Electronic Engineering (by short course) MSc - 2019/0
Awarding body
University of Surrey
Teaching institute
University of Surrey
Framework
FHEQ Levels 6 and 7
Final award and programme/pathway title
MSc Electronic Engineering (by short course)
Subsidiary award(s)
| Award | Title |
|---|---|
| PGCert | Electronic Engineering (by short course) |
| PGDip | Electronic Engineering (by short course) |
Professional recognition
Institution of Engineering and Technology (IET).
Accredited by the Institution of Engineering and Technology on behalf of the Engineering Council as meeting the requirements for Further Learning for registration as a Chartered Engineer. Candidates must hold a CEng accredited BEng/BSc (Hons) undergraduate first degree to comply with full CEng registration requirements.
Modes of study
| Route code | Credits and ECTS Credits | |
| Part-time | PFA61024 | 180 credits and 90 ECTS credits |
QAA Subject benchmark statement (if applicable)
Engineering (Master)
Other internal and / or external reference points
EC document “Accreditation of Higher Education Programmes in Engineering”; IET Handbook (on the interpretation of EC documents in the context of electronic engineering programmes)
Faculty and Department / School
Faculty of Engineering and Physical Sciences - Electrical and Electronic Engineering
Programme Leader
BROWN Tim (Elec Elec En)
Date of production/revision of spec
25/11/2021
Educational aims of the programme
- The taught postgraduate Degree Programmes of the Department are intended both to assist with professional career development within the relevant industry and, for a small number of students, to serve as a precursor to academic research. Our philosophy is to integrate the acquisition of core engineering and scientific knowledge with the development of key practical skills (where relevant). To fulfil these objectives, the Programme aim to:
- Attract well-qualified entrants, with a background in Electronic Engineering, Physical Sciences, Mathematics, Computing + Communications, from the UK, Europe and overseas
- Provide participants with advanced knowledge, practical skills and understanding applicable to the MSc degree
- Develop participants' understanding of the underlying science, engineering, and technology, and enhance their ability to relate this to industrial practice
- Develop participants' critical and analytical powers so that they can effectively plan and execute individual research/design/development projects
- Provide a high level of flexibility in programme pattern and exit point
- Provide students with an extensive choice of taught modules, in subjects for which the Department has an international and UK research reputation
- Underpinning learning- know, understand and be able to apply the fundamental mathematical, scientific and engineering facts and principles that underpin electronic engineering
- Engineering problem solving - be able to analyse problems within the field of electronic engineering and find solutions
- Engineering tools - be able to use relevant workshop and laboratory tools and equipment, and have experience of using relevant task-specific software packages to perform engineering tasks
- Technical expertise - know, understand and be able to use the basic mathematical, scientific and engineering facts and principles associated with the topics within electronic engineering
- Societal and environmental context - be aware of the societal and environmental context of his/her engineering activities
- Employment context - be aware of commercial, industrial and employment-related practices and issues likely to affect his/her engineering activities
- Research + development investigations - be able to carry out research-and-development investigations
- Design - where relevant, be able to design electronic circuits and electronic/software products and systems
- The Programme in Electronic Engineering by Short Course aims to provide a high-quality qualification in a number of discipline areas where the majority of students taking this pathway are graduate employees on a continuing professional development programme seeking to broaden their skills in radio frequency (RF) and microwave, wireless communication systems, satellite technologies and radar. All of these subject areas have been identified in particular by training managers in industry where there is a skills shortage amongst their employees and the modules are suitably complementary to enable those skills to be developed. Towards the end of their programme, students will undertake a project either as an industrial project with their employer or as an independent project supervised directly from the University. The project has been a particularly useful opportunity for the students to engage in knowledge transfer by undertaking a project directly complementary to their work. The majority of projects are undertaken by students in the area of RF and microwave where the skills need is greatest and therefore more than half of the pathway concentrates on this area.. The Programme has strong links to current research in the University's Advanced Technology Institute, Surrey Space Centre and the Institute for Communications Research.
Programme learning outcomes
| Attributes Developed | Awards | Ref. | |
| Describe some of the theories and ideas on which electronic engineering is founded | PGCert, PGDip | ||
| Describe the fundamental operation and information that can be obtained from a range of sophisticated electronic engineering tools | PGCert, PGDip | ||
| Describe and compare the characteristics of components used in electronic engineering | PGCert, PGDip | ||
| Demonstrate transferable skills such as problem solving, analysis and critical interpretation of data | PGCert, PGDip | ||
| Describe of some of the theories and ideas of electronic engineering | PGCert, PGDip | ||
| Describe the operation of some tools of electronic engineering | PGCert, PGDip | ||
| Demonstrate transferable skills such as problem solving, analysis and interpretation of data | PGCert, PGDip | ||
| IT tools. Be able to use computers and basic IT tools effectively. | T | ||
| Information retrieval. Be able to retrieve information from written and electronic sources. | T | ||
| Information analysis. Be able to apply critical but constructive thinking to received information. | T | ||
| Studying. Be able to study and learn effectively. | T | ||
| Written and oral communication. Be able to communicate effectively in writing and by oral presentations. | T | ||
| Presenting quantitative data. Be able to present quantitative data effectively, using appropriate methods. | T | ||
| Time + resource management. Be able to manage own time and resources. | T | ||
| Planning. Be able to develop, monitor and update a plan, in the light of changing circumstances. | T | ||
| Personal development planning. Be able to reflect on own learning and performance, and plan its development/improvement, as a foundation for life-long learning. | T | ||
| Underpinning science. Know and understand scientific principles necessary to underpin their education in electronic and electrical engineering, to enable appreciation of its scientific and engineering content, and to support their understanding of historical, current and future developments. | KC | US1 | |
| Underpinning mathematics. Know and understand the mathematical principles necessary to underpin their education in electronic and electrical engineering and to enable them to apply mathematical methods, tools and notations proficiently in the analysis and solution of engineering problems. | KCP | US2 | |
| Underpinning engineering. Be able to apply and integrate knowledge and understanding of other engineering disciplines to support study of electronic and electrical engineering. | C | US2 | |
| Analysis and modelling of systems and components. Be able to identify, classify and describe the performance of systems and components through the use of analytical methods and modelling techniques. | CP | E2 | |
| Engineering principles and analysis. Understand electronic and electrical engineering principles and be able to apply them to analyse key engineering processes. | KCP | E1 | |
| Use of mathematical and computer-based models. Be able to apply mathematical and computer-based models to solve problems in electronic and electrical engineering, and be able to assess the limitations of particular cases. | CP | E2M | |
| Use of quantitative methods for problem solving. Be able to apply quantitative methods relevant to electronic and electrical engineering, in order to solve engineering problems. | C | E3 (PART) | |
| Systems thinking. Understand and be able to apply a systems approach to electronic and electrical engineering problems. | KCP | E4 | |
| Workshop + laboratory skills. Have relevant workshop and laboratory skills. | P | P2 | |
| Programming + software design. Be able to write simple computer programs, be aware of the nature of microprocessor programming, and be aware of the nature of software design | CP | ||
| Software tools. Be able to apply computer software packages relevant to electronic and electrical engineering, in order to solve engineering problems. | CP | E3 (PART) | |
| Topic-specific knowledge. Know and understand the facts, concepts, conventions, principles, mathematics and applications of the range of electronic and electrical engineering topics he/she has chosen to study. | KCP | ||
| Characteristics of materials and engineering artefacts. Know the characteristics of particular materials, equipment, processes or products. | K | P1 | |
| Current and future practice. Have thorough understanding of current practice and limitations, and some appreciation of likely future developments. | K | P1M | |
| Emerging technologies. Be aware of developing technologies related to electronic and electrical engineering. | K | US2M | |
| Deepened knowledge of underlying scientific principles. Have comprehensive understanding of the scientific principles of electronic engineering and related disciplines. | KC | US1M | |
| Deepened knowledge of mathematical and computer models. Have comprehensive knowledge and understanding of mathematical and computer models relevant to electronic and electrical engineering, and an appreciation of their limitations. | KCP | US3M | |
| Deepened topic-specific knowledge. Know and understand, at Master's level, the facts, concepts, conventions, principles, mathematics and applications of a range of engineering topics that he/she has chosen to study. | KCP | (M) | |
| Deepened knowledge of materials and components. Have extensive knowledge of a wide range of engineering materials and components. | K | P2M | |
| Broader grasp of relevant concepts. Understand concepts from a range of areas including some from outside engineering, and be able to apply them effectively in engineering projects. | KC | US4M | |
| Sustainable development. Understand the requirement for engineering activities to promote sustainable development. | K | S3 | |
| Legal requirements relating to environmental risk. Relevant part of: Be aware of the framework of relevant legal requirements governing engineering activities, including personnel, health, safety and risk (including environmental risk issues. | K | S4 (PART) | |
| Ethical conduct. Understand the need for a high level of professional and ethical conduct in engineering. | K | S5 | |
| Commercial context. Know and understand the commercial and economic context of electronic and electrical engineering processes. | K | S1 | |
| Engineering applications. Understand the contexts in which engineering knowledge can be applied (e.g. operations and management, technology development, etc.) | K | P3 | |
| Intellectual property. Be aware of the nature of intellectual property. | K | P5 | |
| Codes of practice. Understand appropriate codes of practice and industry standards. | K | P6 | |
| Quality. Be aware of quality issues. | K | P7 | |
| Working under constraints. Be able to apply engineering techniques taking account of a range of commercial and industrial constraints. | CT | P3M | |
| Financial Accounting. Understand the basics of financial accounting procedures relevant to engineering project work. | K | ||
| Commercial risk. Be able to make general evaluations of commercial risks through some understanding of the basis of such risks. | CT | S2M | |
| Regulation. Be aware of the framework of relevant legal requirements governing engineering activities, including personnel, health, safety and risk (including environmental risk) issues. | K | S4 (PART) | |
| Technical information. Understand the use of technical literature and other information sources. | T | P4 | |
| Need for experimentation. Be aware of the need, in appropriate cases, for experimentation during scientific investigations and during engineering development. | K | ||
| Investigation of new technology. Be able to use fundamental knowledge to investigate new and emerging technologies. | CP | E1M | |
| Problem-solving using researched data. Be able to extract data pertinent to an unfamiliar problem, and employ this data in solving the problem, using computer-based engineering tools when appropriate. | CP | E3M | |
| Technical uncertainty. Be able to work with technical uncertainty. | CT | P8 | |
| Understanding design. Understand the nature of the engineering design process. | K | ||
| Design specification. Investigate and define a problem and identify constraints, including environmental and sustainability limitations, and health and safety and risk assessment issues. | C | D1 | |
| Customer needs. Understand customer and user needs and the importance of considerations such as aesthetics. | KT | D2 | |
| Cost drivers. Identify and manage cost drivers. | CT | D3 | |
| Creativity. Use creativity to establish innovative solutions. | CPT | D4 | |
| Design-life issues. Ensure fitness for purpose and all aspects of the problem including production, operation, maintenance and disposal. | KC | D5 | |
| Design management. Manage the design process and evaluate outcomes | CT | D6 | |
| Design methodologies. Have wide knowledge and comprehensive understanding of design processes and methodologies and be able to apply and adapt them in unfamiliar situations. | KCP | D1M | |
| Innovative design. Be able to generate an innovative design for products, systems, components or processes, to fulfil new needs. | CP | D2M | |
| Team membership. Be able to work as a member of a team. | T | ||
| Team leadership. Be able to exercise leadership in a team. | T | ||
| Multidisciplinarity. Be able to work in a multidisciplinary environment. | T | ||
| Management awareness. Know about management techniques that may be used to achieve engineering objectives within the commercial and economic context of engineering processes. | K | S2 | |
| Business practice. Have extensive knowledge and understanding of management and business practices, and their limitations, and how these may be applied appropriately. | K | S1M |
Attributes Developed
C - Cognitive/analytical
K - Subject knowledge
T - Transferable skills
P - Professional/Practical skills
Programme structure
Part-time
This Master's Degree programme is studied part-time over three to five years, consisting of 180 credits at FHEQ level 7*. All modules are worth 15 credits with the exception of project, practice based and dissertation modules.
Possible exit awards include:
- Postgraduate Diploma (120 credits)
- Postgraduate Certificate (60 credits)
*some programmes may contain up to 30 credits at FHEQ level 6.
Parts of this programme may be studied outside of the standard University structure and may be subject to professional body requirements.
Programme Adjustments (if applicable)
N/A
Modules
Unstructured (3-5 years) - FHEQ Levels 6 and 7
Module Selection for Unstructured (3-5 years) - FHEQ Levels 6 and 7
EIGHT in total
A student must choose:
FOUR in Semester 1
FOUR in Semester 2
A part-time student must complete study of EIGHT optional modules within 60 months.
*Special constraints apply to FHEQ Level 6 modules
Opportunities for placements / work related learning / collaborative activity
| Associate Tutor(s) / Guest Speakers / Visiting Academics | Y | |
| Professional Training Year (PTY) | N | |
| Placement(s) (study or work that are not part of PTY) | N | |
| Clinical Placement(s) (that are not part of the PTY scheme) | N | |
| Study exchange (Level 5) | N | |
| Dual degree | N |
Other information
Each student will undertake one short course, following which they will be provided with distance learning material in order to study for the subsequent assessment. The students may be assessed for either one or two modules from the short course they undertake. Typically a student would complete two modules and therefore up to two short courses within the space of year, though they are at liberty to study for more modules if they have the time. It is expected that they will begin their project module after completing the majority of their modules, though they are not allowed to begin the project until they have successfully completed at least four modules.
Transfer between MSc programme and the corresponding MSc (EuroMasters) Programmes is allowed, at the discretion of the Director of Postgraduates Studies, provided that the student meets any educational requirements deemed necessary for the Programme onto which transfer is requested. Each transfer request is considered individually, on the merits of the case made. A transfer request of this kind must be submitted before the end of the semester 1.
Quality assurance
The Regulations and Codes of Practice for taught programmes can be found at:
Please note that the information detailed within this record is accurate at the time of publishing and may be subject to change. This record contains information for the most up to date version of the programme / module for the 2019/0 academic year.