Programme Specifications

Programme summary

1. Programme Aims

This programme seeks to combine creative and technical design skills with the core engineering and sports focussed knowledge of manufacturing processes, technologies and human factors.  On completion of the course, students should have acquired a broad base of sports technology knowledge and experience.  They should be self reliant and able to contribute well in team situations.  By using a wide variety of teaching and learning methods, enhanced by exceptionally strong research links within the sporting goods and manufacturing industry, graduates will have gained the ability to apply engineering and scientific principles effectively in a commercial environment.  They will have acquired a sound basis for a career in sports / manufacturing engineering, engineering or sports product design.

Aims:

• To develop a detailed knowledge and understanding of sport-related product design, manufacture and test, human performance and business studies. 

• To develop the ability to conduct research and design in sports technology and solve associated problems using both established and contemporary ideas and techniques. 

• To develop analytical and transferable skills that will enable graduates to gain employment in a wide variety of professions and to make a valuable contribution to society. 

• To encourage students to manage their own learning, communicate effectively and make use of primary source materials. 

• To foster an appreciation of the essential practical, commercial and broader societal aspects of engineering.

2. Relevant subject benchmark statements and other external reference points used to inform programme outcomes:

• 含羞草视频 Periodic Programme Review (Quadrennial Review). 

• 含羞草视频 Annual Programme Review. 

• UK Quality Assurance Agency for Higher Education (QAA) – ‘Subject Benchmark Statement for Engineering’, (Feb.2015) and ‘Framework of Higher Education Qualifications’, (Aug.2008). 

• Engineering Council (UK). ‘UK-SPEC, UK Standard for Professional Engineering Competence’, 3^rd Edition, Jan.2014. 

• Engineering Council (UK). ‘The Accreditation of Higher Education Programmes’, 3^rd Edition, May 2014. 

• Programme Accreditation Reports (Quinquennial) by professional institutions.

3. Programme Learning Outcomes

3.1 Knowledge and Understanding

In line with the QAA ‘Subject Benchmark Statement for Engineering (2015)’  the programme learning outcomes listed here are sourced from the Engineering Councils publication ‘The Accreditation of Higher Education Programmes’ 3^rd Edition, 2014.

Science and Mathematics (SM)

Engineering is underpinned by science and mathematics, and other associated disciplines, as defined by the relevant professional engineering institution(s). Upon successful completion graduates will have:

• Knowledge and understanding of scientific principles and methodology necessary to underpin their education in their engineering discipline, to enable appreciation of its scientific and engineering context, and to support their understanding of relevant historical, current and future developments and technologies

• Knowledge and understanding of mathematical and statistical methods necessary to underpin their education in their engineering discipline and to enable them to apply mathematical and statistical methods, tools and notations proficiently in the analysis and solution of engineering problems

• Ability to apply and integrate knowledge and understanding of other engineering disciplines to support study of their own engineering discipline

Engineering Analysis (EA)

Engineering analysis involves the application of engineering concepts and tools to the solutions of engineering problems. Upon successful completion graduates will have:

• Understanding of engineering principles and the ability to apply them to analyse key engineering processes

• Ability to identify, classify and describe the performance of systems and components through the use of analytical methods and modelling techniques

• Ability to apply quantitative and computational methods in order to solve engineering problems and to implement appropriate action

• Understanding of, and the ability to apply, an integrated or systems approach to solving engineering problems

Design (D)

Design at this level is the creation and development of an economically viable product, process or system to meet a defined need. It involves significant technical and intellectual challenges and can be used to integrate all engineering understanding, knowledge and skills to the solution of real problems. Upon successful completion graduates will have the knowledge, understanding and skills to:

• Understand and evaluate business, customer and user needs, including considerations such as the wider engineering context, public perception and aesthetics

• Investigate and define the problem, identifying any constraints including environmental and sustainability limitations; ethical, health, safety, security and risk issues; intellectual property; codes of practice and standards

• Work with information that may be incomplete or uncertain and quantify the effect of this on the design

• Apply advanced problem-solving skills, technical knowledge and understanding, to establish rigorous and creative solutions that are fit for purpose for all aspects of the problem including production, operation, maintenance and disposal

• Plan and manage the design process, including cost drivers, and evaluate outcomes

• Communicate their work to technical and non-technical audiences

Economic, legal, social, ethical and environmental context (EL)

Engineering activity can have impacts on the environment, on commerce, on society and on individuals. Upon successful completion graduates will have the skills to manage their activities and be aware of the various legal and ethical constraints under which they are expected to operate, including:

• Understanding of the need for a high level of professional and ethical conduct in engineering and a knowledge of professional codes of conduct

•  Knowledge and understanding of the commercial, economic and social context of engineering processes

•  Knowledge and understanding of management techniques, including project management, that may be used to achieve engineering objectives

•  Understanding of the requirement for engineering activities to promote sustainable development and ability to apply quantitative techniques where appropriate

•  Awareness of relevant legal requirements governing engineering activities, including personnel, health & safety, contracts, intellectual property rights, product safety and liability issues

•  Knowledge and understanding of risk issues, including health & safety, environmental and commercial risk, and of risk assessment and risk management techniques

3.2 Skills and other attributes

a. Subject-specific cognitive skills:

Refer to Section 3. above

b. Subject-specific practical skills:

This is the practical application of engineering skills, combining theory and experience, and use of other relevant knowledge and skills. This can include:

• Understanding of contexts in which engineering knowledge can be applied (eg operations and management, application and development of technology, etc)

•  Knowledge of characteristics of particular materials, equipment, processes or products

•  Ability to apply relevant practical and laboratory skills

•  Understanding of the use of technical literature and other information sources

•  Knowledge of relevant legal and contractual issues

•  Understanding of appropriate codes of practice and industry standards

•  Awareness of quality issues and their application to continuous improvement

•  Ability to work with technical uncertainty

•  Understanding of, and the ability to work in, different roles within an engineering team

c. Key transferable skills:

Upon successful completion graduates will have developed transferable skills, additional to those set out in the other outcomes, that will be of value in a wide range of situations, including the ability to:

• Apply their skills in problem solving, communication, working with others, information retrieval, and the effective use of general IT facilities

•  Plan self-learning and improve performance, as the foundation for lifelong learning/CPD

•  Plan and carry out a personal programme of work, adjusting where appropriate

•  Exercise initiative and personal responsibility, which may be as a team member or lead 

4. Programme structure

4.1    Part A - Introductory Modules

 4.1.1     Semester 1

                       COMPULSORY MODULES (total modular weight 60)

  4.1.2     Semester 2

                       COMPULSORY MODULES (total modular weight 60)

 4.2    Part B - Degree Modules

 4.2.1    Semester 1

                       COMPULSORY MODULES (total modular weight 60)

4.2.2     Semester 2

                      COMPULSORY MODULES (total modular weight 60)

4.3    Part I – Optional Placement Year

                       COMPULSORY MODULE

(In order to be considered for the award of DIS or DPS students will need to complete a minimum of 45 weeks in an approved placement and meet the specified report submission for the award, for further details contact the industrial training coordinator for the School or visit http://www.lboro.ac.uk/departments/mechman/undergraduate/courses/industrialtrainingandexperience/.  Students should note that consideration of this award is only on successful completion of their degree programme)

 (In order to be considered for the award if DIntS students will need to complete 45 weeks approved overseas placement.  This may be industrial or academic study or a combination of the two.  At the end of the placement students are required to submit a report and dissertation, further details are available via the School’s Exchange Coordinator)

4.4    Part C - Degree Modules

4.4.1    Semester 1

                      (i) COMPULSORY MODULES (total modular weight 40)

(ii) OPTIONAL MODULES (total modular weight 20) - One Optional 10 credit from EACH Group;

Group A

Group B

Note the following Applied Sports Science module may be selected. If this module is selected in Semester 1, the module must be continued in Semester 2.

 4.4.2    Semester 2

                      (i) COMPULSORY MODULES (total modular weight 30)

                      (ii) OPTIONAL MODULES (total modular weight 30)

Students MUST select no more than 10 credits from any one group.

Group A

Group B

Group C

Group D

As selected in semester 1 

In exceptional circumstances, a student may substitute another degree level module (weight 10) from the University’s catalogue, for one of those listed, subject to the prior approval of the Programme Director.  The student is responsible for ensuring that all aspects of any such selection can be incorporated into their individual timetable.

5. Criteria for Progression and Degree Award

5.1  Criteria for Progressionand Degree Award

In order to progress from Part A to Part B and from Part B to Part C and to be eligible for the award of an Honours degree, candidates must satisfy the minimum credit requirements set out in Regulation XX. 

5.2 Re-assessment

Re-assessment requirements are in accordance with Regulation XX. Where a candidate has achieved fewer than 60 credits in a part of the programme, reassessment in the relevant part is not available to that candidate in the Special Assessment Period.

6. Relative Weighting of Parts of the Programme for the Purposes of Final Degree Classification

Candidates’ final degree classification will be determined on the basis of their performance in degree level Module Assessments in Part B and Part C in accordance with the scheme set out in Regulation XX.  The overall average percentage marks for each Part will be combined in the ratio Part B 40: Part C 60, to determine the degree classification.