MSc Chemical Process Engineering

Programme title:
MSc in Chemical Process Engineering
Final award (BSc, MA etc):
(where stopping off points exist they should be
detailed here and defined later in the document)
UCAS code:
N/A (UCL internal code TMSCENSCPE01)
(where applicable)
Cohort(s) to which this programme
specification is applicable:
2001 intake onwards
(e.g. from 2015 intake onwards)
Awarding institution/body:
University College London
Teaching institution:
University College London
Engineering Sciences
Parent Department:
(the department responsible for the administration of
the programme)
Chemical Engineering
Departmental web page address:
(if applicable)
Method of study:
Criteria for admission to the
Length of the programme:
(please note any periods spent away from UCL, such
as study abroad or placements in industry)
One calendar year full-time
Level on Framework for Higher
Education Qualifications (FHEQ)
(see Guidance notes)
Relevant subject benchmark statement
(see Guidance notes)
Engineering is concerned with developing, providing and maintaining
infrastructure, products, processes and services for society.
Engineering addresses the complete life-cycle of a product, process
or service, from conception, through design and manufacture, to
decommissioning and disposal, within the constraints imposed by
economic, legal, social, cultural and environmental considerations.
Engineering relies on three core elements, namely scientific
principles, mathematics and 'realisation'. Scientific principles clearly
underpin all engineering, while mathematics is the language used to
communicate parameters, model and optimise solutions. Realisation
encapsulates the whole range of creative abilities which distinguish
the engineer from the scientist; to conceive, make and actually bring
to fruition something which has never existed before. This creativity
and innovation to develop economically viable and ethically sound
sustainable solutions is an essential and distinguishing characteristic
of engineering, shared by the many diverse, established and
emerging disciplines within engineering.
The UK Standard for Professional Engineering Competence (2013)
sets out five main areas of competence expected for Chartered
Engineers, each covering a number of different aspects:
A. Use of general and specialist engineering knowledge and
B. Application of appropriate theoretical and practical methods
C. Technical and commercial leadership and management
D. Effective interpersonal and communication skills
E. Commitment to professional standards and recognition of
obligations to society, the profession and the environment.
Brief outline of the structure of the
(see guidance notes)
Board of Examiners:
Name of Board of Examiners:
Postgraduate Board of Examiners in Chemical Engineering
Professional body accreditation
(if applicable):
Institution of Chemical Engineers
Date of next scheduled
accreditation visit: 2016
The MSc programme in Chemical Process Engineering is specifically designed to provide graduates in such
disciplines as chemical engineering, material science and chemistry and its allied fields with advanced training for
entering the chemical process industries.
The advanced design project option is particularly aimed at those students without a design project component in
their first degree who wish to acquire a training that will help meet the academic requirements for a professional
career in chemical engineering and gain chartered engineer status.
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:
1. Core chemical engineering principles
and applications.
2. Design techniques for the creation of
products and process plant to meet a
defined need.
3. Commercial and economic aspects,
health, safety, environmental and
other professional issues.
4. Subjects complementary to, but
outside of, the chemical engineering
5. Management and business practices.
6. Techniques applicable to either
research or advanced scholarship.
Teaching/learning methods and strategies:
Acquisition of (1-3) is through a combination of taught,
lecture-based courses, individual and group activities,
assessed coursework and tutorial sessions. Invited
lectures delivered by industrialists are delivered at
strategic points during the programme to augment the
studies and provide a professional and social context.
To acquire (4) and (5), students are encouraged to
broaden their experience beyond their discipline through
participation in approved optional courses, provided both
from within and outside the Department. Advanced
design and research projects are provided to extend the
knowledge and understanding of such practices and to
encourage critical thinking (6).
Testing of the knowledge base is through a combination
of unseen written examinations (1-6), assessed
coursework (1-6), individual and group project reports
(2-4) and individual and group oral presentations (2-4).
Research projects (6) are assessed through written
dissertations and oral presentations, whilst advanced
design projects are assessed through written reports
and oral presentations.
B: Skills and other attributes
Intellectual (thinking) skills:
1. Be creative and innovative in solving
problems and in designing systems
and processes.
2. Use appropriate mathematical
methods and scientific principles as a
tool for solving complex problems,
often on the basis of limited and
possible contradictory information.
3. Analyse and interpret data and, when
necessary, design experiments to gain
new data.
4. Assess technical, health & safety,
environmental and commercial risks.
5. Apply professional judgement,
balancing costs, benefits, safety,
quality, reliability, appearance and
environmental impact.
6. Evaluate methodologies and develop
critiques of them and, where
appropriate, to propose new
hypotheses on them.
Teaching/learning methods and strategies:
Intellectual skills are developed throughout the teaching
and learning programme outlined above. Students are
taught to work both independently and in groups and are
encouraged to learn actively, rather than passively.
Creativity and innovation is encouraged on the
demonstration of sound judgement and assumptions.
The variety of assessment methods outlined above all
place emphasis (as detailed in their assessment criteria)
on the learner’s ability to demonstrate skills (1-6)
through the production of coherent written and oral
responses to either set problems or tasks. During group
work, this is augmented by the students discussing their
reasoning with the appropriate course providers.
C: Skills and other attributes
Practical skills (able to):
1. The ability to assess the nature and
significance of data, and their
relevance to given engineering
2. The ability to use laboratory and test
equipment to generate useful data.
3. The ability to design experiments to
test specific assumptions and theories.
4. The ability to test design and research
ideas through either laboratory
investigations or computer simulation,
with technical analysis and evaluation
of results.
Teaching/learning methods and strategies:
Practical skills are taught at the same time as specialist
knowledge, using the same range of teaching methods.
Individual and group work in the design and research
projects provide the opportunity of greater student
involvement in the design of experiments, the design
and development of devices and systems, and the
analysis and presentation of experimental results.
Practical skills are primarily assessed through reports,
written coursework and presentations of laboratory and
project work.
D: Skills and other attributes
Transferable skills (able to):
1. The ability to retrieve, analyse and use
information from a range of sources.
2. The ability to use IT tools effectively.
3. The ability to work alone or in teams.
4. The ability to communicate effectively
with co-workers and supervisors, and
to participate effectively in all levels of
project management.
5. The ability to communicate technical
and non-technical information clearly
and effectively, to both specialist and
non-specialist audiences.
6. The ability to exercise initiative, selfsufficiency and leadership where
7. Undertake lifelong learning.
Teaching/learning methods and strategies:
Transferable skills are not taught in separate courses,
but permeate the whole range of teaching and learning
methods used in the department.
Communications skills are also developed by
encouraging discussion and interaction with fellow
students and members of staff.
The Department is at the forefront of transferable skills
development and training in engineering. Throughout the
programme guidance is provided to students on
communication, teamwork, IT and project management
through a series of workshops and demonstrations.
Opportunities to develop these skills are provided
through oral presentations and project work.
The following reference points were used in designing the programme:
 the Framework for Higher Education Qualifications:
 the relevant Subject Benchmark Statements:
 IChemE Accreditation Guide
 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 on the
departmental student intranet. 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)
Prof Haroun Mahgerefteh
Date of Production:
4 February 2015
Date of Review:
30 October 2015
Date approved by Chair of
Departmental Teaching
Date approved by Faculty
Teaching Committee
30 October 2015
November 2015