Electrical and Electronic Engineering MEng - 2024/5

Awarding body

University of Surrey

Teaching institute

University of Surrey

Framework

FHEQ Levels 6 and 7

Final award and programme/pathway title

MEng Electrical and Electronic Engineering

Subsidiary award(s)

Award Title
Ord Electrical and Electronic Engineering
DipHE Electrical and Electronic Engineering
CertHE Electrical and Electronic Engineering
BEng (Hons) Electrical and 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 UFA15021 480 credits and 240 ECTS credits
Full-time with PTY UFA15021 600 credits and 300 ECTS credits

JACs code

100163

QAA Subject benchmark statement (if applicable)

Engineering (Master)

Other internal and / or external reference points

1. UK Standard for Professional Engineering Competence and Commitment (UK-SPEC, Engineering Council, August 2020) and associated Accreditation of Higher Education Programmes, version 4 (AHEP4, August 2020). 2. QAA Subject Benchmark Statement for Engineering (March 2023). 3. Academic Accreditation Information Pack for Higher Education Institutions, Institution of Engineering Technology (accessed 2023).

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

06/12/2023

Educational aims of the programme

  • The overarching aim of the MEng in Electrical and Electronic Engineering is to provide a broad education in electronic, electrical and computer engineering in the early stages of the programme with opportunities for the student to specialise in the later stages. The programme is designed to provide opportunities for students to demonstrate their knowledge, understanding and application of electrical and electronic engineering principles via the study of electronic and photonic devices, electrical machines, energy storage solutions, including renewable energy sources, and power transmission. An individual project will be chosen by the student in Year 3 allowing them to assist with professional career development as a graduate engineer within industry or to serve as a precursor to academic research. A group multidisciplinary design project will serve as the capstone project for MEng students.
  • To ensure that our BEng programmes partly meet the education requirements for Chartered Engineer status and the MEng programmes completely satisfy the CEng educational requirements thereby allowing our graduates to obtain professional recognition.
  • To produce graduates equipped with subject specific knowledge and transferable skills aligned to the Surrey Pillars of graduate attributes and graduates capable of planning and managing their own life-long learning to equip them for roles in industry, in research, in development, in the professions, and/or in public service.
  • To provide relevant professional experience to students on programmes incorporating a Professional Training Year as a route to improve their employability.
  • To provide opportunities for students to demonstrate their knowledge, understanding and application of mathematical, scientific, and engineering principles.
  • To provide opportunities for students to demonstrate their knowledge, understanding and application of engineering concepts and tools in analysis of engineering problems.
  • To provide opportunities for students to demonstrate their knowledge, understanding and application of design principles in the creation and development of innovative products to meet a defined need.
  • To provide opportunities for students to demonstrate their knowledge and understanding of the role of the engineer in society and application of ethical and societal, including equality, diversity and inclusion, principles within an engineering context.
  • To provide opportunities for students to demonstrate their knowledge, understanding and application of engineering practice including the importance of project management, teamwork, and communication within an engineering context.
  • To provide opportunities for undergraduate students to enhance their global and cultural intelligence through working with students from around the world and working on a rich variety of assignments and individual and group projects appropriate to their programme.
  • To provide opportunities for undergraduate students to enhance their digital capabilities through the use of assignments and projects making various use of programming languages as well as enhancing their general transferable information technology skills in the analysis of data, and via the preparation of assignments, individual and group reports and presentations.
  • To provide opportunities for undergraduate students to enhance their employability skills via participation in a professional training year in industry. Students' employability skills will also be enhanced by opportunities to master their problem solving skills as they advance from well-structured problems to open-ended problems, group and individual project.
  • To provide opportunities for undergraduate students to enhance their resourcefulness and resilience skills via use of authentic style coursework and assignments, working in teams and undertaking a major individual project in Year 3 and a major group project in the MEng year. This will build up a student's personal confidence as they advance from well-structured problems to open-ended problems and individual and group project work.
  • To provide opportunities for undergraduate students to enhance their knowledge and awareness of sustainability via consideration of sustainability issues such as the UN's Sustainability Development Goals appropriate to their programme.

Programme learning outcomes

Attributes Developed Awards Ref.
Apply a comprehensive knowledge of mathematics, statistics, natural science and engineering principles to the solution of complex problems in electrical and electronic engineering. KC MEng M1
Formulate and analyse complex problems to reach substantiated conclusions in electrical and electronic engineering. K MEng M2
Select and apply appropriate computational and analytical techniques to model complex problems, discussing the limitations of the techniques employed in electrical and electronic engineering. KCT MEng M3
Select and critically evaluate technical literature and other sources of information to solve complex problems in electrical and electronic engineering. CPT MEng M4
Design solutions for complex problems that evidence some originality and meet a combination of societal, user, business and customer needs as appropriate to include consideration of applicable health + safety, diversity, inclusion, cultural, societal, environmental and commercial matters, codes of practice and industry standards in electrical and electronic engineering. CPT MEng M5
Apply an integrated or systems approach to the solution of complex problems in electrical and electronic engineering. KC Ord, BEng (Hons), MEng M6, C6
Evaluate the environmental and societal impact of solutions to complex problems (to include the entire life-cycle of a product or process) and minimise adverse impact. CPT MEng M7
Identify and analyse ethical concerns and make reasoned ethical choices informed by professional codes of conduct. PT Ord, BEng (Hons), MEng M8, C8
Use a risk management process to identify, evaluate and mitigate risks (the effects of uncertainty) associated with a particular project or activity in electrical and electronic engineering. PT Ord, BEng (Hons), MEng M9, C9
Adopt a holistic and proportionate approach to the mitigation of security risks PT CertHE, DipHE, Ord, BEng (Hons), MEng M10, C10
Adopt an inclusive approach to engineering practice and recognise the responsibilities, benefits and importance of supporting equality, diversity and inclusion PT Ord, BEng (Hons), MEng M11, C11
Use practical laboratory and workshop skills to investigate complex problems PT Ord, BEng (Hons), MEng M12, C12
Select and apply appropriate materials, equipment, engineering technologies and processes, recognising their limitations KC Ord, BEng (Hons), MEng M13, C13
Discuss the role of quality management systems and continuous improvement in the context of complex problems PT Ord, BEng (Hons), MEng M14, C14
Apply knowledge of engineering management principles, commercial context, project and change management, and relevant legal matters including intellectual property rights PT Ord, BEng (Hons), MEng M15, C15
Function effectively as an individual, and as a member or leader of a team and evaluate effectiveness of own and team performance PT MEng M16
Communicate effectively on complex engineering matters with technical and non-technical audiences, evaluating the effectiveness of the methods used PT MEng M17
Plan and record self-learning and development as the foundation for lifelong learning/CPD PT CertHE, DipHE, Ord, BEng (Hons), MEng M18, C18
Apply knowledge of mathematics, statistics, natural science and engineering principles to the solution of complex problems in electrical and electronic engineering K Ord, BEng (Hons) C1
Analyse complex problems to reach substantiated conclusions using first principles of mathematics, statistics, natural science and engineering principles in electrical and electronic engineering KC Ord, BEng (Hons) C2
Select and apply appropriate computational and analytical techniques to model complex problems, in electrical and electronic engineering, recognising the limitations of the techniques employed KCT Ord, BEng (Hons) C3
Select and evaluate technical literature and other sources of information to address complex problems in electrical and electronic engineering CPT Ord, BEng (Hons) C4
Design solutions for complex problems that meet a combination of societal, user, business and customer needs as appropriate to include consideration of applicable health + safety, diversity, inclusion, cultural, societal, environmental and commercial matters, codes of practice and industry standards in electrical and electronic engineering. CPT Ord, BEng (Hons) C5
Evaluate the environmental and societal impact of solutions to complex problems and minimise adverse impacts CPT Ord, BEng (Hons) C7
Function effectively as an individual, and as a member or leader of a team PT Ord, BEng (Hons) C16
Communicate effectively on complex engineering matters with technical and non-technical audiences PT Ord, BEng (Hons) C17
Apply knowledge of mathematics, statistics, natural science and engineering principles to broadly-defined problems. K DipHE
Analyse broadly-defined problems reaching substantiated conclusions using first principles of mathematics, statistics, natural science and engineering principles KC DipHE
Select and evaluate technical literature and other sources of information to address broadly-defined CPT DipHE
Design solutions for broadly-defined problems that meet a combination of user, business and customer needs as appropriate. This will involve consideration of applicable health + safety, diversity, inclusion, cultural, societal and environmental matters, codes of practice and industry standards CPT DipHE
Evaluate the environmental and societal impact of solutions to broadly-defined problems CPT DipHE
Recognise the responsibilities, benefits and importance of supporting equality, diversity and inclusion PT DipHE
Use practical laboratory and workshop skills to investigate broadly-defined problems PT DipHE
Select and apply appropriate materials, equipment, engineering technologies and processes KC DipHE
Function effectively as an individual, and as a member or leader of a team PT DipHE
Communicate effectively with technical and non-technical audiences PT CertHE, DipHE
Apply knowledge of mathematics, statistics, natural science and engineering principles to well-defined problems. K CertHE
Analyse well-defined problems reaching substantiated conclusions KC CertHE
Use appropriate computational and analytical techniques to model well-defined problems KCT CertHE
Recognise the importance of equality, diversity and inclusion PT CertHE
Use practical laboratory and workshop skills to investigate well-defined problems PT CertHE

Attributes Developed

C - Cognitive/analytical

K - Subject knowledge

T - Transferable skills

P - Professional/Practical skills

Programme structure

Full-time

This Integrated Master'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 7). 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 (Honours) (360 credits)
- Bachelor's Degree (Ordinary) (300 credits)
- Diploma of Higher Education (240 credits)
- Certificate of Higher Education (120 credits)

Full-time with PTY

This Integrated Master's Degree (Honours) programme is studied full-time over five academic years, consisting of 600 credits (120 credits at FHEQ levels 4, 5, 6, 7 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 (Honours) (360 credits)
- 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

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

N/A

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

Other information

Digital capabilities Students will develop and enhance their digital capabilities skills via programming and coding exercises in variety of high- and other level programming languages including Python and C, which are at the heart of many embedded software systems, with the opportunity of studying an objected oriented language C++. In Year 1, during the study of the C programming students will also learn about the relationship between C and the underlying hardware, and aspects of both high-level programming and low-level manipulation of memory. Students will learn about and be assessed on the importance of coding syntax, commenting for end user need and debugging which are important transferrable skills. In year 2 of the programme, key concepts in microprocessor organization and design, specifically for the instruction set, performance analysis, processor control and data paths will be introduced. Students will also learn about the classic programming techniques and data-structures needed to develop efficient algorithms in C for solving logical and data-handling problems; they will be able to demonstrate their understanding via the associated programming lab sessions. In Year 3 of the programme students will have an opportunity to use specialised and commercial software such as MATLAB/Simulink to model bespoke power grid simulation. Their digital capabilities will also be enhanced via the requirement to interface hardware and software, demonstrate an understanding of data security via completion of a Data Management Plan, design of a website or an app. Students will also need to present their findings in the form of an individual and group-based report and presentation using appropriate writing and presentation software. In Year 4 of the programme further advanced modules will improve the modelling skills.

The MEng programme learning outcome most closely aligned to the Digital Capability Pillar is
LO3: Select and apply appropriate computational and analytical techniques to model complex problems in electronic engineering, recognising the limitations of the techniques employed (KCT).
In addition, the following programme LOs partly address the Digital Capability Pillar
LO1: Apply knowledge of mathematics, statistics, natural science and engineering principles to the solution of complex problems in electronic engineering (K).
LO2: Analyse complex problems to reach substantiated conclusions using first principles of mathematics, statistics, natural science and engineering principles in electronic engineering (KC).
LO5: Design solutions for complex problems that meet a combination of societal, user, business and customer needs as appropriate to include consideration of applicable health & safety, diversity, inclusion, cultural, societal, environmental and commercial matters, codes of practice and industry standards in electronic engineering.(CPT)

Employability skills are embedded in our labs, design and professional studies modules in years 1 and 2 by requiring students to demonstrate practical competencies, from circuit design, implementation and testing (including validation and verification) given a minimal design brief in Years 1 and 2, and an open design brief in year 3. Students will also have opportunity to explain and justify their approach in verbal and written form which is an attractive and important skill appreciated by all employers. Small group tutorials in Year 1 help to improve students¿ confidence in speaking about technical subjects and ¿whiteboarding¿. Preparation for placement, including improvement in their CV, during year 2 will help with developing job finding skills. During placement students will gain considerable work experience in an industrial setting being required to deliver on planned tasks of the employer. The placement module supports and facilitates self-reflection and transfer of learning from their Professional Training placement experiences to their final year of study and their future employment documented via the creation of a personal record, planning and monitoring progress towards the achievement of personal objectives. The placement module aims to enable students to evidence and evaluate their placement experiences and transfer that learning to other situations through written and presentation skills. It will also be possible for students to record their professional development using the IET¿s Career Manager platform which may allow for Professional Recognition and also to record CPD activities. Finally, many modules in Year 3 provide ample opportunity for students to demonstrate their mastery of advanced calculations which is especially attractive to numerate based employers. Working as part of a team in the MDDP module will mirror the activities of a group design team in industry.

The MEng programme learning outcomes most closely aligned to the Employability Pillar are
LO16: Function effectively as an individual, and as a member or leader of a team (PT)
LO17: Communicate effectively on complex engineering matters with technical and non-technical audiences (PT)
LO18: Plan and record self-learning and development as the foundation for lifelong learning/CPD (PT)

In addition, the following programme LOs also contributes, in part, to the Employability Pillar
LO15: Apply knowledge of engineering management principles, commercial context, project and change management, and relevant legal matters including intellectual property rights (PT)
LO14: Discuss the role of quality management systems and continuous improvement in the context of complex problems (PT)


Global and Cultural Capabilities Students on this programme will have an opportunity to engage and work with students from a range of different regional and cultural backgrounds. Through peer learning and support in small group tutorials in Year 1 students will have opportunities to gain appreciation of how engineering is seen and used in different parts of the world. Larger group projects in Year 3 will allow extensive interaction within the group with opportunities to discuss ethical concerns within the Royal Academy of Engineering¿ ethical framework. Furthermore, engineering ethical considerations require students to complete a project Self-Assessment for Governance and Ethics for Human and Data research. Students will also be made aware of the importance of equality, diversity and inclusion via an EDI related taught and assessment material in year 1 and year 3 via the need to complete an Equality Impact Assessment to consider the need of end users in their project work and to ensure that end users are not unfairly disadvantaged based on their protected characteristics. In Year 4 working as part of a team of MEng students from different parts of the world and different engineering backgrounds will broaden their global perspectives.

The MEng programme learning outcome most closely aligned to the Global and Cultural Capabilities pillar is
LO8: Identify and analyse ethical concerns and make reasoned ethical choices informed by professional codes of conduct (PT)
LO11: Adopt an inclusive approach to engineering practice and recognise the responsibilities, benefits and importance of supporting equality, diversity and inclusion (PT)

In addition, the following programme LOs also contributes, in part, to the Global and Cultural Capabilities Pillar
LO5: Design solutions for complex problems that meet a combination of societal, user, business and customer needs as appropriate to include consideration of applicable health & safety, diversity, inclusion, cultural, societal, environmental and commercial matters, codes of practice and industry standards in electronic engineering. (CPT)

Resourcefulness & Resilience features heavily in the practical aspects of the programme with opportunities for students to demonstrate their adaptability, fault finding, debugging of code and decision-making abilities in the choice of small mini projects in Years 1 and 2, larger group projects in Year 3 and the individual 30 credit project. Students will have opportunities to consider the selection of different design approaches (with increasing complexity of design from year 1 and 2 to needing a system engineering approach in year 3. Students can assess their risk via risk assessment matrix for open-ended complex problems. Students¿ resourcefulness and resilience will be enhanced as they will need to think critically and exercise engineering judgment underlying the some of the assumptions they would need to employ in advanced calculations and identify the limitations of those assumptions. In year 4 the challenges of project needs and tight timescales will require students to come up with imaginative project deliverables which will improve the overall resourcefulness and resilience as part of MDDP.

The MEng programme learning outcome most closely aligned to the Resourcefulness & Resilience pillar is
LO13: Select and apply appropriate materials, equipment, engineering technologies and processes, recognising their limitations (KC)
In addition, the following programme LOs also contributes, in part, to the Resourcefulness & Resilience Pillar
LO9: Use a risk management process to identify, evaluate and mitigate risks (the effects of uncertainty) associated with a particular project or activity (PT)
LO12: Use practical laboratory and workshop skills to investigate complex problems (PT)

Sustainability Students are exposed to sustainability via choice of components and equipment and need to identify which are of the UN¿s Sustainability Development Goals are aligned to their project work. It should be noted that UNSDG no. 7 centres around sustainable energy supply, which will be discussed especially relevant to students on this programme. Students will need to consider Design for Sustainability in their project work and will also be exposed to Circular Economy considerations with a case study on e-waste, the Lean and 6s approaches to manufacturing, as well as energy and power efficiency in electronic and electrical devices. Students will also get to discuss renewables and nuclear power as well as traditional fossil fuel power generation. The challenges to the National Grid are also discussed as we move to ¿Net Zero¿. Sustainability will also be considered as part of the Year 4 MDDP group project.

The MEng programme learning outcome most closely aligned to the Sustainability pillar is
LO7: Evaluate the environmental and societal impact of solutions to broadly-defined problems (CPT)

In addition, the following programme LOs also contributes, in part, to the Sustainability Pillar
LO5: Design solutions for complex problems that meet a combination of societal, user, business and customer needs as appropriate to include consideration of applicable health & safety, diversity, inclusion, cultural, societal, environmental and commercial matters, codes of practice and industry standards in electronic engineering. (CPT)

Quality assurance

The Regulations and Codes of Practice for taught programmes can be found at:

https://www.surrey.ac.uk/quality-enhancement-standards

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.