UNIVERSITY OF KENT
University of Kent Programme Specification
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 passes the programme. More detailed information on the
learning outcomes, content and teaching, learning and assessment methods of each module can
be found [either by following the links provided or in the programme handbook]. The accuracy
of the information contained in this specification is reviewed by the University and may be
checked by the Quality Assurance Agency for Higher Education.
MSc Information and Communication Technologies
University of Kent
University of Kent, Universite du Littoral-Cote
d’Opale, Katholieke Hogeschool Brugge-Ostende
Canterbury, Calais, Ostende via distance learning
3. Teaching Site
N/A
4. Programme accredited by:
MSc
5. Final Award
Information and Communication Technologies
6. Programme
N/A
7. UCAS code (or other code)
8. Relevant QAA subject benchmarking Engineering, Computing
group/s
January 2004
9. Date of production/revision
2003 entry onwards (starts January 2004)
10. Applicable cohort/s
1. Awarding Institution/Body
2. Teaching Institution
11. Educational Aims of the Programme
The programme aims to:
1. Educate graduate engineers to equip them with advanced knowledge of information and
communications technologies for careers in research and development in industry or
academia.
2. Produce high-calibre systems engineers with experience in specialist and complex problemsolving skills for systems level design.
3. Offer a flexible learning approach for part-time industry based students and full-time
students by delivery of the taught material through e-learning, while providing full academic
guidance and support through internet and telephone contact.
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12. Programme Outcomes
The programme provides opportunities for students to develop and demonstrate knowledge and
understanding, qualities, skills and other attributes in the following areas.
Teaching/learning and assessment
methods and strategies used to enable
outcomes to be achieved and demonstrated
Knowledge and Understanding
A. Knowledge and understanding of:
1. Systematic and conceptual understanding
of digital signals and communication
systems.
2. Systematic understanding and ability to
use object-oriented programming
3. Comprehensive, conceptual
understanding of Digital Signal
Processing and Digital Image Processing
and application to design
4. Comprehensive, conceptual
understanding of digital mobile
communication systems
5. Comprehensive, conceptual
understanding of digital television
systems
6. Project management techniques relevant
to the electronics and computer industries
7. Systematic understanding of web
technology and application to create web
documents
8. Systematic understanding of database
models, technology/methods and
application to database projects
Skills and Other Attributes
B. Intellectual skills:
1. Solution of technological problems using
appropriately chosen mathematical
methods.
2. Use of scientific principles to model,
analyse and independently develop
solutions to complex ICT problems.
3. Ability to select and use appropriate
computer methods to model and analyse
modern electronic and information
systems.
4. Ability to analyse a problem and
independently develop a system level
specification, based on a conceptual
understanding of the interaction between
the component parts of the system.
Teaching/learning
Video and/or web lectures; interactive problemsolving; PC-based “laboratory”* classes and
assignments; discussion forums and chat rooms;
project management workshop; dissertation
project.
*“Laboratory” classes can be run on the students’
own PCs.
Assessment
Written unseen examinations; assessed
assignments from e-learning coursework
(electronic submission) and “laboratory” classes;
individual project presentation and dissertation.
The examinations will be held concurrently at 3
sites: Canterbury, Calais and Oostende.
The language of instruction and assessment is
English.
Teaching/learning
Video and/or web lectures; interactive problemsolving; PC-based “laboratory” classes and
assignments; all aspects of project work,
including formulation of specification for the
project.
Assessment
Written unseen examinations; assessed
assignments from e-learning coursework and
“laboratory” classes; project presentation and
dissertation. The examinations will be held
concurrently at 3 sites: Canterbury, Calais and
Oostende.
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5. Ability to design and develop
software/hardware solutions based on a
system level specification, taking into
The language of instruction and assessment is
account economic factors, risks and
English.
benefits.
6. Integration of information and data from a
variety of sources to develop
new/innovative hardware and/or software
solutions.
C. Subject-specific (professional and
practical) skills:
1. Use of mathematical techniques to
Teaching/learning
analyse and solve complex
Video and/or web lectures; interactive problemhardware/software problems.
solving; PC-based “laboratory” classes and
2. Ability to devise tests of a software
assignments; all aspects of project work,
and/or hardware system through
including formulation of specification for the
experiment or simulation and to critically project.
evaluate the results.
3. Use of CAD tools to analyse problems
Assessment
and develop original/innovative
Written unseen examinations; assessed
solutions.
assignments from e-learning coursework and
4. Ability to search for technical
“laboratory” classes; project presentation and
information, critically evaluate it and
dissertation. The examinations will be held
apply it to a design.
concurrently at 3 sites: Canterbury, Calais and
5. Ability to act independently in the
Oostende.
planning, resource allocation and
The language of instruction and assessment is
execution of a project.
English.
6. Ability to prepare technical and nontechnical reports and presentations
D. Transferable skills:
1. Ability to generate, analyse, present and
Teaching/learning
interpret data;
These pervade all modules; they are developed
2. Use of Information and Communications through problem-solving, discussion forums, PCTechnology;
based “laboratories”, and in particular, through
3. Personal and interpersonal skills, the
project work (including the project workshop).
exercise of initiative, and personal
responsibility as a member of a team;
Assessment
4. Communicate effectively to different
The skills are not formally assessed in themselves
audiences;
although all except No 5 have an impact on the
5. Learn independently for the purpose of
assessment of assignments, the presentation and
continuing professional development;
the dissertation.
6. Ability for decision-making in complex
The language of instruction and assessment is
situations using critical thinking,
English.
reasoning and reflection;
7. Ability to manage time and resources
within an individual project and a group
project.
For more information on which modules provide which skills, see the module mapping.
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13. Programme structures and requirements, levels, modules, credits and awards
The programme normally lasts for 1 year full-time and leads to the MSc degree. Students may
undertake the programme over 2 or 3 years part-time. The full-time programme is arranged so
that the theory (taught) component is given over 2x12 week terms including examinations.
Three taught modules are given in each term, with the associated teaching support available
over a period of 9 weeks; this is followed by 2 weeks for revision, and 1 week for examinations.
Each taught module consists of approximately 150 hours of student learning, endeavour and
assessment and has a credit value of 15 credits. All modules are compulsory, although options
may be introduced in subsequent years. In the full-time mode of study, from the end of the
second term until the end of the academic year, the students work on their project, which has a
credit value of 90 credits. Projects may be carried out in industry. All credits are at level M.
For part-time modes of study the students must undertake the above modules (and gain the
necessary credits, see below) over 2 or 3 years. Examinations and some of the support to
teaching (chat rooms with lecturers present) will only be held at prescribed times, however, as
with the full-time mode of study, and students will have to accommodate these restrictions into
their study plans. Physical attendance is required for a programme induction, examinations,
project training and final project presentations.
To be eligible for the MSc degree, students must obtain 180 credits at level M. At its discretion
the University allows for narrow failure in a small proportion of modules to be compensated by
good performance in other modules or, in cases of documented illness or other mitigating
circumstances, condoned. Students are also permitted to trail a small proportion of modules,
with resit examinations available for the December examinations in March, and for the March
examinations in June. Only one opportunity to resit will be permitted.
A Board of Examiners in January will consider the award of credits for the 1st term modules. A
Board of Examiners in April will consider the award of credits for the 2nd term modules, and
trailed 1st term modules. It will also decide on progression to the project (Stage 2), with trailed
credits if appropriate. The final Board of Examiners in November will consider the award of
credits for trailed 2nd term modules and the project module, and recommendations for the final
award of the degree. The pass mark for all modules is 40%, except for the project module
which has a pass mark of 50%.
The programme detailed below is subject to change. Please check handbooks for further details
of the modules. ULCO are responsible for the delivery of modules EL851 and EL854, KHBO
for modules EL852 and EL855, and Kent for modules EL853, EL856 and for the organisation
of the project module.
Code
Title
Stage 1 - Required modules
EL851
Object Oriented Programming in Java
EL852
Digital Signal and Image Processing
EL853
Signals and Communications
EL854
Relational Databases
EL855
Webtechnology
EL856
Digital Communication Systems
Stage 2 – Required module
EL860
Project for ICT
4
Level
Credits
Term/s
M
M
M
M
M
M
15
15
15
15
15
15
1
1
1
2
2
2
M
90
3
+Summer
14. Support for Students and Their Learning
 Induction programme for new students. The induction programme will provide an
opportunity for meeting with the academic tutor, the teaching staff on the programme, and
most importantly an induction into the use of the learning environment. This is an essential
part of the programme and will be held in one location. It will be held at a weekend to
allow maximum flexibility for industry-based students. From this induction meeting,
students will have familiarity with the electronic resources available to them, and will know
where to turn to if problems arise. Most often, the latter will require contact with their tutor
(assigned on the basis of geographical location). Tutors will make themselves available out
of normal hours for industry-based students, if necessary (e.g., via mobile phone number).
 Course Handbook with details of all the courses, modules, lecture syllabi, and
comprehensive study information. Student guides providing information on support
services (all institutions). This will be made available on-line and in hard copy.
 Library: students will be granted full access to the library facilities on each site as standard
students, although it is expected that they will mostly make use of remote access facilities.
These include borrowing of books via post, remote access via computing service logins to
the library catalogue and searchable databases such as INSPEC, other on-line publications.
 Learning resources include multimedia e-learning material, provided on disks and
downloadable from the programme website, and experimental laboratories run on software
downloadable from the website, and the manuals etc. for these laboratories. Most of the
software for laboratories will run on student editions. Students will be advised of the need
to purchase software or on its availability from the institutions involved, depending on the
software package and module. Students will be advised of the requirements for their own
PC equipment and internet connections (broadband strongly advised). Although resources
will be available on a per module basis from each institution, a part of the website will be
dedicated to links to software downloads so that students can verify that all packages run
when loaded on their PCs. The programme website will have a single, common entry point,
although the information may be stored on different servers (e.g. for streaming) at different
sites.
 Intranets with full module information, timetables, past examination papers, discussion
forums, chat rooms for on-line discussions with lecturers at allotted times, interactive
problem-solving, coursework submission and feedback upload/downloads, group emailing
etc. are provided by each of the 3 departments involved for the modules that they will run.
These will be linked to the single entry point to the site. A uniform style will ensure the
students can navigate through the site easily. The students’ logins/passwords will provide
them with full access to the required parts of the departmental intranets. Students will be
expected to help each other and will be assigned to study groups of not more than 20 to help
facilitate this. Each group will have its own forums for social and academic interaction.
 Academic support comes from the lecturers involved in the delivery of individual
modules/courses who will monitor discussion forums and chat rooms, the academic tutor
assigned to each student who is responsible for the students’ pastoral care, and departmental
administration at the “home” institution (that of the tutor) and in the Electronics department,
Kent . Regular contact by email and telephone will be provided by the academic tutor.
Lecturers will be expected to respond in some way to enquiries within 3 working days,
preventing distance students from feeling isolated.
 Central support services for general support and advice are present at all 3 institutions. In
most cases, these services will not be used by distance students. Part of the programme
website will include information on the extent to which students might use these services,
and links to the general university pages for the services. Examples at Kent might include:
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
confidential Counselling Service, Medical Centre, college Sick Bays, Faculty Concessions
Committee. At KHBO services providing confidential counselling, elementary
medical/first-aid help, and a concessions committee are also available. At ULCO a student
welfare service is provided.
University and Departmental web pages may provide additional information regarding
aspects of studies at Kent, ULCO and KHBO.
To summarise the main elements of the above, the support seen by a student on the programme
after registration can be described as follows:
An induction at which they will meet the other students, course lecturers and academic tutors,
and at which they will learn how to use the learning environment. A practice area will be
available in which students can communicate with each other to practice their skills in using the
learning environment. The learning environment will provide information on the programme as
a whole with separate areas for academic information, study and welfare support, and
resources/software, and areas for individual modules (with the learning material). Each area
will include on-line discussion forums. The student will be assigned a personal tutor, chosen
according to the geographical location of the student and requirements for out-of-hours contact
etc.
Module teaching will then commence for the first term. Lecturers will introduce themselves (as
a means for initial social interaction) and the modules on-line in a discussion forum. The
students will be reminded of the requirements for the module, including any assignment
deadlines. The interactive, e-learning material and the discussion forums will be used by the
students for self-study and student-to-student interaction and learning. Queries on the courses
can be posted on the discussion forums, sent by email (via the website) to the lecturer or
discussed in chat rooms (at prescribed times only). Problems with meeting deadlines or
submitting coursework should be discussed with the personal tutor and then referred to the
lecturer concerned (who will take appropriate action such as sanctioning an extension) having
received the support of the tutor. Students will be updated on the progress of any query or
problem within 3 days of emailing or posting on a discussion forum. The discussion forums
will perform the main role in lecturer-student and student-student interaction and learning.
Students not participating in discussion forums will be contacted in order to identify any
potential problems. In addition to discussion forums, chat rooms will provide some immediate
response, and will be held at times convenient to industry-based as well as full-time students
(e.g. early evening).
At the end of the term the students will attend examinations in Canterbury, Calais or Oostende
for one, two or three modules (depending on their registration and study pattern). Any
problems with attendance at examinations should be reported immediately to the student’s
personal tutor. Such problems will be discussed by the tutor with the Chairman of the Board
and then taken to a concessions committee prior to the Board of Examiners’ meeting.
The format for the teaching/learning in the 2nd term is similar to that of the 1st.
At any time, the students can contact their tutors for advice. In circumstances where the student
wishes to contact someone else for advice (or to find an alternative tutor) the Chairman of the
Board should be approached in the first instance. Contact information will be available on the
website and in hard copy in the programme booklet.
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At the beginning of April (exact date depending on Easter) a project training workshop will be
held. This workshop will provide and discuss the information required by the students to carry
out and report on their projects. The students will be assigned an academic supervisor who will
provide guidance on the requirements of the project work for suitability for presentation in an
MSc dissertation. For students with supervisors outside Univ. of Kent, an advisor from Kent
will be appointed to ensure consistent standards are applied. (In future years, the roles of
supervisors and advisors will be spread more generally amongst the collaborating institutions).
For students carrying out projects in industry, a nominated industrial supervisor will perform
the detailed day-to-day, technical supervision. For institution based projects this role will also
be carried out by the academic supervisor. All supervisors/advisors are expected to keep in
regular email/telephone contact with the student and amongst themselves. In the case of
industrial projects, the academic supervisor will make at least one visit to meet the student at
the company premises.
At the end of the project period, the students will attend a presentation session (half day) during
which they will present the results of their projects. They will also submit a dissertation to be
examined before the final Board of Examiners meeting.
Again, problems with the project or attendance at the workshop or presentation session should
be brought to the attention of the student’s tutor and project supervisor. Extensions to deadlines
will be sanctioned by the Chairman of the Board after consultation with tutor and supervisor.
15. Entry Profile
Entry Route
For fuller information, please refer to the University postgraduate prospectus.
The normal entry requirements for MSc programmes, of an Honours Degree at 2.2 level or
equivalent apply, with the consideration that the qualification is in Electronics/Computer
Engineering subjects, or similar. Other qualifications, and the taking of experience in lieu of
formal qualifications will be considered by members of the MSc Board of Studies, the
departmental director of Graduate Studies, and where necessary, an appropriate case will be
made to the Admissions Office.
Students not having English as a first language will need to demonstrate their proficiency with
the appropriate qualifications or evidence of having been taught in English previously (standard
Kent procedures).
What does this programme have to offer?
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An excellent grounding in the principles, operation and use of electronic and computer
systems.
The development of the ability to search for and integrate relevant information and data, and
to produce system level specifications and designs based on them.
The development of a broad range of skills that are highly sought after by employers and
which open up a wide range of careers to graduates within the computer and electronics
industries.
The above includes the development of skills in participating in on-line discussions, and cooperation across international boundaries.
Personal Profile
 A desire to become an engineer working in the computer and electronics industries.
 A willingness to work with computers and use computer aided design (CAD) tools.
 A desire to work with systems level analysis and design.
 A desire to work in research or development laboratories in academia or industry.

A desire to work co-operatively/constructively in on-line groups.
16. Methods for evaluating and enhancing the quality and standards of teaching and
learning
Mechanisms for review and evaluation of teaching, learning, assessment, the curriculum
and outcome standards
 Continuous monitoring of student progress through e-learning problem-solving. Student
non-submission of work or frequent errors will be used to identify general problems and
problems with individual students. The lecturer can remedy these problems
immediately or consult with colleagues in a “tutor area”; e.g. to ascertain if student X is
having problems with all courses. Remedial, on-line workshops may be set up if
problems are identified for groups of students.
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Discussion forums provide more general feedback for each individual module (forum
for each) and for the programme (plenary area) as a whole. Lecturers should respond in
some way within 3 working days. Students will be able to help each other and gain help
from the lecturer on e-learning problems and assignments through the use of the
discussion forums, and it is expected that all will participate. As stated previously,
students not participating in discussion forums will be contacted to identify problems.
Chat rooms will provide immediate responses. A discussion forum will also be
provided on the resources and learning environment.
Student evaluations: lecture, project and laboratory electronic (on-line) feedback forms,
discussions with tutors will be taken to module team meetings and Boards of Studies.
Module team meetings to discuss student feedback and examination results, and annual
module reports
Course Executives and Board of Studies reviews of teaching – these will meet
physically and include representation from all collaborating institutions
Three-stage vetting process of examination questions: module team, Quality Assurance
Committee, External Examiner
Departmental annual monitoring reports
8



 External examiners' reports
Periodic programme review
Annual staff appraisal
Peer observation


The above mechanisms cover the courses/modules from Kent, ULCO and KHBO.
QAA subject review at Kent
Committees with responsibility for monitoring and evaluating quality and standards
 Department of Electronics Quality Assurance Committee
 Module teams (from each institution)
 Course Executives (consisting of representatives of all institutions)
 MSc Board of Studies (consisting of all module convenors and lecturers)
 MSc Board of Examiners (consisting of all module convenors, External Examiner, at
least)
 Department of Electronics Learning and Teaching Committee


KHBO Quality Bureau
KHBO Electronics Department (Elektronica Opleiding) Quality Committee

KHBO Industrial Sciences and Technology Faculty (Departement van Industriële
Wetenschappen en Technologie) General Quality Office
ULCO Departement d’Informatique staff-student advisory committee (commission
pedagogique paritaire) examines student feedback and proposes amendments


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ULCO Departement d’Informatique management committees (to direct and establish its
teaching programmes, prepare information for validation etc.)
ULCO Council for Studies and University Life (Conseil d’Etudes et de la Vie
Universitaire – CEVU)
University of Kent STMS Faculty Learning and Teaching Committee
University of Kent Board of Learning and Teaching
Mechanisms for gaining student feedback on the quality of teaching and their learning
experience
 Student evaluations: lecture, project and laboratory electronic/on-line feedback forms


Student feedback from discussion forums, chat rooms will be continuously monitored.
This is recognised to be the most important, immediate method of gaining feedback (as
committee representation may be difficult – see below). Responses to queries will be
posted quickly – or at least an indication of how the problem will be dealt with.
Problems and their responses (as appropriate) will be taken to module team meetings
and BoS meetings.
Student representation on committees, Board of Studies, staff-student liaison
committees at Kent, ULCO and KHBO (where possible, and depending on physical
locations of students).
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
Email discussions with tutors
Staff development priorities include:

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


PGCHE requirements for new members of staff (Kent)
Staff appraisal scheme (All)
Staff development courses (All). Staff development will include the exchange of
knowledge between staff at the collaborating institutions on aspects of e-learning and
higher education in the different countries. For example, the Belgian partners have
some experience within an e-learning consortium within their own country, and have
also had experience of bilateral collaborations with UK universities; the French partners
have had considerable experience in teaching industry-based students. Both, French and
Belgian partners will continue to learn more about the UK university system as part of
the collaboration.
European accords requirements (All)
Committee and module team responsibilities (All)
Research seminars (All)
Conferences (All)
17. Indicators of quality and standards
 Teaching Quality Assessment by HEFCE, March 1997 of Department of Electronics, Kent:
grading of 21 out of a maximum 24 points:
 Curriculum Design Content and Organisation = 4
 Teaching Learning and Assessment = 3
 Student Support and Guidance = 4
 Student Progression and Achievement = 4
 Learning Resources = 3
 Quality Management and Enhancement = 3
 Department of Electronics, Kent, was awarded Grade 4 in the 2001 Research Selectivity
Exercise.


Such indicators are not used in Belgium. Lists of activities, projects, and publications
which can be used as indicators of its standards can be made available on request from the
KHBO department. At KHBO, a self-evaluation report must be submitted for each
programme to be accredited by a special University Council (Associatie
Academiseringscommissie) and the Flemish Government (Vlaamse Regering).
In France all degrees must be validated by the Ministry for Education. The ULCO
department regularly supplies information on its degree programmes to the Ministry, and
this information is assessed by experts. Programmes are then validated by the Ministry for a
number of years. For this programme, the ULCO department can provide lists of activities,
projects and publications which can be used as indicators of standards on request.
The following reference points were used in creating these specifications:
 QAA benchmarking statements for Engineering, Computing
 Accreditation/validation requirements for Department of Education in Belgium

Validation requirements for Ministry of Education in France
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
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Department Learning and Teaching Strategy (Electronics, University of Kent)
The University Plan and Learning and Teaching Strategy (University of Kent)
Staff research
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Curriculum Map for MSc in Information and Communication Technologies
Explanation. This map provides a design aid to help academic staff identify where the programme outcomes are being developed and assessed
within the course. The map shows only the main measurable learning outcomes. There are many more outcomes in the module specifications.
Shading represents skills that pervade all units.
Programme Outcomes
Modules
Codes
Object Oriented Programming
EL8L1
Digital Signal and Image Processing
Signals and Communication
Relational Databases
Web Technology
Digital Communication Systems
Project
EL8K1
EL8A1
EL8L2
EL8K2
EL8A2
EL8A0
A1
A2
A3
A4
A5 A6
A7
A8
B1
B2
x
x
x
x
x
x
x
x
o
B4
B5
x
x
o
B3
o
x
o
x
o
x
o
o
x
o
x
x
x
x
x
x
x
o
B6 C1
C2
x
x
x
x
x
x
x
x
x
x
o
C3
C4
C5
C6
D1
x
x
x
x
x
x
x
x
x
x
o
o
x
x
x
x
x
x
x
D2 D3
D4 D5
x
x
x
x
x
x
x
x
x
x
x
x
x
x
D6
D7
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
Knowledge and understanding
A1 Systematic/conceptual understanding of digital signals and communication systems
A2 Systematic understanding and ability to use OO programming
A3 Understanding of DSP and DIP and application to design
A4 Comprehensive, conceptual understanding of digital mobile communication systems
A5 Comprehensive, conceptual understanding of digital television systems
A6 Project management techniques relevant to electronics and computer industries
A7 Systematic understanding of web technology and application to create web documents
A8 Systematic understanding of database models, technology/methods and application
Professional Practical Skills
C1
Use of mathematical techniques to solve complex HW/SW problems
C2
Ability to devise experimental and simulation tests
C3
Use of CAD tools to develop original solutions
C4
Ability to search for technical information, critically evaluate and apply to design
C5
Ability to act independently in project planning and execution
C6
Ability to prepare reports and presentations at appropriate level
Intellectual Skills
B1 Selection and use of mathematical methods to solve technological problems
B2 Use of scientific principles in solving complex ICT problems
B3 Selection and use of appropriate computer methods for modelling and analysis
B4 Ability to develop system specifications based on conceptual understanding
B5 Ability to design and develop solutions based on system requirements
B6 Ability to integrate information and data to develop new solutions
Transferable/Key Skills
D1
Ability to generate, analyse, present and interpret data
D2
Use of Information and Communications Technology
D3
Personal and interpersonal skills, including exercise of initiative
D4
Effective communication
D5
Learning independently for continuing professional development
D6
Decision-making; critical thinking, reasoning and reflection
D7
Time and resource management
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