Attachments

 

Programme Specification

 

 

 

SECTION A: CORE INFORMATION

 

  1.  

Name  of programme:

Advanced Maintenance Engineering

 

  1.  

Award title:

MSc

Postgraduate Diploma

Postgraduate Certificate

 

  1.  

Programme linkage:

 

Is this part of group of linked programmes between which students can transfer at agreed points? (e.g. a group of programmes with a common set of taught modules)

 

No

 

 

  1.  

Is the programme a top-up only?

No

  1.  

Level of award:

Level 7

 

  1.  

Awarding body:

University of Sunderland

 

  1.  

Department:

School of Engineering

 

  1.  

Programme Studies Board:

TBC

 

  1.  

Programme Leader:

Dr David Baglee

 


  1. How and where can I study the programme?

Tick all boxes that apply

 

At Sunderland:

 

Full-time on campus

Part-time on campus

As work-based learning full-time

 

As work-based learning part-time

 

As a full-time sandwich course

 

As a part-time sandwich course

 

By distance learning

 

At the University of Sunderland London campus: 

 

Full-time on campus

 

Part-time on campus

 

As work-based learning full-time

 

As work-based learning part-time

 

As a full-time sandwich course

 

As a part-time sandwich course

 

By distance learning

 

 

At a partner college:

 

Full-time in the UK 

 

Part-time in the UK

 

Full-time overseas

 

Part-time overseas

 

By distance learning

 

As a full-time sandwich course in the UK

 

As a part-time sandwich course in the UK

 

As a full-time sandwich course overseas

 

As a part-time sandwich course overseas

 

As work-based learning full-time in the UK 

 

As work-based learning part-time overseas

 

Other (please specify)

 

 

The programme has been designed to meet the needs of students who hold full time employment in a relevant role. As such the delivery is primarily based on a Distance Learning model supported by individual personal tuition and workshop events to be held on campus in Sunderland.

 

  1. How long does the programme take?

 

 

Min number of years / months

Max number of years / months

Full-time

1

3

Part-time

2

6

Distance learning

2

6

Work-based learning

2

6

 

For start-dates please see the current edition of the Prospectus or contact the relevant department at the University. For start-dates for programmes delivered in a partner college, please contact the college.

 

SECTION B:  FURTHER CORE INFORMATION

 

Use Outline Programme Proposal Form for ADC, for questions 12 to 23

 

  1. Learning and teaching strategy

 

The programme has been designed to meet the needs of engineering practitioners, working in a wide range of professional contexts, whose role includes responsibility for the maintenance of engineering assets and processes. The programme has thus been designed to allow students to study in a part time mode alongside their employment.

 

Each module will thus be based on the following pattern:

 

1)      An intensive 3 day on-campus workshop providing approx. 20 – 25 hours of contact time with the module team. This will allow the subject to be introduced and core content to be covered. Assessments will also be discussed. It is expected that this will generally fall at the start of the module but where appropriate (e.g. the CM and CBM module) this may be substituted for an online induction with the intensive on-campus block being delivered later to allow for meaningful use of laboratory facilities.

 

2)      A series of VLE Resources which will include:

  1. Targeted reading lists including identified references to be read in each week.
  2. Formative work that will be submitted to the tutor or, where appropriate that will be made available for peer review
  3. An online forum where students will be expected to engage on a minimum of a weekly basis in specified tasks – e.g. short (approx. 500 words) posts regarding a particular topic in the context of their experience or employment
  4. Video/Audio content introducing and further developing key content.

 

3)      Personal Tuition in place of the balance of classroom delivery that students would receive for a ‘conventional’ fully on campus module. The nature of this personal tuition will be negotiated with each student to allow flexibility in terms of the demands of their work but may involve meetings on campus, in the workplace or Skype/Videoconferencing/telephone discussions.

 

It is expected that the students’ employment will provide them with a rich set of problems, experiences and scenarios on which they can base their coursework but the programme team will ensure that alternative examples are available – either synthetic or sourced from other industrial engagement.

 

  1. Retention strategy.

 

The Faculty recognises that retention is an important consideration in a programme such as this:

  • It is likely that many of the students may come from a non-typical academic background or may not have studies in recent years.
  • Students will be spending significant portions of their time away from the University and the formal and informal support networks that exist for students who study in a more ‘traditional’ academic setting.

 

It is thus acknowledged that the role of personal tuition will take on a particular significance for students on this programme and as such the modules have been designed to include an appropriate level of individual staff-student contact to support the students in any academic or personal issues that may impact on their study.

 

  1. Any other information

 

SECTION C:  TEACHING AND LEARNING

 

  1. What is the programme about?

 

This programme is about the managerial, strategic and technological approaches to maintenance engineering. Students will learn to understand how engineering equipment can be maintained in an optimal fashion to reduce costs and improve availability.

 

  1. What will I know or be able to do at the end of the programme?

 

Learning Outcomes Postgraduate Certificate – Skills

By the end of this part of the programme successful students should know, understand or be able to do the following:

 

  • S1 Independently and objectively, critically review, evaluate, consolidate and extend their knowledge to produce a systematic and coherent body of information.

 

  • S2 Apply knowledge and skills in a range of activities in maintenance engineering.

 

  • S3 Apply skills in problem solving, communication, information retrieval and the effective use of IT facilities.

 

Learning Outcomes Postgraduate Certificate – Knowledge

By the end of this part of the programme successful students should know, understand or be able to do the following:

 

  • K1 Conduct a thorough appraisal and understanding of the current tools for maintenance management and control/ monitoring of sustainable engineering systems.

 

  • K2 Demonstrate a thorough and critical understanding of key aspects of the academic discipline, including modern maintenance strategies, maintenance management.

 

  • K3 Demonstrate a critical understanding of research methods relative to the discipline area.

 

Learning Outcomes Postgraduate Diploma – Skills

By the end of this part of the programme successful students should know, understand or be able to do the following:

 

  • S4 Work independently and use appropriate tools and techniques to make objective decisions relating to complex maintenance engineering problems.

 

  • S5 Communicate effectively through presentational and report writing skills.

 

  • S6 Define, identify, quantify and assess elements of risk.

 

  • S7 Apply appropriate maintenance strategies and tools for planning and control of project cost and schedules.

 

Learning Outcomes Postgraduate Diploma – Knowledge

By the end of this part of the programme successful students should know, understand or be able to do the following:

 

  • K4 Demonstrate a critical awareness of risk management methods and their relevance in a maintenance context.

 

  • K5 Demonstrate a critical awareness of the importance of lifecycle management tools and techniques.

 

  • K6 Display a critical understanding of the technologies used in sensing machine condition.

 

  • K7 Demonstrate a critical appreciation of approaches to management of condition-based maintenance.

 

  • K8 Critically explore the opportunities and challenges presented by emerging technologies and tools in the maintenance sector.

 

Learning Outcomes Masters – Skills

By the end of this part of the programme successful students should know, understand or be able to do the following:

 

  • S8 Design and undertake independently, a major original research project on a topic which relates to the forefront of the academic discipline of maintenance engineering and reflect extensively and objectively on method, process and outcomes.

 

  • S9 Demonstrate self-direction, originality and critical evaluation of sources in selecting and applying appropriate techniques to solving a given problem.

 

  • S10 Deal with complex issues in maintenance engineering both systematically and creatively, recognising the wider aspects of the business, and positioning solutions in an industrial and environmental context.

 

 

Learning Outcomes Masters – Knowledge

By the end of this part of the programme successful students should know, understand or be able to do the following:

 

  • K9 Demonstrate an understanding and critical awareness of maintenance engineering concepts and techniques, including the use of advanced tools for maintenance management.

 

  • K10 Display advanced knowledge in a highly specialised area in the discipline of maintenance engineering, via an individual project.

 

 

  1. What will the programme consist of?

 

Taught postgraduate programmes generally consist of a number of taught modules leading to the award of a Postgraduate Certificate (60 credits) or Postgraduate Diploma (120 credits). A Masters qualification (180 credits) usually culminates in a major piece of independent work such as a project or dissertation. All modules are at postgraduate level (level 7 in the UK’s national scheme). The summary below describes briefly what is contained in the programme. The programme structure, including a detailed list of modules, can be found in the programme regulations.

 

The programme has been developed to support students in the transition from being a competent and educated engineer to being a critical and reflective maintenance practitioner and manager who can evaluate a particular process or system, collecting and analysing appropriate data and drawing on relevant research, to improve its operation and reduce costs.

 

The structure has thus been designed to support students in making this transition. Thus the subject specific content is bookended with:

 

  • An introductory module, ENGM106 Research in Practice (30 credits), designed to provide students with an understanding of the expectations of Masters-level work and support in developing the appropriate research and communication skills required at this level.

 

  • A final project or dissertation module, ENGM123 Project/Dissertation (60 credits), where students can deploy the relevant research and critical analysis skills and draw on the knowledge they have gained during the course of the programme to address a real engineering problem or research question at the forefront of the discipline.

 

The subject content modules on the programme that form the middle portion of the programme are:

 

ENGM112 Maintenance Strategy (30 Credits). This module will introduce the various approaches to developing a maintenance strategy, including Total Productive Maintenance (TPM), Reliability Centred Maintenance (RCM) and Condition Based Maintenance (CBM). Students will have opportunity to consider these approaches against a full range of real-world constraints such as business, financial and environmental considerations.

 

ENMG113 Condition Monitoring and CBM (30 Credits). This module will provide students with an in-depth understanding of how the condition of engineering assets can be measured and used to inform maintenance practices. The module will provide practical and theoretical insight into the principles of how systems wear, how this can be measured using modern instrumentation technology and the latest technologies to collect and process data to include Industry 4.0, Internet of Things and Big Data techniques.

 

ENGM114 Asset Management (30 Credits). This module will provide students with an introduction to the approaches and standards used in managing engineering assets throughout their lifecycle. Topics such as risk, reliability, KPIs and asset data management will be covered through the lens of the relevant ISO 55000 standards.

 

 

  1. How will I be taught?

 

Scheduled teaching activities

Independent study

Placement

 

The introductory, Research in Practice module (ENGM106) will be introduced as part of an on-campus induction delivered at the start of the programme. Students will then receive material on a weekly basis using lecture capture/podcasts/narrated presentations and will work through a series of tasks which contribute to the production of a research paper or poster to be submitted to a faculty research conference which students will attend at the end of the module.

 

For the specialist modules (ENGM112, ENMG113 and ENGM114), students will be taught using the following methods:

 

1)      Intensive delivery blocks to be run either at the start or at an appropriate point within each module. These blocks will include:

  1. Lectures
  2. Seminars
  3. Tutorials
  4. Industrial Guest Lectures
  5. Practical Laboratory Sessions.

2)      Structured VLE resources which provide students with activities to carry out on a weekly basis to include:

  1. Reading lists
  2. Formative work to be provided for tutor or peer review
  3. Discussion fora where students must post pieces on specified topics.

3)      Personal tuition and supervision to be provided in a fashion agreed between the student and the tutors

 

The Project/Dissertation module (ENGM123) is primarily  supported through individual supervision. Students will have the option to engage with preparatory sessions via Lecture Capture if they are unable to attend on-campus. The length of the ‘supervised’ period will be extended for students studying at a part-time rate

 

A list of the modules in the programme can be found in the Programme Regulations.

 

A summary of the types of teaching, learning and assessment in each module of the programme can be found in the Matrix of Modes of Teaching.

 

  1. How will I be assessed and given feedback? Modes of assessment aligned with KIS: choose one or more.

 

Written examinations

Coursework

Practical assessments

 

A summary of the types of teaching, learning and assessment in each module of the programme can be found in the Matrix of Modes of Teaching.

 

The generic assessment criteria which we use can be found here. Some programmes use subject-specific assessment criteria which are based on the generic ones.

 

This programme uses the Generic University Assessment Criteria

YES

NO

This programme uses the Subject Specific Assessment Criteria

YES

NO

 

The University regulations can be found here.

 

The assessments on the programme have been designed to support students in developing their knowledge and skills they will need to succeed in industry by encouraging them to collect data, perform research, analyse problems and develop solutions.

 

Some assessments are focussed on the advanced academic research skills required and, critically, how these can be deployed in the context of a real engineering problem. Other assessments are focussed on an industrial context where students must first identify the problem before they can develop a solution.

 

It is expected that the students’ employment will provide them with a rich set of problems, experiences and scenarios on which they can base their coursework but the programme team will ensure that alternative examples are available – either synthetic or sourced from other industrial engagement.

 

The University aims to return marked assessments and feedback within 4 working weeks of the assignment submission date after internal moderation process have been completed. If this is not possible, students will be notified by the Module Leaders when the feedback is available and how it can be obtained.

 

The Academic Misconduct Regulations and associated guidance can be found here. It is the responsibility of students to ensure they are familiar with their responsibilities in regards to assessment and the implications of an allegation of academic misconduct.

 

Students should refer to the University Regulations for information on degree classifications.

 

 


  1. Teaching, learning and assessment matrix

 

Matrix of modes of teaching, learning and assessment

 

Programme Learning Outcomes – Knowledge

 

Code

Title

C/O

Modes of T&L

Modes of Assessment

Learning Outcomes

K1

K2

K3

K4

K5

K6

K7

K8

K9

K10

ENGM106

Research in Practice

C

Lecture, tutorial, guided independent reading and written research case studies, and development of a student peer-reviewed portfolio

  • CW - Phased production of a written portfolio exercise
  • CW –conference presentation at a Faculty research event

T

D

A

T

D

A

T
D
A

 

 

 

 

T

D

A

T

D

A

T

D

A

ENGM112

Maintenance Strategy

C

Lecture, tutorial, industrial case studies

  • CW – Investigation and enhancement of current maintenance strategy
  • End of module exam

T

D

A

T

D

A

D

A

D

A

D

A

 

T

D

A

 

T

D

A

 

ENGM113

Condition Monitoring and CBM

C

Lectures, lab-based design, operation and development of condition monitoring systems.

  • CW – Condition monitoring system design, implementation and evaluation
  • CW – Condition monitoring system business case and implementation plan

T
D
A

T
D
A

D

A

D
A

T
D
A

T
D
A

T
D
A

T
D
A

T
D
A

 

ENGM114

Asset Management

C

Lectures, tutorials, lab-based asset management case studies.

  • CW – Asset management research, specification and design exercise
  • End of module exam

T
D
A

D

A

D

A

D

A

T
D
A

D

D
A

D

A

T
D
A

 

ENGM123

Project/Dissertation

C

Group Lectures & tutorials, Supervision of individual project work, conducted at work, in the University, and in private study, as appropriate.

  • CW – Project Plan
  • CW – Written report
  • Practical – Presentation and Viva

D

A

D

A

T

D

A

D

A

D

A

D

A

D

A

D

A

D

A

D

A

 

 


 

Programme Learning Outcomes – Skills

 

Code

Title

C/O

Modes of T&L

Modes of Assessment

Learning Outcomes

S1

S2

S3

S4

S5

S6

S7

S8

S9

S10

ENGM106

Research in Practice

C

Lecture, tutorials, guided independent reading and written research case studies, and development of a student peer-reviewed portfolio

  • CW - Phased production of a written portfolio exercise
  • CW –conference presentation at a Faculty research event

T

D

A

 

D

A

D

A

D

A

 

 

T

D

A

D

A

 

ENGM112

Maintenance Strategy

C

Lecture, tutorial, industrial case studies

  • CW – Investigation and enhancement of current maintenance strategy
  • End of module exam

D

A

D

A

D

A

D

A

D

A

T

D

A

T

D

A

 

D

A

D

A

ENGM113

Condition Monitoring and CBM

C

Lectures, lab-based design, operation and development of condition monitoring systems.

  • CW – Condition monitoring system design, implementation and evaluation
  • CW – Condition monitoring system business case and implementation plan

D

A

D
A

D
A

D
A

D
A

D
A

T
D
A

 

D
A

D

A

ENGM114

Asset Management

C

Lectures, tutorials, lab-based asset management case studies.

  • CW – Asset management research, specification and design exercise
  • End of module exam

D

A

T
D
A

D
A

D
A

D
A

D
A

T
D
A

 

D
A

T
D
A

ENGM123

Project/Dissertation

C

Group Lectures & tutorials, Supervision of individual project work, conducted at work, in the University, and in private study, as appropriate.

  • CW – Project Plan
  • CW – Written report
  • Practical – Presentation and Viva

D

A

D

A

D

A

D

A

D

A

D

A

D

A

T

D

A

D

A

D

A

 

 



 

  1. How does research influence the programme? 

 

Opportunities to develop research skills are embedded throughout the programme. Students will receive an initial academic orientation in the expectations in terms of their own application of research. These skills will be developed in each modules e.g. students will be presented with both academic papers and technical documentation to review and evaluate in the context of a given industrial scenario. The project/dissertation module will require students to identify, plan and execute a significant piece of research work. Support and guidance will be provided in the planning stage and students will be supported by research active supervisors during the execution stage.

 

The programme content is influenced and based on the wide variety or research that is taking place in the faculty to include:

 

            Research into Advanced Maintenance Strategies and their adoption in a variety of industries.

            The application and benefits of Advanced Instrumentation and Industry 4.0 technology in modern industrial environments.

            Research and Knowledge Transfer activities relating to new product development processes.

            Investigation in to the Human Factors and Psychology involved in industrial training activities and how new technologies can be deployed to enhance skills development.

            Activities carried out through the Institution for Automotive and Manufacturing Advanced Practice (AMAP) whose mission is to support industry in applying the latest research and advancements in engineering practice.

            The University hosts and manages the North-East Maintenance Forum (NEMF) which is attended regularly by a significant range of Industrial representatives to share research and best practice.

 

These research and reach-out activities will be used throughout the programme to inform case studies and provide topics for assignment and the final project/dissertation module.

 

SECTION D EMPLOYABILITY

 

  1. How will the programme prepare me for employment?

 

The programme gives you the opportunity to develop advanced skills and knowledge which you can use in the future. Some postgraduate programmes are associated with a particular career path but most skills can be applied to a range of employment situations. The skills which this programme is designed to develop are listed below.

 

  • The curriculum of the programme has been developed to meet the current needs of employers across diverse fields, both national and international, in line with the guidance of the relevant professional institutes [The Institute for Asset Management (IAM), The Institution of Engineering and Technology (IET)].
  • The curriculum predominately consists of technical knowledge and skills to enable the pursuit of a career in a wide variety of Maintenance and Asset Management  environments. 
  • In addition, close attention has been given to ensuring that the curriculum is at the forefront of the academic discipline and clearly at “M” level in line with QAA framework benchmarks for postgraduate qualifications.

 

There are also opportunities for on-campus students outside your programme of study.

 

Students are encouraged to join their relevant Engineering Council professional association. The University holds Academic Partner status with the Institution of Engineering and Technology (IET) and has close links with both the local branch and various technical committees within the IET providing students with opportunities to attend a range of events and lectures. Students are also encouraged to join the Association for Project Management (APM) which organises monthly talks/seminars by external speakers. 

 

The University hosts and manages the North-East Maintenance Forum (NEMF) which is attended regularly by a significant range of Industrial representatives to share research and best practice. Students will be invited to each meeting.

 

For information about other opportunities available to our students who study on campus, click here.

 

Additional opportunities to develop your experiences more widely will vary if you study at one of our partner colleges. For information about the extra-curricular activities available in any of our colleges please contact the college direct. 

 

  1. Particular features of the qualification. (optional)

 

  1. Professional statutory or regulatory body (PSRB) accreditation. Choose one of the following.

 

PSRB accreditation is not relevant to this programme 

 

PSRB accreditation is currently being sought for this programme

This programme currently has PSRB accreditation

 

Accreditation will be sought from the Institute of Engineering and Technology following the completion of the first cohort.

 

 

SECTION E:  PROGRAMME STRUCTURE AND REGULATIONS

 

Please complete and insert Part B of the Programme Regulations Form, for questions 37 and 39

 

SECTION F:  ADMISSIONS, LEARNING ENVIRONMENT AND SUPPORT

 

  1. What are the admissions requirements?

 

The entry requirement for the MSc Engineering Management programme is normally a good honours degree (2:2 or above) or equivalent in an engineering discipline.

 

The University’s standard admissions requirements can be found in the university regulations.

Programme-specific requirements which are in addition to those regulations are given below. 

(Maximum 100 words)

 

Can students enter with advanced standing?

Yes

No

 

The University has a process by which applicants whose experience to date already covers one or more modules of the programme they are applying for may seek Accreditation of Prior Learning (APL). Full details can be found here but if you think that this may be relevant to you, please contact the department which offers the programme you are interested in.

 

  1. What kind of support and help will there be?
  1. in the department:

 

The MSc Advanced Maintenance programme will have an active Programme Space on the university’s virtual learning environment. This provides a powerful mechanism to maintain communication between students whilst at the University and to provide will provide:

 

  • Information (programme handbook and specification)
  • Frequently Asked Questions
  • Calendar (key events can be highlighted)
  • Communication (email and discussion tool)
  • Relevant link sites (e.g. to relevant professional bodies)

 

The overall strategy for support and guidance is three-pronged: accessibility to staff and resources; provision of relevant and reliable information; and operation of a responsive system for managing problems as they arise.

 

All students have individual access to their Programme and Module leaders. All engineering staff comply with the University policy document “Guidance and Good Practice on Responses to Student Emails and other Student Contact” and supplement this with an open-door policy. There is also extensive use of face to face and online interaction to provide flexible and efficient communication on day to day issues.

 

The first term of study is treated as one continuous induction period into University life. Close monitoring of student attendance is undertaken by both module and programme leaders and, where necessary, one-to-one interviews with students who default on expected attendance levels to identify any underlying issues.

 

In line with University guidelines Personal Tutor meetings are arranged with the Personal Tutor for each student in the cohort during the first and second terms.

 

Programme teams meet with student representatives each term in Staff Student Liason Committees (SSLCs) in order to formally address issues around the student experience. In many instances, issues can quickly and easily be resolved in this way. In some cases they need referral to the Boards of Study. In either event, the VLE is used as a mechanism for formally feeding back to the students regarding the resolution or otherwise of the issues raised.

 

  1. in the university as a whole:

The University provides a range of professional support services including wellbeing, counselling, disability support, and a Chaplaincy. Click on the links for further information.

 

 

  1. What resources will I have access to?

 

On campus

In a partner college

 

By distance learning

 

 

On campus

Tick all that apply

General Teaching and Learning Space

IT

Library

VLE

Laboratory

Studio

 

Performance space

 

Other specialist

 

Technical resources 

 

The programme has access to excellent resources which allow a diverse teaching and learning style appropriate to the modules as appropriate:

 

  • The latest teaching and learning facilities, including the Learning Laboratory, IT suites providing access to engineering simulation and CAD software, some of which are available to students at no cost for installation on their own computers.

 

  • Multi-disciplinary Engineering laboratories. Including:
    • Product Development Lab
    • Electronics Lab
    • Automation Lab
    • Project Lab
    • Material Characterisation Lab
    • Formulation Lab
    • Thermofluids Lab
    • Mechanical Engineering Lab

 

  • Social learning spaces including:
    • Student learning areas adjacent to the PC cells in the David Goldman Building.
    • Open access computers (with technical support) with access to the usual range of Microsoft Office applications.

 

  • The Institute of Automotive and Manufacturing Advanced Practice (AMAP) provides the Faculty with access to state of the art industry scale equipment which demonstrate advanced manufacturing processes.

 

Information about the University’s facilities can be found here.

 

Please see the relevant college prospectus or website for details of college learning resources if you are planning to study in one of our partner colleges.

 

  1. Are there any additional costs on top of the fees?

 

No, but all students buy some study materials such as books and provide their own basic study materials.

Yes (optional) All students buy some study materials such as books and provide their own basic study materials. In addition there are some are additional costs for optional activities associated with the programme (see below)

 

Yes (essential) All students buy some study materials such as books and provide their own basic study materials. In addition there are some are essential additional costs associated with the programme (see below)

 

 

 

  1. How are student views represented?

 

All taught programmes in the University have student representatives for each programme who meet in a Student-Staff Liaison Committee (SSLC) where they can raise students’ views and concerns. The Students’ Union and the faculties together provide training for student representatives. SSLCs and focus groups are also used to obtain student feedback on plans for developing existing programmes and designing new ones. Feedback on your programme is obtained every year through module questionnaires and informs the annual review of your programme. Student representatives are also invited to attend Programme and Module Studies Boards which manage the delivery and development of programmes and modules.  Faculty Academic Committee, also has student representation. This allows students to be involved in higher-level plans for teaching and learning. At university level on Students are represented on University level Committed by sabbatical officers who are the elected leaders of the Students’ Union.

 

The University’s student representation and feedback policy can be found here.

 

Every two years we participate in the national Postgraduate Taught Experience Survey (PTES) which is run by the Higher Education Academy.

 

Supplementing the standard university processes for student support and representation of views and opinions, the team operate an ‘open-door policy’. This can be accessed in person or for example by telephone or email to arrange a meeting with personal tutors, module teams or programme leaders. This allows for views to be expressed and addressed with the appropriate level of formality in a timely fashion.

 

The VLE also offers an effective means by which students and staff can communicate to assure the smooth running of modules and programme.

 

SECTION G: QUALITY MANAGEMENT 

 

  1. National subject benchmarks

 

The Quality Assurance Agency for Higher Education publishes benchmark statements which give guidance as to the skills and knowledge which graduates in various subjects and in certain types of degree are expected to have. They do not cover all subjects at postgraduate level but those which exist can be found at here.

 

Are there any benchmark statements for this programme?

YES

NO

 

The subject benchmark(s) for this programme is/are: Engineering Subject Benchmark Statement (February 2015)

 

The QAA also publishes a Framework for Higher Education Qualifications (FHEQ) which defines the generic skills and abilities expected of students who have achieved awards at a given level and with which our programmes align. The FHEQ can be found here.

 

  1. How are the quality and standards of the programme assured?

 

The programme is managed and quality assured through the University’s standard processes. Programmes are overseen by Module and Programme Studies Boards which include student representatives. Each year each module leader provides a brief report on the delivery of the module, identifying strengths and areas for development, and the programme team reviews the programme as a whole. The purpose of this is to ensure that the programme is coherent and up-to-date, with suitable progression through the programme, and a good fit (alignment)  between what is taught and how students learn and are assessed - the learning outcomes, content and types of teaching, learning and assessment. Student achievement, including progress through the programme and the way in which the final award is made, is kept under review. The programme review report is sent to the Programme Studies Board and the Faculty in turn reports issues to the University’s Quality Management Sub-Committee (QMSC).

 

External examiners are appointed to oversee and advise on the assessment of the programme. They ensure that the standards of the programme are comparable with those of similar programmes elsewhere in the UK and are also involved in the assessment process to make sure that it is fair. They are invited to comment on proposed developments to the programme. Their reports are sent to the Deputy Vice-Chancellor (Academic) as well as to the Faculty so that issues of concern can be addressed.

 

All programmes are reviewed by the University on a six-yearly cycle to identify good practice and areas for enhancement. Programmes are revalidated through this review process. These reviews include at least one academic specialist in the subject area concerned from another UK university. Quality Assurance Agency (QAA) review reports for Sunderland can be found here.

 

Further information about our quality processes can be found here.

 

Please also complete and insert the SITS form.