LOUGHBOROUGH UNIVERSITY
Programme Specification
Mechanical Engineering - M.Eng
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 full advantage is taken of the learning
opportunities that are provided. More detailed information on the learning outcomes,
content and teaching, learning and assessment methods of each module can be found
in Module Specifications and other programme documentation and online at
http://www.lboro.ac.uk/
The accuracy of the information in this document is reviewed by the University and
may be checked by the Quality Assurance Agency for Higher Education.
Awarding body/institution;
Loughborough University
Teaching institution (if different);
As above
Details of accreditation by a
professional/statutory body;
IMechE
Name of the final award;
M.Eng. or M.Eng. DIS
Programme title;
Mechanical Engineering
UCAS code;
H302, H303
Date at which the programme
specification was written or
revised.
July 2005
1. Aims of the programme:
To provide a fully accredited broad based honours degree programme for
well-motivated students with high entry qualifications. The programme seeks
to produce high quality graduates who have a strong academic background
combined with outstanding integrative skills and the ability to progress rapidly
to a position of responsibility and subsequently provide technical, managerial
and entrepreneurial leadership.
2. Relevant subject benchmark statements and other external and internal
reference points used to inform programme outcomes:
The National Qualifications Framework
QAA Benchmark statements for Engineering
SARTOR 3/UK SPEC Engineering Accreditation
I.Mech.E Accreditation report from accreditation visit 2/5/02
The formation of Mechanical Engineers, Educational Base, I.Mech.E. 1999.
Loughborough University Learning and Teaching Strategy
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3. Intended Learning Outcomes
NB: Following periodic Programme Review in 2005, Intended Learning Outcomes
will be reviewed in 2005/06.
On completion of the programme M.Eng Graduates should have acquired
technical depth in core mechanical engineering subjects and a number of
specialist applications and studied sufficient breadth to understand a wide
range of technologies and related disciplines. They should have developed
strong interpersonal, communication and teamworking skills and become
aware of modern commercial and managerial practices appropriate to
engineering industry.
More specifically:
On successful completion of this programme, M.Eng graduates should be
able to demonstrate:
 comprehensive knowledge and understanding of relevant mathematical
methods and the principles of engineering science as applied to mechanical
engineering systems;
 comprehensive knowledge and understanding of a number of specialist
engineering science disciplines in greater depth than is normally associated
with a first degree award.
 a broad knowledge and understanding range of multidisciplinary
engineering topics including a solid appreciation of microelectronics and
machine control software.
 a comprehensive knowledge and understanding of the role of information
technology in providing support for mechanical engineers
 a wide knowledge and comprehensive understanding of engineering design
principles and techniques.
 an extensive knowledge of engineering components and materials
 extensive knowledge and understanding of management and business
practices appropriate to engineering industry and of the professional and
ethical responsibilities of engineers and engineering designers.
Skills and other attributes:
The MEng graduate will also be able to use such knowledge in a creative way
and be able to:
 investigate new and emerging technologies using fundamental knowledge;
 extract, from given data, that which is pertinent to an unfamiliar problem,
and apply in its solution, using computer based engineering tools when
appropriate;
 select appropriate data from a range of possible data sets and present them
in alternative forms to create deeper understanding and/or greater impact;
 generate an innovative design for systems, components or processes to
fulfil new needs;
 integrate presentational techniques and the information to be presented for
maximum impact.
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They will be able to tackle complex problems and be able to:
 integrate knowledge from all aspects of the programme.
 apply engineering techniques taking account of a range of commercial and
industrial constraints;
 research and use new methods required for novel situations and adapt to
specific purposes if necessary;
 recognise the capabilities and limitations of computer based methods for
engineering problem solving.
 learn new theories, concepts, methods etc in an unfamiliar situation outside
the discipline area.
They will be able to work with the minimum of supervision, being
proactive in their approach to learning and be able to:
 generate ideas for new products and develop and evaluate a range of new
solutions;
 develop, monitor and update a plan, to reflect a changing operating
environment;
 monitor and adjust a personal programme of work on an on-going basis
and can learn independently;
 undertake most of the technical roles within a team and exercise
leadership.
Teaching, learning and assessment strategies to enable the above
outcomes to be achieved and demonstrated:
Acquisition of the above knowledge and understanding is through a
combination of lectures, tutorials, seminars, co-operative projects with
industry, internal group and individual projects, practical laboratory work,
industrial training (DIS students only) coursework assignments and
supervisory experience.
Assessment is through a combination of written examinations and assessed
coursework. Coursework assessment varies from module to module and
includes the evaluation of laboratory reports, technical reports, problem
solving exercises, design portfolios, manufacture of prototypes, computer
assisted assessment, oral presentations and viva-voce examinations.
4. Programme structures and requirements, levels, modules, credits and awards:
The M.Eng programme in Mechanical Engineering is offered as a full-time
programme four years or a sandwich programme of five years if taken with the
optional year of industrial training in year 3 between parts B and C of the
programme. The sandwich degree offers the additional award of Diploma of
Industrial Studies (DIS). Students study modules with a combined weight of
120 credits in each part (academic year) of the programme and each part is
taught in two 15-week semesters.
The programme structure is briefly described below and, in more detail in the
Programme Regulations. Details of Module Specifications can be found at the
following Web address:- http://cisinfo.lboro.ac.uk:8081/CI/WR0015.MAIN
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Modules are listed under the department primarily responsible for them, e.g.
module based in the School Module of Mechanical and Manufacturing
Engineering are coded MM (previously MU = Manufacturing Engineering,
MC = Mechanical Engineering). The credit weighting of each module is
specified, 10 credits being approximately equivalent to 100 hours, on average,
of student effort.
Part A
Compulsory Subjects (120)
Engineering Mathematics (20)
Thermofluids (20) introducing. thermodynamics and fluid mechanics.
Engineering Mechanics (20) introducing statics, dynamics and strength of
materials.
Materials Technology (10)
Electronics and Electrical Technology (10)
Design Communication and Manufacture (20) Introducing engineering
drawing standards, CAD and a major design/make project.
Engineering Insight (20) introducing study and communication skills, ICT
systems, business management, manufacturing processes, mechanical and
electrical measurement.
Part B
Compulsory Subjects (120)
Engineering Mathematics (10) building on part A
Thermofluids (20) extending thermodynamics heat Transfer and fluid flow
Engineering Mechanics (20) extending Mechanics of Materials and Dynamics
Control Engineering (10)
Electrical Power and Machines (10)
Application of Engineering Design (30) including an Industry Based project,
an internal project on the design and analysis of machine elements and the
further use of CAE
Engineering Computation (10)
Business Law, Finance and Quality (10)
DIS or DINTS (optional)
Our accredited industrial placement scheme leads to the additional award of
Diploma of Industrial Studies. Alternatively, students may take an integrated
year of study and training abroad in co-operation with a partner university,
leading to the award of Diploma of International Studies.
Part C
Compulsory Modules (60)
Individual Project (40)
Business Systems (10)
Computer Control and Instrumentation (10)
Deepening Modules - part 1 (20) two from
Vibration Noise and Rotordynamics
Computational Fluid Dynamics
Structural Integrity: Finite Element Analysis
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Polymer Engineering
Design of Machinery: kinematics
Broadening Modules (40) one of the following pairs of modules
Laser and Optical Measurement (20)
Materials Engineering (20)
Manufacturing Engineering (20)
European Language (20)
Plus two further choices from
Tribology (10)
Laser Materials Processing (10)
Robotics and Control (10)
Advanced Heat Transfer (10)
Design for Assembly (10)
Digital Image Processing (10)
Manufacturing for the Environment (10)
Computer Aided Engineering (10)
Metrology (10)
Sports Engineering (10)
Turbomachinery (10)
Healthcare Engineering (10)
Part D
Compulsory Modules (70)
Project Engineering (30)
Engineering Design Management (10)
Mechatronics OR Microprocessor Applications (20) Computer control and
instrumentation (part C) is a prerequisite module for this advanced project
based study.
Project Leadership (10 OR Teamwork and Leadership (10) OR Management
of the Human Resource (10)
Deepening Modules - part 2 (20) two follow-on modules from:
Vibration Noise and Rotordynamics
Computational Fluid Dynamics
Structural Integrity
Polymer Engineering
Design of Machinery: dynamics
Broadening Modules (30) - A choice of specialist modules from:
Internal Combustion Engines (20)
European Language (20)
Manufacturing for the Environment (10)
Sports Engineering (10)
Computer Aided Engineering (10)
Tribology (10)
Metrology (10)
Digital Image Processing (10)
Robotics and Control (10)
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Turbomachinery (10)
Healthcare Engineering (10)
Study Abroad Within the Academic Year
Students may make arrangements to study part D at an approved overseas
institution
5. Criteria for admission to the programme:
Candidates must be able to satisfy the general requirements of the University
and of the School of Mechanical and Manufacturing Engineering; typically the
requirements are:
A Level Qualifications
300 points from: minimum grade C in Mathematics and Physics at A level
plus a third A level or two AS levels.
Vocational A level (VAL)
300 points from a minimum of 18 units or any combination of VAL units and
AS or A level units.
BTEC:
Outstanding candidates are considered on an individual basis.
Advanced highers: BCC from mathematics, physics and a third advanced
higher (or two highers)
International Baccalaureate: Total score of 30 points with a minimum 6 in
higher level mathematics and physics.
Applicants who miss their offer are automatically reconsidered for entry to the
corresponding B.Eng programme that shares a common part A. Transfer from
B.Eng to M.Eng at the end of the first year is possible but is dependent upon
high achievement on course.
Selection procedures
Applicants are informally interviewed. We invite the candidates to visit the
university to meet staff and current students and to tour the facilities. These
can be one or two day's duration. Our special overnight visits which
incorporate an informal interview have proved to be the best way to find out
what living and studying in Loughborough is really like. Candidates who fail
to meet the M.Eng entry requirements are offered entry to the B.Eng
programme subject to normal B.Eng entry conditions. Upward transfer after
year one is possible.
6. Information about assessment regulations:
The method of assessment for each module is described within the relevant
module specification (see section 4 above).
Examinations are held in each subject for which an examination is required
in the assessment period at the end of the semester in which it is taught. At
the end of each year the results from examinations and coursework
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assessment will be combined, as detailed in each module specification.
Percentage scores are calculated to one decimal place and then rounded to
the nearest integer.
The results for each module are compiled and considered by an
examination board, which awards credit for each satisfactorily completed
module ( 40%). Students who achieve sufficient credit to meet the
assessment requirements of their programme regulations will be allowed
to proceed to the next year of their course.
Briefly, all 120 credits are needed for progression in each year of this
M.Eng degree however, in addition, this programme demands that students
achieve a minimum standard of 50% in three-quarters of modules. Students
on the M.Eng programme are therefore expected to demonstrate both
breadth of learning and a high overall standard. Readers are directed to the
programme regulations (attached) for full details of this and the criteria for
the award of a degree.
Candidates in parts A, B or C not meeting the criteria for progression will have
the right to be re-assessed on one further occasion. The student may choose to
be re-assessed in the University’s Special Assessment Period in early
September or in the next academic year. Alternatively, candidates in parts A or
B may elect to enter the BEng degree programme in Mechanical Engineering
provided that they have achieved the criteria for progression for that
programme. IMechE accreditation will not be granted for MEng candidates
who graduate 3rd Class Honours or who are reassessed in the Individual Project
module.
7. Indicators of quality:
The course is fully accredited by the Institution of Mechanical Engineers. In
Teaching Quality Assessment, the School was awarded 23 points out of a
maximum of 24, confirming it as a leader in quality of teaching.
In the last Research Assessment Exercise (RAE) we achieved a grade 5; the
School is continually building on this achievement and is confident of
improving its rating in the future.
8. Particular support for learning:
Careers:
The Wolfson School employs a full time officer to offer advice regarding
careers and industrial placements. Also the University’s Careers Office run
timetabled tutorial sessions within the programme’s curriculum.
http://www.lboro.ac.uk/service/careers/section/careers_service/welcome.html
The Careers Service provides support and advice for students seeking careers
guidance and help with job-searching techniques, together with a library of
careers resources, careers fairs, employer presentations, management and
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skills courses and a comprehensive website containing vacancies and
information. In the UK Graduate Careers survey, sponsored by the Times
Newspaper, Loughborough University Careers Service was rated as one of the
most impressive with over 80% of students rating it as good or excellent. The
service has also been identified by employers as the amongst the top ten
Higher Education careers services in the 2003 Association of graduate
Recruiters/Barkers survey.
Library:
http://www.lboro.ac.uk/library/
The University Library provides advanced support for student learning in a
purpose-built building and electronically via the web. It is open for upwards
of 80 hours per week during semester and holds a stock of more than half a
million volumes and an extensive serials collection. Numerous PC
workstations (100+), networked printing facilities and self-service
photocopiers are also available. The Library is designated EDC (European
Documentation Centre). The Library catalogue is available on-line, as are
electronic versions of reading lists. Over 180 subject-specific electronic
databases can be accessed by users both on campus and elsewhere. The
Library organises induction sessions for first year students and librarians can
provide flexible training for students and researchers throughout their time at
Loughborough. User support is also available from the Library information
desks, via printed and online guides and through a series of ‘Lunchtime in the
Library’ and other training sessions. There are a variety of study
environments in the Library, including individual and group study desks,
private carrels and group study rooms.
Computing Facilities:
The School has installed many computers to enhance the extensive central
facilities provided by the Computing Services (see below). The additional
facilities provided by the School fall into two general categories:Group 1 – Computing services primarily intended to support teaching
activities. Access to these machines is limited only by timetabled
teaching/tutorial requirements.
Group 2 – Computers intended to support research in the School, but to which
students have access whilst undertaking certain electives and/or by prior
arrangement with their project supervisor.
Group 1
The School has many PCs that are used to support its teaching activities by
exposing students to relevant applications software. The largest concentration
of these is in the PC Rooms TW/1/15 and T/2/10. All of these computers use
Microsoft Windows NT. The two CAE Rooms (TW/1/14 and T2.09) house
Engineering Workstations that are used extensively to support CAD and CAE
teaching. These workstations use the UNIX operating system with the
Common Desktop Environment as windowing systems. A further substantial
group of workstations and PCs have been installed in the Design Projects area
as part of an Engineering Faculty initiative.
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Group 2
The majority of the computer based research in the School is done on similar
Sun Microsystems and Windows NT workstations. Those students opting for
projects closely allied to these research projects in their final year should
therefore already be familiar with this type of facility.
http://www.lboro.ac.uk/computing/index.html
Computing Services provides the University IT facilities and infrastructure.
General purpose computer resources across campus are open 24 hours and
more specialist computer laboratories are provided in partnership with
departments. Students in halls of residence are supported in connecting their
computers to the high speed network. The University’s virtual learning
environment “LEARN” provides on and off campus access to web-based
teaching materials provided by lecturing staff.
Professional Development
http://www.lboro.ac.uk/service/pd
Professional Development (PD) provides continuing professional development
and support in teaching and a wide range of other areas. New lecturers attend
a personalised programme of PD courses and, in the final year of probation,
PD assesses their teaching through direct observation and a portfolio.
Accreditation for this process has been awarded by the Higher Education
Academy (HEA). PD works directly with staff who wish to develop more
effective teaching and learning methods – including the area of learning
technologies – and provides resources to support the learning skills
development of students. Other development opportunities are provided in
institutional strategic priority areas and in response to discussions with
departments in the context of their needs.
Counselling Service and English Language Study Unit:
The Counselling Service and English Language Study Unit are able to support
individual students in resolving problems and in improving communication
skills for international students.
Engineering Education Centre:
The Engineering Education Centre supports the implementation of innovative
Teaching and Learning Methods into the curriculum, within the Faculty of
Engineering, via the use of appropriate technologies. The Centre provides a
focus for computer based learning and teaching activities in the Engineering
Faculty, unlimited advice on Computer aided learning/assessment and distance
learning materials, a limited amount of free software development time, and
help to secure funding and manage projects relevant to learning and teaching
The Mathematics Learning Support Centre:
http://learn.lboro.ac.uk/sci/ma/mlsc/
The Centre, which is based in the Department of Mathematical Sciences,
provides a range of services designed to support any undergraduate student in
the University in their learning of mathematics. In particular it aims to help
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students in the earlier stages of their studies who might benefit from resources
and tuition over and above that normally provided as part of their course.
The Virtual Engineering mathematics Learning Support Centre provides
online help for Engineering students in mathematics. This site is an additional
resource provided by the mathematics Learning Support Centre in conjunction
with the HEA Engineering subject Centre, providing students with an
additional way of accessing some of the resources held within the centre – 24
hours a day.
Disabilities & Additional Needs Service:
http://www.lboro.ac.uk/disabilities/
The Disabilities and Additional Needs Service (DANS) offers support for
students and staff including: advice both on matters relating to the Special
Educational Needs and Disabilities Act (SENDA); adaptation of course
materials into Braille/large print/tape/disk/other formats; organising mobility
training; BSL interpretation; provision of communication support workers;
note takers in lectures/tutorials; assessment of specific support, equipment and
software needs; individual/small group tuition for students who have dyslexia;
representing students’ needs to academic and other University departments;
organising adapted accommodation to meet individual needs; helping to
organise carers to meet any personal care needs; organising appropriate
support for students who have a mental health problem.
DANS has links with the RNIB Vocational College, Derby College for Deaf
People and the National Autism Society to offer effective support to students
at the University. It regularly takes advice from other national and local
organisations of and for disabled people.
Where a student has complex support or accommodation needs, contact with
DANS is strongly advised prior to application.
9. Methods for evaluating and improving the quality and standards of learning:
The University has a formal quality procedure and reporting structure laid out
in its Academic Quality Procedures handbook, available online at:
http://www.lboro.ac.uk/admin/ar/policy/aqp/index.htm and directed by the
Pro-Vice-Chancellor (Teaching). Each Faculty has an Associate Dean for
Teaching responsible for all learning and teaching matters. For each Faculty
there is a Directorate (responsible for the allocation of resources) and a Board
(responsible for monitoring quality issues within each department). Support is
provided by Professional Development. Student feedback on modules and
programmes is sought at regular intervals, individual programmes are
reviewed annually, and Departments review their full portfolio of programmes
as part of a Periodic Programme Review (every five years).
Minor changes to module specifications are approved by the Associate Dean
(Teaching) on behalf of the Faculty Board, and ratified by the University
Curriculum Sub-Committee in accordance with the University's quality
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procedures. Major changes are formally considered by the University
Curriculum Sub-Committee.
All staff participate in the University's staff appraisal scheme, which helps to
identify any needs for staff skills development. Both probationary staff and
those seeking promotion to Senior Lecturer are subject to a formal teaching
evaluation scheme, administered by Professional Development and accredited
by the Higher Education Academy.
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