University of Chester

Programme Specification
Electronic and Electrical Engineering BEng (Hons) (Single Honours)
2014 - 2015

Bachelor of Engineering (Single Honours)

Electronic and Electrical Engineering

Electronic and Electrical Engineering

University of Chester

University of Chester

Thornton Science Park

Undergraduate Modular Programme

Full-time and Part-time

Classroom / Laboratory,

3 years FT; 5 years PT

7 Years

Annual - September

H600

H600

No

17a. Faculty

17b. Department

Science & Engineering Electronic and Electrical Engineering

Engineering

Intention to seek accreditation with the Institution of Engineering and Technology (IET)

Science and Engineering

Monday 1st September 2014

This degree programme has been designed to satisfy the accreditation requirements of the relevant professional institution which are themselves based on the Engineering Council’s UK Specification of Engineering Competences (UK-SPEC). This enables engineering degree programmes to be based around a common core of subjects. The individual engineering degree programmes differ at the level of module content, particularly during the higher levels of study, but share common aims and outcomes. 

The BEng programmes aim to:

  • Offer an interesting, challenging, and industrially relevant degree programme that lays the common foundations of electronic and electrical engineering principles across a core engineering curriculum, delivered with design as an integrating theme;
  • Develop in students the ability to evaluate evidence, solve problems, exercise sound judgement and lay the foundation for creative thinking that they will need in their careers as professional engineers;
  • Equip students with an awareness of engineering in the wider commercial, social, environmental and ethical context;
  • Provide opportunities for access and personal development that will enable students to reach their full potential in all aspects of University life;
  • Create the highly motivated and creative graduates with the ability to evaluate evidence, solve problems and exercise sound judgement that will be in demand by a wide spectrum of organisations. 
The BEng programme of Electronic & Electrical Engineering further aims to deliver a systematic understanding and coherent knowledge of the core subject areas including tools for analysis and control of electronic and power systems.


Knowledge and Understanding

  • Demonstrate knowledge and understanding of essential facts, concepts, theories, principles and the underpinning engineering science of their chosen engineering specialism, together with an appreciation of the wider multidisciplinary context of mechanical, chemical, electronic & electrical engineering.
  • Demonstrate knowledge and understanding of mathematical concepts, principles and models that is relevant to the analysis and solution of engineering problems.
  • Demonstrate knowledge and understanding of commercial and economic context of engineering processes, including an awareness of management techniques, which may be used to achieve engineering objectives.
  • Apply the principles, processes and methods of design.
  • Understand how social, environmental, sustainability and ethical considerations should affect engineering decisions.


Thinking or Cognitive Skills

  • Plan and conduct a technical investigation into an engineering problem, and identify constraints including environmental and sustainability limitations, health and safety and risk assessment issues.
  • Apply the appropriate engineering and mathematical tool, technique or model to analyse engineering systems, processes or components, and have the ability to assess the limitations of particular cases.
  • Synthesise of ideas from a range of sources to generate innovative designs for systems, processes or components.
  • Manage and adapt the design process and methodologies to accommodate a range of commercial, industrial, quality, humanand environmental constraints, and be able to evaluate the outcomes.
  • Use creativity to establish innovative solutions to engineering problems and ensure fitness for purpose.


Practical Skills

  • Identify standard engineering workshop equipment and be able to demonstrate its safe and competent use.
  • Use laboratory equipment to extract and accurately record data or experimental evidence.
  • Demonstrate extensive knowledge of the characteristics of a wide range of materials, equipment and processes or products.
  • Have an awareness of key operational constraints such as cost, quality and risk, and the legal frameworks that apply to engineering activities, and be able to apply these considerations during the design process.
  • Apply appropriate computer software or computer techniques to solve engineering problems.
  • Be able to work with technical uncertainty.


Key Skills
  • Communication
  • Application of Number
  • Information Literacy and Technology
  • Improving own learning and performance
  • Working with others
  • Problem solving


The engineering competencies demonstrated within this programme that also provide coverage of the QCA list of categories are;
  • To communicate effectively through written, graphical, interpersonal and presentation techniques to both a technical and non-technical audience.
  • The ability to identify such data that is pertinent and apply it in the solution of an unfamiliar problem.
  • Use ICT effectively to find and manage information from technical and other sources.
  • Develop, monitor and update a plan to reflect a changing operating environment.
  • Work in collaboration with others.
  • Understand and adopt a systems approach to the solution of engineering problems.


Transferable Professional Skills

  • Take responsibility for their own learning and development in unfamiliar situations.
  • The ability to exercise independent thought, and the confidence to make value judgements based on limited information.
  • Show a commitment to maintaining a high professional and ethical standard.

Electrical engineers are usually concerned with using electricity to transmit electric power, while electronic engineers are concerned with using electricity to process information. Where the sub-disciplines overlap, Electronic and Electrical Engineers deal with the design, production and operation of systems and devices that use electric and electromagnetic energy for sensing, processing, visualization and use of information. An Electronic and Electrical Engineer is therefore a creative person who is able to integrate knowledge based on mathematics, science, design, materials, manufacturing, business and management in order to solve problems that provide technology to our society. With this in mind, this curriculum has been developed to provide a general electronic and electrical engineering education, and produce graduates with the strong academic background who are ready to enter cutting edge industry. 

The structure and content of this programme has been determined from a variety of sources; 

  • UK Standard for Professional Engineering Competence: Engineering Technician, Incorporated Engineer and Chartered Engineer Standard, Engineering Council UK, January 2014.
  • The Accreditation of Higher Education Programmes: UK Standard for Professional Engineering Competence, Engineering Council UK, January 2014.
  • Guidance Note on Academic Accreditation, Engineering Council UK, January 2014.
  • The Institution of Mechanical Engineers Academic Accreditation Guidelines, IMechE, April 2013.
  • IET Learning Outcomes Handbook Incorporating UK-SPEC for BEng and MEng Degree Programmes, May 2012.
  • Accreditation of chemical engineering degrees. IChemE, February 2012.
  • The UK Quality Code for Higher Education. The Quality Assurance Agency for Higher Education, April 2012.
  • The framework for higher education qualifications in England, Wales and Northern Ireland, The Quality Assurance Agency for Higher Education, August 2008.
  • The Northern Ireland Credit Accumulation and Transfer System (NICATS): Principles and Guidelines 2002.
  • Beyond the honours degree classification; The Burgess Group final report, October 2007.
  • Proposals for national arrangements for the use of academic credit in higher education in England, Final report of the Burgess Group, December 2006. 

Following the approach used in UK-SPEC, the programme is designed to build competence through each year and level of study.  The threshold levels relevant for achievement of each level and exit award within this programme are:

Certificate of Higher Education: 120 credits
Students will have a firm knowledge and understanding of the fundamentals of core engineering subjects. They will have learned how to take different approaches to solving standard problems.  Students will be logical, numerate and able to communicate accurately.  They will have developed both independent learning and team working skills.

Diploma of Higher Education: 240 credits
Students will have developed a sound understanding of the principles involved in core engineering subjects, and will know how to apply those principles to solve more advanced problems. They will be able to evaluate the appropriateness of different approaches to solving problems.  Students will be numerate and able to communicate effectively.  In employment, they will be able to take personal responsibility and work individually or as part of a team.

BSc (Hons) Engineering Science: 360 credits
Students who fail the Individual Project module at the first attempt may, upon successful reassessment, exit with a degree of Bachelor of Science in Engineering Science following successful completion of at least 360 credit points.  Students cannot advance towards the award of BSc Engineering Science, and accreditation with the IET will not be sought for this qualification. 

Bachelor of Engineering - Honours: 360 credits
Students will have developed an understanding of a complex and coherent body of knowledge relevant to electronic and electrical engineering.  They will have developed analytical and problem-solving skills that can be brought to bear in a range of advanced engineering problems.  Honours graduates will be effective communicators and able to evaluate evidence, arguments and assumptions and reach sound judgments.  In employment they will be motivated, efficient, and able to take personal responsibility and make decisions in complex and unpredictable circumstances. 

Programme Structure
The first two years of study lay the common foundations of engineering principles.  The final year provides an opportunity for students to deepen their education in through a broad range of specialist modules that are integrated within the structured learning environment. 

In the first year of the BEng Electronic & Electrical Engineering programme, students will take;

Code

LevelNameCreditCore /Optional
SE40014Professional Skills for Scientists and Engineers20Core
SE40024Materials and Manufacture20Core
SE40034Mathematics for Scientists and Engineers20Core
SE40124Introduction to Automation and Robotics20Core
SE40134Electromagnetics and Power Devices20Core
SE40064Principles of Electronic and Electrical Engineering20Core
 

In the second year of study, students will take;

Code

LevelNameCreditCore/ Optional
SE50015Mathematics and Modelling20Core
SE50175Analogue and Digital Circuit Design20Core
SE50035Electrical Circuits, Systems and Machines20Core
SE50045Control Systems Design20Core
SE50065Signals, Fields and Waves20Core
SE50075Integrative Design Project20Optional
SE50085Industry Based Project20Optional
WB51015WB5101 Work Based Learning20Optional
 

In the third year of study, students will take;

Code

LevelNameCreditCore/ Optional
SE60016BEng Individual Project30Core
SE60026Experiments and Modelling10Core
SE60036Mapping the Modern Business Landscape20Core
SE6020 6Automation, Robotics and Image Processing 20Core
SE60076Control Systems Engineering20Optional
SE60086Power Electronics and Drives20Optional
SE60096Electrical Energy Systems20Optional

Mod-Code Level Title Credit Single
SE4001 4 Professional Skills for Scientists and Engineers 20 Comp
SE4002 4 Materials and Manufacture 20 Comp
SE4003 4 Mathematics for Scientists and Engineers 20 Comp
SE4006 4 Principles of Electronic and Electrical Engineering 20 Comp
SE4012 4 Introduction to Automation and Robotics 20 Comp
SE4013 4 Electromagnetics and Power Devices 20 Comp
SE5001 5 Mathematics and Modelling 20 Comp
SE5003 5 Electrical Circuits, Systems and Machines 20 Comp
SE5004 5 Control Systems Design 20 Comp
SE5006 5 Signals, Fields and Waves 20 Comp
SE5007 5 Integrative Design Project 20 Optional
SE5008 5 Industry Based Project 20 Optional
SE5017 5 Analogue and Digital Circuit Design 20 Comp
WB5101 5 Enhancing your Employability through Work Based Learning 20 Optional
SE6001 6 BEng Individual Project 30 Comp
SE6002 6 Experiments and Modelling 10 Comp
SE6003 6 Mapping the Modern Business Landscape 20 Comp
SE6007 6 Control Systems Engineering 20 Optional
SE6008 6 Power Electronics and Drives 20 Optional
SE6009 6 Electrical Energy Systems 20 Optional
SE6020 6 Automation, Robotics and Image Processing 20 Comp

24c Credit Accumulation
Certificate of Higher Education in Engineering: 120 credits
Students who achieve 120 credits at level 4 may exit at the end of thelevel with a Certificateof Higher Education in Engineering.
Diploma of Higher Education in Engineering: 240 credits
Students who achieve 120 credits at level 4 and 120 credits at level 5 may exit at the end oflevelfive with a Diplomaof Higher Education in Engineering.
BSc (Hons) Engineering Science: 360 credits
Students who achieve 120 credits at level 4, 120 credits at level 5 and 120 credits at level 6, but fail to satisfy PSRB requirements for the individual project at the first attempt may exit with the alternative qualification of Bachelor of Science (with honours) in Engineering Science.
Bachelor of Engineering - Honours: 360 credits
Students who achieve 120 credits at level 4, 120 credits at level 5 and 120 credits at level 6 will exit the programme with a BEng (Hons) Electronic and Electrical Engineering.

The admissions data provided below was correct at the time of creating this programme specification (August 2014). Please refer to the prospectus pages on the corporate website www.chester.ac.uk for the most recent data.

UCAS points:280 UCAS points from GCE A Level or equivalent (such as BTEC/OCR Diploma)
GCE A Level:A2 Level: Maths (minimum grade B)
BTEC:BTEC Engineering
Irish/Scottish:
International Baccalaureate:28 points, including 5 in Maths
QAA:Access to HE Diploma (Maths at Level 3)
Extra Information:Although not part of the entry requirements, we would recommend that students take mechanics modules as part of their course.

The QAA Subject benchmark statement for Engineering (2010) defines the academic standard of graduates with an engineering degree.  Rather than reproducing the required learning outcomes from the UK-SPEC in full, the learning outcomes in this benchmarking statement are expressed for the threshold level that engineering students would be expected to attain on graduation and covers engineering degrees at the honours level (BEng) and the integrated master’s level (MEng) as defined in The framework for higher education qualifications in England, Wales and Northern Ireland. The defined learning outcomes are those published by the Engineering Council in the UK Standard for Professional Engineering Competence (UK-SPEC): The Accreditation of Higher Education Programmes (2010) and programme teams are now directed to draw upon these ‘output standards’ to establish standards for a diverse range of programmes.

The diversity of practice in teaching and learning activities is recognised by the QAA as a particular strength of the engineering discipline.  During the core first and second year syllabus, a broad combination of strategies is used to reflect the student’s diverse background, to ease the transition from school to university and to encourage students to take responsibility for their own learning.  As the student progresses, a greater emphasis is placed upon team and group working, the use of industrially relevant problems, and transferable skills including communication skills.  During the specialist final year or two years, emphasis is placed upon a deepening technical understanding that is informed by the research and scholarship of academic staff and involves substantial project work.  The development of the learning outcomes, and reinforcement of the student learning experience is promoted through the following teaching and learning methods:

  • Lectures are the primary means of conveying academic material and information.  Most lecture courses provide problem sheets, worked examples and/or case studies. Students will also be directed to suitable resources involving a range of ICT to enable then to develop their understanding of the subject matter during their private-study. 
  • Tutorial Classes are normally delivered to smaller (than class sized) groups of students.  These classes provide an opportunity for academic staff to resolve problems in the students' understanding, and to provide developmental feedback.
  • Workshops are used to enable students to work on “open-ended” and/or hands-on problems related to real engineering situations.  They also provide good opportunities for developing team-working and communication skills as well as individual skills.
  • Laboratory Classes are used to introduce experimental techniques and practical methods.  They provide an excellent opportunity for students to practise team-working and communication skills.  Students will have significant exposure to hands-on laboratory work throughout their degree programme.  Students may be required to work independently or in small groups.
  • Industrial visits, seminars and projects are used so that graduates will be aware of modern commercial, managerial and technical practices appropriate to the engineering industry.  The department will make the maximum use of industry-university links and opportunities for industry touch-points will be included within modules whenever they become available.
  • The Individual Project is completed in the third year of the degree programme.  This project represents a substantial, individual research project on an aspect of electronic or electrical engineering. It is conducted under the supervision of a member of academic staff.  This project provides an excellent opportunity for the student to pull together many aspects of their development during the programme.


A particular strength of this programme is the range of different assessment strategies that are deployed to ensure that the student has the best opportunity to demonstrate the attainment of a learning outcome. During levels four and five, a broad range of methods is used to reflect the student’s diverse background and to encourage students to take responsibility for their own learning.  As the student progresses, problems become more open ended, and a greater emphasis is placed upon team and group working, the use of industrially relevant problems, and transferable skills including communication skills.

Opportunities for the student to demonstrate achievement of the learning outcomes are provided through the following summative assessment methods:

  • Written Examinations are typically of 2 hours duration.  The content of these exams is previously unseen by the student, and many modules use written exams to assess knowledge and understanding, and selected subject-specific intellectual skills.  Different modules will use open or closed book, multiple choice, open ended and essay type exams as appropriate to the subject matter.
  • Coursework Assignments are used throughout the curriculum where students are required to seek additional information so that they can develop and demonstrate their understanding of the course material.  The exact form of assignment reflects the subject matter.  In particular Laboratory Reports and/or Portfolios are used where the attainment of a subject specific practical skill is relevant. Technical Reports are used where the use of primary source material and some form of evaluation or analysis is required.   Coursework may constitute the only or the major form of assessment in some modules (particularly design work), and can be conducted on an individual basis at the beginning of the degree programme, or increasingly as small groups as the student progresses. 
  • Oral and Poster Presentations are often included as part of coursework assignments.  These presentations allow students to develop their communication skills.
  • Computer Based Tests and Assessed Simulations are used in modules that involve a substantial computer-based element, and are used to demonstrate attainment of practical skills. 
  • Peer Assessment is often used in modules that involve a substantial team-working element.  Normally, students will moderate the final marks for the group project to reflect the contributions of different team member to encourage full an equal participation by each student.  Students may also peer review other students’ coursework to develop their critical thinking skills, but in this case, the quality of the peer review is assessed.
  • Demonstrations of Prototypes and Exhibitions are used to assess practical workshop skills and allow students the opportunity to demonstrate the realisation of a design project.
  • Class Tests are conducted during the course of the academic year to assess students' progress.  The results from class tests provide a useful opportunity to give developmental feedback to students.
  • The Individual Project is the largest individual project and is undertaken during level six of the degree programme.  The project is assessed on via a written dissertation, an oral presentation and the student’s response to questions.  It is expected to be at a professional level.

Formative Assessments do not contribute to the final marks achieved for each module, but provide an opportunity for students to monitor their own academic progress.  They also provide a useful opportunity for lecturers to give feedback to the students and to monitor and improve the students learning experience.  These assessments will take the form of diagnostic tests, in-class tests and on-line tests during lectures, and evaluation and discussions relating to logbooks and equipment during laboratory and workshop classes.  Students will have opportunities to develop their oral and presentation skills during tutorials and workshops.

According to the QAA (2010), the creative way of approaching all engineering challenges is regarded as a “way of thinking” and hence generic across all disciplines.  Therefore, engineering graduates will; 

  • Be rational and pragmatic, interested in the practical steps necessary for a concept to become reality.
  • Want to achieve sustainable solutions to problems and have strategies for being creative, innovative and overcoming difficulties by employing their knowledge in a flexible manner.
  • Be numerate and highly computer literate, and capable of attention to detail.
  • Be cost- and value-conscious, and aware of the social, cultural, environmental, health and safety, and wider professional responsibilities they should display.
  • Appreciate the international dimension to engineering, commerce and communication.
  • When faced with an ethical issue be able to formulate and operate within appropriate codes of conduct.
  • Be professional in their outlook, capable of team working, effective communicators and able to exercise responsibility. 
Graduates of the BEng Electronic and Electrical Engineering Programme will be in demand by a broad spectrum of engineering organisations, particularly those within the automotive, aerospace and power generation sectors.  The transferrable skills developed during this programme will mean that graduates are also able to enter careers in teaching, finance, IT and the armed forces.

The University is committed to the promotion of diversity, equality and inclusion in all its forms; through different ideas and perspectives, age, disability, gender reassignment, marriage and civil partnership, pregnancy and maternity, race, religion or belief, sex and sexual orientation. We are, in particular, committed to widening access to higher education. Within an ethically aware and professional environment, we acknowledge our responsibilities to promote freedom of enquiry and scholarly expression.

At level 5 students choose one module from the 3 optional modules listed.

At level 6 students choose any two modules from the 3 optional modules listed.

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