May 2010
LOUGHBOROUGH UNIVERSITY
DESIGN SCHOOL
Programme Specification
Industrial Design and Technology,
Industrial Design and Technology with the Diploma in Professional Studies and
Industrial Design and Technology with the Diploma in International 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;
Accredited by The Institute of Engineering Designers (IED)
Name of the final award;
Programme title;
BA (Honours) or BA (Honours) and Diploma in Professional
Studies (DPS) / Diploma in International Studies (DIntS)
Industrial Design and Technology
UCAS code;
H775 BA/IDTec or H776 BA/IDTec4
Date at which the programme
specification was written or revised.
May 2008
1. Aims of the programme:
to advance the understanding of designing, with particular attention to the practitioners, the principles
and practice of industrial design and their technological bases;
to provide opportunities for students to develop skills, values and attributes, and to acquire knowledge
and understanding, relevant to the needs of industrial design and technology;
to develop and foster imaginative and creative abilities, both individually and in teams;
to provide opportunities for students to develop and apply appropriate modelling methods to design
development, and to design and predict the performance of electronic and mechanical systems
relevant to industrial design products;
for students to be better able to recognise, contextualise and discuss the significance and implications
of design activity and its outcomes;
to enable students to develop effective communication skills, including those required for verbal, visual
and technical presentation;
to enhance students’ career and employment opportunities.
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2. Relevant subject benchmark statements and other external and internal reference points
used to inform programme outcomes:
The Benchmark Statements for Art and Design, and Engineering.
The Framework for Higher Education Qualifications.
The University Learning and Teaching Strategy.
School teaching and learning policies.
School Handbook for the Diploma in Professional Studies.
The specialisms and research interests of the teaching staff.
3. Intended Learning Outcomes
Knowledge and Understanding:
On successful completion of this programme, students should be able to demonstrate knowledge and
understanding of:
design methodology and the context of design activity;
a range of issues concerned with industrial design requirements, including technical and functional
issues, product semantics, aesthetic and styling issues, emotional dimensions, sustainable
development and ecodesign strategies, ergonomics and user interaction;
the principles and practice of planning extended enquiries, user evaluations and technical evaluations;
a range of prototyping and commercial manufacturing processes, and how to estimate product costs;
technical requirements concerned with the functional elements of a product’s design, including a basic
understanding of electronic and mechanical systems, and materials;
how computer-based tools may be used to enhance and support design activities, particularly how 3D
CAD modelling and computer based manufacturing/prototyping can be used as a foundation for
downstream activities.
Teaching, learning and assessment strategies to enable outcomes to be achieved and
demonstrated:
Lectures (including visual aids, case studies, and outside specialist speakers), laboratory activities (to
develop deeper understanding and experience phenomena by applying knowledge and
understanding), small group and individual tutorials (for supervision of coursework and advice on
project work and assignments).
Assessment is undertaken through submission of coursework assignments (including essays, reports,
and tests) and end-of-module examinations.
Skills and other attributes:
a. Subject-specific intellectual/cognitive skills:
On successful completion of this programme, students should be able to:
analyse design contexts and develop a design strategy;
develop design ideas, as an individual and also as part of a group;
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identify and use appropriate resources to support designing, including basic electronic, mechanical
and computer-based systems;
Teaching, learning and assessment strategies to enable outcomes to be achieved and
demonstrated:
seminars (to raise and discuss issues related to design development);
studio sessions (to guide design developments and to consider how design issues should be resolved
or integrated);
laboratory activities (to develop scientific approaches and techniques used to test, simulate and
evaluate appropriate technologies);
optional workshops to support the development of skills in numeracy and CAD.
Assessment is undertaken through design project course work (to illustrate the analysis of design
situations and the development of design outcomes) and laboratory reports (to illustrate technical
competence).
b. Subject-specific practical skills:
On successful completion of this programme, students should be able to:
apply appropriate media and modelling techniques at various phases of a design process;
produce sketch, CAD, rendered, detailed part and General Assembly (GA) drawings of design
proposals;
make prototype models suitable for evaluation by users, and make jigs and tools to support both
prototype and commercial manufacture;
plan and execute the evaluation of proposed design products, analysing the outcome and proposing
suitable modifications;
use basic mathematics, electronic simulation tools and graphical methods to simulate and design
electronic and mechanical systems;
to relate and incorporate the technical design requirements to those of a complete product;
use 3D CAD modelling systems, and other specialised software applications, to visualise, develop and
analyse the design of a product.
Teaching, learning and assessment strategies to enable outcomes to be achieved and
demonstrated:
Workshop sessions (to develop, practice and apply prototyping/manufacturing skills);
Studio sessions (to develop drawing, graphics and presentation skills);
Laboratory activities (to undertake technological activity related to intended or on-going design
processes);
Computer Laboratory sessions (to develop CAD, and other software, capability that is later applied to
design development, visualisation and presentation);
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);
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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/1112/index.htm
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 School ‘open day’).
A typical offer would be:
A Level qualifications: 300 points from two subjects at A2 level, plus either a third subject at A2 level
or two subjects at AS level. Additionally, evidence of design, drawing and making (e.g. A Level Design
and Technology) may be required.
Vocational A Level (VAL) qualifications: 300 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
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Progression from one Part of a programme to another is dependent upon the module credit
accumulated, as outlined by Regulation XX and the relevant Programme Regulations.
The total module weight for each Part is 120 credits. Modular credit is achieved when the final mark
achieved is 40% and above.
In order to progress from Part A to Part B, students must accumulate at least 100 credits and achieve
at least 30% in all modules.
In order to progress from Part B to Part C, students must have accumulated at least 200 credits, of
which at least 100 must be from Part B (Degree level) and gain a minimum of 20% in all modules.
In order to qualify for the award of an Honours Degree, candidates must have accumulated 300
credits, of which 200 shall be from Parts B and C and gain a minimum of 20% in all modules.
The average weighted mark scores for Parts B and C will be combined in the ratio Part B 40: Part C
60, to determine the final mark.
Any student who fails to meet these requirements will have the right of reassessment normally on one
occasion only, in any module causing them to fail that Part of the Programme. Such students will have
the right to select reassessment at the next time that the module is offered, or in the Special
Assessment Period (SAP). However, some modules are SAP restricted (typically, those requiring
workshop or laboratory support) and candidates are advised to check specific Module descriptions in
order to determine if examination in the SAP is possible. Final year candidates who fail to achieve
sufficient module marks of 40% and have not qualified for a degree award shall be allowed to resit
any or all of those modules, but not in the SAP.
Full details are available in the Programme Regulations and Regulation XX.
Details of all Modules offered by the Design School are available at:
http://cisinfo.lboro.ac.uk:8081/CI/wr0016.main?dept=DT&dept2=CD
7. What makes the programme distinctive:
The BA in Industrial Design and Technology has been devised to meet the needs and ambitions of
students who wish to focus on highly user-centred approaches to design, including product
appearance, strategic uses of design and sustainable issues, whilst still taking responsibility for
decisions on manufacturing and the application of relevant technology.
The programme explores and 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 School
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 School 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.
Industrial Design and Technology graduates may apply for membership of the Chartered Society of
Designers (CSD). The programme is accredited by The Institute of Engineering Designers (IED).
School 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 School’s co-operation with
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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.
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 School also offers further support via School 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 School facilities and student IT needs.
The School 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:
Information on evaluating and improving the quality and standards of learning within the University can
be found on the following url:
http://www.lboro.ac.uk/admin/ar/templates/notes/lps/ (see section 9).
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