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Session: 2022/23

Last modified: 27/06/2022 13:16:03

Title of Module: Engineering Industry

Code: ENGG07003 SCQF Level: 7
(Scottish Credit and Qualifications Framework)
Credit Points: 20 ECTS: 10
(European Credit Transfer Scheme)
School:School of Computing, Engineering and Physical Sciences
Module Co-ordinator:Luc  Hughes  Rolland

Summary of Module

This module is intended to provide students with an introduction to engineering as a profession.

Outcome 1- The students will gain an understanding about engineering industries, how they and the economy are closely linked and how the engineering industries make a significant contribution to the economy. Students will also gain an understaning of roles within the engineering sectors, refecting on their motivations, preferences, values and personal working styles.

Outcome 2-  Students will develop team-working skills by working in a group setting on pre-defined tasks.

Outcome 3- Students will develop an understanding of how informed decisions are a key to success in design, manufacture, and construction stages. To address this, students are provided with an overview of effective decision-making principles and processes. To improve the ability of making formal, structured decisions, students will learn multi-criteria decision analysis (MCDA) process and apply it for a decision-making project.

Outcome 4- The importance of Health and Safety for the individual, staff, public, project and company is demonstrated to the students in a range of settings. Complementing this, the students will learn how to apply risk analysis techniques for engineering practice in industry.

Outome 5- Students will gain an understanding of ethical behaviour/practice from a professional codes of conduct perspective.

  • The Graduate Attributes relevant to this module are given below. Academic: Inquiring, Analytical, Knowledgeable, Problem-solver Personal: Ethically-minded, Culturally aware, Effective communicator, Motivated Professional: Collaborative, Socially responsible

  • This module has been reviewed and updated, taking cognisance of the University’s Curriculum Framework principles. Examples of this are found within the module such as active and engaging laboratory and tutorial activity, weekly formative tutorial groups scaffolding towards end of module summative assessment, recorded lecture content supporting students to organise their own study time and the use of integrated group activities supporting learning communities- particularly useful as this is a programme entry level module.

Module Delivery Method
Face-To-FaceBlendedFully OnlineHybridCHybridOWork-based Learning
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Term used to describe the traditional classroom environment where the students and the lecturer meet synchronously in the same room for the whole provision.

A mode of delivery of a module or a programme that involves online and face-to-face delivery of learning, teaching and assessment activities, student support and feedback. A programme may be considered “blended” if it includes a combination of face-to-face, online and blended modules. If an online programme has any compulsory face-to-face and campus elements it must be described as blended with clearly articulated delivery information to manage student expectations

Fully Online
Instruction that is solely delivered by web-based or internet-based technologies. This term is used to describe the previously used terms distance learning and e learning.

Online with mandatory face-to-face learning on Campus

Online with optional face-to-face learning on Campus

Work-based Learning
Learning activities where the main location for the learning experience is in the workplace.

Campus(es) for Module Delivery
The module will normally be offered on the following campuses / or by Distance/Online Learning: (Provided viable student numbers permit)
Paisley:Ayr:Dumfries:Lanarkshire:London:Distance/Online Learning:Other:
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Term(s) for Module Delivery
(Provided viable student numbers permit).
Term 1check markTerm 2


Term 3


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Learning Outcomes: (maximum of 5 statements)

On successful completion of this module the student will be able to:

L1. To recognise what engineering is, its relation to society and individuals current and desired career paths in the engineering sector.

L2. Function effectively as an individual, and as a member or leader of a team. Evaluate effectiveness of own and team performance

L3. To review and analyse multi-criteria to make a structured decision on selecting the most feasible product/process/project in the engineering industry and apply the most advantageous design methodology.

L4. To understand health and safety and to apply risk analysis to the engineering practice as it is encountered in the industry.

L5. Demonstrate an understanding of ethics from a professional codes of conduct perspective.

Employability Skills and Personal Development Planning (PDP) Skills
SCQF Headings During completion of this module, there will be an opportunity to achieve core skills in:
Knowledge and Understanding (K and U) SCQF Level 7.

Appreciate the roles of engineers in society.
Introduce the knowledge of the wider multidisciplinary engineering context and its underlying principles together with the commercial context and sustainability of engineering activities.
An understanding of decision making tools.
An understanding of the importance of risk analysis to the engineering industry.
An understanding of ethical practice and behaviours in relation to professional codes of conduct.

Practice: Applied Knowledge and Understanding SCQF Level 7.

Knowledge and practical engineering skills acquired through work carried out in engineering settings.
Practical engineering skills acquired through individual and group project work.
Demonstrate the importance of ethical behaviour from a professional codes of conduct perspective.

Generic Cognitive skills SCQF Level 7.

Develop transferable skills that will be of value in problem solving.

Communication, ICT and Numeracy Skills SCQF Level 7.

Develop transferable skills in oral and written communication the use of IT facilities and information retrieval skills.

Autonomy, Accountability and Working with others SCQF Level 7.

Exercise autonomy and initiative in carrying out the defined activities at a professional level.
Develop transferable skills that will be of value in working with others.
Develop skills in planning, self-learning and improving performance, as the foundation for lifelong learning/CPD.

Pre-requisites: Before undertaking this module the student should have undertaken the following:
Module Code:
Module Title:
Co-requisitesModule Code:
Module Title:

* Indicates that module descriptor is not published.

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Learning and Teaching
The learning and teaching activity for this module include lectures, group work and workshop based practical exercises.

This module covers a variety of theoretical and conceptual areas, which require a range of knowledge and skills at a basic levels to be displayed and exercised. Delivery of its syllabus content therefore involves a diversity of teaching and assessment methods suitable to the learning outcomes of the module; these include formal lectures, structured tutorials (work closely integrated with the lecture material), completion and submission of written coursework prepared as teams and independently making use of appropriate forms of IT and VLE, and independent off-line study.
Learning Activities
During completion of this module, the learning activities undertaken to achieve the module learning outcomes are stated below:
Student Learning Hours
(Normally totalling 200 hours):
(Note: Learning hours include both contact hours and hours spent on other learning activities)
Lecture/Core Content Delivery12
Tutorial/Synchronous Support Activity24
Laboratory/Practical Demonstration/Workshop12
Asynchronous Class Activity18
Independent Study134
200 Hours Total

**Indicative Resources: (eg. Core text, journals, internet access)

The following materials form essential underpinning for the module content and ultimately for the learning outcomes:

Various handout materials.
The University's VLE.

(**N.B. Although reading lists should include current publications, students are advised (particularly for material marked with an asterisk*) to wait until the start of session for confirmation of the most up-to-date material)

Engagement Requirements

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. Please refer to the Academic Engagement Procedure at the following link: Academic engagement procedure

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Supplemental Information

Programme BoardEngineering
Assessment Results (Pass/Fail) No
Subject PanelEngineering
ModeratorAdelaide Marzano
External ExaminerP Lewis
Accreditation DetailsThis module is accredited by Joint Board of Moderators of the ICE, IStructE, IHE and CIHT as part of BEng (Hons) Civil Engineering. This module is accredited by IMechE as part of BEng (Hons) Mechanical Engineering. This module is accredited by IChemE as part of BEng (Hons) Chemical Engineering.
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Assessment: (also refer to Assessment Outcomes Grids below)
Assessment Category 1: AHP design group coursework 45%
Assessment Category 2: Risk Analysis group coursework 30%
Assessment Category 3: Individual - personal reflective development log book 25%
(N.B. (i) Assessment Outcomes Grids for the module (one for each component) can be found below which clearly demonstrate how the learning outcomes of the module will be assessed.
(ii) An indicative schedule listing approximate times within the academic calendar when assessment is likely to feature will be provided within the Student Handbook.)

Assessment Outcome Grids (Footnote A.)

Component 1
Assessment Type (Footnote B.) Learning Outcome (1) Learning Outcome (2) Learning Outcome (3) Learning Outcome (4) Learning Outcome (5) Weighting (%) of Assessment ElementTimetabled Contact Hours
Design/ Diagram/ Drawing/ Photograph/ Sketch check markcheck markcheck markcheck mark2510
Presentation check markcheck markcheck markcheck mark205

Component 2
Assessment Type (Footnote B.) Learning Outcome (1) Learning Outcome (2) Learning Outcome (3) Learning Outcome (4) Learning Outcome (5) Weighting (%) of Assessment ElementTimetabled Contact Hours
Report of practical/ field/ clinical work check mark check mark 3020

Component 3
Assessment Type (Footnote B.) Learning Outcome (1) Learning Outcome (2) Learning Outcome (3) Learning Outcome (4) Learning Outcome (5) Weighting (%) of Assessment ElementTimetabled Contact Hours
Workbook/ Laboratory notebook/ Diary/ Training log/ Learning logcheck mark   check mark255
Combined Total For All Components100% 40 hours

A. Referred to within Assessment Section above
B. Identified in the Learning Outcome Section above

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  1. More than one assessment method can be used to assess individual learning outcomes.
  2. Schools are responsible for determining student contact hours. Please refer to University Policy on contact hours (extract contained within section 10 of the Module Descriptor guidance note).
    This will normally be variable across Schools, dependent on Programmes &/or Professional requirements.

Equality and Diversity
The programme leaders have considered how the programme meets the requirements of potential students from minority groups, including students from ethnic minorities, disabled students, students of different ages and students from under-represented groups. Students with special needs (including additional learning needs) would be assessed/accommodated and any identified barriers to particular groups of students discussed with the Enabling Support Unit and reasonable adjustments would be made for classes and site visits.
UWS Equality and Diversity Policy
(N.B. Every effort will be made by the University to accommodate any equality and diversity issues brought to the attention of the School)

2014 University of the West of Scotland

University of the West of Scotland is a Registered Scottish Charity.

Charity number SC002520.