Detailed Course Descriptor

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This Course Revision is not Validated

Detailed Course Descriptor

Doctorate of Engineering [EngD] Engineering Doctorate

09 November 2010

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1 CORE DATA Award Title

Doctorate of Engineering [EngD] Engineering Doctorate

Exit Awards

Stage 1 There are no exit awards for this course.

Award Type

Postgraduate - Doctoral

Awarding Institution / Body

The Robert Gordon University

Institution / Body of Delivery

The Robert Gordon University

Language of Study English Language of Assessment English Mode(s) of Study Full-time Part-time Duration of Course

3 - 4 Years Full Time Pro rata Part-time

JACS Code

H

Funding Group

Engineering and Technology

Funding Source

Full-cost

Faculty

Faculty of Design and Technology

School

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2 PROFESSIONAL, STATUTORY AND REGULATORY BODY RECOGNITION

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3 COURSE OVERVIEW Course Structure

(Refer also to Section 15)

Henceforth, within this document a person engaged on an Engineering Doctorate programme is referred to as a Research Engineer (RE).

The School of Engineering currently offers a number of accredited bachelor (BEng) and Master (MEng) undergraduate courses, and a portfolio of MSc postgraduate taught engineering courses, managed as integrated programmes. To enhance the portfolio of awards to meet the University 2010 vision, a 3/4-year Engineering Doctorate (EngD) is proposed. The EngD Course will provide outstanding candidates i.e. the Research Engineers (REs), with an intensive training programme undertaken within an industrial partnership. This will enhance their ability to innovate and implement new ideas in practice, and enable them to reach senior positions in industry early in their careers.

· Part time study model. Period of study nominally 48 months FTE, pro rata part time

· A minimum of 540 credits defined within the Scottish Credits and Qualifications Framework · A taught element rated at 120 credits (at SHEM)

· A project credit rated at 420 credits (at SHED)

· Regulations that comply with QAA and EPSRC guidelines

Students are required to identify and complete four optional modules, to be chosen and agreed in conjunction with the Course Leader. Students are then permitted to undertake the two required Research Methods modules before progressing to the Dissertation Stage. There is an expectation that students undertaking the EngD will complete the course within a three to four year

period. Students undertaking the EngD on a Part Time route are expected to complete on a pro rata basis. Detailed below is an example of the structure of the course based on the Full Time

mode of delivery.

Module Number Module Title SCQF ROUTE

Full Time

Stage 1 CREDITS LEVEL

ENM200 Subsurface 15 11

ENM201 Wells 15 11

ENM202 Facilities 15 11

ENM203 Business Essentials 15 11

Stage 2

GSM005 Principles of Research Methods 30 11 GSM008 Planning, Organising, Evacuation and

Dissemination of Research 30 11

Stage 3

END001 Dissertation (Professional Doctorate) - 12

Stage 4

END001 Dissertation (Professional Doctorate) 420 12

Total 540

The Detailed Course Structure (Section 15) nominally shows examples of the course taken on a Full Time and Part Time mode of delivery.

Distinctive Features of the Course

An EngD Course provides outstanding candidates with an intensive broadly-based training

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programme undertaken in collaboration with industry. This will provide graduates with the ability to innovate and implement new ideas in practice, and enable them to reach senior positions in industry early in their careers.

Completion of the EngD programme will provide REs, through studies at Masters Level and

Doctoral Level with specific knowledge and skills, in addition to key transferable skills, that prepare and enable them to provide leadership in their specific disciplines, in the world of work. In

tandem with this, the course aims to develop the capacity of the REs to undertake and complete major independent project-based/evidence-based inquiry/research.

What's Involved?

The training programme is normally undertaken on a part time basis (three/four years equivalent duration, pro rata part time). Each RE's programme of work will have at its core the completion of an approved set of modules at Masters level and the solution of a significant challenging and innovative engineering problem or portfolio of problems. The projects will be undertaken as a partnership between industry and the University. They will be firmly based on real industrial problems and will normally be undertaken at the sponsoring organisation's site.

Module study will take place within the University or by approved distance learning

courses. Research projects will be industrially based, and will be technically challenging problems or opportunities face by the sponsoring company. University staff will assist in identifying the research theme, while addressing issues relevant to the sponsoring company. As a guiding rule, when the candidate is onsite at their sponsoring company, most of their day-to-day activities should in some way be aligned to the EngD research.

The taught elements will be drawn wherever possible, from existing postgraduate level University taught courses and research training programmes. Distance learning pedagogies will be

encouraged where appropriate. The RE's academic and industrial supervisors will work with the RE to ensure that the taught programme is tailored to the RE's individual needs. There should be opportunity for the skills covered in taught elements to be applied in order to provide the nest possible integration with the research project.

Overseas Study Opportunities

Not applicable

Language Study Opportunities

Not applicable

Placement / Professional Experience

Not applicable

Transfer Options between Courses

Not applicable

Links to Other Courses

The taught elements will be drawn wherever possible, from existing postgraduate level University taught courses and research training programmes.

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4 COURSE AIMS

The EngD research and training programme aims to:

• provide Research Engineers (REs) with experience of rigorous, leading edge research (in a business/industrial context)

• develop competencies which equip REs for a range if roles in industry;

• provide a mechanism and framework for high quality collaboration between academic groups and companies

• contribute to the body on a particular technical discipline, industrial sector or multidisciplinary theme

• provide REs with the knowledge, skills and capabilities that are necessary to undertake a higher research degree in their chosen discipline and to make an effective contribution to scholarship • enable REs to acquire the cognitive, interpersonal, psychomotor, analytical and evaluative skills and ethical underpinning necessary for the competent and reflective practices and lifelong

professional development

• comply with the requirement of providing standard compulsory training for research students, as a formal condition of funding by bodies such as EPSRC

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5 COURSE LEARNING OUTCOMES

The Doctorate Project allows students to demonstrate a detailed knowledge and understanding of a specific challenge or problem facing the industry, and the knowledge and understanding to prepare and deliver a robust solution. The Project allows students to demonstrate knowledge of research methodology appropriate to Doctorate level independent research work.

Students are expected to demonstrate and/or work with:

• a critical overview or a subject/discipline, including a critical understanding of the principal theories, principles and concepts

• detailed and often leading knowledge and understanding at the forefront of one or more specialisms

• knowledge and understanding that is generated through personal research or equivalent work which makes a significant contribution to the development of the subject/discipline

The Project allows students, clearly and confidently, to integrate their understanding across the specialist areas of the course and to apply that understanding to the project.

At the conclusion of the study period, the RE should possess the following attributes: • expert knowledge in a specialist engineering area

• an appreciation of industrial engineering research and development culture • programme and project management skills

• teamwork and leadership skills

• communication - oral and written, technical and non-technical • technical organisational skills

• financial engineering and control skills • project planning skills

• the ability to use advanced information search methods

• the ability to apply skills and knowledge to new and unusual situations

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6 THE LEARNING EXPERIENCE

The University's ambition is to be consistently one of the best modern universities in the UK. To achieve this ambition, the University focuses on the needs of students, economies and societies, aiming to:

enrich the all-round experience of students throughout their engagement with the University;

enhance the quality and relevance of taught provision; increase the diversification of the student population;

expand the provision of corporate programmes and lifelong learning opportunities;

grow internationally excellent research and knowledge exchange activities and reputation; secure economic and environmental sustainability.

The University believes a professional education starts with excellent teaching and research within a supporting environment, and is about a lifelong and sustainable approach to working and living. The University's portfolio is informed by its commercial and public sector partners, who are

instrumental in helping to develop courses to ensure their relevance for the evolving economy and society. Many include practical experience and placements, and are professionally accredited. These contribute to the University's position as one of the UK's top universities for graduate employment.

By combining the best of both academic and professional worlds, the University aims to give its students the best possible start to their careers. A degree from Robert Gordon University is confirmation to a future employer that a student will possess the required blend of learning, skills and experience.

The complexity of industrial operations in the modern world is placing new demands on employees including the requirement to develop skills associated with a research based approach to solving problems, a systematic way of collecting evidence and an independent and open mind for the analysis and interpretation of evidence. An EngD course provides outstanding candidates with an intensive broadly-based training programme undertaken in collaboration with industry. This will provide graduates with the ability to innovate and implement new ideas in practice, and enable them to reach senior positions in industry early in their careers.

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7 TEACHING AND LEARNING METHODS AND STRATEGIES

On enrolment onto the course, each student is counselled by the EngD Director and allocated a Director of Studies who will ensure that a composite Supervisory Team is established. The Director of Studies is responsible for providing day-to-day support, advice, encouragement, guidance and formatively assessing the work of the supervisee.

Within the taught elements of the programme, students will undertake individual and group based, collaborative activities and discussions as an important part of their learning process. The Masters elements will be delivered on a full time or part time basis, supported by seminars, tutorials, directed reading research activity and residential event. Further individualised coaching and support will be provided by a subject specific supervisor from the Team and/or by the Director of Studies.

Where learning is online, the student is part of a ‘virtual campus', and communication and

interaction among the cohort will be a significant aspect of the learning process. In a collaborative learning environment however, the student is required to become an independent learner and take responsibility for when, where and how learning occurs.

The University and Faculty Intranets where appropriate, will provide an access gateway to learning resources and serve as shared space for collaborative and cooperative learning.

Various forms of alternative assessment will be used to monitor student progress within the taught module programme and to determine progress through the taught programme. The coursework for a module may consist of critical review essays, project report, online activity and group

discussions, peer observation teaching, teaching log, self and peer assessment, portfolio of evidence, etc. as appropriate to the learning outcomes for the module. The assessment requirements are specified in the Module Descriptor for the module.

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8 SUPPORT FOR TEACHING AND LEARNING

The University provides a number of means of supporting teaching and learning: a University-wide Teaching and Learning Strategy, accessible at

www.rgu.ac.uk/files/Teaching%20and%20Learning%20Strategy%20%28June08%291.pdf; student induction organised on a course or School basis;

an ongoing scheme of personal/pastoral support for students;

an extensive programme of student study skills delivered through the Library and the Study

Skills and Access Unit;

an extensive library of learning resources;

close collaboration with industry and professional, statutory and regulatory bodies;

the University's active participation in the Scottish Funding Council's Quality Enhancement

Themes, www.enhancementthemes.ac.uk/;

support for staff from the Department for the Enhancement of Learning, Teaching and

Assessment (DELTA), including provision of a Postgraduate Certificate Higher Education

Learning and Teaching course;

extensive opportunities for student placements with companies or organisations, academic overseas exchange programmes, and support for entrepreneurial activity;

CampusMoodle, http://campusmoodle.rgu.ac.uk/, the University's dedicated virtual learning

environment;

a commitment to knowledge exchange and technology transfer through focused research activity, which contributes to the critical underpinning for all taught courses;

the expanding provision of state-of-the-art, purpose-built facilities and buildings at the Garthdee campus.

Department for the Enhancement of Learning, Teaching and Assessment (DELTA)

The Virtual Campus provides a generic infrastructure for the management and support of online learning. Facilities provided include:

• a course registration system

• discussion forums for online meeting and conferences, and tutorials

• a messaging service allowing student feedback and support from supervisors/advisors, and peer group feedback between student cohorts

• course member publishing space enabling production of a personal profile, organisation of relevant links, and links to student work

• a calendar of course events

• a means of distributing text-based open learning material, assignments and course handbooks • provision of web-based open learning materials and other appropriate resources

• tools for delivering student self-assessment

• tracking of course member interaction with resources provided via the Virtual Campus and with course material.

Quality Control of Open and Distance Learning

DELTA has established procedures to ensure that the quality of the ODL learning experience at the University meets the standard of that to be expected by students on campus based programmes. The Quality Assurance Strategy will cover the five areas:

• Presentation of academic content

• Systems for the infrastructure, management, tutoring and support for the delivery of ODL courses

• Best practice procedures for assessment and examination • Development and training of staff

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The ‘Guidelines on the Quality Assurance of Distance Learning' published by the Quality Assurance Agency for Higher Education have been adopted as the benchmark standard for ODL programmes delivered by the University. DELTA and the School will ensure that the course will confirm to the precepts in the Guidelines.

Formal assessment procedures will adhere to the guidelines published in the University's

Assessment Handbook and to the University's standard protocol for assessment on an open and distance basis.

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9 COURSE ASSESSMENT

Taught element

Each taught element of the Engineering Doctorate will be formally assessed by a written

examination or formal coursework, typically at the end of each module. REs failing to achieve a module pass under the University and/or module regulations would normally be unable to proceed further with the programme. Elements of the taught coursework might also be assessed by a range of other methods including a viva voce, practical assessment or mini thesis.

Project (thesis) Element

The EngD is a wider learning experience and qualification than the traditional PhD due both to the additional skills and competencies to be achieved and, often, the varied portfolio of research work undertaken. To reflect this, and to ensure an adequate assessment of all aspects of the project activity, an examining team will be appointed in the viva voce (one internal member of staff and an external subject specialist).

The external examiner will be appointed following the University rules that apply to a PhD. The examination for the Degrees of EngD shall have two stages:

(i) the submission and preliminary assessment of a thesis;

(ii) the defence of the thesis by oral examination (or approved alternative).

The thesis is considered by at least one internal and one external examiner and a viva held. Examiners make their reports to the Research Committee. Possible outcomes are the same as the PhD rules.

Each RE must be sponsored by an industrial partner. The industrial partner will be involved in the selection of candidates, and in selecting the pattern of coursework for the sponsored RE.

The major benefit to the industrial supervisor is that normally most of the project work is undertaken within the company by the RE. This will involve solving a challenging engineering problem that may result in significant improvements to company operations/performance. The project must be a relevant, cost effective, industrial exercise and must demonstrate innovation in the application of knowledge to the engineering business. The work must make a significant contribution to the performance of the company. A project must include a thorough analysis of options, based on nest practice elsewhere, and must demonstrate key competencies such as project planning and control. These competencies will be ensured by projects being

designed jointly by academic and sponsoring company staff (with, when recruited, the candidate), with agreed objectives, deliverables and timescales and regular monitoring against these targets. The supervisory arrangements will address both the academic rigour and industrial relevance of projects. A Supervisory Team, approved by the University Research Degrees Committee, will monitor project developments.

A minimum of two supervisors, one academic and one industrial, will be appointed for each project within an RE's programme of research. Supervisory arrangements must reflect the breadth and complexity of projects including management, financial or other expertise as appropriate.

Industrial supervisors will be individuals with experience of professional and career development, in addition to having technical or managerial knowledge of the industrial problem to be addressed by the RE.

Academic and industrial supervisors will maintain regular contact (typically at least monthly) with the RE. In addition they, the RE, and any other appropriate staff working on the progress will be involved in project monitoring meetings.

The academic supervisor will ensure that the academic standard of the project work meets the requirements of the degree. He/she will ensure that the RE has a wide awareness of the subject area and that there is sufficient depth of understanding and analysis within the RE's project reports.

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10 COURSE MANAGEMENT AND REGULATIONS Equity & Diversity

The University has a strong commitment to the active promotion of equality across its

functions. This commitment is reflected in the University's values, details of which may be found at: www.rgu.ac.uk/diversity/info/page.cfm.

The University's Disability and Dyslexia Service provides support for students, details of which may be found at: www.rgu.ac.uk/diversity/students/page.cfm?pge=85449.

All Schools also have a nominated member of staff who can advise on the requirements of the course and reasonable adjustments that may be made. The current School Disability Contacts are available from www.rgu.ac.uk/studentservices/disability/page.cfm?pge=7853.

Academic Regulations

This course is governed by the provisions of the University's Academic Regulations, which are available at www.rgu.ac.uk/academicaffairs/quality/page.cfm?pge=1826. In particular:

Regulation A1: Courses Regulation A2: Admission

Regulation A3: Student Conduct, Appeals and Complaints

Regulation A4: Assessment and Recommendations of Assessment Boards

Course-Specific Regulations

The research modules are central to the objectives of the course. GSM005 Principles of Research Methods

GSM008 Planning, Organising, Evaluation and Dissemination of Research The candidate must gain a pass in each of these.

Qualifications Required for Entry

Applicants must satisfy the University's general admission requirements for undergraduate and postgraduate courses as contained in Academic Regulation A2: Admission, including proficiency to a minimum standard in the English language. Specific entry requirements for this course are detailed below.

Applicants to the EngD course will be established engineers or technologists in full-time

employment. Ideally they will have at least four years of postgraduate industrial experience, and have reached a responsible technical position within their organisation. Typical candidates will be ambitious, be seeking routes to achieve personal and company goals, and will have acknowledged that they require specialist research and management skills and knowledge to operate at an executive level.

• The basic qualification for entry to a programme will normally be a First or an Upper Second (2:1) first degree (or equivalent) from a UK academic institution, in a relevant discipline. In addition, it is likely that applicants will also have significant industrial experience

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The University offers a Degree Link programme, www.rgu.ac.uk/future-students/college/uni-link, providing advanced entry opportunities for students from selected further education colleges.

The University's requirements in respect of Accreditation of Prior Learning (APL) are contained in Academic Regulation A2: Admission

Academic Regulation A2: Admission, though further specific information may be sought from the

Course Leader.

No alternative qualifications are considered.

Interview Procedures

Applicants are not usually interviewed although some may be if they do not meet the standard entry requirements.

Course-Specific Requirements

None applicable

Role of the External Examiner

The Regulations governing the appointment and duties of External Examiners are contained in Academic Regulation A5: External Examiners

Academic Regulation A5: External Examiners, which is available at:

www.rgu.ac.uk/academicaffairs/quality/page.cfm?pge=1826.

To ensure an adequate assessment of all aspects of the project activity, an external examining team will be appointed in the viva voce (in general, one academic and one industrialist specialist will be appointed to ensure that appropriate breadth of enquiry.

University regulations A6 (Research Degrees) apply. The examination team will require to be approved by the Research Degrees Committee.

Servicing Schools / External Providers

Schools with Masters Level modules and research groups in the Robert Gordon University

Student Experience and Participation

The University has purpose built teaching and learning facilities which are equipped with

state-of-the-art furnishings and technology. This ensures that REs can study in comfortable and appropriate venues. In addition to the physical facilities that include a modern purpose built multi-media library at Garthdee, the REs will have the benefit of access to the Faculty Intranets and Virtual Campus. The Intranet has a number of functions ranging from a repository for lecture support material to video clips of guest speakers to discussion forums. The Virtual Campus provides a generic infrastructure for online learning and distance delivery.

The REs undertake individual and group based, collaborative activities and discussions as an important part of their learning process. Where learning is online, the RE will be part of a ‘virtual cohort', and communication and interaction among the cohort will also be a significant aspect of the learning process. In a collaborative learning environment however, the RE is required to become an independent learner and take responsibility for when, where and how learning occurs. By the end of the taught modules, students will have broadened and deepened their study of the selected specialist areas. They will be able to engage professionally (using a range of techniques) in the debate with the full range of related specialists in relation to the engineering and business optimisation of particular problem areas. Students will be, to a large extent, responsible for developing their own resources and for planning and managing their work within the taught programme of lectures, seminars, laboratories, tutorials and field trips (where

appropriate). Individual and group work, and written and oral presentations will be used to develop advanced reporting skills.

Student Feedback Mechanisms

The University uses a variety of mechanisms to obtain feedback from students, and to involve them in their learning experience. This is integral to the University's approach to the quality assurance and enhancement of teaching and learning, and the holistic student

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Student Experience Questionnaires and participation in the National Student Survey (NSS);

staff/student liaison arrangements at course/programme level; support for Student Representatives;

student representation on Institution-Led Subject Review Panels; student representation on most of the University's key committees; annual meetings of the Principal and Deans with Student Representatives;

In addition, there is regular collaboration and engagement with officers of the Student Association. More detailed information on student engagement may be found at the Student Involvement website at: www.rgu.ac.uk/studentinvolve/about/page.cfm.

The Staff/Student Liaison Committee will meet at least once per semester where possible or by virtual mechanism where appropriate. The meeting will normally take place prior to the Course Management Team meeting, and in addition may be convened at the request of students or staff as often as necessary.

The Staff/Students Liaison Committee consists of the EngD Director, a representative form the teaching staff and at least one student for each 10 registered EngD students.

The purpose of the Committee is to act as an informed channel of communication for students, and the Course Management Team. As such, it is a mechanism for obtaining feedback and for seeking students' opinions on planned developments. Proceedings will not therefore be minuted, although the staff members will take notes for action. Matters may only be raised regarding individual modules if they have already been raised with the individual module tutor beforehand. Matters will only be referred to the Course Management Team meeting if they have not been resolved through informal channels.

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11 CAREER OPPORTUNITIES AND EMPLOYMENT SKILLS Career Opportunities and Employment Skills

An EngD Course provides outstanding candidates with an intensive broadly-based training

programme undertaken in collaboration with industry. This will provide graduates with the ability to innovate and implement new ideas in practice, and enable them to reach senior positions in industry early in their careers.

Opportunities for Further Study

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12 INDICATORS OF QUALITY QAA Subject Group

Engineering

External and Internal References

QAA Engineering benchmark statement can be found at:

www.gaa.ac.uk/academicinfrastructure/benchmark/statements/engineering06.asp

Indicators of Quality and Standards

The course is designed to meet the QAA benchmarks for Engineering, which are based on the Engineering Council UK-SPEC competency matrix for Professional Engineers.

Methods for Evaluating and Improving Quality and Standards

The University employs several mechanisms for evaluating and improving the quality and standards of teaching, learning and assessment, including:

Annual Course/Programme Appraisals are prepared for each course and reviewed and

approved by Course/Programme Management Teams and School Academic Boards which consider, amongst other things, feedback generated from Student Evaluation Questionnaires;

Institution-Led Subject Review, involving external panel members, on a six-yearly basis to

formally review its major subject provision, followed by a three year interim review to monitor progress against actions/issues raised through the review process;

External Examiner Annual Reports;

Faculty Quality Enhancement Sub-Committees;

Ongoing liaison with industrial/professional liaison groups.

Formal Committees with responsibility for monitoring and evaluating quality and standards: Staff/Student Liaison Committees, or equivalent;

Course/Programme Management Teams; School Academic Boards;

Assessment Boards;

Faculty Quality Enhancement Sub-Committees;

Quality Assurance and Enhancement Committee and associated Sub-Committees.

Teaching strategies employed for part time and distance learning students will be consistent. These are modelled on the guidelines produced by the Quality Assurance Agency. Assessment will follow the guidelines in the University's Assessment Handbook.

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13 STAFF EXPERTISE AND PROFESSIONAL ACTIVITY Staff Development Activities

The University is committed to the training and development of all members of staff, both to refine and strengthen the skills and abilities required for the performance of current and future duties and to promote job satisfaction and personal career expectations. Coordinated by the Human

Resources Department, further information is available at: www.rgu.ac.uk/hr/staffdev/page.cfm?pge=37013.

The University operates an employee review process, known as Employee Performance Review

(EPR), www.rgu.ac.uk/hr/epr/page.cfm?pge=82490. Introduced in June 2010, to replace the

OSCR (Objective Setting and Contribution Review) process, EPR requires all employees who have contracts of 6 months or longer to participate. A key feature is a single, common review cycle ensuring reviews and objective-setting occurs at approximately the same time each year for all employees. The underlying principles of EPR are:

to create the opportunity for regular, meaningful two-way conversations with line managers regarding performance and development needs;

to receive and provide feedback;

to provide the opportunity to raise issues in an open, constructive manner. The Department for the Enhancement of Learning, Teaching and Assessment (DELTA) provides Continuing Professional Development (CPD) activities to all staff. The CPD activities promote the professionalisation of teaching in higher education, as well as encourage staff to gain recognition as Associate or Fellow of the Higher Education Academy.

Staff development and dissemination of best practice in Teaching, Learning and Assessment are provided through DELTA. The School ensures that all staff involved in the delivery and support of the course, whether internal to the University, or external presenters, undertake appropriate staff-development in co-operation with DELTA. In addition, staff are encurage to engage in applied pedagogic research to help enhance quality of the students' learning experience.

Research and Scholarly Activities

Strategically, the University focuses on applied research and aims to be internationally recognised for excellence in key thematic areas, and demonstrate tangible success in applying that research for the benefit of the wider community. Further details are available at: www.rgu.ac.uk/research.

The School's research into “conventional” Energy systems and processes has attracted

approximately £875k external funding over the last four years. Typical projects have included: - Multiphase flow metering (Technology Talent Initiative [TTI];

- Sensors for Process Monitoring (Scottish Enterprise [SE]); - Intelligent Sand Control Strategies (SE Proof of Concept [PoC]); - Virtual Well Engineering (SE);

- Real-Time Maintenance Optimisation (PoC);

- Purification Techniques using Membrane Technology (Royal Society of Edinburgh); - VOC Recovery in Shuttle Tankers (Confidential);

- Techniques for predicting motor failure (TTI);

- Fluid Heat Transfer at Supercritical Pressures (Engineering and Physical Sciences Research Council [EPSRC]).

The School is also active in the area of Renewable Energy research. This work has attracted £940k of external funding over the last four years into the following projects:

- Structures for tidal Energy development (SE); - High Density Carbon Production (SE);

- Tidal Studies (SE);

- Tidal Stream Balanced Renewable Generation (SE PoC); - Desalination Feasibility (TTI);

- Supergen Marine Energy Resource (EPSRC);

- Combination of Hydrogen Generation and Fuel Cell systems (TTI); - Business development in Renewable Sector (KTP).

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The School's Centre for Video Communications carries out world leading research into digital video technology. The research has attracted a considerable amount of external funding over the last 5 years into the following projects:

- Fast video coding: Estimation based control of video codec complexity (EPSRC); - Perceptually optimised video communication (SE PoC);

- Low complexity video coding for mobile platforms (SE PoC); - Low complexity video coding (SE PoC Plus);

- Research exchange programme with Boston University (RSE);

- High performance communications signal processing for the offshore industry KTP/Department of Trade and Industry [DTI]);

- Research into optimised video codec design (United Kingdom [UK]/United States [US] industry) The centre benefits from state-of-the art video capture and processing facilities (partly funded by the Science Research Infrastructure Fund). The research team's open, collaborative ethos has contributed to recent achievements such as a series of patents, two start-up companies and a new spinout company, Video Laboratories Ltd.

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14 COURSE COMMITTEE STRUCTURE

The relationship of the main Committees and Teams responsible for management of the course are summarised in the diagram below:

The University’s Organisational Regulations are available at

http://www.rgu.ac.uk/academicaffairs/quality/page.cfm?pge=1827

A diagram of the University’s full Committee Structure is available at http://www.rgu.ac.uk/academicaffairs/committees/page.cfm?pge=24728 http://www.rgu.ac.uk/academicaffairs/committees/page.cfm?pge=24728

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15 DETAILED COURSE STRUCTURE

Module Number Module Title SCQF Route

Full-time

Stage 1 Semester 1 CREDITS LEVEL

ENM200 Subsurface 15 SCQF 11

ENM201 Wells 15 SCQF 11

ENM202 Facilities 15 SCQF 11

ENM203 Business Essentials 15 SCQF 11

Total for Semester: 60

Full-time

GSM005 Principles Of Research Methods 30 SCQF 11 GSM008 Planning, Organising, Evaluation and Dissemination of Research 30 SCQF 11

Total for Stage: 120

Full-time

END001 Dissertation (professional Doctorate) 420 SCQF 12 Total for Semester: 420

Full-time

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ENM202 Facilities 15 SCQF 11

ENM203 Business Essentials 15 SCQF 11

Part-time

GSM005 Principles Of Research Methods 30 SCQF 11 Total for Semester: 30

Part-time

GSM008 Planning, Organising, Evaluation and Dissemination of Research 30 SCQF 11 Total for Semester: 30

Total for Stage: 120

Part-time

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Record Number: 0319 Version Number: 1 Revision Number: 1