| Knowledge and Understanding (K and U) |
SCQF Level 11.
Demonstrate and/or work with:
Knowledge that covers and integrates most, if not all, of the main areas of the subject/discipline/sector – including their features, boundaries, terminology and conventions.
A critical understanding of the principal theories, concepts and principles.
A critical understanding of a range of specialised theories, concepts and principles.
Extensive, detailed and critical knowledge and understanding in one or more specialisms, much of which is at, or informed by, developments at the forefront.
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| Practice: Applied Knowledge and Understanding |
SCQF Level 11.
Apply knowledge, skills and understanding:
In using a significant range of the principal professional skills, techniques, practices and/or materials associated with the subject/discipline/sector.
In using a range of specialised skills, techniques, practices and/or materials that are at the forefront of, or informed by forefront developments.
In applying a range of standard and specialised research and/or equivalent instruments and techniques of enquiry.
In planning and executing a significant project of research, investigation or development.
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.
Apply knowledge of engineering management principles, commercial context, project and change management, and relevant legal matters including intellectual property rights.
In demonstrating originality and/or creativity, including in practices.
To practise in a wide and often unpredictable variety of professional level contexts.
Select and apply appropriate computational and analytical techniques to model complex problems, discussing the limitations of the techniques employed.
Select and critically evaluate technical literature and other sources of information to solve complex problems.
Design solutions for complex problems that evidence some originality and 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.
Apply an integrated or systems approach to the solution of complex problems.
Evaluate the environmental and societal impact of solutions to complex problems (to include the entire life-cycle of a product or process) 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.
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| Generic Cognitive skills |
SCQF Level 11.
Apply critical analysis, evaluation and synthesis to forefront issues, or issues that are informed by forefront developments in the subject/discipline/sector.
Identify, conceptualise and define new and abstract problems and issues.
Develop original and creative responses to problems and issues.
Critically review, consolidate and extend knowledge, skills, practices and thinking in a subject/discipline/sector.
Deal with complex issues and make informed judgements in situations in the absence of complete or consistent data/information.
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| Communication, ICT and Numeracy Skills |
SCQF Level 11.
Use a wide range of routine skills and a range of advanced and specialised skills as appropriate to a subject/discipline/sector, for example:
Communicate, using appropriate methods, to a range of audiences with different levels of knowledge/expertise.
Communicate with peers, more senior colleagues and specialists.
Use a wide range of ICT applications to support and enhance work at this level and adjust features to suit purpose.
Undertake critical evaluations of a wide range of numerical and graphical data.
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| Autonomy, Accountability and Working with others |
SCQF Level 11.
• Exercise substantial autonomy and initiative in professional and equivalent activities.
• Take responsibility for own work and/or significant responsibility for the work of others.
• Take significant responsibility for a range of resources.
Work in a peer relationship with specialist practitioners.
Demonstrate leadership and/or initiative and make an identifiable contribution to change and development and/or new thinking.
Practise in ways which draw on critical reflection on own and others’ roles and responsibilities.
Identify and analyse ethical concerns and make reasoned ethical choices informed by professional codes of conduct.
Adopt an inclusive approach to engineering practice and recognise the responsibilities, benefits and importance of supporting equality, diversity and inclusion.
Function effectively as an individual, and as a member or leader of a team. Evaluate effectiveness of own and team performance.
Communicate effectively on complex engineering matters with technical and non-technical audiences, evaluating the effectiveness of the methods used.
Plan and record self-learning and development as the foundation for lifelong learning/CPD.
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