Programme Specification
BSc Design Ergonomics
BSc Design Ergonomics with Diploma in Professional Studies
BSc Design Ergonomics with Diploma in International Studies
Please note: This specification provides a concise summary of the main features of
the programme and the learning outcomes that students are expected to achieve if
full advantage is taken of the learning opportunities that are provided. More detailed
information on the learning outcomes, content and teaching, and 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/admin/ar
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
Department;
Loughborough Design School
Teaching institution (if different);
N/A
Details of accreditation by a
professional/statutory body;
Programme title
Accreditation by the Institute of Being sought 
Provisional

Ergonomics and Human
Established 
Factors
BSc (Honours) or BSc (Honours) and Diploma in
Professional Studies (DPS) / Diploma in
International Studies (DIntS)
Design Ergonomics
Length of programme
6 Semesters or 8 Semesters (DPS/DIntS)
UCAS code;
J923 (3 yr)
J922 (4 yr)
March 2012
Award;
(e.g .BA, MSc etc)
Date at which the programme
specification was written or
revised.
1. Programme Aims:





To advance the understanding of designing with particular attention to human
factors
To provide opportunities for students to develop skills, values and attributes,
and to acquire knowledge and understanding, relevant to user centred
product development
To enable students to develop a range of conceptual, practical and
professional skills that reflect a synthesis of product design and ergonomics
To develop and foster imaginative, creative and scientific abilities, both
individually and in teams
To provide opportunities for students to develop and apply appropriate
methods to identify user needs and abilities and critically evaluate products
that require human interaction


To enable students to develop effective communication skills, including those
required for verbal, visual and technical presentation
To promote an understanding of, and examine the opportunities for,
professional practice
2. Relevant subject benchmark statements and other external and
internal reference points used to inform programme outcomes:
QAA Benchmark Statements for Art and Design
http://www.qaa.ac.uk/Publications/InformationAndGuidance/Pages/Subjectbenchmark-statement---Art-and-design-.aspx
The Institute of Ergonomics and Human Factors - Accreditation
http://www.ergonomics.org.uk/degree-courses
Loughborough University, Learning and Teaching Strategy
http://www.lboro.ac.uk/admin/ar/policy/learning_and_teaching/
Loughborough University academic quality procedures handbook
http://www.lboro.ac.uk/admin/ar/policy/aqp/index.htm
Loughborough Design School, Learning and Teaching Strategy
The research interests and specialisms of the teaching staff including the Design
Ergonomics group
http://www.lboro.ac.uk/departments/lds/research/groups/design-ergonomics/
School, programme the Diploma in Professional Studies handbooks
http://learn.lboro.ac.uk/course/view.php?id=8
3. Programme Learning Outcomes
3.1
Knowledge and understanding
On successful completion of this programme, students should be able to
demonstrate knowledge and understanding of …
K1 - design methodology, the context of design activity, and the role of the
designer within professional practice
K2 - the role of ergonomics and human factors within design practice
K3 - a user centred approach to design
K4 - human needs, variability, capability and limitations
K5 - the role of product form and the semantic impression generated
K6 - the principles and practice of extended enquiries and user evaluations
K7 - 2d and 3d modelling in both analogue and digital media and their role
within product development
K8 - experimental design, data processing and presentation
Learning, teaching and assessment methods to enable outcomes to be
achieved and demonstrated:
On commencement of the programme students are provided with a handbook
on the school infrastructure and procedures, programme and module
information and assessment structure. This is supported by additional
materials using LEARN.
Knowledge and understanding will be acquired from a combination of learning
and teaching methods applied to theoretical and practice based work. The
students will encounter a variety of teaching styles and elements including
lectures, seminars, tutorials (critiques), practical sessions, computer-aided
learning and self-guided study.
Programme modules serve to develop key knowledge, understanding and
skills for a range of themes that serve to underpin the aims of the programme
and meet the requirements for accreditation. The modules address:
Ergonomics topics such as Anatomy and Physiology, Cognitive Ergonomics,
and Computer Aided Ergonomics; Design topics such as Design Contexts,
Prototyping for Design, Universal Design; and generic topics such as
Qualitative Methods. The knowledge, understanding and skills gained from
these modules are then integrated and applied through the Design
(Ergonomics) Practice modules that are a feature of all three (taught) years of
the programme.
See the Curriculum Map to see where specific ILOs are addressed by specific
modules.
Assessment consists of a significant proportion of coursework including visual
and written outcomes and oral presentations in accordance with the
Loughborough University coursework code of practice and school procedures
and protocols
(Coursework Code of Practice (WEB)).
Exams and class tests are employed in a limited number of modules where
this form of assessment lends itself to the module topic. Peer review is also
utilised as an additional means of assessment where appropriate.
All assessment is accompanied by feedback. Formative feedback, both oral
and written, is provided regularly within each module both informally and at
timetabled points. Summative written feedback is provided for all interim and
final coursework assignments.
3.2
Skills and other attributes:
a. Subject-specific cognitive skills
On successful completion of this programme, students should be able to:
C1 - analyse design contexts and develop a design strategy
C2 - demonstrate evidence based reasoning and make critical
judgements about arguments in ergonomics and design
C3 - develop design ideas, as an individual and also as part of a group
C4 - identify suitable ergonomics techniques and the appropriate stages
where they may be used to support the design process
C5 - demonstrate substantial competence in research skills through
practical activities
C6 - analyse quantitative and qualitative data relating to the user and / or
design
C7 - analyse human variability and capability in terms of cognition and
physiology
C8 - understand the ethical context of psychology and ergonomics as a
discipline and demonstrate this in relation to their own empirical
work
C9 - identify appropriate 2d and 3d prototyping techniques to support
design activity
Learning, teaching and assessment methods to enable outcomes to be
achieved and demonstrated
Subject specific cognitive skills are developed through a combination of
learning and teaching methods applied to theoretical and practice based
work. Teaching styles, assessment and feedback methods will be consistent
with those identified in section 3.1. These teaching styles, assessment and
feedback methods will support the students in acquiring the cognitive skills
and the application of these skills in an informed, integrated, and critical
manner.
Modules such as Ergonomics and Design, Design Contexts, Universal
Design, are all examples of modules where Subject Specific Cognitive skills
will be developed and applied to small self contained elements of
assessment. Design Practice 1, 2, Year 2 Design Ergonomics Practice and
Final Year Design Ergonomics Practice are where Subject Specific Cognitive
skills will be employed on larger scale design projects in combination with
knowledge and understanding, subject specific practical skills and generic
skills from across the programme.
Examples of key strategies to enable the advancement of cognitive skills
include a balanced use of independent and group activity; and the use of
project based teaching and assessment driven by design ergonomics practice
modules.
b. Subject-specific practical skills
On successful completion of this programme, students should be able to:
P1 - design appropriate evaluations, process quantitative and qualitative
data and apply findings in an iterative design process
P2 - present quantitative and qualitative data relating to the user and / or
design
P3 - measure human variability and capability in terms of cognition and
physiology
P4 - apply ergonomics to real world design situations
P5 - apply a broad range of 2d and 3d modelling and presentation
techniques in both analogue and digital forms to support design
activity
Learning, teaching and assessment methods to enable outcomes to be
achieved and demonstrated
Subject specific practical skills are developed through a combination of
learning and teaching methods applied to theoretical and practice based
work. Teaching styles, assessment and feedback methods will be consistent
with those identified in section 3.1. These teaching styles, assessment and
feedback methods will facilitate the students in developing the appropriate
practical skills and the application of these skills in an experiential, applied,
and professional manner.
Modules such as Computing for Designers, Prototyping for Design,
Experiment Design and Analysis, Ergonomics in the Design of Multi-User
Systems, Computer Aided Ergonomics, are all examples of modules where
Subject Specific Practical skills will be developed and practiced on small self
contained elements of assessment. Design Practice 1, 2, Year 2 Design
Ergonomics Practice and Final Year Design Ergonomics Practice are where
Subject Specific Cognitive skills will be employed on larger scale design
projects in combination with Knowledge and Understanding, Subject Specific
Cognitive skills and Generic skills from across the programme.
Examples of key strategies to enable the advancement of practical skills are
identified as: the use of project based teaching and assessment; context
sensitive practical sessions; self-guided study and production and
presentation of the final year design ergonomics project.
c. Generic skills
On successful completion of this programme, students should be able to …
G1 - use creativity and innovation in problem solving
G2 - work within contexts of ambiguity, uncertainty, and unfamiliarity
G3 - reflect upon and present ideas and information in visual, oral and written
forms
G4 - interact effectively with others, working as a member of a small group or
team
G5 - manage self learning including efficient time management and the
ability to meet deadlines
G6 - identify, retrieve and analyse information relevant to a proposition,
discussion or issue
G7 - demonstrate competence with information technology, using a range of
different software tools
Learning, teaching and assessment methods to enable outcomes to be
achieved and demonstrated
Generic skills are advanced through a combination of learning and teaching
methods applied to theoretical and practice based work. Teaching styles,
assessment and feedback methods will be consistent with those identified in
section 3.1. These teaching styles, assessment and feedback methods will
facilitate the students in developing key / transferable skills and the
application of these skills in a consistent and flexible manner.
Assessment of generic skills is embedded in module assessment, and is
explicit in module assessment feedback.
Generic skills are a feature of all modules and play a particular role in Design
(Ergonomics) Practice modules that will often require a combination of
problem solving, management, analysis, reflection, and presentation, all
supported by the appropriate Knowledge and Understanding and Subject
Specific skills from across the programme.
4. Programme structures and requirements, levels, modules, credits and
awards:
BSc Design Ergonomics is offered as a full-time three year programme or
alternatively as a four year programme if taken with the optional year of professional
training in year 3 (between parts B and C). The four year programme offers the
additional award of Diploma of Professional Studies (DPS) and further details can be
found in the School DPS handbook (http://learn.lboro.ac.uk/course/view.php?id=8)
Students are required to take modules amounting to 120 credits in each of the three
Parts (academic year) of the programme and each Part is taught in two 15-week
Semesters. Modules can run either entirely within one Semester, or across both
Semesters 1 and 2.
Full details can be found in the Programme Regulations at.
http://www.lboro.ac.uk/admin/ar/lps/progreg/index.htm
5. Criteria for admission to the programme:
See the University prospectus:
http://www.lboro.ac.uk/study/undergraduate/courses/departments/loughboroughdesig
nschool/designergonomics/
6. Information about the programme assessment strategy:
Modules are assessed by a combination of methods including course work and / or
written examination and / or oral presentation, and relative weightings will vary
between specific modules. Some modules may be assessed entirely by one method
alone (e.g. coursework).
Progression from one Part of a programme to another is dependent upon the module
credit accumulated, 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.
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).
In order to qualify for the award of an Honours Degree, candidates must have
accumulated 300 credits of which 100 shall be from Part C.
In addition, a minimum of 30% is required in all modules, in all parts of the
programme.
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.
In accordance with the Regulation XX, any student who fails to meet these
requirements will have the right of reassessment 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 Design School are available at:
http://luis.lboro.ac.uk/epublic/wp5015.main
7. What makes the programme distinctive?
Design Ergonomics delivers an interdisciplinary curriculum appropriate to current
industrial markets and other internal and external opportunities. The programme is a
response to the perceived need to diversify from traditional design programmes with
key specialisms. In this instance, a specialism in the user centred approached
embodied within ergonomics and human factors.
The programme will attract students who are interested in the distinct, yet
complimentary topics of Industrial / Product Design and Ergonomics. Furthermore,
the programme will attract those who seek to diversify within design and explore the
scientific, evidence based approaches embodied within ergonomics and human
factors practice.
The programme is founded upon the unique blend of teaching, research and
enterprise expertise within the School and will draw heavily upon the track record and
success of the Design Ergonomics (research) Group and its work in this area. In
addition, the programme is a synthesis of the existing and successful Ergonomics
and Design undergraduate programmes within the School. The BSc in Ergonomics is
well established and alumni hold positions of responsibility at most of the major
employers of ergonomists. The BA Industrial Design and Technology, and BSc
Product Design and Technology programmes are two of the leading design courses
in the UK and also have alumni in positions of responsibility throughout the creative
industries. Drawing together key elements of these programmes with a core of
dedicated Design Ergonomics material represents a highly attractive programme with
a proven routes into professional practice.
8. Particular support for learning:
Information on centrally provided support for learning within the University can be
found at: http://www.lboro.ac.uk/admin/ar/templateshop/notes/lps/index.htm
The School has a fully integrated structure for the management, appraisal and
planning of teaching and learning. The Director of Learning and Teaching provides
cross-disciplinary coordination and leadership in the School for delivery and quality
enhancement of its teaching programmes. In addition they lead the development
and implementation of School policy in learning, teaching and assessment, within the
context of the Institutional learning and teaching strategy and the Strategic Plan.
Each programme has a specific Programme Coordinator who has responsibility for
the academic content and the general organisation of the course, and the academic
welfare of students. In addition, Personal Tutors are responsible for matters relating
to academic welfare and pastoral care.
The School handbook is provided to students to highlight important information
including the structure of the School, contact information, the coursework code of
practice and issues to do with health and safety, examinations, quality assurance and
student advice and support.
The School offers an academic personal tutoring system. Each year has an
allocated Year Tutor. The Year Tutor then coordinates Personal Tutors who are
allocated to students on their arrival at the university. Students will have two
personal tutors during their time in the School. The first year Personal Tutor will be
member of staff who will have a lot of contact with all first year undergraduates as
part of their teaching. After the first year students will be given a different tutor to
support them through the remainder of their studies. Students are invited to meet
with their Personal tutor at least once a semester and on a more regular basis during
the first semester of their studies.
The School has excellent workshop facilities with experienced technical staff in all
programme areas, which are available to students, irrespective of their programme
specialisation. In addition, it is often possible to find specialised technical advice
from staff in other university departments.
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/