Information and Process Systems Engineering MSc - 2024/5
Awarding body
University of Surrey
Teaching institute
University of Surrey
Framework
FHEQ Level 7
Final award and programme/pathway title
MSc Information and Process Systems Engineering
Subsidiary award(s)
| Award | Title |
|---|---|
| PGDip | Information and Process Systems Engineering |
| PGCert | Information and Process Systems Engineering |
Modes of study
| Route code | Credits and ECTS Credits | |
| Full-time | PFZ61001 | 180 credits and 90 ECTS credits |
| Part-time | PFZ61002 | 180 credits and 90 ECTS credits |
JACs code
100143, 100371, 100202100143, 10020
QAA Subject benchmark statement (if applicable)
Other internal and / or external reference points
N/A
Faculty and Department / School
Faculty of Engineering and Physical Sciences - Chemistry and Chemical Engineering
Programme Leader
CECELJA Franjo (Chst Chm Eng)
Date of production/revision of spec
30/11/2023
Educational aims of the programme
- The primary aims are achieved through a balanced, multi-disciplinary curriculum with a core of information systems engineering modules and decision-making and process systems engineering modules as well as a flexible element by way of elective modules that permit students to pursue an element of specialisation relevant to their backgrounds, interests and/or career aspirations. An integrated approach is taken so as to provide a coherent view that explores the interrelationships between the various components of the programme. The programme draws on the stimulus of recent research activities in the Faculty of Engineering and Physical Sciences. The programme provides the students with the basis for developing their own approach to learning and personal development.
Programme learning outcomes
| Attributes Developed | Awards | Ref. | |
| To provide a state-of-the-art knowledge in information and process technologies, in terms of: sources, technologies, systems, performance, applications in information and process engineering, assessment of information and processing technologies, system modelling and design of processes. | K | PGCert, PGDip, MSc | |
| Advanced level of understanding in technical topics of preference, in one or more of the following aspects: design of decision-support systems, knowledge based systems, information security and modelling and simulation. | K | PGCert, PGDip, MSc | |
| To strengthen cognitive skills of the students, particularly in the aspects of problem definition, knowledge and information acquiring, synthesis, and creativity, as collectively demonstrable through the successful completion of the research dissertation. The key learning outcomes include the abilities to: Select, define and focus upon an issue at an appropriate level | K | PGDip, MSc | |
| To strengthen cognitive skills of the students, particularly in the aspects of problem definition, knowledge and information acquiring, synthesis, and creativity, as collectively demonstrable through the successful completion of the research dissertation. The key learning outcomes include the abilities to: Develop and apply relevant and sound methodologies for analysing the issue, developing solutions, recommendations and logical conclusions, and for evaluating the results of own or other's work. | C | PGDip, MSc | |
| To develop skills for applying appropriate methods to analyse, develop, and assess information and process. The key learning outcomes include the abilities to: Assess the available information and process and their interaction, conceptual design and optimisation and communication and presentation | P | PGDip, MSc | |
| To strengthen a range of transferable skills that are relevant to the needs of existing and future professionals in knowledge intensive industries irrespective of their sector of operation. The key learning outcomes include the further development of the skills in the following areas: Use of general and professional computing tools, team working, organising and planning of work and research into new areas. | T | PGDip, MSc |
Attributes Developed
C - Cognitive/analytical
K - Subject knowledge
T - Transferable skills
P - Professional/Practical skills
Programme structure
Full-time
This Master's Degree programme is studied full-time over one academic year, consisting of 180 credits at FHEQ Level 7*. All modules are semester based and 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.
Part-time
This Master's Degree programme is studied part-time over two academic years, consisting of 180 credits at FHEQ Level 7. All modules are semester based and 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)
Programme Adjustments (if applicable)
N/A
Modules
Year 1 (full-time) - FHEQ Level 7
Module Selection for Year 1 (full-time) - FHEQ Level 7
Semester 1 - No optional modules
Semester 2 - Choose 2 from the 5 listed optional modules
Year 1 (part-time) - FHEQ Level 7
Module Selection for Year 1 (part-time) - FHEQ Level 7
N/A
Year 2 (part-time) - FHEQ Level 7
Module Selection for Year 2 (part-time) - FHEQ Level 7
N/A
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
Digital Capabilities:
Throughout the programme students learn to navigate and utilise the Virtual Learning Environment @ Surrey (SurreyLearn) and other digital resources and online databases to aid their learning and undertake research. Students are also introduced to, and gain proficiency in specific digital tools, such as general modelling software MatLab, process and process systems modelling software Aspen+, optimisation modelling software GAMS, which are all assisting in building their skills to deal with engineering problems, generate, analyse, and present data mainly by the means of computer. Students are also encouraged to use current media such as Whatsapp, Teams, Zoom, and utilising cloud/file sharing for communication and team working. Appropriate use of digital media and communication platforms is increasingly important for engineering practitioners, and through use and discussion of these students gain an awareness of their roles, plus their limitations and misuse which can have wider impact (e.g., to digital well-being).
Employability:
The programme is designed to equip students with all the core competencies required for an engineering professional in general and professional in information engineering in particular. Throughout the course students will encounter real-life examples and problems to be prepared, solved and hence competitive in job market. They will also be taught by, and exposed to a variety of internal and external speakers exposing students to the variety of specific roles and real-life cases engineers have in the workplace. The tasks and assessments undertaken across the modules are specifically chosen to equip students with knowledge and skills that are key to the role of modern and forward-looking engineers. Key to this, and underpinning everything through this programme, students develop the ability to critically appraise evidence and the appropriate application of this knowledge to specific individuals, groups, or populations, all in course of development of new products or advancing research in a commercial world.
Global and Cultural Capabilities:
The programme is taught in an interactive and collaborative way, in a cohort that commonly represents a wealth of nationalities and backgrounds. Students are encouraged to engage with, and learn from diverse perspectives through interaction and teamwork. It is evident that main advances in engineering originate from cross-cultural studies, and differences between ethnic groups are explored and appreciated as key to understanding the interrelationship between various aspects of engineering: research, design and operation. Students also develop an understanding of inequalities in commercial world and the underlying causes of differences with exploration of how the diversity of lived experience and culture can impact processes. Invited speakers contribute to diverse global perspectives on cutting edge advancement in engineering as well as global effects.
Resourcefulness and Resilience
This programme requires practical problem-solving skills that teach a student how to reason about, and solve, new unseen problems starting with a problem scenario and designing and developing a complex and practical solution to the problem. As such, students will have experience of taking an idea from concept through to implementation and evaluation in both as an individual and within a group.
Sustainability:
From the very beginning of the programme students begin to consider the foundations of engineering and technology related knowledge in the context of the UN Sustainable Goals. The sustainability is directly involved in most of the modules on the programme. Broader aspects relevant to sustainability, including manufacturing processes, general processing, distribution, retail and impact on global resources and the environment are topics that are addressed across the programme. Seminars and tutorials give students the opportunity to explore specific topical aspects of sustainability. In particular, students can choose optional modules dealing with current sustainability problems to further master and advance sustainability in the technology sector of their interest.
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 2024/5 academic year.