UNIVERSITY OF KENT
PROGRAMME SPECIFICATION
1. Award and title1
PhD/MPhil in Electronic Engineering
MSc/Postgraduate Diploma (PDip) in Electronic Engineering (by research)
2. Length and mode of registration
PhD: a minimum of three years full-time; five years part-time
MPhil: a minimum of two years full time or three years part-time
MSc: a minimum one year full-time; two years part-time
PDip: one year full-time; two years part-time
3. Entry requirements
PhD: First or upper second class honours in a first degree or MSc in Electronics,
Computing or a related discipline.
MSc: First or second class honours in a first degree in Electronics, Computing or a
related discipline.
Students are required to meet the UoK criteria for competence in English and to
provide references for their academic achievements and potential for research.
4. Anticipated Total Student Registrations
The Departmental plan indicates annual target of 10 new research students.
Currently, there are 45 research students in the Department, i.e. almost two per
FTE member of lecturing staff.
5. Programme Management
Director of Graduate Studies:
Admissions officer:
Academic administrative support:
Mr. Adam K. Jastrzebski.
Dr Gareth Howells.
Electronic Department Course Administration
Office, managed by Mr. Chris Barron.
6. Proposed Start Date
This programme has been running since the late 1960s.
7. Opportunity and Need
It is central to the University’s mission and the Departmental plan to pursue
research to an internationally recognised standard. The Department has an
established track record of high quality research over a long period. A
fundamentally important component in the Departmental Research Profile has
always been the contribution made by research students, who both benefit from
and contribute to the lively and leading edge research programmes supported
(principally) by external grant funding from a variety of sources.
8. Aims and Objectives
On completion of the Postgraduate Diploma by Research programme, students
will have demonstrated that they have:
(i)
Knowledge of their academic or technical discipline and understanding
of how it relates to a wider field of knowledge.
(ii)
The ability to conduct research.
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The department does not directly recruit to the MPhil or to the Postgraduate Diploma but wishes to
retain the option to award these qualifications to candidates who have met appropriate requirements.
v.1.1, October 2004
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(iii)
(iv)
(v)
(vi)
Knowledge of recent advances within their field and in related areas.
The ability to apply the existing knowledge to solve original scientific,
technical or engineering problems.
Understanding of techniques and methods applicable to the research
they have conducted.
Ability to organise, write and present a dissertation on the research
they have conducted to an appropriate professional standard.
On completion of the MSc by Research programme, students will have
additionally demonstrated that they have:
(vii)
The ability to conduct an independent research study.
Typically, Postgraduate Diploma and MSc students will have the skills:
a) To deal with complex issues systematically and creatively, make sound
judgements, and communicate their conclusions clearly to specialist and
non-specialist audiences.
b) To demonstrate self-direction and originality in tackling and solving
problems, and for acting autonomously in planning and implementing
tasks.
c) To continue to advance their knowledge and understanding, and to
develop new skills to a high level.
d) To transfer skills necessary for employment requiring the exercise of
responsibility.
e) To learn independently, as required for continuing professional
development.
On completion of the MPhil programme, students will have additionally
demonstrated that they have:
(viii) A comprehensive understanding of relevant research methodologies
and techniques and their appropriate application within the research
field.
(ix)
The ability to critically analyse and evaluate their own findings and
those of others and to propose hypotheses.
(x)
The ability to recognise and validate problems.
Additional skills which MPhil students will have:
f) To make sound judgements in the absence of complete data.
g) To autonomously plan and implement tasks at a professional level.
On completion of the PhD programme, students will have achieved all the
objectives of the PDip, MSc and MPhil programmes and also demonstrated that
they have:
(xi)
Contributed to the creation and interpretation of new knowledge,
through original research or other advanced scholarship, of a quality to
satisfy peer review, to extend the forefront of the discipline, and to
merit publication.
(xii)
Systematically acquired an understanding of a substantial body of
knowledge which is at the forefront of an academic discipline or area of
professional practice.
(xiii) The general ability to conceptualise, design and implement a project
for the generation of new knowledge, applications or understanding at
the forefront of the discipline, and to adjust the project design in the
light of unforeseen problems.
(xiv) Ability to plan, organise, write and present an extensive thesis on the
research they have conducted to an appropriate professional
publication standard.
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Typically, PhD students will have achieved all the general skills of MSc and MPhil
students, but at a higher level. In summary, they will have the skills and
qualities:
h) To make informed judgements on complex issues in specialist fields, often
in the absence of complete data.
i) To communicate their ideas and conclusions clearly and effectively to
specialist and non-specialist audiences.
j) To continue to undertake pure and/or applied research and development
at an advanced level, contributing substantially to the development of new
techniques, ideas, or approaches.
k) To exercise personal responsibility and largely autonomous initiative in
complex and unpredictable situations, in professional or equivalent
environments.
Apart from abilities and general skills specified above, research students will have
also acquired various specialist skills, such as advanced usage of ICT and of
sophisticated technical equipment and software, which could be of great value in
their future employment. Most of them will also have gained some teaching
experience, mainly as laboratory or workshop demonstrators.
The most important differentiation between PhD and other degrees is that PhD
requires an original contribution to knowledge or understanding. As research work
in Electronic Engineering covers an extremely broad spectrum, this can be
interpreted in a number of contexts.

In a theoretical context, the criteria are to formulate new mathematical
approaches, descriptions, modelling or solution methods and to prove their
scope and validity.

In an engineering context, the aim is to design and build a system to solve a
particular problem. Here a solution technique should be original, but it is
equally important that the artefact produced is evaluated in a rigorous way,
and that its requirements are elicited using appropriate techniques.

In a scientific context, the aim is to discover and/or explain new properties
or experimental approaches. Any experiments undertaken need to be
designed using appropriate methodologies.
Any particular PhD thesis may combine these approaches, and indeed also draw
on other disciplines, such as physics, computing, biology, physiology and
medicine, for its standards.
9. Programme Outline
9a. Research training
Students follow a new training programme, which has been gradually introduced
from 2004/05. The students are given details of all the training provided in
advance. The attendance at the events organised by the Department is monitored
by a register. Typically, these events are scheduled once per week.
Research student training can be divided into four categories:
(i)
Topic-based research skills related to the project – they are mainly
acquired and developed through close interaction with the research
supervisor and through the research group activities and culture. The
structured components of the training in these categories include:
 Regular research group seminars with active student participation and
presentation of their results.
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
(ii)
(iii)
(iv)
Postgraduate poster session presentation at the end of the second year
of registration. Assessment criteria are published and feedback is
provided to the student.
 Departmental seminars involving prominent academics and
industrialists presenting important new developments in science,
technology and engineering.
Specialist technical skills (usage of specialist equipment, software, etc) –
they are acquired by training within the research group and attending
specialists courses. Regular monitoring and assessment of student
progress provide feedback on specific additional training needs. The
Department provides funds to all its research students for specialist
training, including outside courses and seminars.
Specific skills and knowledge related to studying in local environment
(What are the rules? Where to ask for help? How to arrange for things?
How to gain access to library or computing facilities? Etc) – they are
acquired by introductory talks, through departmental web pages and
student handbooks. This training is mostly provided in a structured form
during the induction period at the beginning of the first year of
registration. Some of the training sessions organised by the Department
are listed below:
 “Research studies in the Department of Electronics”
 “Computing facilities in the Department and how to make best use of
them”
 “Research in the Department of Electronics”
 “Teaching in the Department of Electronics”
In addition, there is also training in this category provided by the
University central facilities: UELT, Computing Service, and the Library.
General and transferable skills (Study skills. Computing skills. Planning
and organising a research project. Communication and interpersonal skills.
How to perform literature search? How to search internet? How to write a
report, a thesis, and a research paper? How to prepare and make a
presentation? Teaching skills. How to find a job. Health and safety issues.
First aid.). They are mostly acquired by taking a formal training or
courses, followed by a practice. Some of the training sessions organised by
the Department are listed below:
 “Making most of your supervisor”
 “Literature search and other online resources in Electronics”
 “Laboratory demonstration”
 “Preparing and giving oral presentations and posters”
 “Writing a research paper”
Immediately upon arrival at the Department, each student will be given a
Health & Safety induction and tour. Students are required to declare that
they have read and understood the Health and Safety requirements of the
Department. In addition, each research group head is responsible for
ensuring that Health and Safety training regarding specific equipment
(such as lasers) is given prior to the use of such equipment.
Other aspects of training are provided by central University facilities. Some
are specifically tailored for Electronics students. For example, final year
students receive a talk from the University Career’s Advisory Service.
Topics covered include:
 Introduction to the Careers Advisory Service facilities
 How employers view Electronics postgraduates - the present state of
the job market
 What jobs are open to Electronics postgraduates
 How and when to apply
 Postgraduate CVs
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The teaching training is provided through laboratory demonstration
(optional) under a supervision of an academic.
For students whose first language is not English help is provided through a
tailored programme of tuition. Although our English Language entry
requirements ensure that cases of major difficulty are rare, this facility has
been utilised on a number of occasions and has proved very valuable for
some of our students.
9b. Progression milestones
The progress of postgraduate students is monitored according to the system
described below, which has been gradually introduced from 2004/05.
1) One month after the start of the studies (typically at the end of
October), the supervisor and the student submit Project Outline to the
Supervisory Panel.
2) Nine months after the start of the studies (typically by the end of June)
each research student submits to the Supervisory Panel a First Year
Report, which consists of two main components: (i) literature review
and (ii) the proposed programme of work (about 4000 words in total
excluding list of references). On the basis of the First Year Report and
the meeting with the student, the Supervisory Panel may recommend
that the registration is amended or continued to PhD.
3) At the end of Year 2, each student prepares a poster and a 15 min
presentation for the Postgraduate Student Symposium. The prize for
the best poster is awarded to encourage student contribution of high
standard. Poster and presentation form the main components of the
annual student assessment by the Supervisory Panel. The Panel may
recommend student’s withdrawal if the progress is unsatisfactory. In
that case, a meeting with the student should be held as well.
4) Eight months before the submission deadline (typically in January of
the Year 3), a student must submit to the Supervisory Panel, after
consultation with the supervisor, a timetable for completion of
experimental work and write-up and the thesis outline.
5) Two months before the submission deadline (typically in July of the
Year 3) a meeting of the Supervisory Panel takes place, to which the
student and the supervisor submit progress reports. Also, the student
submits a revised thesis outline and publication plans. If necessary, the
student can also request a permission to enter extension year. In the
latter case, the student must also submit a clear timetable for writing
in the extension year.
6) Director of Graduate Studies grants the permission to enter the
extension year on the recommendation of the Supervisory Panel.
7) In Year 4, the student provides progress reports to the Supervisory
Panel every three months.
The progress of part-time students is monitored in the same way, but the
timing of the monitoring stages is extended proportionally over 5 years.
9c. Assessment method
Both PhD, MPhil and MSc students write a thesis embodying their research work.
The work is examined by an internal and external examiner whose appointments
are made according to university criteria. PhD and MPhil students will generally
be given a viva voce examination; MSc students will usually not have a viva.
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10. Approved supervisors
10.1
10.2
Supervisors are approved by the Faculty Research and Enterprise
Committee in accordance with Annex C of the Code of Practice for Quality
Assurance (Research Students).
Supervisory Panel arrangements (see section 12) ensure that less
experienced staff can receive appropriate supervision support.
11. Research Environment
The Department of Electronics is a broad-based research centre that has engaged
in postgraduate research training since the 1960s. In research assessment
exercises the department has consistently achieved a grading of four, denoting
evidence of international/national recognition.
The department has four research groups
Image Processing and Vision
Embedded Systems Engineering
Broadband and Wireless Communications
Digital Media
which form the focus for research work in the department. Each member of
research active staff is a member of at least one group, but many staff participate
in the work of more than one group, and inter-group work is encouraged. Every
research student will join the research group of their supervisor(s). Each research
group organises its own seminars meets on a regular basis.
The Department is well equipped with a wide range of laboratory and computing
facilities and diverse software packages for teaching and research support. Well
qualified research and computing technicians help to run laboratory and
measurement systems and provide computing support.
Support for all full time research students includes consumables, equipment and
academic travel budget, as well as a training budget. The students have their own
desk and filing space in one of the research laboratories and a PC. Research
students have free access to university facilities such as printing, photocopying, a
well provisioned Library and high bandwidth internet links.
The Department aims to provide an environment which, in material terms, offers
a high level of physical resource and direct support to students to enable them to
work effectively and to gain experience and expertise in the core techniques and
technologies which underpin the broad area within which their research is placed.
Equally, from a less immediately tangible point of view, we aim to establish and
nurture a culture of ready familiarity with a field, a sense of belonging to an
identifiable and vibrant Group of researchers with common interests, a
recognition of the value of productive interaction with other researchers and,
above all, an enthusiasm for the research process which will facilitate the easy
acquisition of fundamental knowledge and practical skills which are to be found in
the best researchers. Therefore, we aim to develop an atmosphere of informality
but serious commitment, of a lively but purposeful pursuit of research goals and
recognition of the inter-dependence of researchers and the place of the individual
within the wider research community. Staff and students work together primarily
as colleagues in a joint enterprise where all have an important part to play.
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12. Student Support and Guidance
On registration, all students are issued with a copy of the Faculty Handbook
“Information for New Postgraduate Students”. The students have access to all
advisory, counselling and welfare facilities available at the University and in the
Department. Other components, specific to postgraduate studies include:
Induction: An induction programme for new research students is organised in
the Autumn Term of their first year of registration.
Supervisor: The principal source of support is the academic supervisor, a
member of staff. Occasionally, when a research topic reaches across research
interests there is more than one supervisor. A student meets with their supervisor
on a regular basis, typically once a week.
Supervisory Panel: Each student is allocated a Supervisory Panel that consists
of their supervisor or supervisors together with two members of academic staff.
The head of the research group will usually be one member of the Panel. In the
case of research which straddles two groups, the second member should be a
member of the second research group.
The terms
i.
ii.
iii.
iv.
v.
vi.
of reference of the Panel are:
To monitor the academic progress of the student.
To provide academic advice to the student.
To provide advice to the supervisor, particularly in the case of a lessexperienced supervisor.
To advise the Director of Graduate Studies in the case of the
breakdown of the relationship between the student and supervisor(s).
To report to the Director of Graduate Studies on the student’s
progress; in the case that progress is unsatisfactory the panel should
suggest to the Director measures to be taken to rectify the situation.
To examine the students First Year Report (and to report as in item v.
above).
Panel members will not usually be involved in day-to-day supervision of the
student and may therefore become the internal examiner for the student’s thesis.
The panel should notify the Director of Graduate Studies in any case where a
conflict of interest might be thought to arise.
In the case that a student’s sole supervisor leaves the university it is expected
that one of the panel members would become the student’s supervisor; if this
does not happen, the panel would advise the Director of Graduate Studies on a
choice of replacement supervisor. In the case of joint supervision, the remaining
supervisor(s) would retain the supervisory role.
Director of Graduate Studies: overlooks student admission, training and
progress and is available to provide a route whereby students might raise
concerns in a more informal forum. The Director submits the reports on student
progress to the Departmental Research Committee.
Departmental Research Committee: one of its functions is to consider all of
the issues related to postgraduate research studies and in particular quality
assurance. It also acts as a forum for discussion of staff/research student liaison
issues.
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Departmental Bursary Committee: considers student applications for funding
including, in special cases, additional bursaries for students in particularly difficult
financial circumstances.
Administrative Support: Departmental Administrator and Administration Office
deal with all the formal issues related to the studies, including issuing status
letters, collecting report forms, etc.
13. Departmental Quality Assurance and Enhancement
The formal mechanism for research student/staff liaison is provided at the
meetings between the student and the Supervisory Panel. Another formal
mechanism of obtaining student feedback are meetings of the Department’s
Research Committee with student representative. Informal liaison is provided by:
 weekly interactions in the student training events (see Section 9a);
 regular research group meetings;
 student/staff interactions in joint team-building and social activities;
 student liaison with the Departmental Administrator, who is seen to be
independent of the academic staff.
Also, Supervisory Panels provide a confidential mechanism for mediation between
student and supervisor in cases where this is necessary.
14. Departmental Resource Implications
The department’s target of 45 FTE research students has strong resource
implications in terms of money, staff time and space. The Department makes a
substantial contribution to postgraduate studentships and bursaries. Supervision
of research students is included in the Department’s staff workload model, thus
ensuring that the supervisor will not be overloaded. The supervisor is given an
annual budget to pay for the student’s consumable expenses etc. In addition each
student is funded to attend one major conference during his course to present his
work. It is frequently expected that students will construct or use expensive
equipment, often purchased from research grants. The research group head has
responsibility for ensuring that appropriate funding or equipment will be available
for the project. All students can expect to have a desk, filing cabinet and
computer available for their use.
15. Professional Accreditation
Not applicable.
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