical techniques to model complex problems, recognising the limitations of the techniques employed.
Apply an integrated or systems approach to the solution of complex problems.
B3Evaluate the environmental and societal impact of solutions to complex problems and minimise adverse impacts.
Use a risk management process to identify, evaluate and mitigate risks (the effects of uncertainty) associated with a particular project or activity.
B4Design solutions for complex problems that meet a combination of societal, user, business and customer needs as appropriate. This will involve consideration of applicable health & safety, diversity, inclusion, cultural, societal, environmental and commercial matters, codes of practice and industry standards.
B5Select and evaluate technical literature and other sources of information to address complex problems.
Use practical laboratory and workshop skills to investigate complex problems.
Discuss the role of quality management systems and continuous improvement in the context of complex problems.
Apply knowledge of engineering management principles, commercial context, project and change management, and relevant legal matters including intellectual property rights.

Communication, ICT and Numeracy Skills

C1Apply appropriate mathematical and analytical techniques in the solution of engineering and design problems;
C2Demonstrate the ability to use relevant test, modelling, and measurement equipment in the laboratory;
C3Adopt a holistic and proportionate approach to the mitigation of security risks.
C4Ability to apply a systems approach to engineering problems through know-how of the application of relevant technologies;
C5Communicate effectively on complex engineering matters with technical and non-technical audiences.

Generic Cognitive Skills - Problem Solving, Analysis, Evaluation

D1Demonstrate problem solving skills appropriate to a mechanical, aircraft or design engineer;
D2Assess the requirements of International Standards and their impact on system design
D3Develop the ability to work independently or as part of a team;
D4Develop the ability for effective use of information technology;
D5Develop effective technical based communication skills;

Autonomy, Accountability and Working With Others

E1Adopt an inclusive approach to engineering practice and recognise the responsibilities, benefits and importance of supporting equality, diversity and inclusion.
E2Recognise the need for professional and ethical conduct in engineering and awareness of environmental issues
E3Function effectively as an individual, and as a member or leader of a team. Communicate effectively on complex engineering matters with technical and non-technical audiences.
E4Understanding of the requirement of Risk Assessments, and demonstrate the ability to compile a risk assessment
E5Plan and record self-learning and development as the foundation for lifelong learning/CPD.

Core Modules
SCQF Level Module CodeModule NameCreditTermFootnotes
123
9ENGG09004Project Management20check mark  
9ENGG09020Design Analysis 220check mark  
9ENGG09027Aircraft Design and Performance20check mark  
9ENGG09011Analysis & Simulation 120 check mark 
9ENGG09028Aircraft Design, Modelling & Analysis20 check mark 

* Indicates that module descriptor is not published.

Footnotes

Optional Modules
SCQF Level Module CodeModule NameCreditTermFootnotes
123
9ENGG09018Independent Study20 check mark 1
9ENGG09019Applied Intelligent Systems20 check mark 1

* Indicates that module descriptor is not published.

Footnotes
1. Applied Intelligent Systems ENGG09019 optional for Part-Time students and RBS students only, this will remain core for Paisley Full-Time students.

Criteria for Progression and Award

To progress from SCQF 9 to SCQF 10 in this programme, students are normally required to obtain 360 credits (240 already from HND) of which 100 credits are at SCQF 9 from the above programme.

Refer to Regulation 3.14 regarding progression with credit deficit.

To be eligible for the award of a BEng. Aircraft Engineering a candidate must normally obtain a minimum of a C grade in each module with Students obtaining 360 credits of which 100 are at SCQF9 or above and where all credits are from the core programme.

All pre-requisite modules must be passed before progression is allowed.
The award of distinction can be made to a student obtaining a pass degree as stated in the University Regulations.

Any student who has completed 360 credit points, 300 being in Engineering, and not as laid out above, may be entitled to exit with BSc Aircraft Engineering, at the discretion of the SBE.

All pre-requisite modules must be passed before progression is allowed.


D. Learning Outcomes (Maximum of 5 per heading)

Outcomes should incorporate those applicable in the relevant QAA Benchmark statements

Knowledge and Understanding

A1Demonstrate and apply knowledge of mathematics, statistics, natural science and engineering principles to the solution of complex problems. Some of the knowledge will be at the forefront of the particular subject of study.
A2Demonstrate a detailed knowledge and understanding of design principles and apply them to the development of an engineering design
A3Demonstrate a detailed knowledge and understanding of advanced engineering principles including creep, plasticity, fracture mechanics, vibrations and condition monitoring.
A4Demonstrate a detailed knowledge and understanding of aerodynamics as applied to aircraft design,
A5Demonstrate a clear understanding of the scope, application and limitations of Finite Element Analysis and Computational Fluid Dynamics.

Practice - Applied Knowledge and Understanding

B1Demonstrate the analysis of complex aircraft engineering problems to reach substantiated conclusions using first principles of mathematics, statistics, natural science and engineering principles.
Select and apply appropriate materials, equipment, engineering technologies and processes, recognising their limitations.
B2Select and apply appropriate computational and analytical techniques to model complex problems, recognising the limitations of the techniques employed.
Apply an integrated or systems approach to the solution of complex problems.
Select and evaluate technical literature and other sources of information to address complex problems
B3Design solutions for complex problems that meet a combination of societal, user, business and customer needs as appropriate. This will involve consideration of applicable health & safety, diversity, inclusion, cultural, societal, environmental and commercial matters, codes of practice and industry standards.
B4Apply an integrated or systems approach to the solution of complex problems.
Evaluate the environmental and societal impact of solutions to complex problems and minimise adverse impacts.
Use a risk management process to identify, evaluate and mitigate risks (the effects of uncertainty) associated with a particular project or activity.
Apply knowledge of engineering management principles, commercial context, project and change management, and relevant legal matters including intellectual property rights
B5Undertake research into a number of aircraft engineering related areas
Undertake static and dynamic assessments of a range of aircraft engineering components or equipment
Use practical laboratory and workshop skills to investigate complex problems
Select and apply appropriate materials, equipment, engineering technologies and processes, recognising their limitations
Discuss the role of quality management systems and continuous improvement in the context of complex problems.

Communication, ICT and Numeracy Skills

C1Use computer simulation to communicate design solutions
C2Adopt a holistic and proportionate approach to the mitigation of security risks.
C3Use computer software to present project results to a variety of audiences including peers, academics and industrialists
C4Ability to apply a systems approach to engineering problems through know-how of the application of relevant technologies;
C5Apply project management techniques and tools to an engineering problem;

Generic Cognitive Skills - Problem Solving, Analysis, Evaluation

D1Demonstrate creative skills in preparing engineering design solutions
D2Demonstrate the ability to investigate and solve engineering problems through the use of computer simulation
D3Assess the requirements of international standards and how they impact on aircraft and component design
D4Carry out individual and group projects in a professional manner
D5Develop effective technical based communication skills;

Autonomy, Accountability and Working With Others

E1Adopt an inclusive approach to engineering practice and recognise the responsibilities, benefits and importance of supporting equality, diversity and inclusion
E2Function effectively as an individual, and as a member or leader of a team.
E3Plan and record self-learning and development as the foundation for lifelong learning/CPD
E4Communicate effectively on complex engineering matters with technical and non-technical audiences
E5Identify and analyse ethical concerns and make reasoned ethical choices informed by professional codes of conduct

Core Modules
SCQF Level Module CodeModule NameCreditTermFootnotes
123
10ENGG10001Final Year Project40check markcheck mark 
10ENGG10019Analysis & Simulation 220check mark  
10ENGG10027Advanced Aerodynamics20check mark  
10ENGG10038Model Aircraft Design Group Project20check markcheck mark 
10ENGG10021Composite Structures20 check mark 

* Indicates that module descriptor is not published.

Footnotes

Optional Modules
SCQF Level Module CodeModule NameCreditTermFootnotes
123
               

* Indicates that module descriptor is not published.

Footnotes

Criteria for Award

To be eligible for the award of BEng Honours degree a candidate must hold 480 credits, including 120 at SCQF 10 from the above programme.
The Classification of Honours will be determined by University Regulatory Framework 3.20-3.24.Students must have obtained a pass in all modules listed as pre-requisites.


Regulations of Assessment

Candidates will be bound by the general assessment regulations of the University as specified in the University Regulatory Framework.

An overview of the assessment details is provided in the Student Handbook and the assessment criteria for each module is provided in the module descriptor which forms part of the module pack issued to students. For further details on assessment please refer to Chapter 3 of the Regulatory Framework.

To qualify for an award of the University, students must complete all the programme requirements and must meet the credit minima detailed in Chapter 1 of the Regulatory Framework.

Combined Studies

There may be instances where a student has been unsuccessful in meeting the award criteria for the named award and for other more generic named awards existing within the School. Provided that they have met the credit requirements in line with the SCQF credit minima (please see Regulation 1.21), they will be eligible for an exit award of CertHE / DipHE or BA / BSc in Combined Studies.

For students studying BA, BAcc, or BD awards the award will be BA Combined Studies.

For students studying BEng or BSc awards, the award will be BSc Combined Studies.



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