UNIVERSITY OF CENTRAL LANCASHIRE
Programme Specification
This Programme Specification provides a concise summary of the main features of the programme
and the learning outcomes that a typical student might reasonably be expected to achieve and
demonstrate if he/she takes full advantage of the learning opportunities that are provided.
Sources of information on the programme can be found in Section 17
1. Awarding Institution / Body
University of Central Lancashire
2. Teaching Institution
University of Central Lancashire
3. University Department/Centre
4. External Accreditation
5. Title of Final Award
6. Modes of Attendance offered
7. UCAS Code
8. Benchmarking Group
9. Other external influences
10. Date of production of this form
Computing, Engineering & Physical Sciences
Institution of Engineering Designers
Institution of Mechanical Engineers
BEng (Hons) Motor Sports Engineering
BEng (Hons) Motor Sports Engineering with Industrial
Placement
Full time. “Sandwich”. Part time.
H331
QAA Engineering
Engineering Council UK-SPEC
Accreditation requirements of IMechE
Accreditation requirements of IED
QAA Academic Infrastructure Codes of Practice
Science, Technology, Engineering & Mathematics (STEM)
government initiatives
Motorsports Industry Association
October 2012
11. Aims of the Programme
To provide a focused education at the appropriate academic levels for the target award
BEng (Hons) Motor Sports Engineering and BEng (Hons) Motor Sports Engineering with
Industrial Placement and the exit awards.
To enable students to develop competences associated with the product cycle in the
context of motor sports engineering.
To enable students to continually develop competences in team working and
organisation in the context of cost limited engineering projects.
To produce resourceful, competent, clear-thinking professional graduates with a range
of engineering competences relevant to the motor sports industry, engineering industry
and enterprise.
To develop:
communications skills e.g. report writing, giving presentations.
skills appropriate to the organisation and operation of a team in the context of
engineering projects.
competences in design through the use and selection of software and computer-based
tools.
competences in numerical analysis appropriate to engineering and the modelling
physical systems for design and manufacturing.
individual study skills e.g. time management, planning, use of different information
sources.
To provide the opportunity for students to experience some of the roles and the
responsibilities within a professional race team.
To satisfy the Engineering Council requirements for a BEng (Hons) for CEng.
VSMSEN101 BEMSE FT
VSMSEN102 MEMSE FT
12. Learning Outcomes, Teaching, Learning and Assessment Methods
UK Standard for Professional Engineering Competence (UK-SPEC)
UK-SPEC is the standard for recognition of professional engineers and professional engineering
technicians in the UK. The standard is published by ECUK on behalf of the engineering profession.
UK-SPEC recommends general learning outcomes (GLO) and specific learning outcomes (SLO) for
degree courses that are consistent with the learning outcomes that exist for UCLAN courses. The
following sections A,B, C, and D are written in the UCLAN format with reference made to the
corresponding GLOs AND SLOs in UK-SPEC. The GLOs are embodied within the various SLOs – the
GLOs listed below are those that are given greatest emphasis.
A. Knowledge and Understanding includes
A1. Engineering science (shape, materials properties, loads, deformation)
(UK-SPEC:GLO: K&U1, K&U2, K&U2, IA1i, IA1, IA2, IA3, TS1, TS2
UK-SPEC:SLO US1, E1,E2, E3, E4, P4)
A2. Engineering design and manufacturing (processes and technology)
(UK-SPEC:GLO: PS1, PS1i, TS1, TS2, SLO: US3, P1, P2, P4)
A3. The principles, implications and limitations of ITC and of developing technologies in ICT
(UK-SPEC: K&U3, GLO: SLO: US2)
A4. Management and organisation of the commercial and economic resources for design
and manufacturing within the product cycle
(UK-SPEC:GLO: IA3, TS2, TS3, UK-SPEC:SLO D3, S1, S2, P3, P5, P6, P7)
A5. Evaluate the basis and effects of commercial risks
(UK-SPEC:GLO:K&U3, IA3, UK-SPEC:SLO D1, D2)
Teaching and Learning Methods
Stage 1 includes lectures, seminars, individual assignments with a small number of
group assignments. There are three hours per week in the student workshops with
workbooks and a design and make project to develop experience of taking a product
through a number of manufacturing processes. Use is made of specialist equipment
within Wharf Building to introduce engineering principles.
Stage 2 includes individual and team assignments and projects of increasing
complexity some involving the use of software such as SolidWorks, Arena,
CosmosWorks and CFD. Use is made of the specialist equipment within Wharf
Building to further develop competences and expertise around the product cycle and
a belief in the fundamental relationships in engineering science, design,
manufacture, management and organisation.
Assessment methods
Stage 1 includes three formal end of year examinations, practical assignments and
report, workbooks, presentations, small assignments.
Stage 2 includes reports, group work, individual working, designing, manufacturing,
viva voce, portfolios and associated commentaries, major project research and
decomposition, planning, assessing individual and group profiles and use of
technology associated with design and manufacture such as CAD and operations
software. There are two formal examinations at level five and one formal
examination at level six. One third of the final year is concerned with developing a
car for the Formula Student competition. This requires considerable development of
individual and group learning competences, critical appraisal and reflection of
organisational and technical aspects of a major project. There is also a major
individual project that is also one third of the final year.
B. Subject-specific skills include
B1. To specify, plan and manage motor sports engineering designing and projects
(individual and team working)
(UK-SPEC:GLO: PS2,TS2, UK-SPEC: SLO D1,D5,D6)
B2. To design and manufacture components for motor sports
(UK-SPEC: GLO: PS1 UK-SPEC: SLO {D5, D6)
B3. To consider and prioritise relevant factors, including health, safety,
environmental issues and risk, in the context of motor sports engineering and
the product cycle (UK-SPEC: GLO K&U3, IA3: SLO {D1, D2, D6)
B4. To have the capacity and confidence to independently develop technical
proficiencies to solve motor sports engineering problems
(UK-SPEC:GLO: TS1, TS3, UK-SPEC:SLO US1)
B5. To evaluate and prioritise factors in the context of motor sports engineering and
the product cycle (UK-SPEC:GLO: K&U2, K&U3 SLO US1, US2, US3)
B6. To apply analytical design techniques to synthesise components and vehicle
systems for motor sports (UK-SPEC:GLO: K&U1, K&U2, K&U3 PS1 SLO US2)
Teaching and Learning Methods
Stage 1 involves the introduction of engineering principles, design activity and
technology to be related to a range of applications through formal lectures, seminars,
tutorials, workshop and technical activities.
In stage 2 there is an increasing emphasis on integrating the aspects within design
from physical laws to manufacturing organisation and methods through the direct
introduction of work associated with the processes within the product cycle. Formal
lectures, seminars, individual and team assignments and projects are used together
with work based around the design and development and use of components and
systems, manufacturing plant and technical equipment within Wharf Building.
MP3598 has a two hour student-centred formal meeting every week and a two hour
master class for personal development on technical, organisational and commercial
aspects of projects engineering. The major project is seminar based and requires the
student to demonstrate a professional approach to a realistic engineering problem
and identify and reflect on the project and subject specific and cognitive and
transferable skills that are developed.
Assessment methods
Stage 1 includes workbooks, reports, presentations and small assignments and
three formal examinations. Stage 2 includes reports, group and individual working.
There are two examinations at level five and one at level six. Both individual and
group presentations and viva voce are used for the major project and Formula
Student work. Formula Student is used within MP3598 and requires the critical
appraisal of engineering work in the context of the product cycle, group work and the
integration of IT across a group in the soft building of a car currently on SolidWorks
and the hard build in Wharf Building.
C. Thinking Skills (Cognitive)
In the context of the product cycle:
C1. Analysis & decomposition associated with engineering design & manufacture
(UK-SPEC:GLO: IA1i, IA1, IA2 SLO {US3, E1, E2, E3, D1, P3, P8)
C2. Synthesis including effective use of CAE technology
(UK-SPEC:GLO: IA1i, IA1, IA2 K&U1 SLO E1, E2, E3, D1, D4, D5, P3, P8}
C3. Application and analysis of the limitations and context of engineering principles
(UK-SPEC:GLO K&U1i, K&U1, IA1i, IA1, IA3 SLO E1, E3, E4, P3, P8)
C4. Decomposition, evaluation and solution of problems of increasing complexity
(UK-SPEC:GLO: IA1i, IA1, IA2, IA3, K%U1i, K&U1, K&U2, K&U1m,
UK-SPEC SLO (E1, E2, E3, E4, D1, D2, D3, D4, D5, D6, P1, P3, P8))
C5. Recognise the broader aspects of engineering in the business and industrial
environment (UK-SPEC: GLO: K&U2, K&U3, SLO: S1, S2, S3, S4, S5)
Teaching and Learning Methods
Stage 1 introduces engineering concepts and the use of learning outcomes in the
curriculum. The approach is relatively direct and requires students to decompose
engineering problems. Formal lectures supported with seminars and practical tests
are used with a ‘hands-on’ approach in the workshops and drawing rooms as
appropriate. There is initial use of CAD facilities, and presentations from students
and external speakers.
Stage 2 requires students to demonstrate and increasingly reflect on integration
across modules. This requires developing and increasing depth and level of
engineering competences. The assignments increasingly use of case studies based
around engineering problems of growing complexity. This can be illustrated with the
introductory project in MP2570 which is followed by a second more substantial piece
of work. This continues with a major piece of group work and individual development
for the design of a race car for Formula Student within MP3598.
Assessment methods
Stage 1 Assessment includes reports on practical tests, a design and make project,
formal examinations and workbooks and drawings.
Stage 2 uses more marked developing assessment methods to require students to
demonstrate integration across modules and disciplines and problems. These
include formal reports with reflections on practical tests and designs, generating
CAD models, reporting on computer based calculations around engineering
software, generating and analysing simulation models for manufacture. The
assessment is generally based around the learning outcomes in order to indicate the
direction and the requirements. In most modules at level 6 the extensive use of case
studies is used.
D. Other skills relevant to employability and personal development include
D1. Inter-personal skills, mechanics and organisation of team working
(UK-SPEC:GLO: PS2, TS2, TS3, SLO D6, S2)
D2. Communicate effectively: (presentation, IT, written)
(UK-SPEC:GLO:K&U1 SLO: US4m)
D3. Searching, summarising and effectively using information
(UK-SPEC:GLO: TS1, TS2, TS3, UK-SPEC SLO US2, E1, E3, E4)
D4. Numeracy (UK-SPEC:GLO: K&U1i, K&U1 SLO: US2, E1, E3, E4)
D5. Synthesise within a framework of relevant legal requirements
(UK-SPEC:GLO: K&U3 SLO S4)
D6. To demonstrate a high level of professional and ethical conduct
(UK-SPEC:GLO: K&U2, K&U3, IA3, UK-SPEC SLO US2,US2m, S3,S5)
Teaching and Learning Methods
Teaching and learning methods include traditional lectures, tutorials, laboratory work,
directed self-study, and project work. As the course progresses there is greater
emphasis on independent learning and resource and time management. At stage 3
the emphasis is on developing an approach to problem solving through the solution
of open ended problems, unfamiliar problems and the limitations and implications
with solutions to problems.
Assessment methods
The assessment methods develop as students progress through the course with a
change in the balance from the testing of specific leaning outcomes in a direct
manner to requiring students to also develop the material used for reflection and
commentary. The changing emphasis enables and requires students to develop life
long learning skills through the development of the relating of competences to the
work requirements.
13. Programme Structures*
Level
6
Level
5
Stage
2.1
Level
4
Stage
1
Module
size
14. Awards and Credits*
Project (C)
20
20
40
40
Industrial Placement (O)
120
BEng (Hons) Motor Sports
Engineering requires 360 credits
including a minimum of 220 at level 5 or
above and a minimum of 100 at level 6.
BEng (Hons) Motor Sports
Engineering with Industrial
Placement requires 360 credits
including a minimum of 220 at level 5
or above and a minimum of 100 at level
6 and satisfactory completion of
MP2899.
BEng Motor Sports Engineering
requires 320 credits including a
minimum of 180 at level 5 or above and
a minimum of 40 at level 6.
BEng Motor Sports Engineering with
Industrial Placement requires 320
credits including a minimum of 180 at
level 5 or above and a minimum of 40
at level 6. and satisfactory completion
of MP2899.
Diploma of Higher Education in
Motor Sports requires 240 credits
including a minimum of 100 at level 5
or above.
Certificate of Higher Education in
Motor Sports requires 120 credits
including a minimum of 100 at level 4
or above.
Module
Code
MP3592
MP3604
MP3598
MP3999
Module Title
MP2899
Motor Sports Systems
Advanced CAD
MS Design & Devel’ment (C)
MP2714 CAD & Manufacture
MP2721 Operations Management A
MP2570 Engineering Design &
Manufacture
MP2578 Engineering Mechanics
MP2576 Thermo-fluids with CFD
MS1062 Engineering Analysis A
MS1063 Engineering Analysis B
MP1515 Drawing & CAD
MP1532 Manufacturing Engineering
MP1784 Introduction to Mechanics
EL1785 Electronics &
Instrumentation
MP1790 Race Car Anatomy
20
20
40
20
20
20
20
20
20
20
20
20
Study of one of the Engineering Analysis
modules below
MS1060
Engineering Analysis A
20
MS1063
Engineering Analysis B
20
15. Personal Development Planning
Personal Development Planning (PDP) is:
 Reflection on learning, performance, and achievement
 Planning for personal, educational, and career development.
PDP involves review and reflection involving academic study, extra-curricular activities and career
planning. It results in an understanding and ownership of learning. The student will be introduced to
PDP during tutorial sessions which should be seen as an opportunity to develop a plan for the whole
of the student's time at University.
Since learning is a lifelong process the work in PDP is not assessed. There are many similarities to
work-based learning, and Continued Professional Development (CPD) - which is required for
membership of professional societies. The skills in PDP are key components of employability - selfreflection, recording, target setting, action planning and monitoring.
Web based materials relevant to PDP are found at:
Personal Development Planning
www.uclan.ac.uk/ldu/resources/pdp/intro1.htm
Skills Learning Resources
www.uclan.ac.uk/lskills/TLTP3/entersite.html
There is also information available which can be located using a web search engine.
At Induction the student takes part in a session involving a range of self-assessment exercises. This
is followed by early in Semester 1 the student being recommended to access the Personal
Development Planning web page (above), where there are a range of activities and exercises. The
results of the activity or exercise are kept together in an A4 folder. A paper based system is
suggested, due to concerns about the security, privacy, and long-term accessibility of records.
This activity is reinforced by all first year students taking part in an event organised by 'Frontier
Education' and based on the Mongolian 'Yurts' form of accommodation. This encourages
communication and team working between students and fellow students, and between students and
staff.
Subsequently during tutorial sessions there will be discussion around PDP elements and in particular
anything the student may have found difficult, or in which he/she needs assistance. Alternative
approaches may be considered and discussed, if the student has particular issues. By the end of their
University studies, the student is advised to have completed and reviewed all the activities and
exercises
16. Admissions criteria
Programme Specifications include minimum entry requirements, including academic
qualifications, together with appropriate experience and skills required for entry to study.
These criteria may be expressed as a range rather than a specific grade. Amendments to
entry requirements may have been made after these documents were published and you
should consult the University’s website for the most up to date information.
Students will be informed of their personal minimum entry criteria in their offer letter.
Minimum entry requirements for degree level study for students of Curriculum 2000 will be a 12 unit
profile, which must be made up from one of the following configurations:
Three A2 level subjects.
Two A2 level subjects plus one single award Advanced VCE.
One A2 level subject plus one double award Advanced VCE.
One A2 level subject plus two single award Advanced VCE.
Plus evidence of Key Skills.
Although Year 12 (AS) qualifications will be a useful indicator of potential, offers of places will only be
made against total achievement at the end of Year 13.
For guidance entry requirements for BEng (Hons) Motor Sports Engineering should be 280 points
including Mathematics and Science and a third such as Technology at A2 level and at least five
GCSEs at Grade B or above including Maths and English.
Other acceptable qualifications include:
Scottish Certificate of Education Higher Grade passes (AAAA)
Irish Leaving Certificate Higher Grade passes (AAABB)
International Baccalaureate (32 points)
An appropriate BTEC Certificate or Diploma - an average of distinction grade must have been
achieved.
Kitemarked Access Course.
Applications from individuals with non-standard qualifications, relevant work or life experience and
who can demonstrate the ability to cope with and benefit from degree-level studies are considered.
If an applicant has gained a BTEC HND in Engineering it may be possible to achieved entry with
advanced standing. Applicants should note that a minimum period of study may apply.
Applicants seeking entry with advanced standing should note that the maximum entry point is to the
second year of study.
17. Key sources of information about the programme
Factsheet; Prospectus; University website uclan.ac.uk; Motor Sports information sheet
18. Curriculum Skills Map
Please tick in the relevant boxes where individual Programme Learning Outcomes are being assessed. The
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Module
Code
MP3999
MP3604
MP3598
MP3592
MP2578
Module Title
Project
Advanced CAD
MS Des & Dev
MS Systems
Eng Mechanics
Engineering
MP2570 Design & Man
MP2721 Ops Man A
MP2714 CAD & Manuf
MP2576 Thermo+CFD
MP1532 Manuf Engg
MP1784 Intro to Mech
MS1063 Engg Analysis
EL1785 Electronics+Inst
MP1515 Drawing & CAD
MP1790 Race Car Anat
Core
(C) or
Optio
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ECTV
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ECTV
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understanding
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UK-SPEC Learning Outcomes
2.
Degree Output Standards
The Output statements set out below are the interpretation by the IMechE of those published by ECuk in its document “The Accreditation of Higher Educations
Programmes – May 2004”. Within this document the following terms are used with the meanings stated:
“Understanding” is the capacity to use concepts creatively, for example, in problem solving, in design, in explanations and in diagnosis
“Knowledge” is information that can be recalled.
“Know-how” is the ability to apply learned knowledge and skills to perform operations intuitively, efficiently and correctly.
“Skills” are acquired and learned attributes which can be applied almost automatically.
“Awareness” is general familiarity, albeit bounded by the needs of the specific discipline.
2.1
General Learning Outcomes
Graduates with the exemplifying qualifications, irrespective of registration category or qualification level, must satisfy the following criteria:
IEng degree

Place an emphasis on the application of developed
technology and the attainment of know-how, sometimes
within a multidisciplinary engineering environment. The
breadth and depth of underpinning scientific and
mathematical knowledge, understanding and skills is
provided in the most appropriate manner to enable the
application of engineering principles within existing
technology to future engineering problems and
processes.

A programme accredited for IEng will have the general
learning outcomes described earlier in this document.
IEng programmes will have an emphasis on developing
and supporting the know-how necessary to apply
technology to engineering problems and processes, and
to maintain and manage current technology at peak
efficiency.
BEng(Hons) for CEng

To be accredited, engineering programmes must
provide two different categories of learning
outcomes. One category will be general in nature,
and will apply to all types of programme. The
second category will be more specific. These two
categories of outcome will be inter-related, with the
general learning outcomes being embodied to a
greater or lesser extend within the various
engineering learning outcomes.
Integrated BEng degree

BEng degrees differ from CEng Bachelors degrees in
having a greater range of project work, including a
group project. They also provide a greater range and
depth of specialist knowledge, within a research and
industrial environment, as well as a broader and more
general educational base, to provide both a foundation
for leadership, and a wider appreciation of the
economic, social and environmental context of
engineering.

The range of general learning outcomes described for
graduates from Bachelors programmes will also apply
to graduates from BEng programmes. Graduates from
an accredited integrated BEng degree will have the
ability to integrate their knowledge and understanding
of mathematics, science, ICT, design, the economic,
social and environmental context and engineering
practice to solve a substantial range of engineering
problems, some of a complex nature. They will have
acquired much of this ability through involvement in
individual and group design projects, which have a
greater degree of industrial involvement than those in
Bachelors degree programmes.
Knowledge and Understanding
IEng degree
 underpinning scientific and mathematical knowledge
and understanding to enable the application of
engineering principles within existing technology to
future engineering problems and processes
BEng(Hons) for CEng
 must be able to demonstrate their knowledge
and understanding of essential facts,
concepts, theories and principles of their
engineering discipline, and its underpinning
science and mathematics
Integrated BEng degree
 the ability to learn new theories, concepts,
methods etc in unfamiliar situations
 must have an appreciation of the wider
multidisciplinary engineering context and its
underlying principles
 must appreciate the social, environmental,
ethical, economic and commercial
considerations affecting the exercise of their
engineering judgement
Intellectual Abilities
IEng degree
 to support know-how when applying technology to
future engineering problems and processes
BEng(Hons) for CEng
Integrated BEng degree
 must be able to apply appropriate quantitative
science and engineering tools to the analysis
of problems
 the ability to develop, monitor and update a plan,
to reflect a changing operating environment
 must be able to demonstrate creative and
innovative ability in the synthesis of solutions
and in formulating design
 must be able to comprehend the broad picture
and thus work with an appropriate level of
detail
Practical Skills
IEng degree
 application of engineering principles within existing
technology to future engineering problems and
processes
BEng(Hons) for CEng
Integrated BEng degree
 must possess practical engineering skills
acquired through, for example, work carried
out in laboratories and workshops, in industry
through supervised work experience, in
individual and group project work, in design
work and in the development and use of
computer software in design, analysis and
control
 evidence of group working and participation in
a major project are expected
 an understanding of different roles within a team,
and the ability to exercise leadership
BEng(Hons) for CEng
Integrated BEng degree
General Transferable Skills
IEng degree
 must have developed transferable skills that
will be of value in a wide range of situations
 exemplified by the QCA Higher Level Key
Skills and include problem solving,
communication, and working with others, as
well as the effective use of general IT facilities
and information retrieval skills
 also include planning self-learning and
improving performance, as the foundation for
lifelong learning/CPD
 the ability to monitor and adjust a personal
programme of work on an ongoing basis, and to
learn independently
2.2
Specific Learning Outcomes
Graduates from accredited programmes must achieve the following five learning outcomes, defined by broad areas of learning. The learning
outcomes are expressed in terms of underpinning science and mathematics, engineering analysis, design, economic, social and environmental
context and engineering practice
In the table below, the central column related to the BEng (Hons) for CEng, is the reference column and the ones to the left and right show
enhancements or limitations to it. Where no enhancement or limitation is shown the statement in the central column applies.
IEng degree as enhancement or
limitation to BEng (Hons) for CEng
Integrated BEng degree as,
enhancement of BEng Hons
BEng (Hons) for CEng
The weighting given to these different broad areas of learning will vary according to the nature and aims of each programme
Underpinning science and mathematics, and associated engineering disciplines (US)
• Knowledge and understanding of the
scientific principles underpinning
relevant technologies.
US1i
US1
• Knowledge and understanding of
mathematics necessary to support
application of key engineering principles
US2i
US3
US2
US3
• Knowledge and understanding of scientific
principles and methodology necessary to
underpin their education in mechanical and
related engineering disciplines, to enable
appreciation of its scientific and engineering
context, and to support their understanding of
future developments and technologies.
• Knowledge and understanding of mathematical
principles necessary to underpin their education
in mechanical and related engineering
disciplines and to enable them to apply
mathematical methods, tools and notations
proficiently in the analysis and solution of
engineering problems
Ability to apply and integrate knowledge and
understanding of other engineering disciplines to
support study mechanical and related
engineering disciplines
• A comprehensive understanding of the
scientific principles of mechanical and
related engineering disciplines
US1m
US2m
US3m
• A comprehensive knowledge and
understanding of mathematical models
relevant to the mechanical and related
engineering disciplines, and an
appreciation of their limitations;
• An understanding of concepts from a
range of areas including some outside
engineering, and the ability to apply
them effectively in engineering projects
US4m
• A comprehensive knowledge and
understanding of the role and limitations
of ICT, and an awareness of developing
technologies in ICT;
1.1
1.2
IEng degree
BEng (Hons) for CEng
Integrated BEng degree
• Understanding of engineering principles and
the ability to apply them to analyse key
engineering processes
• Ability to use fundamental knowledge
to investigate new and emerging
technologies
Engineering Analysis (E)
E1i
E2i
E3i
E4i
• Ability to monitor, interpret and apply
the results of analyses and modelling in
order to bring about continuous
improvement
• Ability to use the results of analysis to
solve engineering problems, apply
technology and implement engineering
processes.
• Ability to apply quantitative methods
and computer software relevant to
mechanical engineering technology,
frequently within a multidisciplinary
context.
• Ability to apply a systems approach to
engineering problems through knowhow of the application of the relevant
technologies.
E1
E2
E3
• Ability to identify, classify and describe the
performance of systems and components
through the use of analytical methods and
modelling techniques
• Ability to apply quantitative methods and
computer software relevant to mechanical and
related engineering disciplines, to solve
engineering problems
E1m
E2m
E3m
• Ability to extract data pertinent to an
unfamiliar problem, and apply in its
solution using computer based
engineering tools when appropriate;
• An understanding of the capabilities of
computer based models for solving
problems in engineering, and the ability
to assess the limitations of particular
cases;
• Understanding of and ability to apply a systems
approach to engineering problems
E4
E4
Design is the creation and development of an economically viable product, process or system to meet a defined need. It involves
significant technical and intellectual challenges and can be used to integrate all engineering understanding, knowledge and skills to the
solution of real problems. Graduates need the knowledge, understanding and skills to:
Design (D)
• Define a problem and identify
constraints.
D1i
D2i
D1
• Design solutions according to
customer and user needs.
D3
D3
D6i
• Understand customer and user needs and the
importance of considerations such as aesthetics
• Identify and manage cost drivers
D1m
• Wide knowledge and comprehensive
understanding of design processes and
methodologies and the ability to apply
and adapt them in unfamiliar situations
D2
D3
IEng degree
BEng (Hons) for CEng
Integrated BEng degree
• Use practical creativity and innovation
• Use creativity to establish innovative solutions.
• Ability to generate an innovative design
for systems, components or processes
to fulfil new needs
D4i
D5i
D2
• Investigate and define a problem and identify
constraints including environmental and
sustainability limitations, health and safety and
risk assessment issues
D4
• Ensure fitness for purpose (including
operation, maintenance, reliability etc).
• Adapt designs to meet their new
purposes or applications.
D5
D6
D4m
• Ensure fitness for purpose for all aspects of the
problem including production, operation,
maintenance and disposal
• Manage the design process and evaluate
outcomes
D5m
D6
• Ability to generate ideas for new
products and develop and evaluate a
range of new solutions
Economic, social and environmental context (S)
S1i
S2i
S3i
S4i
S5i
• Knowledge and understanding of
commercial and economic context of
engineering processes.
• Knowledge of management techniques
which may be used to achieve
engineering objectives within that
context
• Understanding of the requirement for
engineering activities to promote
sustainable development
• Awareness of the framework of
relevant legal requirements governing
engineering activities, including
personnel, health, safety, and risk
(including environmental risk) issues
• Understanding of the need for a high
level of professional and ethical conduct
in engineering
S1
S2
S3
S4
S5
• Knowledge and understanding of commercial
and economic context of engineering processes.
• Knowledge of management techniques which
may be used to achieve engineering objectives
within that context
• Understanding of the requirement for
engineering activities to promote sustainable
development
• Awareness of the framework of relevant legal
requirements governing engineering activities,
including personnel, health, safety, and risk
(including environmental risk) issues
• Understanding of the need for a high level of
professional and ethical conduct in engineering
S1m
S2m
S3
S4
S5
• The ability to make general evaluations
of commercial risks through some
understanding of the basis of such risks
• Extensive knowledge and
understanding of management and
business practices, and their limitations,
and how these may be applied
appropriately to strategic and tactical
issues.
IEng degree
BEng (Hons) for CEng
Integrated BEng degree
Engineering Practice (P)
P1i
P2i
P3i
P4i
• Understanding of and ability to use
relevant equipment, tools, processes, or
products.
• Knowledge and understanding of
engineering workshop and laboratory
practice
• Knowledge of contexts in which
engineering knowledge can be applied
(e.g. operations and management,
technology development, technology
application etc).
• Ability to use and apply information
from technical literature.
P5
P1
• Knowledge of characteristics of particular
equipment, processes, or products
P1m
P2
• Engineering workshop and laboratory skills
P2m
P3
• Understanding of contexts in which
engineering knowledge can be applied (e.g.
operations and management, technology
development, etc)
P3
P4
• Understanding use of technical literature and
other information sources
P4
P5
• Awareness of nature of intellectual property
and contractual issues
P5
P6i
• Ability to use appropriate codes of
practice and industry standards.
P6
• Understanding of appropriate codes of practice
and industry standards
P6
P7i
• Awareness of quality issues and their
application to continuous improvement.
P7
• Awareness of quality issues
P7
P8i
• Understanding of the principles of
managing engineering processes.
P8
• Ability to work with technical uncertainty
P8m
• A thorough understanding of current
practice and its limitations, and some
appreciation of likely new developments
• Extensive knowledge and
understanding of a wide range of
engineering materials and components
• Ability to apply engineering techniques
taking account of a range of commercial
and industrial constraints
1.3