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PROGRAMME SPECIFICATION
Final
PART 1: COURSE SUMMARY INFORMATION
Course summary
Final award BEng (Hons) Electrical and Electronic Engineering
Intermediate award BEng Electrical and Electronic Engineering
Dip HE Electronic Engineering
Cert HE Electronic Engineering
Course status Validated
Awarding body University of Brighton
Faculty Science and Engineering
School Computing, Engineering and Mathematics
Location of study/ campus Moulsecoomb
Partner institution(s)
Name of institution Host department Course status
1. SELECT
2.
3.
Admissions
Admissions agency UCAS
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Entry requirements Include any progression opportunities into the course.
Applicable for 2016 entry. Check the University’s website for current entry requirements. Candidates applying for admission to this programme of study must normally be at least 18 years of age.
Entry is normally possible at Stages 1 and 2 in the programme, provided that the following criteria are satisfied.
Entry to Stage 1 – Educational Level 4
Candidates should possess one of the following:
A-levels: BBC must include A levels in Maths and a physical science
BTEC National Diploma (Level 3): DMM.
International Baccalaureate: 28 points, specified subjects including Mathematics and a Physical Science at Higher Level.
Access to HE Diploma: Pass Access to HE Diploma with at least 45 credits at Level 3. 24 credits at Merit or above. Must achieve Level 3 units in maths and a physical science
A pass from the University of Brighton’s Engineering Foundation Course, with an average of at least 55%.
Applicants would normally also have the following or equivalent:
GCSE (minimum grade C): At least five subjects including English Language, Mathematics and a Physical Science.
Applicants who do not meet the above requirements, but have relevant experience may be interviewed and their application considered on an individual basis.
Entry to Stage 2 – Educational Level 5
Candidates should possess one of the following:
An appropriate HND with a merit/distinction profile.
An appropriate Foundation Degree normally with an average of 60% for entry to the BEng programme.
Other qualifications and experience will be considered on an individual basis. Admission will depend upon these qualifications and experience meeting the learning outcomes for the modules that comprise Stage 1 of this programme.
Entry to Stage 3 – Educational Level 6
Normally candidates are not admitted directly into Stage 3 of this programme. Exceptional candidates will be considered on an individual basis. Admission will depend upon their qualifications and experience meeting the learning outcomes for the modules that comprise Stage 2 of this programme.
English Language
For non-native speakers of English: IELTS 6.0 overall, 6.0 in writing and a minimum of 5.5 in the other elements. Applicants with non-standard qualifications should contact the Computing, Engineering and Mathematics School Office for further advice.
Start date (mmm-yy) Normally September
Sep-15
Mode of study
Mode of study Duration of study (standard) Maximum registration period
Full-time 3 years BEng 8 years BEng
Part-time 6 years BEng 8 years BEng
Sandwich 4 years BEng 8 years BEng
Distance Not Available Not Available
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Course codes/categories
UCAS code H605 BEng EEE
Contacts
Course Leader (or Course Development Leader)
Dr Simon Busbridge (Course Leader)
Admissions Tutor Dr Shaun Lee
Examination and Assessment
External Examiner(s)
Name Place of work Date tenure expires
Dr Al-Tai Moofik Staffordshire University
October 2015 to September 2019
Examination Board(s) (AEB/CEB)
Engineering and Product Design
Approval and review
Approval date Review date
Validation 13 April 2005 (BEng)
21 May 2010 (MEng)1
Q&S Published June 2016
November 20152
Programme Specification July 20153 July 20164
Professional, Statutory and Regulatory Body 1 (if applicable):
The Institution of Engineering and Technology (IET)
May 2015
2017
Professional, Statutory and Regulatory Body 2 (if applicable):
Professional, Statutory and Regulatory Body 3 (if applicable):
1 Date of original validation. 2 Date of most recent periodic review (normally academic year of validation + 5 years). 3 Month and year this version of the programme specification was approved (normally September). 4 Date programme specification will be reviewed (normally approval date + 1 year). If programme specification is applicable to a particular cohort, please state here.
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PART 2: COURSE DETAILS
AIMS AND LEARNING OUTCOMES
Aims
The aims of the course are:
The aims of the programme are:
To provide a broad educational base with an emphasis on project-oriented activities where students will gain appropriate skills, knowledge and understanding to prepare them for a professional career in the field of electrical and electronic engineering.
Learning outcomes
The outcomes of the main award provide information about how the primary aims are demonstrated by students following the course. These are mapped to external reference points where appropriate5.
Knowledge and theory On successful completion of the course students should be able to:
1. Select and apply appropriate mathematical methods for modelling and analysis of engineering problems in electrical and electronic engineering;
2. Demonstrate competence in the use of scientific principles, modelling and analysis in the development of engineering solutions in electrical and electronic engineering;
3. Select and apply appropriate computer based methods for modelling and analysis of engineering problems in electrical and electronic engineering;
4. Demonstrate competence in the synthesis of ideas pertinent to electrical and electronic engineering from a wide range of sources;
5. Evaluate commercial risk.
Skills Includes intellectual skills (i.e. generic skills relating to academic study, problem solving, evaluation, research etc.) and professional/ practical skills.
On successful completion of the course students should be able to:
6. Use relevant test and measurement equipment appropriately; 7. Use software tools and computer programming to solve engineering
problems; 8. Design appropriate engineering systems, components and processes; 9. Test design ideas in the laboratory or through simulation, with technical
analysis and critical evaluation of results; 10. Apply electronic engineering techniques taking account of industrial and
commercial constraints. 11. Manipulate and present data relevant to the context; 12. Use general IT tools;
QAA subject benchmark statement (where applicable)6
UK Standard for Professional Engineering Competence, UK-SPEC, published by the Engineering Council UK, ECUK.
PROFESSIONAL, STATUTORY AND REGULATORY BODIES (where applicable)
Where a course is accredited by a PSRB, full details of how the course meets external requirements, and what students are required to undertake, are included.
Accredited by the Institution of Engineering and Technology (IET) on behalf of the Engineering Council for the purposes of fully meeting the academic requirement for registration as an Incorporated Engineer and partially meeting the academic requirement for registration as a Chartered Engineer.
A mapping with the UK Standard for Professional Engineering Competence, UK-SPEC, published by the Engineering Council UK, ECUK, was employed to derive the learning outcomes for the programme.
5 Please refer to Course Development and Review Handbook or QAA website for details. 6 Please refer to the QAA website for details.
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LEARNING AND TEACHING
Learning and teaching methods
This section sets out the primary learning and teaching methods, including total learning hours and any specific requirements in terms of practical/ clinical-based learning. The indicative list of learning and teaching methods includes information on the proportion of the course delivered by each method and details where a particular method relates to a particular element of the course.
The information included in this section complements that found in the Key Information Set (KIS), with the programme specification providing further information about the learning and teaching methods used on the course. The learning and teaching strategy is to maintain motivation, engagement and performance through the integration of theory and practice and through continued reference to applications.
In addition to the normal lectures and tutorials, traditional demonstrations and laboratory exercises will also be used but much of the strategy will be implemented through design, build, test exercises; the complexity, or depth, of design freedom being increased as the student progresses through the course.
For example, students are encouraged to behave as professional engineers from the first day. The Engineering Applications module in the first year (Stage 1), EO122, is dedicated solely to practical project work, encouraging the student to develop their engineering skills in terms of analysis of a problem, drawing up a specification for a design, synthesis (leading to an engineering design), build, test, recording progress using logbooks and communicating via written and oral forms. Team work will be integral to some parts of the course with team sizes varying depending on the learning outcomes.
Other modules such as EO127 and EO128 will contain “hands-on” (i.e. laboratory or computer based) work as a means to provide a learning environment where students learn by doing in the laboratories, as opposed to spending much of their time in lecture rooms. Additionally, EO128 has also a significant design and build project incorporated within the module.
In the second year (Stage 2), this philosophy is extended so that the Engineering Application aspects are totally integrated within three modules (EO226, EO229 and EO230). It is envisaged that the students will apply what they have learnt into application oriented projects.
In the final year (Stage 3), the student brings together their knowledge, expertise and skills acquired in the previous years in the form of a 40 CATS project module, where a student is responsible for the specification, research, design, implementation, test and review of a project from start to finish. Other final year specialized modules will include practical activities, thus continuing the theme of learning by application.
Nominal contact time for 10 CATS points in Stages 1 and 2 is 1.5 hours per week over 26 weeks with the expectation that students will carry out independent learning for an additional 1.5 to 2 hours per week. Hence the normal contact time per week would be 18 hours with the expectation that the student’s total commitment to the course would be approximately 35 to 40 hours per week.
All undergraduates undertake project work, culminating in the Stage 3 Project. Projects may take different forms such as design, build, test, analysis and original investigation. All will involve independent literature studies. Many of the projects are connected with research interests of supervising staff, and some result from industrial liaison and Knowledge Transfer Partnerships. The Stage 3 project is always carried out on an individual basis and will be pertinent to the student’s study pathway. In order to develop team working skills other projects and assignments are often carried out in groups.
In Stage Three (Level 6), due to the increased maturity and focus of the students, contact time for a nominal 10 CATS points is reduced to 1 hour per week and independent study increases to 2 to 2.5 hours per week. Studentcentral is used to provide a framework for guiding students in their independent learning periods.
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ASSESSMENT
Assessment methods
This section sets out the summative assessment methods on the course and includes details on where to find further information on the criteria used in assessing coursework. It also provides an assessment matrix which reflects the variety of modes of assessment, and the volume of assessment in the course.
The information included in this section complements that found in the Key Information Set (KIS), with the programme specification providing further information about how the course is assessed. The use of long modules allows for better assessment planning with less bunching at the end of semester one and potentially less assessments in total.
Studentcentral is an increasingly important part of the formative feedback strategy of the course with some limited application to summative assessment.
Examinations are normally closed book and of three hours duration for 20 CATS modules assessed principally by examination. For those modules where coursework is used to assess a significant number of the learning outcomes the examination length is two hours.
A mapping of the learning outcomes of the programme to the module learning outcomes is shown in the table at the end of the programme specification in Appendix B. The following table maps the learning outcomes to the modules and assessments methods used.
Learning Outcome Assessment method Module Number of credits
1. Select and apply appropriate mathematical methods for modelling and analysis of engineering problems in electrical and electronic engineering;
Tests, online tests, Examinations, logbooks and reports
XE120, EO127, EO128, XE220, EO230
90
2. Demonstrate competence in the use of scientific principles, modelling and analysis in the development of engineering solutions in electrical and electronic engineering;
Tests, Examinations, viva-voce, logbooks and reports
XE120, XE121, EO127, EO128, EO129, EO130, XE220, EO226, EO227, EO228, EO229, EO230, XE336, EO326, EO328
260
3. Select and apply appropriate computer based methods for modelling and analysis of engineering problems in electrical and electronic engineering;
Online tests, logbooks and reports
EO122, EO127, EO128, EO130, XE221, EO224, EO226, EO228, EO230, XE336, EO326, EO328, EO330
250
4. Demonstrate competence in the synthesis of ideas pertinent to electrical and electronic engineering from a wide range of sources;
Online tests, logbooks, presentations and reports
XE121, EO122, EO127, EO128, EO129, XE220, XE221, EO224, EO226, EO228, EO229, EO230,XE336, EO326, EO328, EO330, EO332
320
5. Evaluate commercial risk. Report, viva-voce, progress reports
XE324, XE336, EO330 60
6. Use relevant test and measurement equipment appropriately;
Report, viva-voce, progress reports
XE121, EO122, EO127, EO128, EO229, EO230 100
7. Use software tools and computer programming to solve engineering problems;
Report, viva-voce, progress reports
XE121, EO122, EO127, EO128, EO130, EO224, EO226, EO228, EO230, XE336, EO326, EO328, EO330
250
8. Design appropriate engineering systems, components and processes;
Report, viva-voce, progress reports
XE121, EO122, EO128, EO130, XE221, EO226, EO228, EO229, XE336, EO326, EO330, EO332
230
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9. Test design ideas in the laboratory or through simulation, with technical analysis and critical evaluation of results;
Report, viva-voce, progress reports
XE121, EO122, EO127, EO128, EO129, EO130, EO226, EO228, EO229, EO230, XE336, EO326, EO328, EO330.
250
10. Apply electronic engineering techniques taking account of industrial and commercial constraints.
Report, viva-voce, progress reports
EO122, EO128, EO228, XE324, XE336, EO330. 130
11. Manipulate and present data relevant to the context;
Tests, XE121, EO122, EO230, XE324, XE336, EO326, EO328.
150
12. Use general IT tools; Report, viva-voce, progress reports
XE121, EO122, EO127, XE220, XE221, EO226, EO228, EO229, EO230, XE324, XE336, EO326, EO328, EO330, EO332.
290
SUPPORT AND INFORMATION
Institutional/ University All students benefit from:
University induction week
Student Handbook: the University and you
Course Handbook
Extensive library facilities
Computer pool rooms (more than 130 workstations)
University e-mail address (unique address they can keep for life), access to social networking environment with personal web space (Community),
Managed Learning Environment (centralized resources) with access to full e-learning tools where provided (studentcentral)
Studentprofile (Personal development planning) in conjunction with the Careers Centre.
Welfare and Careers advice service
Course-specific Additional support, specifically where courses have non-traditional patterns of delivery (e.g. distance learning and work-based learning) include:
In addition, students on this course benefit from:
Research expertise and industrial links of the School through the Centre for Automotive Engineering (CAE) and the Vetronics Research Centre (Vehicle Electronics).
The School’s extensive laboratory facilities including the CAE’s Sir Harry Ricardo Laboratories and the Flight Simulator.
Industrially relevant projects and assignments through the School’s IAB, KTP work and other industrial collaborations.
Personal tutor for advice and guidance
Specialist engineering software.
Research Informed Teaching
The experience of staff running KTP projects feedback into the teaching and final year projects. This sometimes leads to industrially sponsored projects. Modules at each stage of the course are shared across the School’s engineering disciplines. It is anticipated that the recent addition of the Vetronics Research Centre, VRC, to the School (the only Academic Centre of Excellence in the UK conducting research and training in the subject area of Vehicle Electronics) will provide opportunities to support a range of activities in these modules in addition to providing inspiration for individual projects in Stage 3.
Education for Sustainable Development
Sustainability is a core element of engineering practice. This can be seen across a range of disciplines from the selection of a manufacturing process (energy cost and environmental impact) to the design of a road vehicle power train (response to legislation and energy resources). As such sustainable
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development has always been an implicit element in many modules.
Students are introduced to concepts of sustainability and ethics throughout the course. Students research into Ethics and Sustainability issues in their chosen area of engineering in the first year (XE121 Engineering Concepts). The work is delivered as a report as well as a short presentation. In the second year in XE221 Engineering Design, Innovation & Management , a week dedicated just to this module will be set aside for students to focus on how to solve problems relating to sustainability and global issues. Topics may include on how to solve a particular problem in a village in South India. In the final year (Stage 3) XE324 Product Innovation and Management students will be given problems in relating to globalisation issues.
The course aims to educate students for sustainable development by studying science and developing scientific skills, research skills and critical thinking.
PART 3: COURSE SPECIFIC REGULATIONS
COURSE STRUCTURE
This section includes an outline of the structure of the programme, including stages of study and progression points. Course Leaders may choose to include a structure diagram here.
This programme is designed to provide a route to membership of the Institution of Engineering and Technology (IET) as well as to registration as Chartered Engineer (CEng) and European Engineer (EurIng).
The full programme structure is illustrated in Appendix A.
BEng (Hons)
The full-time BEng (Hons) course is structured in the conventional way over three years with intakes entering at the beginning of Stage 1.
The normal output award is a BEng honours degree. As detailed in GEAR, students may leave the course with exit awards (Appendix A) at any stage of the course.
At the end of Stage 2 students may choose to take an industrial placement with companies in the UK.
Stages 2 and 3 include opportunities within particular modules to develop management skills – this is essential for the modern professional engineer. A range of final-year modules caters for special interests, and the individual technical project allows further specialisation.
MEng
Students who demonstrate the appropriate level of academic and personal qualities at the end of Stage 2 may proceed onto a further two years of study to obtain a MEng degree. The School’s long experience in this respect has found that an aggregate score of 60% or more at the end of year two is appropriate, normally. Students qualifying in this respect are counselled as to how well their personal qualities will match the demands of the enhanced and extended MEng program.
General Structure
All modules are at least 10 CATS or more. The course team has devised a scheme with a mix of module sizes in order to integrate the discipline areas more cohesively, link practice to theory better and provide delivery and assessment flexibility within the modules.
Part-time study
Part-time students take exactly the same diet of modules as the full time students but will complete them over a longer period. They will normally be admitted to Stage 2 and will complete the Level 5 and 6 modules at half the rate of the full-time students. Part-time students can complete their final project (XE336) in their place of employment provided suitable infrastructure is in place.
The five main areas of competence defined in the UK Standard for Professional Engineering Competence, UK-SPEC, published by the Engineering Council UK, ECUK, have been used to inform the content and curriculum of the programme.
These areas of competence are as follows:
1. Use of general and specialist engineering knowledge and understanding 2. Application of appropriate theoretical and practical methods 3. Technical and commercial leadership and management 4. Effective interpersonal and communication skills
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5. Commitment to professional standards and recognition of obligations to society and environment.
Modules
Status:
M = Mandatory (modules which must be taken and passed to be eligible for the award)
C = Compulsory (modules which must be taken to be eligible for the award)
O = Optional (optional modules)
A = Additional (modules which must be taken to be eligible for an award accredited by a professional, statutory or regulatory body, including any non-credit bearing modules)
Stage 1 (Level 4)
Level7
Module code
Status Module title Credit S1 S2
4 XE120 C Mathematics 20 10 10
4 XE121 C Engineering Concepts 20 10 10
4 EO122 C Technology Projects 20 10 10
4 EO127 C Analogue Electronics 20 10 10
4 EO128 C Digital Electronics 20 10 10
4 EO129 C Electrical Engineering I 10 5 5
4 EO130 C Electronic Computer Aided Engineering 10 5 5
Total 120 60 60
Stage 2 (Level 5)
Level8
Module code
Status Module title Credit S1 S2
5 XE220 C Mathematics and Control 20 10 10
5 XE221 C Engineering Design and Management 20 10 10
5 EO224 C Computer Programming 20 10 10
5 EO226 C Microcontrollers and Data Communications 20 10 10
5 EO227 C Electrical Engineering II 10 5 5
5 EO228 C Programmable Logic and VHDL 10 5 5
5 EO229 C Analogue Electronics 10 10
5 EO230 C Radio and Navigation Systems 10 10
Total 120 60 60
Placement
6 EO333 O Industrial Placement 0
7 All modules have learning outcomes commensurate with the FHEQ levels 0, 4, 5, 6, 7 and 8. List the level which corresponds with the learning outcomes of each module. 8 All modules have learning outcomes commensurate with the FHEQ levels 0, 4, 5, 6, 7 and 8. List the level which corresponds with the learning outcomes of each module.
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Stage 3 (Level 6)
Level
Module code
Status Module title Credit S1 S2
6 XE336 M Project 40 10 30
6 XE324 C Product Innovation and Management 20 20
6 EO326 O Digital Signal Processing 20 10 10
6 EO328 O Communications 20 10 10
6 EO330 C Electronics 20 10 10
6 EO332 C High Voltage Power, Distribution and Utilisation 20 10 10
Total 120 60 60
Tabulated structure of the course
BEng (Hons) EEE final year (Final degree classification:- 25% stage 2, 75% stage 3)
1
1
XE120
Mathematics
XE121
Engineering Concepts
EO122
Technology Projects
EO127
Analogue Electronics
EO128
Digital Electronics
EO129
Electrical Engineeri
ng I
EO130
Electronic Computer
Aided Engineeri
ng
2
2
1 XE220
Mathematics and Control
XE221
Engineering Design, and Management
EO224
Computer Programming
EO229
Analogue Electronics
EO228
Programmable
Logic and VHDL
EO226
Microcontrollers and Data
Communications
EO227
Electrical Engineeri
ng II
2
EO230
Radio and Navigation
Systems
Sandwich year (optional): EO333
3
1
XE336 Project
EO326 Digital Signal Processing
or
EO328 Communications
EO330
Electronics
XE324 Product Innovation and Management
EO332 High Voltage Power,
Distribution and Utilisation
2
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AWARD AND CLASSIFICATION
Award type Award* Title Level Eligibility for award Classification of award
Total credits9 Minimum credits10 Ratio of marks11: Class of award
Final BEng (Hons)
Electrical and Electronic Engineering
6 Total credit 360 Minimum credit at level of award 120
Levels 5 and 6 (25:75) Honours degree
Intermediate BEng Electrical and Electronic Engineering
6 Total credit 300 Minimum credit at level of award 60
Level 6 marks Unclassified degree
Intermediate Dip HE Electronic Engineering 5 Total credit 240 Minimum credit at level of award 120
Level 5 marks Not applicable
Intermediate Cert HE Electronic Engineering Select Total credit 120 Minimum credit at level of award 120
Level 4 marks Not applicable
*Foundation degrees only
Progression routes from award:
Award classifications Mark/ band % Foundation degree Honours degree Postgraduate12 degree (excludes PGCE and BM BS)
70% - 100% Distinction First (1) Distinction
60% - 69.99% Merit Upper second (2:1) Merit
50% - 59.99% Pass
Lower second (2:2) Pass
40% - 49.99% Third (3)
9 Total number of credits required to be eligible for the award. 10 Minimum number of credits required, at level of award, to be eligible for the award. 11 Algorithm used to determine the classification of the final award (all marks are credit-weighted). For a Masters degree, the mark for the final element (e.g, dissertation) must be in the corresponding class of award. 12 Refers to taught provision: PG Cert, PG Dip, Masters.
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EXAMINATION AND ASSESSMENT REGULATIONS
The examination and assessment regulations for the course should be in accordance with the University’s General Examination and Assessment Regulations for Taught Courses (available from staffcentral or studentcentral).
Specific regulations which materially affect assessment, progression and award on the course
The course regulations are in accordance with the University's General Examination and Assessment Regulations (available from the school office, the Registry or via studentcentral).
In addition, the following course-specific regulations apply:
If the Board of Examiners decide that a candidate's industrial training and assessment (i.e. a pass in EO333) is satisfactory then the phrase "having followed a sandwich programme" is included in the award title.
A student who achieves an aggregate mark of 60% or above for Stage 2 may choose to transfer to the MEng programme.
Referrals may be allowed in modules at all stages of the course.
Referrals in modules in the final stage of a degree (Stage 3) maybe granted, but only to allow the student to earn the requisite number of CATS points for the award.
Students will not normally be allowed to repeat the Stage 3 project, XE336.
Exceptions required by PSRB These require the approval of the Chair of the Academic Board
The IMechE and IET have stipulated the following:
1. A student’s degree classification should normally remain the same and cannot be improved on successful completion of referrals or repeated modules in the final stage of their degree (Stage 3).
2. BEng(Hons) degrees awarded following a referral or repeat of the Stage 3 project module, XE336, will not be accredited
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APPENDIX A
Programme Structure Showing Possible Entry Points and Exit Awards
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