Quality Handbook
AQH-B3 Programme Specification Template
Version 7.0 October 2012 Version History Version Occasion of Change Change author Date of modification Modifications made 1.0 Original placed in Academic Quality Handbook S Sutcliffe September 20082.0 Updated SITS form,
,Appendix 1
S Lumsden 9/12/2008 CSP details & short courses included. Reference to
accrediting body and programme specific regulation forms
included. JACS codes added to module list.
3.0 Circulation list for SITS form updated
S Sutcliffe 09/02/2010 D Balme replaced by A Watson
4.0 Articulation
arrangements
B Ollerenshaw Section 8 Admissions replaced to include entry point grid for mappings.
5.0 Staff changes S Sutcliffe 10/9/2010 Contact names changed
6.0 Annual review of
Quality Handbook
A Roberts August 2011 SRBP changed to Marketing and Recruitment;
Amended to refer to job titles, rather than individuals (section 5)
MSc Engineering Management: Programme Specification: 2014 Page 1 of 19
MSc Engineering Management
Faculty of Applied Sciences
Department of Computing, Engineering & Technology
PROGRAMME SPECIFICATION
Date of Validation Event:
October 2010
Date Approved by QMSC:October 2010
Version History
Please complete each time a new version is drafted e.g.
Version Occasion of Change Change Author Last Modified
1.0 New Template: Following Minor
Mods Approval.
A Wheatley October 2010 2.0 New Template (7.0): Inclusion in
Dept MSc Review Exercise June 2013. Minor Corrections.
MSc Engineering Management: Programme Specification: 2014 Page 3 of 19 1. Core information
Programme title: MSc Engineering Management Target award MSc Engineering Management
Interim or exit awards: Postgraduate Certificate in Engineering Management, Postgraduate Diploma in Engineering Management,
Awarding body: University of Sunderland
Programme Assessment Board: Postgraduate / CET QAA subject benchmark(s) applicable:
http://www.qaa.ac.uk/academicinfrastructure/benchmark/masters/default.asp
Other points of reference:
QAA Framework for Higher Education Qualifications
http://www.qaa.ac.uk/academicinfrastructure/FHEQ/EWNI/default.asp
NICATS level descriptors (NB Level 4 is the equivalent of HE Stage 1, Certificate level)
http://www.nicats.ac.uk/doc/scr_prnc_guide.pdf
National credit guidelines
http://bookshop.universitiesUK.ac.uk/downloads/Burgess_credit_report.pdf
University of Sunderland credit framework and regulations
https://docushare.sunderland.ac.uk/docushare/dsweb/View/Collection-247
Modes of delivery and duration:
Tick all that apply Min number of years Max number of years Intake dates (months)
Any other issues
Full-time 1 1 Oct / Feb -
Part-time 2 4 Oct / Feb -
Sandwich Off-campus
On-campus 1 4 Oct / Feb -
Distance learning Work-based learning Collaborative
2. Aims of the Programme
The aim of the programme is to broaden the knowledge and ability of graduate and practising engineers in relevant management skills, principles and procedures. The programme will focus upon the methods, knowledge and techniques which allow this important area to be managed effectively.
The overall aims of the programme are:
Develop and enhance the management skills and knowledge of students so they are able to manage effectively in an engineering environment.
Enable students to make critical assessments regarding the applicability of management knowledge and techniques within an engineering context.
Provide students with the skills and knowledge to make a significant contribution to engineering management research activities.
3. Learning Outcomes of the Programme
3.1 Overall Learning Outcomes of the Programme
The learning outcomes of the programme are to produce a postgraduate programme of study that will allow students on completion to be have attained the following knowledge and skills.
Knowledge:
K1. A thorough appraisal and understanding of the current methods and concepts at the forefront of the academic discipline.
K2. A thorough critical understanding of a key aspect of the academic discipline. K3. Knowledge of the application of appropriate research techniques.
K4. Critical understanding of research methods relative to the discipline area.
K5. Critical understanding and awareness of financial management techniques and their role in strategic planning and management.
K6. An understanding and critical awareness of the operations managements function and its effects on organisational performance.
K7. Critical awareness of the management implications resulting from quality tools and methodologies adoption.
K8. An understanding and critical awareness of the techniques which aid management decision making.
K9. Critical awareness of the implications of people, leadership and structures upon project delivery.
K10. An understanding and critical awareness of the capabilities of project management tools and techniques.
K11. Critical understanding of advanced maintenance techniques and application issues.
K12. An understanding and critical awareness of project management concepts and techniques, including the use of advanced tools for the management of projects.
MSc Engineering Management: Programme Specification: 2014 Page 5 of 19
K13. Advanced knowledge in a highly specialised area in the discipline of Engineering Management via an individual project.
Skills:
S1. Independently and objectively, critically review, consolidate and extend their knowledge to produce a systematic and coherent body of information.
S2. The ability of work independently and make objective decisions relating to complex problems. S3. To be able to apply knowledge and skills in a range of activities in engineering management. S4. To be able to evaluate information using it to plan and develop investigative strategies.
S5. Design and undertake independently, a major original research project on a topic which relates to the forefront of the academic discipline of Engineering Management and reflect extensively and objectively on method, process, and outcomes.
S6. Independently conduct research or advanced professional activity in the area of Engineering Management demonstrating self-direction and originality in tackling and solving problems.
3.2 Learning Outcomes for each stage of the award
The following sections describe the learning outcomes for students on this masters programme for each stage of the award in terms of the knowledge and skills, the sum of which contribute to the attainment of the aims and objectives of the programme.
3.2.1 Postgraduate Certificate in Engineering Management
On successful completion of the certificate stage of the programme students will have acquired the following knowledge and skills:
Knowledge:
K1. A thorough appraisal and understanding of the current methods and concepts at the forefront of the academic discipline.
K2. A thorough critical understanding of a key aspect of the academic discipline. K3. Knowledge of the application of appropriate research techniques.
Skills:
S1. Independently and objectively, critically review, consolidate and extend their knowledge to produce a systematic and coherent body of information.
3.2.2 Postgraduate Diploma in Engineering Management
In addition to the learning outcomes achieved for the postgraduate certificate, on successful completion of the diploma stage of the programme students will have acquired the following knowledge and skills:
Knowledge:
K4. Critical understanding of research methods relative to the discipline area.
K5. Critical understanding and awareness of financial management techniques and their role in strategic planning and management.
K6. An understanding and critical awareness of the operations managements function and its effects on organisational performance.
K7. Critical awareness of the management implications resulting from quality tools and methodologies adoption.
K8. An understanding and critical awareness of the techniques which aid management decision making.
K9. Critical awareness of the implications of people, leadership and structures upon project delivery.
K10. An understanding and critical awareness of the capabilities of project management tools and techniques.
K11. Critical understanding of advanced maintenance techniques and application issues. Skills:
S3. To be able to apply knowledge and skills in a range of activities in engineering management. S4. To be able to evaluate information using it to plan and develop investigative strategies.
3.2.3 MSc Engineering Management
In addition to the learning outcomes achieved for the postgraduate diploma, the successful MSc graduate will have acquired the following:
Knowledge:
K12. An understanding and critical awareness of project management concepts and techniques, including the use of advanced tools for the management of projects.
K13. Advanced knowledge in a highly specialised area in the discipline of Engineering Management via an individual project.
Skills:
S5. Design and undertake independently, a major original research project on a topic which relates to the forefront of the academic discipline of Engineering Management and reflect extensively and objectively on method, process, and outcomes.
S6. Independently conduct research or advanced professional activity in the area of Engineering Management demonstrating self-direction and originality in tackling and solving problems.
MSc Engineering Management: Programme Specification: 2014 Page 7 of 19 4. Programme Structure and Content
Module list
Module
Code
Module
Title
Module
Credits
ENGM91 Project Management and Control 30 ENGM1C Engineering Operations Management 15 CETM08 Managing People and Project Leadership 15 CISM02 Decision Support for Management 15 CETM11 Research Skills and Academic Literacy 15 CETM09 Project Risk & Quality Management 15 ENGM03 Advanced Maintenance Practice 15
PROM01 Project 60
Also see SITS Form – Appendix 1. Programme regulations
The programme operates under University of Sunderland standard postgraduate regulations. Programme content
Modular content is shown above and also in Appendix 1.
The curriculum of the programme has been developed to meet the current needs of employers across diverse fields, both national and international, in line with the guidance of the relevant professional institutes The curriculum predominately consists of technical knowledge and skills to enable the pursuit of a career in a wide variety of Engineering Management environments. In addition, close attention has been given to ensuring that the curriculum is at the forefront of the academic discipline and clearly at “M” level in line with QAA framework benchmarks for postgraduate qualifications.
These requirements are fulfilled by the Programme Team responsible for curricular design and delivery, and whose professional activities underpin and support the programme.
In terms of progression, Stage 1 may be regarded as the Postgraduate Certificate stage, which requires 60 module credits. Stage 2 is the Postgraduate Diploma stage (120 module credits). The final stage is the MSc stage (180 module credits total). There are no pre-requisites within the programme and therefore the modules which compromise Stage 1 / Stage 2 are interchangeable, depending on entry date (Feb or Oct). The project (PROM01) will always be the last module undertaken.
Placements, study abroad and other work experience opportunities
There are no compulsory formal placements on the course, though the project module does allow students to work in industry. With industry-sponsored projects, the time the student spends at the company premises can vary widely, but will be appropriate to the needs of the project. A project team comprising academics and administrative staff has been set up to help identify suitable industrial project sponsors.
Opportunities for study abroad do exist within this programme. During the project phase students can elect to study overseas. Many of our existing international students elect to do this for many reasons, some of which include:
1) They often have contacts overseas which can help them form a project placement.
2) They can reduce the costs of their programme by returning home during the project phase.
3) They may wish to undertake a project in the job market for which they specifically feel they will wish to work.
This programme will prepare successful students with the skills and knowledge to take up employment in either the industrial sector or in research establishments. The project module will play an important role in establishing relationships with sponsors such as; external employers, the Department of Computing, Engineering and Technology and the University generally. Relationships established at the time of the project quite frequently progress into opportunities for employment with external sponsors, with the general academic sector, in postgraduate research within the University of Sunderland or at another Institution. After the programme, the students will be ready to move confidently into project leadership within any engineering project-based organisation. In practice, this represents a very wide field of potential employers.
5. Teaching and Learning
For further information see teaching, learning and assessment matrix, Appendix 2.
The general learning, teaching and assessment strategy used within this programme reflects the Department standard for postgraduate taught programmes. A rich mixture of different learning and teaching methods such a lectures, tutorials, seminars, online learning (e.g. VLE), directed reading and surgery sessions have been selected to make the learning experience more interesting to the wide diversity of students that the programme attracts.
The fact that the course is dealing with graduates and educating them to Master’s level means that the students are expected, and have the ability, to carry out a significant quantity of unsupervised study. This may take the form of directed reading of research papers and advanced technical material or practical work on various software problems and packages.
The objective of the student-staff contact time is to set milestones and learning goals, and make new ideas and concepts accessible to the students. These ideas are then followed up in tutorials and in the students' own time. Tutorials are used within each module to provide support for lectures. The prime objectives of tutorial time are to allow in- depth study of particular topics that have been introduced and also for practical exercises. A practical tutorial group will normally consist of about 20 students. As well as requiring a significant amount of individual study, the course also encourages group working. This is in recognition of the fact that a graduate of the course will, normally be employed in environments where significant demands will be made upon his or her ability to co-operate and collaborate with others.
Significant use of flexible learning materials is made across many of the modules – particularly via Sunspace, the University VLE.
6. Assessment
For further information see teaching, learning and assessment matrix, Appendix 2.
The assessment throughout this programme is a mixture of methods appropriate to the modules under study. Each 15 credit module will usually have one item of assessed coursework, though two may be employed where appropriate (e.g. CETM09: Risk & Quality Management). The 30 credit module will have two items of assessed coursework.
The students experience a diverse range of assessment strategies across the programme, enabling them to display various skills associated with Masters level learning. This will include research papers, case study analysis, system analysis/evaluation, formal paper reviews, and presentation
The students experience a diverse range of assessment strategies across the programme, enabling them to display various skills associated with Masters level learning. This will include research papers, case study analysis, tutorial design, system analysis/evaluation, formal paper reviews, and presentation. The assessment strategies chosen within each module are appropriate to the content and style of delivery and have been further selected in order to provide a rich mixture of diverse assessment strategies while ensuring that module aims and objectives can be accurately assessed.
MSc Engineering Management: Programme Specification: 2014 Page 9 of 19 A variety of assessment methods will be employed as appropriate to the learning outcomes of the modules. These include individual assignments, viva voce examinations, time-constrained tests and written reports. While it would appear that the majority of assessment undertaken is that of an
individual assignment it is important to note that there is a rich and wide diversity of different approach of this assessment within the modules on the programme. Individual assignments include different forms of assessment strategies. Group work is encouraged but assignment is always at the level of the individual. In general, a great reliance is placed on individual assignments, but the flexibility / range of possibilities within this single category is great. Individual assignment types include case study analysis (ENGM1C), individual presentations (preparation, delivery or both) (PROM01), management reports (CETM08), essays (ENGM91), research papers (proposal, paper, or both) (ENGM91, CETM11) and many others.
Assessment criteria for the programme are detailed in Appendix 3 7. Student Support and Guidance
The overall strategy for support and guidance is three-pronged: accessibility to staff and resources; provision of relevant and reliable information and operation of a responsive system for managing problems as they arise.
Support and guidance is offered to students through a comprehensive set of mechanisms. All new students are given a week-long induction programme during which time they are exposed to various aspects of student academic life and much information on the University and its Services, the Department and their chosen programme of study. They are provided with programme information, talks by programme and module staff, library visits, talks by representatives from Student Services, the Student’s Union, the Charter Office and the Careers Office. The students also have access to their specific timetables through the Department’s intranet site; this allows students to be informed of any changes to module arrangements.
All students have access to their Programme and Module Leaders as appointments can be made with staff. Students on the programme will benefit from being part of moderately sized cohorts with a close-knit team of lecturers. Students have representation on Programme Boards of Studies. From time to time staff may meet with their tutees as a whole group to take soundings and obtain feedback on various issues. Additionally staff will take care to talk to students individually to provide important academic guidance. In addition, students will also be able to receive support and information through the comprehensive university VLE facility.
Students are supported in their work by the computing facilities across the Faculty on both the City and St Peter’s Campuses. The Learning Resource Centres are large and provide students with access to photocopying, journals, past projects, manuals and textbooks. There is ample room for private study. The Centre is also responsible for collecting and receipting student assignments.
Library facilities for students are provided across both campuses and offer an innovative learning environment, as well as areas for group and individual study.
The programme is closely linked to the MSc Project Management programme. In practice, most professional project managers are engineers engaged in engineering project management. Students are therefore encouraged to join the Association for Project Management (APM) in addition to their relevant Engineering Council professional body. Student representatives attend APM Committee meetings and gain access to external speakers, expert practitioners and potential employment opportunities. APM regularly provide a student prize for the best performance in each cohort – open to both project- and engineering-managers..
All on-campus students have access to the University’s central support services including Counselling, Disability Service, Health and Well-being, Chaplaincy, financial support and advice, International Office and Careers and Employability Service. The Students’ Union provides an independent service which offers advice and support across the full range of personal and academic problems which students may encounter. Students wishing to lodge a complaint or an appeal can seek advice from the Students’ Union or from Academic Services. Full details of all these services can be found on the University’s
web-site. Where appropriate, academic or support staff in the Faculty will sign-post students to these specialist services.
A summary of the major features of support provision is also available in the programme handbook, given to all students.
8. Admissions
The entry requirement for the MSc Engineering Management programme is normally a good honours degree (2:2 or above) or equivalent in an engineering discipline.
International students must demonstrate a good command of English language and normally would have to undertake an IELTS examination. Students who do not possess the necessary English language grade will be required to gain further English language tuition prior to starting the programme.
9. Programme Management and Quality Assurance
The programme is managed and quality assured through the University’s standard processes. Modules are overseen by a Module Studies Board and each year each module leader provides a brief report on the delivery of the module, identifying strengths and areas for development. The Programme Studies Board, which includes module leaders, student representatives and, where applicable, typical employers, is responsible for the programme as a whole, ensuring the coherence of the programme overall, its currency, progression, and alignment between the learning outcomes and modes of teaching, learning and assessment. Student achievement, including progression between levels and degree classification, is kept under review. The programme is reviewed annually and a report is sent to the Faculty Quality Management Sub-Committee (FQMSC) which in turn reports issues to Academic Board via the University’s Quality Management Sub-Committee (QMSC) and Academic Experience Committee (AEC).
External examiners are appointed to oversee and advise on the assessment of the programme. They verify the comparability of the standards of the programme with the standards of similar programmes elsewhere in the UK and the quality of the assessment process. They are also invited to comment on proposed developments to the programme. Their reports are sent to the DVC (Academic) as well as to the Faculty; he requires a report from the Faculty on any major issues of concern raised by the external examiner.
All programmes are reviewed by the University on a six-yearly cycle to identify good practice and areas for enhancement. Programmes are revalidated through this review process. These reviews include at least one academic specialist in the subject area concerned from another UK HEI.
Students’ views are sought through module questionnaires and by other methods. The feedback informs module leaders’ annual reports on their modules. Students are represented on the Programme and Module Studies Boards; in the former they are involved in discussion of external examiners’ reports.
Staff-Student Consultative/Liaison committees are held regularly where any issues can be raised. Again, these meetings inform the module and programme annual reports.
10. Learning Environment and Resources
The curriculum of the programme has been developed to meet the current needs of employers across diverse fields, both national and international, in line with the guidance of the relevant professional institutes [The Association of Engineering Management (APM) and the Engineering Management Institute (PMI)] via their respective “Body of Knowledge” publications. The curriculum predominately consists of technical knowledge and skills to enable the pursuit of a career in a wide variety of Engineering Management environments. In addition, close attention has been given to ensuring that
MSc Engineering Management: Programme Specification: 2014 Page 11 of 19
the curriculum is at the forefront of the academic discipline and clearly at “M” level in line with QAA framework benchmarks for postgraduate qualifications.
These requirements are fulfilled by the Programme Team responsible for curricular design and delivery, and whose professional activities underpin and support the programme.
Students are encouraged to join their relevant Engineering Council professional association as well as the Association for Project Management (APM). Student representatives attend APM Committee meetings (held monthly) and thereby gain access to expert practitioners and potential employment opportunities. In addition, monthly talks/seminars by external speakers are a valuable feature of the APM provision. Students also get the opportunity to interact with (and even compete with) students from other regional universities during meetings, but particularly during the annual “Presentation Skills” APM event. Finally, APM regularly provide a student prize for the best performance in each cohort. External speakers are also employed outside of the APM programme. For instance, Rory Burke, author of one of “Project Management’s” seminal texts is a regular visitor and speaker.
Students are supported in their work by the computing facilities across the Faculty on both the City and St Peter’s Campuses. The Learning Resource Centres are large and provide students with access to photocopying, journals, past projects, manuals and textbooks. There is ample room for private study. The Centre is also responsible for collecting and receipting student assignments.
Library facilities for students are provided across both campuses and offer an innovative learning environment, as well as areas for group and individual study.
Finally, in addition to the significant physical and human resources available to students, the ever-evolving university VLE offers a host of benefits for study and communication.
Appendix 1
SITS SUMMARY PROGRAMME/SHORT COURSE DETAILS
(Form to be completed electronically by the Faculty and forwarded to the QAE Quality Officer supporting the Approval event, or sent to MISD for faculty devolved processes before sending to QAE)
PROGRAMME/SUBJECT/SHORT COURSE DETAILS
Exit Award: Title of programme/award MSc Engineering Management If replacement for existing, specify title of old -
Faculty(ies): Applied Sciences
Department: Computing, Engineering & Technology
SITS Programme/Short Course code1
Programme Studies Board2 Postgraduate Engineering UCAS code3 (if applicable). If other please state
method.
JACS code4 N213
Qualification Level / Qualification Aim MSc Modes of delivery and duration:
Full time yes 1 years Part time yes 2 years Work Based Learning no On-campus yes
Off-campus no CSP Only. Other subject combinations not allowed
with this subject:
Programme Leader: Alan Wheatley
Date of Approval /Modification/Review June 2013 Date of next review (QAE to complete)
Start date of programme Feb / Oct
Number of intakes per annum and likely month(s) intake(s) starts.
2: Feb / Oct
FUNDING DETAILS
Confirm funding arrangements for programme e.g. HEFCE/TDA/NHS/Other5
HEFCE If it is TDA, is it primary/secondary/F.E./Other (please
state)
Is the programme Open or Closed6: Open
1To be allocated in consultation with MISD team in SRBP
2 Programme Studies/Assessment Board that will have management responsibilities for the programme. 3
Please contact Admissions Manager for code
4 JACS code = e.g. (V1) History, (G5) Computing Science, etc. for information contact relevant AD 5
Please confer with Amanda Watson for funding status for programme
6 An Open programme constitutes an open admissions policy. A Closed programme is normally specific to one client only. If in doubt please consult Academic Services or Planning and Finance.
QUICK REFERENCE
Panel: External Internal
Programme: New Review Title Change
MSc Engineering Management: Programme Specification: 2014 Page 13 of 19 ACCREDITING BODY
No
PROGRAMME SPECIFIC REGULATIONS
Are there to be programme specific regulations? No
If yes, please attach completed form AQH-B3 Appendix 2 or AQH-B8.
COLLABORATIVE: Please complete details
UK no Overseas no
Institution Collaborative model7 Funding arrangements8 ……….. ……… ….……….. ……….. ……… ……….. ……….. ……… ………
INTERIM AWARD SCHEDULE
Interim award title Credits
required
Interim structure Please show mandatory
requirements if applicable e.g. core module codes
Postgraduate Certificate in Engineering Management
60 No other mandatory requirements
Postgraduate Diploma in Engineering Management
120 No other mandatory requirements
DETAILS SUPPLIED BY: Alan Wheatley DATE: Dec 2014
For QAE use only: Circulation list: Quality Assurance & Enhancement (files), MISD (J Ruffell, L Warner), Admissions (E Wilson), Recruitment (Les Brown, Catryn Davies), Student Office (L Dixon), Planning (Laura Anderson), Learning Development Services (Malcolm Creen) Central Timetabling (Alison McMahon) + for collaborative programmes: Partnership Office Carole Green, Marketing and Recruitment (Judith Green)
7As per QAE guidelines
8
MSc Engineering Management: Programme Specification: 2014 Page 14 of 19 Module List New, Existing, Modified Module (N/E/MM)
Module Title Module Code Module Credit Value Core or option Assessment weighting Pre- / Co-requisites
Module leader JACS Code
E Project
Management and Control
ENG
M91 30 C 50% Coursework 1 50% Coursework 2 None Ridley Ian N213
E Engineering
Operations Management
ENG
M1C 15 C 100% Coursework 1 None Ken Robson H713
E Managing People
and Project Leadership
CET
M08 15 C 100% Coursework 1 None Plekhanova Valentina N600
E Decision Support
for Management
CIS
M02 15 C 50% Coursework 1 50% Coursework 2 None Plekhanova Valentina N211
E Research Skills
and Academic Literacy
CET
M11 15 C 100% Coursework 1 None Humphreys Lynne X210
E Project Risk &
Quality Management
CET
M09 15 C 100% Coursework 1 None Helen Edwards H720
E Advanced
Maintenance Practice
ENG
M03 15 C 50% Coursework 1 50% Coursework 2 None David Baglee H714
E Project PRO M01 60 C 80% Dissertation 10% Control/Review 10% Viva
MSc Engineering Management: Programme Specification: 2014 Page 15 of 19
Matrix of modes of teaching, learning and assessment Appendix 2
Learning Outcomes – Knowledge
ENG M 9 1 ENG M 1 C CETM 1 1 CISM 0 2 CETM 0 9 CETM 0 8 ENG M 0 3 PRO M 0 1
K1 A thorough appraisal and understanding of the current methods and concepts at the forefront of
the academic discipline. X X X X X X
K2 A thorough critical understanding of a key aspect of the academic discipline.
X X X X X X X
K3 Knowledge of the application of appropriate research techniques.
X X X X X X X X
K4 Critical understanding of research methods relative to the discipline area.
X K5 Critical understanding and awareness of financial management techniques and their role in
strategic planning and management.
X
K6 An understanding and critical awareness of the operations managements function and its effects
on organisational performance. X
K7 Critical awareness of the management implications resulting from quality tools and methodologies
adoption. X
K8 An understanding and critical awareness of the techniques which aid management decision
making X
K9 Critical awareness of the implications of people, leadership and structures upon project delivery.
X X
K10 An understanding and critical awareness of the capabilities of project management tools and
techniques. X
K11 Critical understanding of advanced maintenance techniques and application issues.
X K12 An understanding and critical awareness of project management concepts and techniques,
including the use of advanced tools for the management of projects. X K13 Advanced knowledge in a highly specialised area in the discipline of Engineering Management via
MSc Engineering Management: Programme Specification: 2014 Page 16 of 19
Matrix of modes of teaching, learning and assessment (continued) Appendix 2
Learning Outcomes – Skills
ENG M 9 1 ENG M 1 C CETM 1 1 CISM 0 2 CETM 0 9 CETM 0 8 ENG M 0 3 PRO M 0 1
S1 Independently and objectively, critically review, consolidate and extend their
knowledge to produce a systematic and coherent body of information, X X X X X X X S2 The ability of work independently and make objective decisions relating to
complex problems, X X X X X X X X
S3 To be able to apply knowledge and skills in a range of activities in
engineering management X X X X X X
S4 To be able to evaluate information using it to plan and develop investigative
strategies, X X
S5 Design and undertake independently, a major original research project on a topic which relates to the forefront of the academic discipline of Engineering Management and reflect extensively and objectively on method, process, and outcomes.
X
S6 Independently conduct research or advanced professional activity in the area of Engineering Management demonstrating self-direction and originality in tackling and solving problems.
MSc Engineering Management: Programme Specification: 2014 Page 17 of 19
Matrix of modes of teaching, learning and assessment (continued) Appendix 2
Graduate Skills: Intellectual
E NG M9 1 E NG M1 C CE T M1 1 CIS M 02 CE T M0 9 CE T M0 8 E NG M0 3 P RO M0 1
Gathering and using information D D T,D,A D D D T,D,A D,A
Synthesis of information and data D D,A T,D,A D,A T,D,A D,A
Application of methodologies T,D,A T,D,A T,D,A T,D,A T,D,A T,D,A D,A
Application of concepts T,D,A T,D,A T,D,A T,D,A T,D,A T,D,A T,D,A D,A
Creation of new ideas/concepts D D D,A
Analysis and evaluation T,D,A T,D,A D,A D,A D,A D,A D,A
Critical reasoning D D,A D,A D D,A D D D,A
Information retrieval skills D D T,D,A D D D D,A D,A
MSc Engineering Management: Programme Specification: 2014 Page 18 of 19
Assessment Criteria at the level of the target award Appendix 3 The programme employs generic postgraduate taught programme assessment criteria as specified below:
Generic Assessment Criteria – Postgraduate
Categories
Grade Relevance Knowledge Analysis Argument and Structure Critical Evaluation Presentation Reference to Literature
Pa
s
s
86 – 100%
The work examined is exemplary and provides clear evidence of a complete grasp of the knowledge, understanding and skills appropriate to the Level of the
qualification. There is also ample excellent evidence showing that all the learning outcomes and responsibilities appropriate to that Level are fully satisfied. At this level it is expected that the work will be exemplary in all the categories cited above. It will demonstrate a particularly compelling evaluation, originality, and elegance of argument, interpretation or discourse.
76-85% The work examined is outstanding and demonstrates comprehensive knowledge, understanding and skills appropriate to the Level of the qualification. There is also excellent evidence showing that all the learning outcomes and responsibilities appropriate to that level are fully satisfied. At this level it is expected that the work will be outstanding in the majority of the categories cited above or by demonstrating particularly compelling evaluation and elegance of argument, interpretation or discourse. 70 –
75%
The work examined is excellent and is evidence of comprehensive knowledge, understanding and skills appropriate to the Level of the qualification. There is also excellent evidence showing that all the learning outcomes and responsibilities appropriate to that level are satisfied At this level it is expected that the work will be excellent in the majority of the categories cited above or by demonstrating particularly compelling evaluation and elegance of argument, interpretation or discourse. 60 – 69% Directly relevant to the requirements of the assessment A substantial knowledge of relevant material, showing a clear grasp of themes, questions and issues therein Comprehensive analysis - clear and orderly presentation
Well supported, focussed argument which is clear and logically structured.
Contains distinctive or independent thinking; and begins to formulate an independent position in relation to theory and/or practice.
Well written, with standard spelling and grammar, in a readable style with acceptable format
Critical appraisal of up-to-date and/or appropriate literature. Recognition of different perspectives. Very good use of a wide range of sophisticated source material. 50 – 59% Some attempt to address the requirements of the assessment: may drift away from this in less focused passages Adequate knowledge of a fair range of relevant material, with intermittent evidence of an appreciation of its significance Significant analytical treatment which has a clear purpose
Generally coherent and logically structured, using an appropriate mode of argument and/or theoretical mode(s)
May contain some distinctive or independent thinking; may begin to formulate an independent position in relation to theory and/or practice. Competently written, with only minor lapses from standard grammar, with acceptable format
Uses a good variety of literature which includes recent texts and/or appropriate literature, including a substantive amount beyond library texts. Competent use of source material. 40 – 49% Some correlation with the requirements of the assessment but there is a significant degree of irrelevance Basic understanding of the subject but addressing a limited range of material Some analytical treatment, but may be prone to description, or to narrative, which lacks clear analytical purpose
Some attempt to construct a coherent argument, but may suffer loss of focus and consistency, with issues at stake stated only vaguely, or theoretical mode(s) couched in simplistic terms
Sound work which expresses a coherent position only in broad terms and in uncritical conformity to one or more standard views of the topic
A simple basic style but with significant deficiencies in expression or format that may pose obstacles for the reader
Evidence of use of appropriate literature which goes beyond that referred to by the tutor. Frequently only uses a single source to support a point. Weak use of quotation
MSc Engineering Management: Programme Specification: 2014 Page 19 of 19 Fa il 35 – 39% Relevance to the requirements of the assessment may be very intermittent, and may be reduced to its vaguest and least challenging terms A limited understanding of a narrow range of material Largely descriptive or narrative, with little evidence of analysis A basic argument is evident, but mainly supported by assertion and there may be a lack of clarity and coherence
Some evidence of a view starting to be formed but mainly derivative.
Numerous deficiencies in expression and presentation; the writer may achieve clarity (if at all) only by using a
simplistic or repetitious style
Barely adequate use of literature. Over reliance on
material provided by the tutor.
The evidence provided shows that the majority of the learning outcomes and responsibilities appropriate to that Level are satisfied – for compensation consideration. 30 –
34%
The work examined provides insufficient evidence of the knowledge, understanding and skills appropriate to the Level of the qualification. The evidence provided shows that some of the learning outcomes and responsibilities appropriate to that Level are satisfied. The work will be weak in some of the indicators.
15-29% The work examined is unacceptable and provides little evidence of the knowledge, understanding and skills appropriate to the Level of the qualification. The evidence shows that few of the learning outcomes and responsibilities appropriate to that Level are satisfied. The work will be weak in several of the indicators.
0-14% The work examined is unacceptable and provides almost no evidence of the knowledge, understanding and skills appropriate to the Level of the qualification. The evidence fails to show that any of the learning outcomes and responsibilities appropriate to that Level are satisfied. The work will be weak in the majority or all of the indicators.
