LOUGHBOROUGH UNIVERSITY
Department of Design and Technology
Programme Specification
Industrial Design and Technology (BA) and
Industrial Design and Technology with the Diploma in Professional Studies
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);
Details of accreditation by a
professional/statutory body;
Name of the final award;
Programme title;
BA (Honours) or BA (Honours) and Diploma in
Professional Studies (DPS)
Industrial Design and Technology
UCAS code;
Date at which the programme
specification was written or revised.
July 2006
1. Aims of the programme:
to advance the understanding of designing, with particular attention to the practitioners, the
principles and practice of industrial design and their technological bases;
to provide opportunities for students to develop skills, values and attributes, and to acquire
knowledge and understanding, relevant to the needs of industrial design and technology;
to develop and foster imaginative and creative abilities, both individually and in teams;
to provide opportunities for students to develop and apply appropriate modelling methods to
design development, and to design and predict the performance of electronic and mechanical
systems relevant to industrial design products;
for students to be better able to recognise, contextualise and discuss the significance and
implications of design activity and its outcomes;
to enable students to develop effective communication skills, including those required for
verbal, visual and technical presentation;
to enhance students’ career and employment opportunities.
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2. Relevant subject benchmark statements and other external and internal reference
points used to inform programme outcomes:
The Benchmark Statements for Art and Design, and Engineering.
The National Qualifications Framework.
The University Learning and Teaching Strategy.
Departmental teaching and learning policies.
Departmental Handbook for the Diploma in Professional Studies.
The specialisims and research interests of the teaching staff.
3. Intended Learning Outcomes
Knowledge and Understanding:
On successful completion of this programme, students should be able to demonstrate
knowledge and understanding of:
design methodology and the context of design activity;
a range of issues concerned with industrial design requirements, including technical and
functional issues, product semantics, aesthetic and styling issues, emotional dimensions,
sustainable development and ecodesign strategies, ergonomics and user interaction;
the principles and practice of planning extended enquiries, user evaluations and technical
evaluations;
a range of prototyping and commercial manufacturing processes, and how to estimate
product costs;
technical requirements concerned with the functional elements of a product’s design,
including a basic understanding of electronic and mechanical systems, and materials;
how computer-based tools may be used to enhance and support design activities, particularly
how 3D CAD modelling and computer based manufacturing/prototyping can be used as a
foundation for downstream activities.
Teaching, learning and assessment strategies to enable outcomes to be achieved and
demonstrated:
Lectures (including visual aids, case studies, and outside specialist speakers), laboratory
activities (to develop deeper understanding and experience phenomena by applying
knowledge and understanding), small group and individual tutorials (for supervision of
coursework and advice on project work and assignments).
Assessment is undertaken through submission of coursework assignments (including essays,
reports, and tests) and end-of-module examinations.
Skills and other attributes:
a. Subject-specific intellectual/cognitive skills:
On successful completion of this programme, students should be able to:
analyse design contexts and develop a design strategy;
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develop design ideas, as an individual and also as part of a group;
identify and use appropriate resources to support designing, including basic electronic,
mechanical and computer-based systems;
Teaching, learning and assessment strategies to enable outcomes to be achieved and
demonstrated:
seminars (to raise and discuss issues related to design development);
studio sessions (to guide design developments and to consider how design issues should be
resolved or integrated);
laboratory activities (to develop scientific approaches and techniques used to test, simulate
and evaluate appropriate technologies);
optional workshops to support the development of skills in numeracy and CAD.
Assessment is undertaken through design project course work (to illustrate the analysis of
design situations and the development of design outcomes) and laboratory reports (to
illustrate technical competence).
b. Subject-specific practical skills:
On successful completion of this programme, students should be able to:
apply appropriate media and modelling techniques at various phases of a design process;
produce sketch, CAD, rendered, detailed part and General Assembly (GA) drawings of design
proposals;
make prototype models suitable for evaluation by users, and make jigs and tools to support
both prototype and commercial manufacture;
plan and execute the evaluation of proposed design products, analysing the outcome and
proposing suitable modifications;
use basic mathematics, electronic simulation tools and graphical methods to simulate and
design electronic and mechanical systems;
to relate and incorporate the technical design requirements to those of a complete product;
use 3D CAD modelling systems, and other specialised software applications, to visualise,
develop and analyse the design of a product.
Teaching, learning and assessment strategies to enable outcomes to be achieved and
demonstrated:
Workshop sessions (to develop, practice and apply prototyping/manufacturing skills);
Studio sessions (to develop drawing, graphics and presentation skills);
Laboratory activities (to undertake technological activity related to intended or on-going
design processes);
Computer Laboratory sessions (to develop CAD, and other software, capability that is later
applied to design development, visualisation and presentation);
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On-line tutorials (to support the development of 3D CAD modelling, and related, skills).
Assessment is undertaken through coursework assignments (primarily ‘design and make’
project work, requiring models/prototypes/folios/drawings etc, or exercises related to the
development of capability required for such work); laboratory reports (to illustrate the
application of technological understanding); feasibility studies (to justify, explain and
substantiate design developments); electronic files (as the outcome of CAD modelling,
computer-based graphics work and computer programming work).
c. Key/transferable skills:
On successful completion of this programme, students should be able to:
articulate ideas and information in visual, oral and written forms;
interact effectively with others, working as a member of a small group or team;
identify and retrieve information relevant to a proposition, discussion or issue;
demonstrate competence with information technology (IT), using a range of different software
tools;
manage their own time relative to a required task and associated deadline.
Teaching, learning and assessment strategies to enable outcomes to be achieved and
demonstrated:
lectures (to introduce topics related to numeracy, literacy and information retrieval/data
collection and project planning issues);
seminars (to promote and manage group work);
studio sessions (to guide design developments - particularly in group projects - and to plan for
presentations).
Assessment is undertaken through presentations (including verbal, electronic – e.g.
PowerPoint, and presentation boards); written essays, reports and dissertation; electronic
files – e.g. CAD models, web pages and computer programs.
In addition, some key transferable skills are also assessed in relation to knowledge,
understanding, intellectual and practical skills.
4. Programme structures and requirements, levels, modules, credits and awards:
PART A
Semester 1
Design Practice 1
Ergonomics and Design 1
Wt.
30
10
Semesters 1 and 2
Foundation Technology
Prototyping for Design
Computing for Designers 1
Semester 2
Design Practice 2
Design Contexts
Wt.
30
10
20
10
10
4
PART B
Semester 1
Design Practice 3
or
Design Practice 4
Wt.
25
20
Semester 2
Design Practice 4
or
Design Practice 3
Semesters 1 and 2
Manufacturing and Materials
Design Studies 1
Design Communication
Optional Module(s) [1 x 20wt]
Wt.
20
25
10
30
15
20
Diploma in Professional Studies (DPS)
45 week placement with a relevant industrial or commercial concern
All Part C modules are deferred until a fourth year, in order to concentrate on
placement activities.
Further details are available in the Departmental DPS handbook.
PART C
Semester 1
Wt. Semester 2
Major Design Project 1
25
Major Design Project 2
Semesters 1 and 2
Design Studies 2
Dissertation
Optional Module(s) [2 x 10wt or 1 x 20wt]
Wt.
35
20
20
20
Programme Optional Modules
Part A: None
Part B: Typically:
User Led Innovation
Sustainable Design 1
Teaching Design and Technology
Design Ergonomics
Technology for Design
Part C: Typically:
Computer Aided Modelling and Manufacture
(*)
Internet and Interface for Designers
Issues in Design Education
Entrepreneurship and Innovation
Universal Design
Materials and Recycling
Sustainable Design 2
Entrepreneurship and Innovation
Entrepreneurship and Small Business Planning
In addition to the modules identified above, students may select any other
module agreed by the Head of Department.
5. Criteria for admission to the programme:
Selection of students is based on careful consideration of the UCAS application form, and
personal interview (usually held as part of a Department ‘open day’).
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A typical offer would be:
A Level qualifications: 260 points from two subjects at A2 level, plus either a third subject at
A2 level or two subjects at AS level. Additionally, evidence of design, drawing and making
(e.g. A Level Design and Technology) may be required.
Vocational A Level (VAL) qualifications: 260 points from a minimum of 18 units (any
combination of VAL units/AS level units/A2 level units).
6. Information about assessment regulations:
Modules are usually assessed by a combination of coursework and written examination,
although the relative weightings will vary between specific modules. Some modules are
assessed entirely by course work and a few entirely by examinations
Progression from one Part of a programme to another is dependent upon the module credit
accumulated, as outlined by Regulation XX and the relevant Programme Regulations.
The total module weight for each Part is 120 credits. Modular credit is achieved when the
final mark achieved is 40% and above.
In order to progress from Part A to Part B, students must accumulate at least 100 credits and
achieve at least 30% in all modules.
In order to progress from Part B to Part C, students must have accumulated at least 200
credits, of which at least 100 must be from Part B (Degree level) and gain a minimum of 20%
in all modules.
In order to qualify for the award of an Honours Degree, candidates must have accumulated
300 credits, of which 200 shall be from Parts B and C and gain a minimum of 20% in all
modules.
The average weighted mark scores for Parts B and C will be combined in the ratio Part B 40:
Part C 60, to determine the final mark.
Any student who fails to meet these requirements will have the right of reassessment
normally on one occasion only, in any module causing them to fail that Part of the
Programme. Such students will have the right to select reassessment at the next time that the
module is offered, or in the Special Assessment Period (SAP). However, some modules are
SAP restricted (typically, those requiring workshop or laboratory support) and candidates are
advised to check specific Module descriptions in order to determine if examination in the SAP
is possible. Final year candidates who fail to achieve sufficient module marks of 40% and
have not qualified for a degree award shall be allowed to resit any or all of those modules, but
not in the SAP.
Full details are available in the Programme Regulations and Regulation XX.
Details of all Modules offered by the Department of Design and Technology are available at:
http://cisinfo.lboro.ac.uk:8081/CI/wr0016.main?dept=DT&dept2=CD
7. Indicators of quality:
The Department Design and Technology (in combination with LUSAD) scored 23/24 points at
the last ESR assessment, reflecting its commitment to excellence in teaching. The
Department has a prize-winning tradition in the international Royal Society of Arts and D&AD
student design competitions. The quality of students' work has regularly won prizes each year
in these competitions over the last six years. Students have also won other awards, such as
those offered by the Audi Foundation. The Department is equipped with top quality
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workshops, studios, laboratories, display and communication areas, and computer facilities
with access via the campus network to the internet. There is a special CAD/CAM facility setup with funding from BAe Systems. Many final year undergraduate projects are client-based.
These include the design of products for industry, charities, hospitals or research
departments. Project work is regularly exhibited at the Design and Technology with Science
Exhibition at the NEC, Birmingham, and at the New Designers Exhibition in London.
8. Particular support for learning:
Careers:
The Careers Service provides a continuous service for students seeking careers guidance
and help with job-search techniques, together with a library of careers resources. Careers
Service personnel visit Departments to talk to student groups and are involved with students
and parents from recruitment and induction onwards. In the UK Graduate Careers Survey,
sponsored by the Times Newspaper, Loughborough University Careers Services was rated
top of the league. Over 11,000 finalists from 25 leading Universities were interviewed and the
Careers Service at Loughborough achieved the joint highest score with 79% of students
rating the service as good or excellent.
Library:
The University Library (The Pilkington Library) provides technologically advanced support for
student learning in a purpose-built building. It holds a stock of more than half a million
volumes, monographs and an extensive serials collection; numerous PC workstations (100+);
networked printing facilities and self-service photocopiers. The Library is also a designated
EDC (European Documentation Centre). The computerised library catalogue (OPAC) is
available on-line, as are electronic versions of reading lists. Opening hours are lengthy and
there is on-line access to subject-specific databases and networked CD-ROMs from
networked labs and study bedrooms on campus. The Library organises self-guided tours for
First Year students, and presentations from librarians are an integral part of appropriate
modules. User support is also available from staff at the Library help-desk, via printed and
online guides and through a series of 'Lunchtime in the Library' training sessions. There are a
variety of study environments in the Library, including individual and group study desks,
private carrels and group study rooms. Module tutors regularly review, and order new
materials for, the Library. Reading lists are updated in line with currently available materials,
and some texts are available in the Short Loan collection to ensure access to many students.
Computing Services:
Computing Services provides the University IT infrastructure, and works in close collaboration
with Faculty IT Co-ordinators and Departments' IT Support Specialists in maintaining staff
PCs and departmental networked laboratories. There is a dedicated server for web based
teaching support, the LEARN server, accessible both on and off campus; each member of
staff is able to edit web pages on this server relating to their own modules. Students have
their own dedicated file space on which to store files, and their own University email address.
There is full 24 hour access to Computing Services resources, including full internet access.
The Department of Design and Technology makes extensive use of the Computing Services
infrastructure, but also provides a number of Departmental computing facilities, specifically
related to CAD modelling and graphic applications. Such facilities are more specialised than
those provided generally, but are not available outside normal working hours. A full-time IT
Technician is available to support Department facilities and student IT needs.
Social Sciences and Humanities Faculty Computer Assisted Learning Centre
The Faculty provides a CAL Centre and CAL officer, where students may obtain help and
support with any of the CAL resources and basic software packages available.
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Learning and Teaching Development:
Learning and Teaching Development (LTD) is the University's centre for teaching and
learning innovation, providing support for teaching, learning and assessment by acting as a
reference service for students for learning and study skills. It works with tutors seeking to
help particular students as well as providing general guides on studying, learning and
assessment.
Staff Development:
Professional Development (PD) provides continuing professional development in teaching
and other skills. Probationary staff attend a full programme of PD courses and, in their third
year, the Quality Assessment Unit assesses their teaching through direct observation and a
portfolio. Accreditation for this process has been awarded by the Institute for Teaching and
Learning (ILT). Permanent staff take refresher courses and investigate new developments in
teaching through PD courses.
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.
Department of Design and Technology Personal Tutoring arrangements:
Each undergraduate year has a Year Tutor allocated. This tutor co-ordinates a team of
Personal Tutors who hold regular tutorials in Years 1, 2 and 3 and are always available to
provide guidance and support throughout a student’s programme.
The Mathematics Learning Support Centre:
The Mathematics Learning Support Centre, 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 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 programme.
Disabilities & Additional Needs Service:
The Disabilities & Additional Needs Service (DANS) offers support for students including
adaptation of course materials into Braille/large print/tape/disk/other formats; organising
mobility training; BSL interpretation; provision of communication support workers;
notetakers 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.
The Faculty makes provision for students who need special facilities when taking
examinations.
The Department has a Special Needs Officer who liases with DANS and the Faculty support,
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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 the Staff
Development Unit and the Quality Assessment Unit. 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 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 the
Quality Assessment Unit and accredited by the Institute for Learning and Teaching.
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