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Session: 2022/23

Last modified: 09/09/2022 14:59:57

Title of Module: WBL1: Introduction to Engineering

Code: ENGG07017 SCQF Level: 7
(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:Andrzej  Wrzesien

Summary of Module

This module is intended to provide apprentices (hereafter, students) with an introduction to engineering as a profession.

Part 1(Term 1): Foremost, students will be able to review and analyse current practices in their organisation’s project(s) or the selected portfolio. Then, they will be able to demonstrate how those could lead positive impacts of economic, societal and environmental aspects on the organisation’s future directions, relevant business sector, the nation and beyond, to meet with UN Sustainable Development Goals (SDGs) (regarding L1). This module also allows students to develop individual skill and mind sets to contribute to the organisation by reflecting their own motivations, preferences, values, working styles and so on, through the self-awareness assessment (regarding L3).

Part 2 (Term 2): In the engineering industry, it is well known that making better-informed decisions is a key to success in any of stages of project. To address this, students will be able to improve the ability of formal and structured decision-making skills, by applying a multi-criteria decision analysis (MCDA) method for their workplace activities (regarding L2). Meanwhile, to make a sounder decision-making by maintaining high ethical standards as an engineering profession, they will be able to demonstrate an understanding of ethical behaviour (regarding L3).

This module will support students to develop their UWS graduate attributes, namely: Academic (critical and anayltical 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 3


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Learning Outcomes: (maximum of 5 statements)

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

L1. Recognise the organisation’s current practice and develop creative and critical thinking ability for its future directions towards sustainable development

L2. Demonstrate an understanding of multi-criteria decision analysis and develop skills to make informed and structured decisions when selecting engineering solutions

L3. Improve individual skill and mind set as an engineering professional, based on the self-awareness assessment and ethical standards

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.

Develop a broad knowledge of the workplace environment.

Develop learning awareness and consider key aspects present in learning experiences as basis for critical evaluation of current approach to learning. Develop an active learning style to conduct deep level learning in the learning environment. Develop an understanding of personal and inter-personal skills development. Understanding of e-portfolio design.

Practice: Applied Knowledge and Understanding SCQF Level 7.

Carry out routine lines of enquiry, development or investigation related to the workplace.

Creating a learner log and implementing an online e-portfolio.

Generic Cognitive skills SCQF Level 7.

Developing learner awareness of active deep learning approaches necessary for deep level skill development. Develop inter-personal skills. Develop personal active learning strategies.

Communication, ICT and Numeracy Skills SCQF Level 7.

Communicating knowledge effectively. interpreting issues and stating solutions. Making effective use of tools and information.

Autonomy, Accountability and Working with others SCQF Level 7.

Manage time and resources effectively. Work on own to gain concepts, identifying own learning needs. Work as part of a group as required.

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
Through this module, the student will develop a set of learning activities in conjunction with their workplace mentor and academic tutor in order to meet the module's learning outcomes. To ensure that the apprenticeship is effectively managed, UWS has set various engagement points (EP) to involve the workplace mentor for work based learning (WBL) modules. In addition to common EP1 for the WBL modules, the mentor will be invited to the final presentation (EP2) and provide formative feedback on the student submission (EP3) for this module at the end of Term 2. Lecture and support material is contained in course notes available on the UWS virtual learning environment (VLE) platform.
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)
Personal Development Plan20
Practice Based Learning300
Independent Study50
Lecture/Core Content Delivery10
Tutorial/Synchronous Support Activity20
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:

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

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

Satty, T. L. and Vargas, L. G. (2012) Models, Methods, Concepts & Applications of the Analytical Hierarchy Process, Springer, 2nd Ed.

Trought, F. (2017) Brilliant Employability Skills, Prentice Hall.

Kirton, B. (2011) Brilliant Workplace Skills for Students & Graduates, Prentice Hall.

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

(**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 ExaminerE Coakley
Accreditation DetailsThis module is accredited by Joint Board of Moderators of the ICE, IStructE, IHE and CIHT as part of GA-BEng (Hons) Civil Engineering
Version Number


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Assessment: (also refer to Assessment Outcomes Grids below)
Term 1 Assessment includes two parts as 45% out of the final module mark: Report (30%) related to Learning Outcome (LO) 1 and Career assessment results-based reflection essay (15%) related to LO 3
Term 2 Assessment includes two parts as 55% out of the final module mark: Report (30%) and Presentation (15%) for LO 2 and Scenario-based ethical behaviour essay (10%) for LO 3
Overall, Assessment includes three different types in academic year: (1) Project Report (60%); (2) Essay (25%); and (3) Presentation (15%). With regards to LO2, the student's workplace mentor will be engaged in Term 2.
(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) Weighting (%) of Assessment ElementTimetabled Contact Hours
Dissertation/ Project report/ Thesischeck markcheck mark 600

Component 2
Assessment Type (Footnote B.) Learning Outcome (1) Learning Outcome (2) Learning Outcome (3) Weighting (%) of Assessment ElementTimetabled Contact Hours
Essay  check mark250

Component 3
Assessment Type (Footnote B.) Learning Outcome (1) Learning Outcome (2) Learning Outcome (3) Weighting (%) of Assessment ElementTimetabled Contact Hours
Presentation check mark 152
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
This module is suitable for any student. Appropriate support can be provided where required. Further information is available at:

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.