PROGRAMME SPECIFICATION
Programme title:
MRes Energy Demand Studies
Final award (BSc, MA etc):
MRes (180 credits)
(where stopping off points exist they should be
detailed here and defined later in the document)
UCAS code:
N/A
(where applicable)
Cohort(s) to which this programme
specification is applicable:
From 2015 intake onwards
(e.g. from 2015 intake onwards)
Awarding institution/body:
University College London
Teaching institution:
University College London
Faculty:
Built Environment
Parent Department:
School of the Environment, Energy & Resources
(the department responsible for the administration of
the programme)
Departmental web page address:
(if applicable)
http://www.bartlett.ucl.ac.uk/energy/programmes/postgraduate/mresenergy-demand-studies
Method of study:
Full-time/Modular/flexible
Full-time/Part-time/Other
Criteria for admission to the
programme:
Length of the programme:
At least a second class 2.1 degree from a UK institution or the
overseas equivalent in physics, engineering , economics, social
science. Applicants who do not already possess at least a 2:1
Honours degree from a UK institution or the overseas equivalent,
may still considered where they have a postgraduate qualification/or
significant relevant work experience in addition to a first degree.
English language standard proficiency certificate is required.
12 months full-time, up to 60 months flexible
(please note any periods spent away from UCL, such
as study abroad or placements in industry)
Level on Framework for Higher
Education Qualifications (FHEQ)
(see Guidance notes)
Relevant subject benchmark statement
(SBS)
(see Guidance notes)
Level 7
N/A
Brief outline of the structure of the
programme
and
its
assessment
methods:
(see guidance notes)
Board of Examiners:
180 credit course, focussed on the needs of early career researchers.
Key knowledge and context is provided by technical modules.
Students undertake two assessed modules and audit a further two
modules, covering the most relevant theory, previous research,
context, methods and issues with undertaking research in this field.
Transferable skills underpin effective research and career
management. Two compulsory transferable skills modules support
students in their personal development, particularly in effective
research management, methodologies and communication skills.
3 technical modules (BENGED1, BENVGEF3, BENVGED2) and 2
transferable skills modules (BENVGED3, BENVGED7) and 2
dissertation /report (BENVGED5, BENVGED6).
Assessment methods will differ between modules, and will comprise
assessed course work, including hands-on modelling projects,
presentations and a 15'000 word dissertation, 4,000 word paper and
45 minute viva
Name of Board of Examiners:
Bartlett MRes Board of Examiners
Professional body accreditation
(if applicable):
n/a (at this stage)
EDUCATIONAL AIMS OF THE PROGRAMME:
The aim is to give its students a superb grounding in the required skills and knowledge to pursue a career in
industry or academia. Technical work is highly topical, focusing on energy demand in the built environment, and is
complemented by the development of research and transferable skills.
Graduates of this course will be equipped by it to become high class researchers and leaders in their chosen area
of specialisation in terms of built environment.
The skills that they will acquire will make them strong applicants for employment in built environment sector in
industry, central and local government, NGOs, and universities and research institutes.
PROGRAMME OUTCOMES:
The programme provides opportunities for students to develop and demonstrate knowledge and understanding,
qualities, skills and other attributes in the following areas:
A: Knowledge and understanding
Knowledge and understanding of:
Teaching/learning methods and strategies:

The basic teaching/learning tool is the 2 to 3 hour
lecture, together with personal reading of set texts and
background material. These are supported by tutorials.










How to commission and critique
research.
The main theoretical approaches in
built environment
The energy and built environment
modelling process.
The main contemporary issues
related to the energy sector.
UK energy policy
The basics of economics of technical
change with special reference to
energy and built environment
Social science theories used to
understand energy related behaviors
and lifestyles
How sustainability can create value
for businesses.
Implementing buildings and energy
theory and the associated analysis
techniques
Complex understanding of energy
demand issues
Challenges in addressing real
research issues such as access to
data, understanding data, variability
in data
Assessment:
Taught modules are assessed continuously through
coursework, which varies in type from exercise to
exercise to suit the learning outcomes.
B: Skills and other attributes
Intellectual (thinking) skills:
Teaching/learning methods and strategies:
In completing the course, the student
should
 have begun to take an
analytical/synthetic approach to
problem solving
 have developed analytical techniques
for the interpretation of experimental,
monitored and simulated data
 be able critically to review material,
such as texts, research papers,
experimental and other data.
 Critically evaluate and compare
theories.
Students are expected to discuss course material in
seminars and tutorials critically, and to analyse and
interpret collected and/or simulated data in coursework
and the dissertation, prepare presentations. Feedback
is given on coursework, and individual and group
tutorials are used to develop intellectual skills
Assessment:
Through coursework assignments and the dissertation
C: Skills and other attributes
Practical skills (able to):
Teaching/learning methods and strategies:
On completing the course, the student
should be able to
 Carry out a literature review and
critically analyse the literature
 Develop a clear research question.
 Critically use data, analyse, and
model.
 use libraries, data bases and the
internet to find relevant material
 work effectively with other
professionals in the field
 analyse the results of a study and
synthesise them into a convincing
conclusion
 structure and write up short reports
and longer pieces of work such as the
dissertation
 write in the style of a paper
 work to deadlines
Students develop their practical skills through carrying
out the coursework and in producing the dissertation.
The range of coursework is wide to ensure students
learn the practical skills listed opposite. Coursework
involves
 extended essay and report writing where the
material has to be found and reviewed critically
 the submission of work within the specified
timescale
Assessment:
Through coursework assignments and the dissertation
D: Skills and other attributes
Transferable skills (able to):
Teaching/learning methods and strategies:
On completing the course, the student
should be able to
 listen, learn and contribute to
seminars
 write clear, concise, structured
essays, research papers and reports
 use a range of computer and
information technology resources
 analyse building environmental
performance
present material orally and visually using
aids such as PowerPoint
Through the coursework assignments and dissertation,
contributions to seminars and the presentation of
coursework to their peers, UCL staff and invited guests
Assessment:
Through coursework assignments and the dissertation
The following reference points were used in designing the programme:
 the Framework for Higher Education Qualifications:
(http://www.qaa.ac.uk/en/Publications/Documents/qualifications-frameworks.pdf);
 the relevant Subject Benchmark Statements:
(http://www.qaa.ac.uk/assuring-standards-and-quality/the-quality-code/subject-benchmark-statements);
 the programme specifications for UCL degree programmes in relevant subjects (where applicable);
 UCL teaching and learning policies;
 staff research.
Please note: This 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. More detailed information on the learning outcomes,
content and teaching, learning and assessment methods of each course unit/module can be found in the
departmental course handbook. The accuracy of the information contained in this document is reviewed annually
by UCL and may be checked by the Quality Assurance Agency.
Programme Organiser(s)
Dr Catalina Spataru
Name(s):
Date of Production:
October 2015
Date of Review:
October 2015
Date approved by Chair of
Departmental Teaching
Committee:
Date approved by Faculty
Teaching Committee
October 2015
October 2015