PROGRAMME SPECIFICATION Final PART 1: COURSE SUMMARY ... · and physics at grade 5. GCSE (minimum grade C or grade 4) At least five GCSEs, subjects must include English language,

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PROGRAMME SPECIFICATION

Final

PART 1: COURSE SUMMARY INFORMATION

Course summary

Final award MEng Electrical and Electronic Engineering

Intermediate award BEng (Hons) Electrical and Electronic Engineering

BEng Electrical and Electronic Engineering

Dip HE Electronic Engineering

Cert HE Electronic Engineering

Course status Validated

Awarding body University of Brighton

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.

Check the University’s website for current entry requirements.

A-levels or BTEC

Entry requirements are in the range of A–level BBB–BCC (120–104 UCAS Tariff points), or BTEC Extended Diploma DDM–DMM. Our conditional offers typically fall within this range.

A-levels must include maths and a physical science.

We will generally make you an offer if your predicted grades are at the top of this range. If your predicted grades are towards the lower end of this range we may still make you an offer if you have a good GCSE (or equivalent) profile or relevant non-academic achievements.

International Baccalaureate

30 points, with three subjects at Higher level which must include maths and physics at grade 5.

GCSE (minimum grade C or grade 4)

At least five GCSEs, subjects must include English language, maths and a science.

Foundation degree/HND

May enable you to start the course in year 2.

ATAS requirements

The JACS code for this course is H300, meaning that students from outside the European Economic Area (EEA) and Switzerland will have to apply for an Academic Technology Approval Scheme (ATAS) certificate before they apply for a visa. Details can be found on the gov.uk website.

Studied before or got relevant experience?

A qualification, HE credits or relevant experience may count towards your course at Brighton, and could mean that you do not have to take some elements of the course or can start in year 2 or 3.

For non-native speakers of English

IELTS 6.0 overall, with 6.0 in writing and a minimum of 5.5 in the other elements.

International students may also gain entry via completing pathway courses at The University of Brighton International College. For more information see: http://www.kic.org.uk/brighton/

Start date (mmm-yy) Normally September

Sep-18

Mode of study

Mode of study Duration of study (standard) Maximum registration period

Full-time 4 years MEng 10 years MEng

Part-time 8 years MEng 10 years MEng

Sandwich 5 years MEng 10 years MEng

Distance Not Available Not Available

Course codes/categories

UCAS code H607

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

http://www.kic.org.uk/brighton/

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Dr Al-Tai Moofik Staffordshire University

30 Sept 2019

Examination Board(s)

(AEB/CEB)

Engineering

Approval date Review date

Validation April 20051 November 20152

Programme Specification April 20183 Jan 20194

Professional, Statutory and Regulatory Body 1 (if applicable): The Institution of Engineering and Technology (IET)

May 2015 May 20175 (accredited up to and inc. 2019)

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. 5 Date of most recent review by accrediting/ approving external body.

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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 an extended and enhanced educational base with an emphasis on project-oriented activities where students will gain appropriate skills, knowledge and understanding to prepare them for a career as a professional electrical and electronic engineer.

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 appropriate6.

Knowledge and theory

On successful completion of the course students should be able to:

1. Apply appropriate scientific principles, statistical and mathematical methods to analyse practical problems and develop engineering solutions for these problems (SMp)

2. Evaluate unfamiliar problems, solve them by selecting and applying appropriate analytical techniques and computer based engineering tools, and assess the solution with reference to the underlying limitations of the selected tool (EAp)

3. Integrate knowledge of design principles, codes of practice, safety, engineering materials, components and life-cycle analysis to enable appropriate design solutions with business, customer and end-user needs (Dp)

4. Demonstrate understanding of management and business practices within legal, professional and ethical constraints (ETp)

5. Apply appropriate scientific principles, statistical and mathematical methods to analyse practical problems and develop engineering solutions for these problems, and to support their understanding of relevant historical, current and future developments and technologies. (SMm)

6. Evaluate unfamiliar problems, solve them by selecting and applying appropriate analytical techniques and computer based engineering tools, and critically assess the solution with reference to the underlying limitations of the selected tool (EAm)

7. Integrate knowledge of design principles, codes of practice, safety, engineering materials, components and life-cycle analysis to enable appropriate innovative solutions with business, customer and end-user needs. (Dm)

8. Demonstrate understanding of management and business practices within legal, professional and ethical constraints, including the key drivers for business success, including innovation, calculated commercial risks and customer satisfaction. (ETm)

6 Please refer to Course Development and Review Handbook or QAA website for details.

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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:

9. Design and conduct laboratory experiments and critically evaluate the outcome in terms of the measurement system employed and underlying scientific principles including the use of software for analysis and simulation. Apply electronic engineering techniques with industrial, commercial and environmental constraints. Manipulate and present data relevant to the context. (EPp)

10. Design and conduct laboratory experiments and critically evaluate the outcome in terms of the measurement system employed and underlying scientific principles. Understanding of different roles within an engineering team and the ability to exercise initiative and personal responsibility, which may be as a team member or leader. (EPm)

11. Utilise a range of communication techniques, demonstrate an awareness of the benefit of lifelong learning. Exercise personal responsibility in self-development and reflection through carrying out a personal or team based programme of work.

QAA subject benchmark statement (where applicable)7

The Engineering Council sets the overall requirements for the Accreditation of Higher Education Programmes (AHEP) in engineering, in line with the UK Standard for Professional Engineering Competence (UK-SPEC).

This course is designed to satisfy the third revision of AHEP published in April 2014.

Since 2006, the Quality Assurance Agency (QAA) has adopted the Engineering Council’s learning outcomes as the subject benchmark statement for engineering.

http://www.qaa.ac.uk/en/Publications/Documents/SBS-engineering-15.pdf

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 on behalf of the Engineering Council for the purposes of fully meeting the academic requirement for registration as a Chartered Engineer.

A mapping with the Engineering Council requirements for the Accreditation of Higher Education Programmes was employed to derive the learning outcomes for this course.

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.

A broad range of teaching methods are employed to meet the intellectual, academic and professional objectives of the course whilst ensuring support for the diverse needs of students. These include lectures, tutorials, seminars, case studies, laboratory classes and practical classes, fieldwork, flipped learning, student-centred IT projects, workshops, computer modelling/simulation, practical classes and both individual and group project work

7 Please refer to the QAA website for details.

http://www.qaa.ac.uk/en/Publications/Documents/SBS-engineering-15.pdf

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In addition to the normal lectures and tutorials, traditional demonstrations and laboratory exercises are used however much of the strategy is implemented through design, build, test exercises; the complexity, or depth, of design freedom being increased as the student progresses through the course.

Students are encouraged to behave as prospective professional engineers from their first day of study. Integrating modules at level 4 (Stage 1) are dedicated to practical project work, encouraging students 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. Progress is using logbooks and communicating via written, oral and on-line forms. Team work is integral to some parts of the course with team sizes varying depending on the learning outcomes.

Other more theoretical modules still contain “hands-on” activities (i.e. laboratory or computer based work) as a means to provide a learning environment where students learn by doing in laboratory and project work, as opposed to spending most of their time in lecture and tutorial rooms.

At level 5 (Stage 2), this philosophy is extended so that applications engineering are wholly integrated within the main technical modules. It is envisaged that students will apply what they have learnt into application oriented projects.

During the final level (level 6 / Stage 3) students bring together their knowledge, expertise and skills acquired in the earlier levels by undertaking a major (40 CATS) final year project. Students are responsible for the specification, research, design, implementation, test and review of a project from start to finish. Other final year specialised modules also include practical activities, thus continuing the theme of learning by application.

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 to the 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 relevant study pathway for each student. In order to develop team working skills some projects and assignments are carried out in groups.

General engineering modules develop and support knowledge and skills in a variety of generic principles relevant to all branches of engineering, such as design techniques, manufacturing methods, environmental, sustainability and ethical issues, cost drivers and project management techniques, communication and presentation skills, legalities, industrial standards, commercial and customer / end user interests.

Nominal student effort is 200 hours per 20 credits including timetabled sessions with staff. Most taught modules are weighted at 20 CATS and scheduled over a single semester. Typically taught modules are scheduled for 4 to 6 hours per week where a 20 CATS module is delivered over a single semester, pro-rata for other modes of delivery. Students are expected to devote a total of approximately 35 to 40 hours per week to their studies.

In Stage 4 (Level 7) students undertake, in small groups, a Major Team Project, XE700, where students from different disciplines of mechanical and electronic engineering work together to work on industrially related projects. Students are encouraged to work on real projects set by our industrial partners in the locality. The general themes in Stage 4 are enhanced technical level and professional project and business management. An independent learning opportunity allows students to study in depth a topic of their choice.

Formative assessments (in which feedback is given but marks do not contribute to performance criteria) play an important part of the learning process.

Research Informed Teaching

The experience of staff running KTP projects feedback into the teaching and final year projects. This sometimes leads to projects that are in direct collaboration with industry or occasionally sponsored by industry. 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

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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 development has always been an implicit element in many modules.

Students are introduced to concepts of sustainability and ethics throughout the course. Examples of topics may include on how to solve a particular problem in a village in South India or how to deliver drugs to remote and inaccessible areas cost effectively.

The course aims to educate students for sustainable development by studying science and developing scientific skills, research skills and critical thinking.

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 short semester modules allows for intensive subject focus since fewer different subjects are studied simultaneously.

A variety of assessment methods are used to gauge students’ performance, including tests, examinations, written reports, posters, presentations, practical deliverables and viva-voce examinations. This is not an exhaustive list.

The following table maps the programme learning outcomes to the modules and summative assessment methods used.

Learning Outcome Assessment Method

Module Number of Credits

Knowledge and theory

1 Apply appropriate scientific principles, statistical and mathematical methods to analyse practical problems and develop engineering solutions for these problems (SMp)

Tests, online tests, examinations, logbooks, set exercises and reports

XE420, XE421, EO422, EO427, EO428, EO429, EO520, XE521, EO524, EO527, EO528, EO529, EO633, XE636, EO626, EO628, EO630, EO632.

360

2 Evaluate unfamiliar problems, solve them by selecting and applying appropriate analytical techniques and computer based engineering tools, and assess the solution with reference to the underlying limitations of the selected tool (EAp)


XE420, XE421, EO422, EO427, EO428, EO429, EO520, XE521, EO524, EO527, EO528, EO529, EO633, XE636, EO626, EO628, EO630, EO632.

360

3 Integrate knowledge of design principles, codes of practice, safety, engineering materials, components and life-cycle analysis to enable appropriate design solutions with business, customer and end-user needs (Dp)


XE421, EO422, EO427, EO428, EO429, EO520, XE521, EO524, EO527, EO528, EO529, EO633, XE624, XE636,

340

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EO628, EO630, EO632.

4 Demonstrate understanding of management and business practices within legal, professional and ethical constraints (ETp)


EO422, EO429, XE521, EO527, EO633, XE624, XE636, EO628, EO632.

180

5 Apply appropriate scientific principles, statistical and mathematical methods to analyse practical problems and develop engineering solutions for these problems, and to support their understanding of relevant historical, current and future developments and technologies. (SMm)


XE420, XE421, EO422, EO427, EO428, EO429, EO520, XE521, EO524, EO527, EO528, EO529, EO633, XE636, EO626, EO628, EO630, EO632, XE700, XE703, XE773, XE748.

460

6 Evaluate unfamiliar problems, solve them by selecting and applying appropriate analytical techniques and computer based engineering tools, and critically assess the solution with reference to the underlying limitations of the selected tool (EAm)


XE420, XE421, EO422, EO427, EO428, EO429, EO520, XE521, EO524, EO527, EO528, EO529, EO633, XE636, EO626, EO628, EO630, EO632, XE700, XE703, XE773, XE748.

460

7 Integrate knowledge of design principles, codes of practice, safety, engineering materials, components and life-cycle analysis to enable appropriate innovative solutions with business, customer and end-user needs. (Dm)


XE421, EO422, EO427, EO428, EO429, EO520, XE521, EO524, EO527, EO528, EO529, EO633, XE624, XE636, EO626, EO628, EO630, EO632, XE700, XE702, XE703, XE773, XE748.

480

8 Demonstrate understanding of management and business practices within legal, professional and ethical constraints, including the key drivers for business success, including innovation, calculated commercial risks and customer satisfaction. (ETm)


EO422, EO429, XE521, EO527, EO633, XE624, XE636, EO632, XE700, XE702, XE773, XE748.

260

Skills 9 Design and conduct laboratory experiments and critically evaluate the outcome in terms of the measurement system employed and underlying scientific principles including the use of

Tests, online tests, examinations, logbooks, set exercises,

XE421, EO422, EO427, EO428, EO429, EO520, XE521, EO524, EO527, EO528,

360

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software for analysis and simulation. Apply electronic engineering techniques with industrial, commercial and environmental constraints. Manipulate and present data relevant to the context. (EPp)

reports, posters, presentations and viva voce examinations

EO529, EO633, XE624, XE636, EO626, EO628, EO630, EO632.

10

Design and conduct laboratory experiments and critically evaluate the outcome in terms of the measurement system employed and underlying scientific principles. Understanding of different roles within an engineering team and the ability to exercise initiative and personal responsibility, which may be as a team member or leader. (EPm)

Tests, online tests, examinations, logbooks, set exercises, reports, posters, presentations and viva voce examinations

XE421, EO422, EO427, EO428, EO429, EO520, XE521, EO524, EO527, EO528, EO529, EO633, XE624, XE636, EO626, EO630, EO632, XE700, XE702, XE703, XE773, XE748.

460

11

Utilise a range of communication techniques, demonstrate an awareness of the benefit of lifelong learning. Exercise personal responsibility in self-development and reflection through carrying out a personal or team based programme of work.

Exam, Coursework, Practical

XE421, XE521, XE633, XE624, XE636, XE702, XE701, XE703, XE700.

200

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SUPPORT AND INFORMATION

Institutional/ University All students benefit from:

University induction week

Student Contract

Course Handbook

Extensive library facilities

Extensive computer pool rooms

University e-mail address (unique address they can keep for life), access to social networking environment with personal web space (Community), Managed learning environment (centralised 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

Possibility of a year long placement option

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, the Flight and Automotive Simulators.

Industrially relevant projects and assignments through the School’s Industrial Advisory Board, Knowledge Transfer Programme (KTP) collaborations and other industrial links.

An assigned Personal Academic Tutor for advice and guidance

Specialist engineering software.

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.

Electrical and Electronic Engineering is a professional discipline that applies technical knowledge and understanding into the real-world environment. The course structure has been designed to enable students to:

gain experience of engineering knowledge and skills;

build competence in relevant technical disciplines;

apply their expertise in individual and team projects;

operate at a professional level.

Aspects of professional practice and ethics are embedded in modules at each stage of study.

Stage 1: Experience the context of Engineering

On the first stage of study (at educational level 4) the aim is to develop core skills and enable experience of their application in general engineering situations. Concepts are presented in engineering context with the focus on problem solving and practical project work. There will be tasters of the specialisms students have chosen linked to subsequent stages and put into a professional context.

Stage 2: Competence

This stage focuses on the technical development of students across the spectrum of Electrical and Electronic Engineering subject disciplines. The aim is to develop student competence in dealing with more specific engineering projects and situations. Specific skills are developed using professional case studies, investigations and assignments.

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Stage 3: Expertise

At the third stage (educational level 6) students apply their expertise and professional judgement to complex engineering problems in real-world contexts, as well as managing a significant individual project with professionalism.

Stage 4: Consultation

The final stage of the course provides the opportunity for students to extend their management skills (via an interdisciplinary group project) and come to the forefront of their domain with taught modules covering state of the art knowledge and applications. An individual study module provides students with the opportunity to plan a programme of work developing knowledge and skills in their chosen area of interest.

Industrial Placement

Students may opt to apply and develop their knowledge and skills in an industrial context after completion of either stage 2 or stage 3.

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)

* Optional modules listed are indicative only and may be subject to change, depending upon timetabling and staff availability

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Stage 1 (Level 4)

Level8

Module code

Status Module title Credit

4 XE420 C Engineering Mathematics 20

4 XE421 C Engineering Practice 20

4 EO422 C Embedded Systems 1 20

4 EO427 C Analogue Electronics 20

4 EO428 C Digital Electronics 20

4 EO429 C Electrical Engineering I 20

Total 120

Stage 2 (Level 5)

Level

Module code


5 EO520 C Control and Applications 20

5 EO524 C Embedded Systems 2 20

5 EO528 C Digital Systems Design 20

5 XE521 C Engineering Design 20

5 EO527 C Electrical Engineering II 20

5 EO529 C Analogue Electronics & Communications 20

Total 120

Placement

6 XE633 O Sandwich Placement 0

Stage 3 (Level 6)

Level

Module code


6 XE636 M Project 40

6 XE624 C Product Innovation and Management 20

6 EO626 O Digital Signal Processing 20

6 EO628 O Communications 20

6 EO630 C Electronics 20

6 EO632 C High Voltage Power, Distribution and Utilisation 20

Total 120

Stage 4 (Level 7)

Level

Module code


7 XE700 C Major Team Project 40

7 XE702 C Engineering Management 20

7 XE773 C Communication Systems 20

7 XE748 C Powertrain and Transportation Systems 20

7 XE703 C Independent Study 20

Total 120

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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Tabulated structure of the course

1

1 XE420

Engineering Mathematics

XE421

Engineering Practice EO427

Analogue Electronics

EO428

Digital Electronics

2 EO422

Embedded Systems 1

EO429

Electrical Engineering 1

2

1 EO520

Control & Applications

EO524

Embedded Systems 2

EO529

Analogue Electronics & Communications

2 EO527

Electrical Engineering 2 XE521 Engineering Design

EO528

Digital Systems Design

Sandwich year (optional): XE633

3

1

XE636 Project

XE624 Product Design

EO632 High Voltage Power, Distribution and

Utilisation

2

EO626 Digital Signal Processing

or

EO628 Communications

EO630 Electronics

4

1 XE702

Engineering Management

XE773 Communication Systems

EO748 Powertrain and Transportation

Systems

2 XE703

Independent Study

XE700 Major Team Project

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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 MEng Electrical and Electronic Engineering

7 Total credit 480 Minimum credit at level of award 120

Levels 6 and 7 (50:50) Honours degree

Intermediate BEng (Hons)

Electrical and Electronic Engineering


Levels 5 and 6 (25:75) Honours degree

Intermediate BEng Electrical and Electronic Engineering


Level 6 marks Unclassified degree

Intermediate Dip HE Electronic Engineering 5 Total credit 240 Minimum credit at level of award 90

Level 5 marks Not applicable

Intermediate Cert HE Electronic Engineering 4 Total credit 120 Minimum credit at level of award 90

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.

In addition, the following course specific regulations apply:

Students will be required to abide by the ethical principles for professional engineers defined by the Engineering Council and the Royal Academy of Engineering in addition to the academic and disciplinary requirements of the University of Brighton.

http://www.engc.org.uk/standards-guidance/guidance/statement-of-ethical-principles/

To progress to Stage 3 of the MEng course a student must normally achieve an aggregate mark of at least 50% for Stage 2. A student who fails to achieve this threshold will normally be transferred to Stage 3 of the corresponding BEng course.

If the Board of Examiners decide that a student's industrial training and assessment (i.e. a pass in XE633) is satisfactory then the phrase "having followed a sandwich programme" is included in the award title.

A student will not normally be allowed to repeat the Stage 3 project, XE636, or the Stage 4 project, XE700.

Exceptions required by PSRB These require the approval of the Chair of the Academic Board

The IET stipulate that:

Compensation can only be applied if all the UK Engineering Council learning outcomes (shown in the mapping to the Council’s criteria for Accreditation of Higher Education Programmes) have been met by modules that have been passed.

At each stage of the course compensation can be applied up to a maximum of one sixth of the credits available1. Normally compensation can only be applied when a module mark is no more than 10 marks below the pass mark2.

1 For undergraduate courses with 120 credits per stage the maximum compensation would be 20 credits. For single stage masters courses with 180 credits per stage the maximum compensation would be 30 credits. 2 In the case of level 0, 4, 5 and 6 modules the minimum mark would be 30. In the case of level 7 modules the minimum mark would be 40.

https://www.theiet.org/academics/accreditation/policy-guidance/infopack.cfm?type=pdf



https://www.theiet.org/academics/accreditation/policy-guidance/infopack.cfm?type=pdf

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APPENDIX A

Programme Structure Showing Possible Entry Points and Exit Awards

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