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s

PROGRAMME SPECIFICATION

Final

PART 1: COURSE SUMMARY INFORMATION

Course summary

Final award MEng Aeronautical Engineering

Intermediate award BEng(Hons) Aeronautical Engineering

BEng Aeronautical Engineering

DipHE Aeronautical Engineering

CertHE Aeronautical Engineering

Course status Validated

Awarding body University of Brighton

School Computing, Engineering and Mathematics

Location of study/ campus Moulsecoomb

Partner institution(s)

Name of institution Host department Course status

1.

2.

3.

Admissions

Admissions agency UCAS

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Entry requirements Include any progression opportunities into the course.

Check the University’s website for current entry requirements.

For entry to Stage 1 of the course:

A-levels or BTEC Entry requirements are in the range of A-level BBB–BCC (120–104 UCAS Tariff points), or BTEC Extended Diploma DDM–DMM. Our conditional offers typically fall within this range.

A-levels must include maths and a physical science.

We will generally make you an offer if your predicted grades are at the top of this range. If your predicted grades are towards the lower end of this range we may still make you an offer if you have a good GCSE (or equivalent) profile or relevant non-academic achievements.

International Baccalaureate 30 points with three subjects at Higher level which must include grade 5 in maths and physics.

GCSE

Must include English language and maths at grade 4 and a physical science at grade C.

Foundation degree/HND May enable you to start the course in year 2.

ATAS requirements The JACS code for this course is H410, meaning that students from outside the European Economic Area (EEA) and Switzerland will have to apply for an Academic Technology Approval Scheme (ATAS) certificate before they apply for a visa. Details can be found on the gov.uk website.

Studied before or got relevant experience? A qualification, HE credits or relevant experience may count towards your course at Brighton, and could mean that you do not have to take some elements of the course or can start in year 2 or 3.

For non-native speakers of English IELTS 6.0 overall, with 6.0 in writing and a minimum of 5.5 in the other elements.

International students may also gain entry via completing pathway courses at The University of Brighton International College. For more information see: http://www.kic.org.uk/brighton/

Start date (mmm-yy) Normally September

Sep-19

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Mode of study

Mode of study Duration of study (standard) Maximum registration period

Full-time 4 years MEng 10 years MEng

Part-time 8 years MEng 10 years MEng

Sandwich 5 years MEng 10 years MEng

Distance Not Available Not Available

Course codes/categories

UCAS code H416

Contacts

Course Leader (or Course Development Leader)

TBC

Admissions Tutor Dr Shaun Lee

Examination and Assessment

External Examiner(s) Name Place of work Date tenure expires

Mr P Lewis Coventry University 30/09/2020

Examination Board(s) (AEB/CEB)

Engineering

Approval and review

Approval date Review date

Validation April 20051 November 20152

Programme Specification Jan 20193 Jan 20204

Professional, Statutory and Regulatory Body 1 (if applicable):

The Institution of Mechanical Engineers (IMechE)

May 20155 May 20176 (accredited up to and inc. 2019)

Professional, Statutory and Regulatory Body 2 (if applicable):

The Institution of Engineering and Technology (IET)

May 2015 May 2017 (accredited up to and inc. 2019)

1 Date of original validation. 2 Date of most recent periodic review (normally academic year of validation + 5 years). 3 Month and year this version of the programme specification was approved (normally September). 4 Date programme specification will be reviewed (normally approval date + 1 year). If programme specification is applicable to a particular cohort, please state here. 5 Date of original approval by the Professional, Statutory or Regulatory Body (PSRB) 6 Date of most recent review by accrediting/ approving external body.

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PART 2: COURSE DETAILS

AIMS AND LEARNING OUTCOMES

Aims

The aims of the course are:

The aims of this programme are:

To offer study pathways relevant to Aeronautical Engineering, which draw upon the industrial and research expertise of the School.

To provide students with a broad engineering educational base with an emphasis on core mechanical engineering subjects (thermodynamics, fluid mechanics, dynamics, control, manufacturing, electronics, electrical machines, mechanics, materials, computing and design), which graduates can use to build careers in industry, research, education or the service sector.

To provide an engineering education in which the emphasis is placed on the integration of analytical tools and application of practical skills through design exercises, case studies, and projects.

To develop students’ skills so that they are able to effectively utilise the latest technologies, including computer-based tools for design, modelling and simulation.

To provide a programme that fulfils the educational requirement for Chartered Engineer status. Preparing graduates for high level careers in industry, research, consultancy or the service sector by developing students’ versatility and depth of understanding enabling them to deal with new problems in different areas of engineering, provide technical and managerial leadership and implement changes in technology.

Learning outcomes

The outcomes of the main award provide information about how the primary aims are demonstrated by students following the course. These are mapped to external reference points where appropriate7.

This course is designed to meet the learning outcomes specified by the UK Engineering Council in its requirements for Accreditation of Higher Education Programmes (AHEP3) that fully satisfies the educational requirements for Chartered Engineer, CEng, status.

The course learning outcomes are based upon the six categories of learning outcomes identified by the UK Engineering Council.

On successful completion of this course a graduate will be able to:

LO1 Science and Mathematics

Apply scientific and mathematical principles and methodology to the analysis and evaluation of engineering systems. Integrate concepts from other engineering disciplines and apply them to areas within their own specialism.

LO2 Engineering Analysis

Evaluate the performance of engineering systems by applying appropriate analytical and computational techniques. Solve engineering problems using an integrated systems approach.

LO3 Design

Demonstrate an awareness of the design process, and plan and manage a project considering both the business and regulatory frameworks. Communicate their work to both technical and non-technical audiences.

LO4 Economic, legal, social, ethical and environmental context

Act according to the ethical standards of the UK Engineering Council, demonstrate an awareness of the legal requirements governing engineering activities, and risk management techniques.

LO5 Engineering Practice

Employ practical, analytical, and personal skills to enable an engineering team to meet its goals.

7 Please refer to Course Development and Review Handbook or QAA website for details.

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LO6 Additional general skills

Utilise a range of communication techniques, demonstrate an awareness of the benefit of lifelong learning, and plan self-learning and carry out a personal programme of work.

QAA subject benchmark statement (where applicable)8

The Engineering Council sets the overall requirements for the Accreditation of Higher Education Programmes (AHEP) in engineering, in line with the UK Standard for Professional Engineering Competence (UK-SPEC).

This course is designed to satisfy the third revision of AHEP published in April 2014.

Since 2006, the Quality Assurance Agency (QAA) has adopted the Engineering Council’s learning outcomes as the subject benchmark statement for engineering.

http://www.qaa.ac.uk/en/Publications/Documents/SBS-engineering-15.pdf

PROFESSIONAL, STATUTORY AND REGULATORY BODIES (where applicable)

Where a course is accredited by a PSRB, full details of how the course meets external requirements, and what students are required to undertake, are included.

Accredited by the Institution of Engineering and Technology on behalf of the Engineering Council for the purposes of fully meeting the academic requirement for registration as a Chartered Engineer.

Accredited by the Institution of Mechanical Engineers (IMechE) on behalf of the Engineering Council for the purposes of fully meeting the academic requirement for registration as a Chartered Engineer.

A mapping with the UK Standard for Professional Engineering Competence, UK-SPEC, published by the Engineering Council UK, ECUK, was employed to derive the learning outcomes for the programme.

LEARNING AND TEACHING

Learning and teaching methods

This section sets out the primary learning and teaching methods, including total learning hours and any specific requirements in terms of practical/ clinical-based learning. The indicative list of learning and teaching methods includes information on the proportion of the course delivered by each method and details where a particular method relates to a particular element of the course.

The information included in this section complements that found in the Key Information Set (KIS), with the programme specification providing further information about the learning and teaching methods used on the course.

A wide range of techniques appropriate to the subject area are utilised throughout the course. These include: Lectures, Tutorials, Fully integrated practical work, Design, manufacture and test projects, Group and individual projects and assignments, Peer group presentations and Guest lectures.

Innovative learning and teaching approaches include a major design and application project (ME405) in Stage1, which integrates practical and theoretical work. In Stage 2 a course specific design exercise is run over an intensive week, and external industrial visitors contribute to the assessment and realistic industrial feel of the activity. Students have access to high quality laboratory facilities such as the School’s flight simulators and the IC engine test beds of the Sir Harry Ricardo Laboratories.

Stage 1 is focused on the development of generic engineering skills that are common to all study pathways. Real world applications and practical work are used to introduce engineering theory and concepts. In order to support students in developing their study skills, intensive modules are employed that allow more subject focus for students to assimilate the course material and provides opportunities for formative feedback through non-summative assessment. In subsequent Stages, students can study engineering applications appropriate to their study pathway.

In Stage 4 (Level 7) students engage with MSc level modules. They also undertake a business oriented MSc level module, XE702. Students are also organised in small groups for the Major Team Project,

8 Please refer to the QAA website for details.

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XE700, where students from different disciplines of mechanical and electronic engineering work together to work on industrially related projects. Students will be encouraged to work on real projects set by our industrial partners in the locality.

Teaching methods vary from module to module depending on what is considered to be the most effective by the staff responsible. The learning and teaching approach used is specified in each module descriptor. The nominal contact time for 20 CATS points in Stage 1 is 6 hours and in Stage 2 is 5 hours per week over 12 teaching weeks with the expectation that students will carry out independent learning for an additional 10 to 12 hours per week. Hence the normal contact time per week would be 18 hours in Stage 1 (15 hours in Stage 2) with the expectation that the student’s total commitment to the course would be approximately 40 hours per week on average over the academic year. In Stage 3, due to the increased maturity and focus of the students, nominal contact time for 20 CATS points is reduced to 4 hours per week and independent study increases to 13 hours per week. Studentcentral is used to provide a framework for guiding students in their independent learning periods.

Design features prominently throughout the courses and is used as a vehicle to integrate the other engineering subjects. The Stage 3 Aircraft Design and Management Project module is used to strengthen the programme theme, along with the Stage 3 individual project and the specialist modules in Stages 2 and 3.

A Design Project (ME405) is included in Stage 1 as a project-based exercise. The quality of that work has been improved over a number of years and has been widely recognised by the Professional Regulatory Bodies.

All undergraduates undertake project work culminating in the Stage 3 Individual Project. These may take different forms such as design, manufacture, analysis and original investigation. All will involve independent literature studies. Many of the projects are connected with research interests of supervising staff, industrial liaison or through Knowledge Transfer Partnerships. The Stage 3 project is always carried out on an individual basis and will be pertinent to the student’s study pathway. In order to develop team working skills, other projects and assignments are often carried out in groups.

Research Informed Teaching

Teaching is informed by research of very high quality. In the 2008 Research Assessment Exercise 95% the School’s engineering research was judged to be of international quality of which 70% was internationally leading, by the Unit of Assessment for Mechanical, Aeronautical and Manufacturing Engineering. The school hosts the Advanced Engineering Centre and is a member of the UK’s Advanced Propulsion Centre. At Stage 3 of the course, lecturers deliver in their specialist research fields. Examples include members of the Advanced Engineering Centre lecturing in the fields of thermofluids, propulsion and energy systems. . This expertise is also used to provide context for topics taught in earlier stages of the course.

Two key features of the research environment identified by the RAE panel were strong industrial links and the quality of experimental facilities. The course benefits from a wide range of industrial input at all stages. This ranges from guest lectures on state-of-the-art technology to support for individual projects in Stage 3.The experimental facilities of the Advanced Engineering Centre are used to support a range of individual projects. Most of these are inspired by on-going research programmes.

Modules at each stage of the course are shared across the School’s engineering disciplines with an increase of the proportion of course specific specialist modules in the later Stages.

Education for Sustainable Development

Sustainability is a core element of engineering practice. This can be seen across a range of disciplines from the selection of a manufacturing process (energy cost and environmental impact) to the design of a road vehicle power train (response to legislation and energy resources). As such sustainable development has always been an implicit element in many modules.

Students are introduced to concepts of sustainability and ethics throughout the course. Students research into Ethics and Sustainability issues in their chosen area of engineering in the first year (XE421 Engineering Practice). In the second year, the XE521 Engineering Design module aims to enable students to focus on how to solve problems relating to sustainability and global issues. The course aims to educate students for sustainable development by studying science and developing scientific skills, research skills and critical thinking.

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ASSESSMENT

Assessment methods

This section sets out the summative assessment methods on the course and includes details on where to find further information on the criteria used in assessing coursework. It also provides an assessment matrix which reflects the variety of modes of assessment, and the volume of assessment in the course.

The information included in this section complements that found in the Key Information Set (KIS), with the programme specification providing further information about how the course is assessed.

Examinations are normally closed book and of three hours duration for 20 CATS modules assessed principally by examination. For those modules where coursework is used to assess a significant number of the learning outcomes the examination length is reduced accordingly.

The following table highlights where the assessment takes place for each learning outcome of the course.

Learning Outcome Assessment Method

Module Number of Credits

L.O.1 Science and mathematics

Exam, Coursework

XE420, ME410, ME547, ME559, ME644, ME647, XE702, ME702, XE753, XE703, XE700.

240

L.O.2 Engineering analysis

Exam, Coursework, Practical

XE420, XE421, XE411, ME410, ME405, ME413, ME547, XE500, ME544, ME559, XE521, ME545, ME644, ME651, ME647, ME652, XE636, ME702, XE753, XE703, XE700.

460

L.O.3 Design

Exam, Coursework, Practical

XE411, ME410, ME405, ME413, ME544, ME559, XE521, ME545, ME651, ME647, XE636, XE702, XE753, XE703, XE700.

340

L.O.4 Economic, legal, social, ethical and environmental context

Exam, Coursework, Practical

XE421, XE411, ME410, ME405, ME413, XE500, ME544, ME559, XE521, ME545, ME651, ME647, ME652, XE636, XE702, ME702, XE703, XE700.

400

L.O.5 Engineering practice

Exam, Coursework, Practical

XE421, ME405, ME413, XE500, ME544, XE521, ME545, ME651, ME652, XE636, XE702, XE703, XE700.

300

L.O.6 Additional general skills

Exam, Coursework, Practical

XE421, XE411, ME405, XE500, XE521, XE633, ME651, ME652, XE636, XE702, ME702, XE753, XE703, XE700.

300

SUPPORT AND INFORMATION

Institutional/ University All students benefit from:

University induction week

Student Contract

Course Handbook

Extensive library facilities

Computer pool rooms

E-mail address

Welfare service

Personal tutor for advice and guidance

studentcentral (virtual learning environment)

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Course-specific Additional support, specifically where courses have non-traditional patterns of delivery (e.g. distance learning and work-based learning) include:

In addition, students on this course benefit from:

The School’s extensive laboratory facilities including the Advanced Engineering Building and the Flight and Vehicle Simulators.

Industrially relevant projects and assignments through the School’s Industrial Advisory Board, Knowledge Transfer Programmes and other industrial collaborations.

Personal tutor for advice and guidance

Placements Office to help students get an industrial placement and support them during their placement.

Specialist engineering software.

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PART 3: COURSE SPECIFIC REGULATIONS

COURSE STRUCTURE

This section includes an outline of the structure of the programme, including stages of study and progression points. Course Leaders may choose to include a structure diagram here.

Aeronautical Engineering is a professional discipline that applies technical knowledge and understanding into the real-world environment. The course structure has been designed to enable students to:

gain experience of engineering knowledge and skills;

build competence in relevant technical disciplines;

apply their expertise in individual and team projects;

operate at a professional level.

Aspects of professional practice and ethics are embedded in modules at each stage of study.

Stage 1: Experience the context of Engineering

On the first stage of study (at educational level 4) the aim is to develop core skills and enable experience of their application in general engineering situations. Concepts are presented in engineering context with the focus on problem solving and practical project work. There will be tasters of the specialisms students have chosen linked to subsequent stages and put into a professional context.

Stage 2: Competence

This stage focuses on the technical development of students across the spectrum of Mechanical Engineering subject disciplines. The aim is to develop student competence in dealing with more specific engineering projects and situations. Specific skills are developed using professional case studies, investigations and assignments.

Stage 3: Expertise

At the third stage (educational level 6) students apply their expertise and professional judgement to complex engineering problems in real-world contexts, as well as managing a significant individual project with professionalism.

Industrial Placement

Students may opt to apply and develop their knowledge and skills in an industrial context after completion of stage 2.

Stage 4: Consulting

At the final stage, students will engage in advanced specialist modules for their discipline and will apply their knowledge in an industry relevant final group project. The independent study module XE703 allows students to engage in a discipline of their choice for individual specialisation of their studies before graduating.

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Status:

M = Mandatory (modules which must be taken and passed to be eligible for the award)

C = Compulsory (modules which must be taken to be eligible for the award)

O = Optional (optional modules)

A = Additional (modules which must be taken to be eligible for an award accredited by a professional, statutory or regulatory body, including any non-credit bearing modules)

*Optional modules listed are indicative only and may be subject to change, depending on timetabling and staff availability

Level9

Module code Status Module title Credits

4 XE420 C Engineering Mathematics 20

4 XE421 C Engineering Practice 20

4 XE411 C Mechanical Design 20

4 ME410 C Energy Systems 20

4 ME405 C Design Project 20

4 ME413 C Materials and Manufacture 20

5 ME547 C Dynamics and Control 20

5 XE500 C Engineering Systems 20

5 ME544 C Materials Engineering 20

5 ME559 C Aerospace Fluid and Thermal Systems 20

5 XE521 C Engineering Design 20

5 ME545 C Manufacturing Engineering 20

6 XE633 O Sandwich Placement 0

6 ME644 C Flight Dynamics and Control 20

6 ME647 C Advances and Applications in Fluid Dynamics for Aeronautical Engineering

20

6 ME651 C Aircraft Design and Management Project 20

6 ME652 C Aerospace Propulsion Systems and Avionics 20

6 XE636 M Project 40

7 XE700 M Major Team Project 40

7 ME702 C Advanced Computational Fluid Dynamics 20

7 XE702 C Engineering Management 20

7 XE753 C Advanced Avionics 20

7 XE703 C Independent Study 20

9 All modules have learning outcomes commensurate with the FHEQ levels 0, 4, 5, 6, 7 and 8. List the level which corresponds with the learning outcomes of each module.

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AWARD AND CLASSIFICATION

Award type Award* Title Level Eligibility for award Classification of award

Total credits10 Minimum credits11 Ratio of marks12: Class of award

Final MEng Aeronautical Engineering 7 Total credit 480 Minimum credit at level of award 120

Level 6 and 7 (50:50) Honours degree

Intermediate BEng (Hons)

Aeronautical Engineering 6 Total credit 360 Minimum credit at level of award 90

Levels 5 and 6 (25:75) Honours degree

Intermediate BEng Aeronautical Engineering 6 Total credit 300 Minimum credit at level of award 60

Level 6 Unclassified degree

Intermediate DipHE Aeronautical Engineering 5 Total credit 240 Minimum credit at level of award 90

Level 5 marks Not applicable

Intermediate CertHE Aeronautical Engineering 4 Total credit 120 Minimum credit at level of award 90

Level 4 marks Not applicable

*Foundation degrees only

Progression routes from award:

Award classifications Mark/ band % Foundation degree Honours degree Postgraduate13 degree (excludes PGCE and BM BS)

70% - 100% Distinction First (1) Distinction

60% - 69.99% Merit Upper second (2:1) Merit

50% - 59.99% Pass

Lower second (2:2) Pass

40% - 49.99% Third (3)

10 Total number of credits required to be eligible for the award. 11 Minimum number of credits required, at level of award, to be eligible for the award. 12 Algorithm used to determine the classification of the final award (all marks are credit-weighted). For a Masters degree, the mark for the final element (e.g, dissertation) must be in the corresponding class of award. 13 Refers to taught provision: PG Cert, PG Dip, Masters.

MEng Aeronautical Engineering Page 13 of 13

EXAMINATION AND ASSESSMENT REGULATIONS

Please refer to the Course Approval and Review Handbook when completing this section.

The examination and assessment regulations for the course should be in accordance with the University’s General Examination and Assessment Regulations for Taught Courses (available from staffcentral or studentcentral).

Specific regulations which materially affect assessment, progression and award on the course e.g. Where referrals or repeat of modules are not permitted in line with the University’s General Examination and Assessment Regulations for Taught Courses.

The course regulations are in accordance with the University's General Examination and Assessment Regulations.

In addition, the following course specific regulations apply:

Students will be required to abide by the ethical principles for professional engineers defined by the Engineering Council and the Royal Academy of Engineering in addition to the academic and disciplinary requirements of the University of Brighton.

http://www.engc.org.uk/standards-guidance/guidance/statement-of-ethical-principles/

To progress through MEng progression gateways to Stage 3 or stage 4 of the MEng course a student must achieve an aggregate mark of at least 50% for Stage 2 or 3 respectively. A student who fails to achieve this threshold will normally be transferred to the corresponding BEng course1.

If the Board of Examiners decide that a student's industrial training and assessment (i.e. a pass in XE633) is satisfactory then the phrase "having followed a sandwich programme" is included in the award title.

A student will not normally be allowed to repeat the Stage 3 project, XE636, or the Stage 4 project, XE700.

Exceptions required by PSRB These require the approval of the Chair of the Academic Board

A maximum of 30 credits can be compensated across the whole degree programme.

The minimum module mark for which compensation is allowed is 10 marks below the nominal module pass mark i.e. a mark of at least 30 for Level 4 to 6 and a mark of at least 40 for Level 7.

1 In order to remain on the MEng “a level average of at least 50% is required”.

https://www.theiet.org/academics/accreditation/policy-guidance/infopack.cfm?type=pdf