SECTION G1 PROGRAMME SPECIFICATION

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Oct 30, 2013 (3 years and 9 months ago)

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PROGRAMME SPECIFICATION


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SECTION G1

PROGRAMME SPECIFICATION


AWARD and ROUTE TITLE

BEng (Hons) in Automotive Engineering

INTERMEDIATE AWARD TITLES

B
S
c
in Automotive Engineering

University Diploma of Higher Education in
Automotive Engineering

University Certificate of Higher Education in
Mechanical

Engineering

Name of the Teaching Institution

Sheffield Hallam University

Modes of Attendance

Full
-
time /

Sandwich (Thick) / Part
-
time

UCAS CODE

H330

Professional Body Recognising
this Programme

Institution of Mechanical Engineers

Institution of Engineering
and
Technology

QAA Subject Benchmark
Statement or other relevant
external reference point

(a) QAA
Subject Benchmark: Engineering

(b) Engineering Council, UK
-
SPEC

Date of Validation

February 2012



G1.1

PROGRAMME AIMS

This programme aims to:

1.

Produce graduates with the specialist academic knowledge, complementary
professional and personal skills f
or a successful career in the automotive and
affiliated industrial sectors.


2.

Provide students with the understanding, ability, theory and underpinning
science, mathematics and the engineering principles to be a successful
practitioner in the automotive ind
ustry.


3.

Ensure that graduates have an appreciation of the ethical, economical,
environmental and social implications of the development of current and future
technologies in the production and operation of automobiles.


4.

Provide expertise in vehicle specifi
c systems, their safe operation, impact on the
environment and their social, economic and commercial considerations.


5.

Prepare graduates for continuing professional development to evolve with the
requirements of the rapidly changing industry.


6.

Provide gradu
ates who are readily employable and able to operate professionally
in a global context.


7.

Meet the academic requirements for the registration with the Engineering Council
as an Incorporated Engineer as defined by the UK
-
SPEC.


8.

Provide a positive and enjoyab
le learning experience which lays the foundations
for life long learning and CPD (continuing professional development).




G
1.2

PROGRAMME LEARNING OUTCOMES


The programme provides opportunities for students to develop and demonstrate the learning
outcomes

specified for BEng (Hons) degree level leading to IEng registration by the UK
-
SPEC.


1.2.1

Knowledge and Understanding

By the end of the programme you will have acquired:

a.

Understanding of the scientific principles underpinning relevant current mechanical
engineering technologies and the mathematics necessary to support application of
key engineering principles.


b.

An understand
ing

of specialist mechanical engineering subjects (e.g. engineering
mechanics, energy and fluid dynamics, behaviour and failure of st
ressed materials,
etc.) to support a competent application of knowledge to automobile design and
technology.


c.

An understand for the characteristics, properties and limitations of engineering
materials, the situations in which they can be employed and relev
ant equipment,
tools and processes by which engineered products can be manufactured.


d.

Knowledge of the principles of engineering design and the methods, constraints,
techniques and procedures applicable to the creation of products, systems and
services wit
hin the discipline of mechanical and automotive engineering.


e.

An appreciation of the application of electrical/electronic control and instrumentation
technologies to mechanical engineering systems.


f.

A sound understanding of the business, financial, legal a
nd environmental
constraints within which commerce and industry operate and the management
techniques which may be used to achieve engineering objectives within this context.


1.2.2

Intellectual Skills


By the end of the programme you will be able to:


a.

A
nalyse and define practical engineering problems in terms of technical parameters,
identify constraints and devise solutions according to customer and user needs.


b.

Design, evaluate and enhance mechanically engineered and automotive products to
meet specif
ic market needs within constraints such as technical specifications, cost,
available technology, quality assurance, company targets, people and time.


c.

Apply quantitative methods and industry standard computer software in up
-
to
-
date
within the engineering t
echnology discipline, to solve
automotive
engineering
problems and design products and processes.


d.

Solve operational, production and service problems in a systematic way through the
application of knowledge and understanding of the relevant technologies.


e.

Adapt designs, equipment and processes to meet new purposes or applications, by
the creative and innovative use of existing technology.



1.2.3

Professional and Subject Specific Skills


By the end of the programme you will be able to:


a.

Understand the nee
d for a high level of professional and ethical conduct in all
aspects of engineering.


b.

Use relevant materials, equipment, tools, processes and products in workshop and
laboratory situations.


c.

Use and apply information from technical literature including ap
propriate codes of
practice and industry standards with engineering judgement.


d.

Work safely and apply safe systems of work.


e.

Understand the framework of relevant legal requirements governing engineering
activities, including contractual obligations, respon
sibilities to personnel, health,
safety, and risk (including environmental risk) management.


f.

Appreciate the broader obligations of engineers to society and the environment.


1.2.4

Key Skills


By the end of the programme you will be able to:


a.

Identify pe
rsonal educational and training needs, plan self
-
learning and improve
personal performance.


b.

Establish good working relationships with others, manage people and work
effectively as a group member.


c.

Communicate engineering concepts and ideas verbally, in wr
iting, by drawings,
computer generated images and other media.


d.

Manage tasks efficiently and solve problems; undertake major projects of a practical
investigative nature, applying a well developed, sound experimental technique.


e.

Use mathematics as a tool f
or problem solving.


f.

Use IT facilities to process written information; assimilate, interpret and evaluate
information from a wide range of sources, including modern data base systems and
internet sites; acquire, manipulate and evaluate numerical data; and
assist
engineering design, analysis and control.



G
1.3

LEARNING, TEACHING AND ASSESSMENT


Section A3 describes the Departmental Approach to Learning, Teaching, Assessment and
Feedback. Section A4 emphasises the approach to supporting employability within

the
Professional Engineering Programmes and the provision for work
-
related and work
-
based
learning. This section gives you additional information specific to this programme.



1.3.1

The Approach to Learning and Teaching within the Programme


The learning

and teaching methods appropriate for the modules within the programme are
varied, but are individually specified for each module. In general terms, the teaching
strategies employed in the programme will involve a balanced mix of the following methods:

a)

Lec
tures, problem solving tutorials and seminars, supported by computer based
learning and open learning materials where appropriate. The teaching of some
modules may be supported by the use of internet web sites or the use of virtual
learning systems such as

'Blackboard'.

b)

Project and laboratory work which emphasises the application of knowledge to
practical situations and reflection upon outcomes. Workshop activities to develop
practical engineering skills.

c)

Problem based learning which requires students to di
scover what they need to learn
through being confronted with real problems.

d)

Personal and professional skills development delivered systematically and supported
by open learning materials.

e)

Independent study, which as the course progresses increasingly invol
ves the student
in self or group directed learning, thereby fostering the qualities and skills for
continuing personal development.


The total study time for a 10 credit module is 100 hours and for a 20 credit module is 200
hours. Timetabled class contact
will typically be 24 hours for a 10 credit module and 48
hours for a 20 credit module, the balance of the module time allowance being delivered by
student centred, directed study.


1.3.2

The Approach to Assessment and Feedback within the Programme


Modules

are assessed by various combinations of coursework and examination.


In general, modules which are more practical or involve case studies or project work are
assessed entirely by coursework. Modules which are intended to develop more fundamental
concepts

and apply them to practical situations are partially assessed by coursework, but
with a formal examination at the end.


A variety of forms of coursework assessment are employed on the programme. These
include written descriptive and numerical assignments
, short tests, laboratory and workshop
appraisals, personal projects, group work, self
-

and peer
-
assessment, portfolio preparation
and case studies.


When a piece of coursework is set, a deadline for the completion and submission of the work
will also be s
pecified. Coursework will normally be marked and returned within two weeks of
the submission date, with written or verbal feedback, depending on the nature of the
assignment.


In addition to formal coursework which contributes to the module mark, students
will also be
involved in a variety of other activities, such as laboratory work, workshop skills, computing
and computer aided design classes, problem solving tutorials, etc. which are designed to
develop their understanding of the topic, as well as enhanc
e their personal and professional
skills. In these situations students can expect more informal, direct verbal feedback from the
lecturer concerned.


At the end of each semester and academic year, the student will receive a written statement
of their re
sults for every module completed. Meetings will periodically be held with the
academic tutor and/or course leader to review student progress. In this way students will
have a clear picture of how your studies are progressing.

1.3.3

How Student Employabil
ity is supported within the Programme


Students develop vital employment skills through participating in activities like Formula
Student where they are required to work as a team to design, build and test a single seater
racing car. Students are able to a
pply their learning directly to an application and one which
they enjoy seeing the rewards in the form of a tangible product. They gain many skills I
addition to deepening their understanding of automotive systems, including teamwork,
leadership, report w
riting, giving presentations to judges and seniors within the world of race
car design and manufacture, working with external suppliers, seeking sponsorships,
organising themselves for the race event, preparing financial reports of the cost of the build
of

a car, etc. They also gain extensive skills in working in the workshops and learning skills
in the process of building the car.


Throughout the programme and indeed due to the requirements of the Professional Body
and the UK
-
SPEC, the programme aims to d
eliver learning and knowledge as well as skills
that
improve graduate employability
.
The programme aims and learning outcomes specify
which skills are being developed and how the individual modules meet the requirements of
these learning outcomes. A stud
ent who engages well and performs to a standard required
on this course to achieve a pass will meet the learning outcomes well. The UK
-
SPEC
specifically asks for skills related to employability and Table 3.3 demonstrates how these
criteria are met and wit
hin which modules. Below is the summary of the criteria within the
UK
-
SPEC which specifically improve graduate employability.


Underpinning science and mathematics and associated engineering disciplines:

U2i

Knowledge and understanding of mathematics nec
essary to support application of key
engineering principles.

Engineering Analysis:

E2i

Ability to apply quantitative methods and computer software relevant to the engineering
technology discipline(s), frequently within a multidisciplinary context;

Desig
n :

D2i

Design solutions according to customer and user needs;

Economic, social and environmental context :

S1

Knowledge and understanding of commercial and economic context of engineering
processes;

S2

Knowledge of management techniques which may be
used to achieve engineering
objectives within that context;

S3

Understanding of the requirement for engineering activities to promote sustainable
development;

S4

Awareness of the framework of relevant legal requirements governing engineering activities,
including personnel, health, safety, and risk (including environmental risk) issues;

S5

Understanding of the need for a high level of professional and ethical conduct in engineering.

Engineering Practice:

P1i

Understanding of and ability to use relevant

materials, equipment, tools, processes, or
products;

P4i

Ability to use and apply information from technical literature;

P5i

Ability to use appropriate codes of practice and industry standards;

P6i

Understanding of the principles of managing engineerin
g processes;



1.3.4

Main type of Work
-
Based or Work
-
Related Learning
f
eatured in this Programme


Work
-
based learning is provided to students who apply for and take up a placement in the
sandwich programme. The module Engineering Business Management enab
les them to
prepare for this sandwich year by giving students guidance in preparing CVs, applying for
jobs, attending interviews and preparing for employer assessments and selection processes.
Indeed all students benefit from this mandatory requirement as

they are required to take this
module regardless of whether they intend to go on placemen
t.

Companies which have
employed placement students from this course include Nissan Manufacturing UK, Toyota
Manufacturing UK, BMW Mini Group UK, Vauxhall Motors UK,

as the typical large volume
producers. Smaller companies such as Bentley, McLaren and racing car companies have
also taken on placement students. Many student may also end up working in the supply
industry with companies like LuK UK, Ferodo Brakes, Tata
, etc.


Other work
-
based experience is offered such as industrially based projects, industrial visits
and presentations. This also supports students who are not on the sandwich route.

Work
-
related learning is featured in the Engineering Practice (Level 4)
, Environment and Society
(Level 5) and the Individual Project (Level 6) for all students on the programme. Indeed
students will be required to undertake a 6 week team project for an industrial client for
Environment and Society through the Venture Matrix

programme exposing students to real
life industrial challenges relevant to their programme of study. Furthermore, for students
who do not undertake a placement, there will be strong guidance for them to undertake a
final year individual project through t
he Venture Matrix programme which will be industrially
focussed, providing the student with an opportunity to work for a client in a work
-

based
context. They will be supported within the University by a supervisor with relevant academic
knowledge of the
area of investigation. Further information regarding this innovation can be
found in Section A6.


G
1.4

PROGRAMME DESIGN AND STRUCTURE


The tables in Section G4 list the modules studied at each stage of the programme.


The first year is a common programme
of core modules taken by all students. The aim is to
provide a common foundation of engineering principles, knowledge and fundamental skills,
while addressing the areas of Engineering Applications and personal skills development.
This also gives the studen
t the added advantage that, if they wish, they can transfer at the
end of the first year and transfer to another programme of study.


It is anticipated that students will be from a diversity of educational backgrounds with a range
of academic abilities whe
n they start the course. The teaching methods adopted in the first
year are particularly sensitive to student needs and will support and guide
them

through the
terminology and methodology of the subject areas. Improving student confidence,
enthusiasm, know
ledge and skills are each considered to be equally important at this stage
of the programme. To prepare students for the requirements of degree course study at
higher levels, the amount of independent learning and the ability to evaluate and analyse
inform
ation gradually increases throughout the first year.


The second year of the course continues to develop the principal themes of mechanical
engineering and engineering analysis through the modules Thermofluids and Mechanics of
Solids and Properties of Mate
rials. Engineering Design and Manufacture enables the
application of computer aided design methodology learned in year one to the solution of
design problems. The implications of engineering development upon our surroundings are
considered through Environ
ment and Society and students are introduced to dynamics,
control and instrumentation. An introduction to business and management is provided to
broaden the students' knowledge of commercial aspects of engineering industry. Students
also study specialist
modules in Vehicle Technology and Automated Manufacture.


Instead of continuing directly into the third year of studies, students are encouraged and
supported to undertake a period of supervised work experience. The sandwich route allows
the student to spe
nd a year on work placement, perhaps in a design department, or in a
manufacturing organisation or even in commercial research and development. The student
will be able to apply their knowledge gained on the course to commercial engineering
practice, gain
new skills and learn how industry works. The
Professional Experience and
Employability Unit (
PEEU
),

help
s

students find a placement and negotiate a sensible salary.


In the final year of the course, there is continued development of the specialist subject
areas
of automotive engineering, together with a major individual project and integrative case study
work. A module of Engine Technology and Automotive Design and Production enables the
students to get a deeper understanding of vehicle systems, their desig
n and manufacture.

Students also consider the development and op
timisation

of vehicles

design

through
Engineering Structural Analysis, Vibroacoustics and Composite Materials.


The modules studied on this course are:


Level 4:

Engineering Principles

Engine
ering Practice
: Mechanical

Engineering Mathematics

Mechanical Engineering

Materials and Manufacturing Processes

Computing Methods for Engineering Design


Level 5:

Thermofluids

Engineering Design and Manufacture

Mathematics for Mechanical Engineers

Engine
ering Business Management

Environment and Society

Automated Manufacture

Mechanics of Solids and Properties of Materials

Vehicle Technology


Level 6:

Final Year Project

Project and Quality Management

Engineering Structural Analysis

Vibroacoustics

Composite
Materials

Engine Technology

Automotive Design and Production


G
1.5

PROGRESSION/CAREER ROUTES


1.5.1

Course Progression Opportunities


This course has been accredited by the Institution of Mechanical Engineers and the
Institution of Engineering and Technolo
gy as satisfying the academic requirements for initial
registration as an Incorporated Engineer (IEng). To achieve full registration status as an
Incorporated Engineer usually requires a further five years of responsible employment in an
appropriate workin
g environment. Throughout this period the student will be expected to
undertake continuing professional and academic development, and indeed throughout their
whole career, to maintain and update their knowledge base and skills. The Faculty runs a
number of

post graduate programmes and short courses that can help the student achieve
this.



The Faculty also runs the BEng (Hons) Mechanical Engineering course [UCAS Code: H300
,
Section C
] which prepares students for initial registration as Chartered Engineers

(CEng). A
student may not have the correct entry qualifications for admission to the first year of this
course. However, if they do sufficiently well in the first year of the IEng accredited course
they are invited to transfer to the route which leads to
CEng registration.


The course team must have confidence that the student will be able to naturally progress to
and be successful in this course. The course team will thus be looking for a level of
achievement at the transfer opportunity at the end of the

common first year, level 4.

In order to be offered transfer the requirements are:



The student must have completed level 4 without any referrals.




The overall average module mark at level 4 must be at least that of an average
upper
seco
nd class honours d
egree (i.e. 60
%).




The student must achieve a good score of minimum 55% in key engineering and
mathematics modules.


If the student chooses to remain on this IEng accredited course, there are other routes by
which they can achieve Chartered Engineer status

after they graduate. The Faculty runs a
post
-
graduate programme which can be studied either part
-
time or full
-
time, and which
would help students to satisfy the further learning requirements necessary for progression to
CEng status.


1.5.2

Career Routes

T
he automotive engineering sector

remains one of the largest employment segments in
the UK with many major manufacturers having a base here and the high level of government
funding to the motorsport segment. It is the most diverse and exciting of all the e
ngineering
disciplines. It is specifically concerned with the design, development, installation, operation
and maintenance of passenger and heavy duty vehicles.


Graduates could work in the main
OEMs and brand manufacturers or the vast supply chain in Tier
s 1 or 2. Equally important
are the government departments (The Highways Agency, Department of Transport, BRAKE,
etc) as well as membership organisations
(
the AA, RAC and EuroNCAP for example
)
.

Students can find that on graduation they can direct their car
eer towards production within or
outside the OEMS. They may be also employed in research and development, testing,
project management, sales or business development. The opportunities are not limited to
the UK. Most automotive companies are global and a
s such open up a door or opportunities
to students on an international level with excellent graduate schemes and opportunities for
future development within a company.

Within the automotive sector students can choose their preferences to work in the passen
ger
vehicle sector or heavy duty, motorbike, agricultural or stationary sectors. With rising fuel
prices, a tighter control of emissions and safety and a greater demand for personal transport
this sector continues to provide exciting new developments for
future graduates.

G
1.6

ENTRY REQUIREMENTS AND ENTRY PROFILE

1.6.1

Specific Entry Requirements

All candidates must satisfy the following criteria:



They candidate must hold passes at Grade C or better in the General Certificate of
Secondary Education, or e
quivalent qualification, in four subjects including
Mathematics and English Language or a subject which tests the use of English.



For applicants whose previous studies were not undertaken in the English language,
in particular for international applicants
, the following qualifications may be used as a
guide to an appropriate level of competence in English language:



British Council International English Language Testing Service (IELTS) overall band 6;

Cambridge Certificate in Advanced English (CAE) grade
B;

Cambridge Certificate of Proficiency in English (CPE) grade C;

Test of English as a Foreign Language (TOEFL) score 550 for paper
-
based tests, or 213 for
computer
-
based tests, or 79 for internet based tests.

Candidates must additionally possess one of th
e following:


a)

At least two GCE A
-
level passes, which include Mathematics or an alternative
acceptable mathematics based subject, and at least one other from Physics, Physical
Science, Engineering Science, Computer Science, Technology, Chemistry or other
sc
ience/technology subject. A UCAS tariff of at least 220 points would normally be
expected. Two ‘AS’ level passes are considered equivalent to one ‘A
-
level’ pass.

b)

An Advanced VCE double award in an appropriate engineering/
manufacturing/technology topic
with a UCAS tariff score of at least 220 points.

c)

An EdExcel/BTEC/SCOTVEC National Certificate or Diploma in a science or technology
based subject, including merit grades in mathematics and two other science/technology
based modules at NIII level.

d)

To have p
assed the Preparatory Year of the Extended Degree Programme in
Engineering, or other suitable science/technology based foundation or access course
containing an appropriate level of mathematics, with an overall average mark of at least
55%.

e)

A qualificati
on which is deemed to be equivalent to any of the above.



Academic Qualifications (including A / AS level grades and
subjects, where applicable)

220 UCAS points including
AS Maths

Level of English language capability


IELTS band 6 or
equivalent

Any othe
r specific, formally certified qualifications


n/a

Previous relevant work or work
-
related experience


n/a

Any specific articulation arrangements recognised for this
programme


n/a

Professional qualifications


n/a

Any other specific entry requirements


n/a


1.6.2
Applicant Entry Profile

Students will need to be motivated, inquisitive and want a challenge. They must have an
inherent desire to know why and how things happen, and how things work. The course helps
the student

develop the skills to ans
wer these questions
.

The basis of admission to the programme is that a student should have the potential to
benefit from, and with diligence and application, succeed on the programme. Such potential
is normally assessed by previous attainment, supported as

necessary by a confidential
reference and a personal interview.

1.6.3

Non
-
Standard Entry

Candidates who have other, non
-
standard qualifications will be considered on their individual
merits by the Course Leader and Admissions Tutor. The primary crit
eria will be that the
candidate will have the ability and commitment to progress satisfactorily on the Programme.

1.6.4
Prior Credit (APCL/APEL)

Accredited Prior Experiential Learning may be accepted, provided that the candidate is able
to demonstrate

that, by virtue of their other studies and learning, they are capable of
benefiting from and successfully completing the course.

Students with an Edexcel
-
BTEC Higher National Certificate, Higher National Diploma or
Foundation Degree or an equivalent quali
fication in an appropriate engineering discipline,
may be eligible to join the programme at level 5, the second year of the full
-
time/sandwich
route.

1.6.5

Transfer from BEng (Hons) IEng accredited Programme to BEng (Hons) CEng

accredited Programme

The Fa
culty also runs the BEng (Hons) Mechanical Engineering course [UCAS Code: H300,
Section C] which prepares students for initial registration as Chartered Engineers (CEng). A
student may not have the correct entry qualifications for admission to the first ye
ar of this
course. However, if they do sufficiently well in the first year of this IEng accredited course
they are invited to transfer to the route which leads to CEng registration.


The course team must have confidence that the student will be able to na
turally progress to
and be successful in this course. The course team will thus be looking for a level of
achievement at the transfer opportunity at the end of the common first year, level 4.

In order to be offered transfer the requirements are:



The stud
ent must have completed level 4 without any referrals.




The overall average module mark at level 4 must be at least that of an average
upper
seco
nd class honours degree (i.e. 60
%).




The student must achieve a good score of minimum 55% in key engineering an
d
mathematics modules.


Disclaimer

Programme Specification produced by

Faculty

ACES

Department

Engineering and Mathematics