LOUGHBOROUGH UNIVERSITY
Department of Design and Technology
Programme Specification
Product Design and Technology (BSc) and
Product 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;
Programme title;
Accreditation from the Institution of Engineering
Designers (IED) with registration of IEng with the UK
Engineering Council
BSc (Honours) or BSc (Honours) and Diploma in
Professional Studies (DPS)
Product Design and Technology
UCAS code;
HJ7X, HJ79
Date at which the programme
specification was written or revised.
May 2008
Name of the final award;
1. Aims of the programme:
to advance the understanding of designing, with particular attention to the practitioners, the
principles and practice of product 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 product 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 Framework for Higher Education Qualifications.
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 product 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 an 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, particularly including electronic,
mechanical and computer-based systems;
apply suitable numerical methods to solve basic engineering/technological problems and use
scientific principles in the modelling and analysis of electronic and mechanical 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 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);
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computer Laboratory sessions (to develop CAD, and other software, capability that is later
applied to design development, visualisation and presentation);
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:
Full details can be found in the Programme Regulations at:
http://www.lboro.ac.uk/admin/ar/lps/progreg/year/0809/docs/Product%20Design%20&%20Te
chnology%20(2008%20entry%20onwards)%20BSc.doc
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’).
A typical offer would be:
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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. Subjects must include AS/A2 Mathematics (applied or
pure) or Physics. 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 GRUA 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,
which must include Mechanics 1 and Electronics 1, 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), which must include
Mechanics 2 and Electronics 2 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, which must include Mechanics 3 and
Electronics 3, 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 GRUA.
Details of all Modules offered by the Department of Design and Technology are available at:
http://cisalpha.lboro.ac.uk:7782/epublic/wp5016.main?dept=DT&dept2=CD
7. What makes the programme distinctive:
The emphasis of the BSc programme is applied technology. Students are supported in
developing conceptual product designs and to apply existing and emerging technologies to
provide innovating working solutions to real problems. Innovations in applied materials,
design for manufacture, mechanics and electronics are all actively encouraged throughout the
programme. A distinctive feature of the BSc is that an Electronics/Mechanics module is
studied through the three years of the course, with Materials in Years 1 and 2. Product
outcomes for the Major Project in the final year reflect the nature of this programme in
equipping students to get technology to work through the development of innovative products
by applying mechanical and electronic solutions as part of the product design approach.
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The BSc Programme aims to support the continual development of design students and to
provide a cumulative learning experience via a coherent set of modules providing a clear
context for the study of design. To this end designing through practice remains core and
contain activities that enhance globally the experience of undergraduates. In addition, the
organisation of the programme supports cumulative and independent learning, and the
development of knowledge, skills and values through practice.
The programme also develops designers’ abilities in three-dimensional designing and
prototyping. It integrates the study of many design-related subjects, whilst allowing students
to maintain a focused strand of study appropriate to their background, skills and aspirations.
All this is set in the context of creative and innovative practice. A key feature, and particular
strength, of the course is the development of fully functional appearance prototypes.
Connected to this feature are the Departmental resources which are available to all students.
These include excellent fully equipped workshops and specialist CAD facilities with two rapid
prototyping machines.
The programme has strong links with industry and commerce. This often takes the form of live
design projects with companies such as Boots, the BBC, Rolls-Royce and Dyson. Another
strength of the programme is its placement year, with the DPS qualification. Recent
placement companies have included Nissan, Nokia, Reebok and Stanley Tools.
The Department has a prize-winning tradition in design competitions such as the Royal
Society of Arts (RSA) Design Directions. In recent years students have regularly won awards
in this prestigious international competition.
Departmental graduates have an excellent record of employment. Industry and commerce are
keen to recruit people with capabilities in industrial/product design and development, who
understand how products are made successfully at minimum cost. The skills developed
through the Department’s co-operation with commercial clients enhance our graduates’
position in the job market. Possible careers include consumer product design, marketing,
industrial design consultancy, project planning, technical sales, furniture design, CAD/CAM,
buying, interior/exhibition design, advertising and display design. The broad base of our
courses mean that some graduates obtain jobs where there is no direct relationship to design,
such as those in financial services.
The BSc programme has accreditation from the Institution of Engineering Designers (IED),
together with registration with the UK Engineering Council to Incorporated Engineer (IEng)
status.
Additional 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
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.
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8. Particular support for learning:
Information on centrally provided support for learning within the University can be found on
the following url:
http://www.lboro.ac.uk/admin/ar/templates/notes/lps/
(see section 8).
The Department also offers further support via 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.
The Department has arrangements for personal tutoring. 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.
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
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