Module Descriptors

Workplace learning will normally occur between levels, usually after level 8 or level 9 campus-based study. In exceptional circumstances, where a workplace learning opportunity has not been available for students after they have completed level 9, it may be possible for them to undertake workplace learning following completion of level 10 subject to funding being available. In these circumstances, the student would not graduate until after successful completion of the module.

 The workplace learning experience will be governed by a tripartite learning agreement between the student, workplace learning provider and the University which defines the learning outcomes and confirms elements of support and commitment from all parties. The agreement will normally be signed by each party prior to the start of the period of workplace learning.

 The student will reflect on his/her experience during the workplace learning, relating this to the management structures in place and assessing their own role within that structure. They will reflect on the learning opportunities in the workplace and how these impact on both the employee and the employer.

This module will support students to develop their UWS graduate attributes, namely: Academic (critical and anyltical thinking, inquiring, knowledgeable, innovation, and problem solving); Personal (effective communicator, creative, imaginative); Professional (Collaborative, research-minded, and socially responsible).

• During the period of workplace learning the student must be employed on appropriate design or engineering works under qualified supervision. The working situation should provide the student with the opportunity to relate the academic content of the programme to the profession, to observe how engineering works are organised and administered, and to accept a degree of responsibility commensurate with his/her knowledge, experience and maturity.


• Each student must find employment but academic staff will assist in the following ways : ensuring that students are made aware of available employment; providing assistance to students seeking employment; encouraging employers to provide employment; providing advice in preparing a CV; providing advice on applying for and attending interviews for employment. If a student completes a workplace learning period of at least 36 weeks and complies with the assessment requirements the student is eligible for the ‘sandwich award’ title.

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

L1. Demonstrate the capacity to critically reflect on the nature of workplace learning from a personal perspective and be confident in articulating this to others.

L2. Critically relate elements of the work experience to the main themes and issues of academic study of their subject discipline relevant within the workplace.

L3. Demonstrate an awareness and understanding of organisational cultures and structures with particular relevance to the current workplace and exhibit the ability to critically evaluate employee roles in an applied setting.

L4. Outline the importance of working relationships, interpersonal skills, personal development and application of essential employability skills and attributes within a real work situation.

• Demonstrate further knowledge and understanding of essential facts, concepts, and principles of the engineering industry.
• Further develop the appreciation of the wider multidisciplinary engineering context.

Show familiarity and competence in the use of routine materials, practices and skills.

Practise in a range of professional level contexts which include a degree of unpredictability;

Deal with ethical and professional issues in accordance with current professional and/or ethical codes or practices, seeking guidance where appropriate.

Select and critically evaluate technical literature and other sources of information to solve complex problems;

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

Undertake critical analysis, evaluation and/or synthesis of ideas, concepts information and issues;

Identify and analyse routine engineering problems and issues;

Draw on a range of sources in making judgments.

• Use of a range of IT applications to support and enhance work;
• Interpreting, using and evaluating numerical and graphical data to achieve goals and targets;
Making formal and informal presentations on standard/mainstream topics in the subject/discipline;

Developed skills for the gathering, evaluation, analysis and presentation of information, ideas, and concepts, drawing on a wide range of current sources. This will include the use of ICT as appropriate to the subject.

Communication of the results of their own and other work accurately and reliably using the main specialist concepts, constructs and techniques of the subject(s).

Communicate effectively on complex engineering matters with technical and non-technical audiences, evaluating the effectiveness of the methods used

• Exercising autonomy and initiative in some activities at a professional level.
• Identifying and addressing their own learning needs including being able to draw on a range of professional materials;
Work under guidance with qualified engineers;

Work in ways which take account of own and others’ roles and responsibilities;

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

Application of their subject and transferable skills to contexts where criteria for decisions and the scope of the task may be well defined but where personal responsibility, initiative and decision-making is also required;

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

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

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

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

2.08

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.