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Session: 2022/23

Last modified: 12/04/2022 10:09:24

Title of Module: WBL 4 - Applied research project

Code: ENGG10042 SCQF Level: 10
(Scottish Credit and Qualifications Framework)
Credit Points: 40 ECTS: 20
(European Credit Transfer Scheme)
School:School of Computing, Engineering and Physical Sciences
Module Co-ordinator:Stuart  Tennant

Summary of Module

This module is designed to provide apprentices/students (hereafter referred to as students) with an opportunity to gain experience of undertaking an applied research project work at a strategic level within or for an organisation. The work must be of strategic importance to the organisation and address a specific business challenge/problem. The project must be selected and arranged by, and agreed with, the client, university and student and supported by a tripartite agreement.  The tripartite agreement will define specific learning and practice outcomes for the student and confirm required elements of support and commitment from all parties.

Supervision will be provided by a member of academic staff (normally the module coordinator or an appointed supervisor) and, although the work may be carried out for the student’s employer or for an external client and involve site visits, the approval and supervision of the project is normally internal to the University. The students will have access to the University's Civil Engineering lab facilities for conducting experiments where appropriate to support their research project.

Where required, the student’s preparation for the project covers health and safety, legal and ethical issues, employability, goal setting, reflection and PDP.  While undertaking the project the student will use various academic, technical, practical and transferable skills already learned through their academic programme of study.

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

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 2check markTerm 3check mark

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Learning Outcomes: (maximum of 5 statements)

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

L1. Critically identify, define, conceptualise and analyse complex professional problems and issues and negotiate appropriate learning objectives in conjunction with the University and, if appropriate, an external client.

L2. Execute a defined project of research, development or investigation and achieve agreed outputs and outcomes.

L3. Apply knowledge, skills and understanding of self-reflection, criticality, observation, evaluation, cooperation, autonomy and initiative to demonstrate and reflect upon own ability to develop learning, analysis, problem solving, interpersonal, social and other personal and professional skills in a workplace environment.

L4. Derive conclusions from the research conducted and formulate recommendations to industry and/or future researchers.

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 10.

Demonstrate a broad and integrated knowledge and understanding of the scope, main areas and boundaries of working at a strategic level in a civil engineering (& related activities) workplace environment.

Practice: Applied Knowledge and Understanding SCQF Level 10.

Apply knowledge, skills and understanding in using a wide range of the principal professional skills, techniques, practices and/or materials associated with the work-based learning objectives defined for the project.

Execute a defined project of research, development or investigation and identify and achieve relevant outputs and outcomes.

Carry out forms of research for projects involving sustained independent enquiry; retrieve and generate information and evaluate sources, in carrying out research, including the ability to quote from and acknowledge written sources.

Practice in a range of professional level contexts that include a degree of unpredictability and/or specialism.

Generic Cognitive skills SCQF Level 10.

Critically identify, define, conceptualise and analyse complex professional problems and issues

Offer professional insights, interpretations and solutions to problems and issues

Make judgements where date/information is limited or comes from a range of sources.

Communication, ICT and Numeracy Skills SCQF Level 10.

Present or convey, formally and informally, information about specialised topics to informed audiences.

Communicate with peers, senior colleagues and specialists on a professional level.

Interpret, use and evaluate a wide range of numerical and graphical data to set and achieve goals/targets.

Autonomy, Accountability and Working with others SCQF Level 10.

Exercise autonomy and initiative in professional activities.

Work with others to bring about change, development and/or new thinking.

Practise in ways that show awareness of own and others' roles and responsibilities.

Manage complex ethical and professional issues in accordance with current professional and/or ethical codes or practices, recognising the limits of these codes and seeking guidance where appropriate.

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
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 Delivery10
Work Based Learning/Placement 200
Tutorial/Synchronous Support Activity10
Independent Study180
400 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:

* Ross, B., and Segal, C., The Strategy Workout: The 10 Tried-and-Tested Steps That Will Build Your Strategic Thinking Skills, Pearson Business, 2015.

* Hepworth, Studying for Your Future - Successful Study Skills, Time Management, Employability Skills and Career Development - A Guide to Personal Development ... Skills. (Skills Training Course), Universe of Learning Ltd., 2011

* Trought, F., Brilliant Employability Skills, Pearson Business, 2017

* Kirton, B., Brilliant Workplace Skills for Students & Graduates, Pearson Business, 2011

* Scherer, A., Brilliant Intern, Pearson Business, 2011

* Done, J., and Mulvey, R., Brilliant Graduate Career Handbook, Pearson Business, 2016

* Cottrell, S., Skills for Success: Personal Development and Employability, Palgrave Macmillan, 3rd edition, 2015

* Richard F. Fellows, Anita M. M. Liu, Research Methods for Construction, 4th Edition, 2015

(**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 PanelCivil Engineering and Quality Management
ModeratorAdelaide Marzano
External ExaminerK Tota-Maharaj
Accreditation Details
Version Number


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Assessment: (also refer to Assessment Outcomes Grids below)
Dissertation- Research paper
(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) Weighting (%) of Assessment ElementTimetabled Contact Hours
Dissertation/ Project report/ Thesischeck markcheck markcheck markcheck mark700

Component 2
Assessment Type (Footnote B.) Learning Outcome (1) Learning Outcome (2) Learning Outcome (3) Learning Outcome (4) Weighting (%) of Assessment ElementTimetabled Contact Hours
Presentationcheck markcheck markcheck markcheck mark302
Combined Total For All Components100% 2 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
All students, irrespective of their age, gender, ethnic background or disability are entitled to attempt this module.
In order to complete this module, students must be able to undertake a range of duties that an employer would expect a permanent member of staff to be able to undertake. All necessary, reasonable adjustments to teaching methods and assessments and the work-based learning environment will be made to encourage the full participation of students with additional needs.

Some organisations may require the student to obtain a satisfactory Disclosure Scotland report or submit to other forms of background check before they can become involved in the work-based learning environment.

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.