Electronic Engineering with Space Systems BEng (Hons) - 2022/3
Awarding body
University of Surrey
Teaching institute
University of Surrey
Framework
FHEQ Level 6
Final award and programme/pathway title
BEng (Hons) Electronic Engineering with Space Systems
Subsidiary award(s)
| Award | Title |
|---|---|
| Ord | Electronic Engineering with Space Systems |
| DipHE | Electronic Engineering with Space Systems |
| CertHE | Electronic Engineering |
Professional recognition
Institution of Engineering and Technology (IET)
Accredited by the Institution of Engineering and Technology (IET) on behalf of the Engineering Council for the purposes of fully meeting the academic requirement for registration as an Incorporated Engineer and partially meeting the academic requirement for registration as a Chartered Engineer.
Modes of study
| Route code | Credits and ECTS Credits | |
| Full-time | UFA12017 | 360 credits and 180 ECTS credits |
| Full-time with PTY | UFA12017 | 480 credits and 240 ECTS credits |
QAA Subject benchmark statement (if applicable)
Engineering (Bachelor)
Other internal and / or external reference points
UK-SPEC; EC document ‘Accreditation of Higher Education Programmes in Engineering’; IET document ‘IET Learning Outcomes Handbook (incorporating UK-SPEC) for Bachelors and MEng Degree Programmes’.
Faculty and Department / School
Faculty of Engineering and Physical Sciences - Computer Science and Electronic Eng
Programme Leader
QUDDUS Atta (CS & EE)
Date of production/revision of spec
15/09/2023
Educational aims of the programme
- To provide a broad electronic and electrical engineering education with some degree of specialisation in the later stages.
- To provide basic engineer formation, as part of the process leading to Chartered Engineer registration. BEng programmes partly meet the CEng educational requirements. MEng programmes, with their added depth, completely meet the CEng educational requirements.
- To produce graduates equipped for roles in industry, in research, in development, in the professions, and/or in public service.
- To produce graduates equipped with modern transferable skills, including information literacy and the skill of planning and managing their own life-long learning.
- To provide relevant professional experience to students on programmes incorporating a Professional Training Year.
- Intended graduate capabilities (basic): General transferable skills - possess necessary basic personal skills, be personally efficient, be able to manage his/her own time and resources, and be able to plan effectively both for engineering tasks and for personal development in the contexts of his/her life and career and of the need for life-long learning.
- Intended graduate capabilities (basic): Underpinning learning - know, understand and be able to apply the fundamental mathematical, scientific and engineering facts and principles that underpin all of electronic and electrical engineering.
- Intended graduate capabilities (basic): Engineering problem solving - be able to analyse electronic and electrical engineering problems and find solutions.
- Intended graduate capabilities (basic): Engineering tools - be able to use relevant workshop and laboratory tools and equipment, and have experience of using task-specific software packages to perform engineering tasks.
- Intended graduate capabilities (professional): Technical expertise - know, understand and be able to use the basic mathematical, scientific and engineering facts and principles associated with the topics within electronic and electrical engineering that he/she has chosen to study.
- Intended graduate capabilities (professional): Societal and environmental context - be aware of the societal and environmental context of his/her engineering activities.
- Intended graduate capabilities (professional): Employment context - be aware of commercial, industrial and employment-related practices and issues likely to affect his/her engineering activities.
- Intended graduate capabilities (professional): Research and development investigations - be able to carry out research and development investigations.
- Intended graduate capabilities (professional): Design - be able to design electronic and electrical circuits, and electronic / software products and systems.
- Intended graduate capabilities (professional): Project management - be able to manage projects and to work in a team, including interdisciplinary teams, and be aware of the nature of leadership.
- To provide students with knowledge and experience associated with space and satellite technology. Particularly, in Year 3 and (for MEng students) in Year 4, the curriculum content is informed by the research and development work of the Surrey Space Centre (which is one of the Department's Research Centres), and by its links with Surrey Satellite Technology (SST) plc. SST is a large Surrey-university spin-off company, sold to "Astrium" some years ago, that builds satellites and has them placed in orbit. Graduates from these Programmes are in demand in the UK and European Space industries. Students have various specialist modules to choose from, in fields such as space physics, mechanics, orbits, mission design, space-propulsion systems, space robotics, as well as the system and electronic design of space vehicles. The use of simulators in the context of space forms part of the syllabus.
Programme learning outcomes
| Attributes Developed | Awards | Ref. | |
| 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 | |
| Engineering principles and analysis. Understand electronic and electrical engineering principles and be able to apply them to analyse key engineering processes. | KCP | E1 | |
| 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 | |
| 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 | |
| Demonstrate knowledge of the basic principles of electronics, circuit theory, and telecommunications, and basic engineering science, and the ability to apply them to problems. | CertHE | ||
| Demonstrate knowledge of basic mathematical methods for solving circuit and physical problems and the ability to use them in basic applications. | CertHE | ||
| Apply computer programming to solve problems relevant to engineering. | CertHE | ||
| Apply practical skills to build and test basic electronic instrumentation. | CertHE | ||
| Demonstrate an ability to present, evaluate and interpret data and make basic deductions from them. | CertHE | ||
| Demonstrate basic information literacy and presentation skills, and basic skills involved in assessing the work of themselves and others. | CertHE | ||
| Demonstrate knowledge and understanding of basic principles of electronic engineering, and the ability to apply them to problems. | DipHE | ||
| Demonstrate knowledge of most of the widely used mathematical methods for engineering problems and the ability to apply and adapt them in a variety of applications. | DipHE | ||
| Apply practical skills at solving engineering problems using a range of computer models. | DipHE | ||
| Demonstrate practical laboratory skills with a variety of basic electronic engineering instrumentation and an ability to select the appropriate instrumentation for the problem in hand. | DipHE | ||
| Apply basis design principles for simple electronic instruments and manufacture them in a team. | DipHE | ||
| Demonstrate an ability to present, evaluate and interpret data and make basic deductions from them | DipHE | ||
| Demonstrate personal skills relating to information technology and the use of personal computers. | DipHE | ||
| Demonstrate personal skills in relation to team-working, and the creation and presentation of business plans. | DipHE | ||
| Ability to undertake further studies, including electronic and electrical engineering topics at FHEQ level 6 and/or undertake professional training year studies. | DipHE | ||
| Demonstrate knowledge and application of advanced principles of selected areas of electronic and electrical engineering that they have chosen to study. | Ord | ||
| Apply mathematical methods to describe and solve advanced engineering problems. | Ord | ||
| Demonstrate a practical ability at solving problems using a variety of computer models. | Ord | ||
| Demonstrate practical skills using a variety of basic and advanced instrumentation and an ability to select appropriate instrumentation for the problem in hand. | Ord | ||
| Demonstrate an ability to present, evaluate and interpret data and make basic deductions from them, plus provide critical analysis of the data and any problems arising | Ord | ||
| Understand the role of environmental, societal, commercial and employment issues in electronic and electrical engineering | Ord | ||
| Demonstrate individual or group project work requiring decision making and responsibility, and the ability to derive and present a full analysis of the results. | Ord | ||
| Analyse data and critically understand the limitations of the data. | Ord | ||
| Demonstrate knowledge and application of advanced principles of selected areas of electronic and electrical engineering that they have chosen to study. | BEng (Hons) | ||
| Apply mathematical methods to describe and solve advanced engineering problems. | BEng (Hons) | ||
| Demonstrate a practical ability at solving problems using a variety of computer models. | BEng (Hons) | ||
| Demonstrate practical skills using a variety of basic and advanced instrumentation and an ability to select appropriate instrumentation for the problem in hand. | BEng (Hons) | ||
| Demonstrate an ability to present, evaluate and interpret data and make basic deductions from them, plus provide critical analysis of the data and any problems arising | BEng (Hons) | ||
| Understand the role of environmental, societal, commercial and employment issues in electronic and electrical engineering | BEng (Hons) | ||
| Demonstrate individual or group project work requiring decision making and responsibility, and the ability to derive and present a full analysis of the results. | BEng (Hons) | ||
| Analyse data and critically understand the limitations of the data. | BEng (Hons) |
Attributes Developed
C - Cognitive/analytical
K - Subject knowledge
T - Transferable skills
P - Professional/Practical skills
Programme structure
Full-time
This Bachelor's Degree (Honours) programme is studied full-time over three academic years, consisting of 360 credits (120 credits at FHEQ levels 4, 5 and 6). All modules are semester based and worth 15 credits with the exception of project, practice based and dissertation modules.
Possible exit awards include:
- Bachelor's Degree (Ordinary) (300 credits)
- Diploma of Higher Education (240 credits)
- Certificate of Higher Education (120 credits)
Full-time with PTY
This Bachelor's Degree (Honours) programme is studied full-time over four academic years, consisting of 480 credits (120 credits at FHEQ levels 4, 5, 6 and the optional professional training year). All modules are semester based and worth 15 credits with the exception of project, practice based and dissertation modules.
Possible exit awards include:
- Bachelor's Degree (Ordinary) (300 credits)
- Diploma of Higher Education (240 credits)
- Certificate of Higher Education (120 credits)
Programme Adjustments (if applicable)
N/A
Modules
Year 1 - FHEQ Level 4
Module Selection for Year 1 - FHEQ Level 4
No optional modules
Year 2 - FHEQ Level 5
Module Selection for Year 2 - FHEQ Level 5
No optional modules
Year 3 - FHEQ Level 6
Module Selection for Year 3 - FHEQ Level 6
NONE in Semester 1,
THREE in Semester 2,
making a total of THREE.
Year 1 (with PTY) - FHEQ Level 4
Module Selection for Year 1 (with PTY) - FHEQ Level 4
No optional modules
Year 2 (with PTY) - FHEQ Level 5
Module Selection for Year 2 (with PTY) - FHEQ Level 5
No optional modules
Year 3 (with PTY) - FHEQ Level 6
Module Selection for Year 3 (with PTY) - FHEQ Level 6
NONE in Semester 1,
THREE in Semester 2,
making a total of THREE.
Professional Training Year (PTY) - Professional Training Year
| Module code | Module title | Status | Credits | Semester |
|---|---|---|---|---|
| EEEP012 | PROFESSIONAL TRAINING YEAR MODULE (FULL-YEAR WORK) | Core | 120 | Year-long |
Module Selection for Professional Training Year (PTY) - Professional Training Year
No optional modules
Opportunities for placements / work related learning / collaborative activity
| Associate Tutor(s) / Guest Speakers / Visiting Academics | Y | |
| Professional Training Year (PTY) | Y | |
| 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) | Y | |
| Dual degree | N |
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 2022/3 academic year.