Aerospace Engineering BEng (Hons) - 2024/5

Awarding body

University of Surrey

Teaching institute

University of Surrey

Framework

FHEQ Level 6

Final award and programme/pathway title

BEng (Hons) Aerospace Engineering

Subsidiary award(s)

Award Title
Ord Aerospace Engineering
DipHE Aerospace Engineering
CertHE Aerospace Engineering

Professional recognition

Institution of Mechanical Engineers (IMechE)
The accredited BEng (Hons) will meet, in part, the exemplifying academic benchmark requirements for registration as a Chartered Engineer and Students will need to complete an approved format of further learning pursuant to the requirements of UKSPEC. The accredited BEng (Hons) will also automatically meet in full, the exemplifying academic benchmark requirements for registration as an Incorporated Engineer (IEng).

Royal Aeronautical Society (RAeS)
Accredited by the Royal Aeronautical Society (RAeS) 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 UFE12900 360 credits and 180 ECTS credits
Full-time with PTY UFE12900 480 credits and 240 ECTS credits

JACs code

100115

QAA Subject benchmark statement (if applicable)

Engineering (Bachelor)

Other internal and / or external reference points

The Accreditation of Higher Education Programmes : UK-SPEC (Engineering Council UK)

Faculty and Department / School

Faculty of Engineering and Physical Sciences - Mechanical Engineering Sciences

Programme Leader

VIQUERAT Andrew (Mech Eng Sci)

Date of production/revision of spec

01/12/2023

Educational aims of the programme

  • The overarching aim of the BEng in Aerospace Engineering is to provide a broad education 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 Aerospace engineering principles via the study of Aerospace Specific modules. 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.
  • To ensure that our BEng programmes partly meet the education requirements for Chartered Engineer status 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 engineer
  • 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 design principles in the creation and development of innovative products to meet a defined need.
  • 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 engineering practice including the importance of project management, teamwork, and communication within an engineering context.
  • To provide opportunities for students to demonstrate their knowledge, understanding and application of mathematical, scientific, and engineering principles.
  • To provide opportunities for undergraduate students to enhance their digital capabilities through the use of assignments and projects making various use of programming languages / analysis tolls, 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 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 knowledge and awareness of sustainability via consideration of sustainability issues such as the UN's Sustainability Development Goals appropriate to their programme.
  • 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. This will build up a students personal confidence as they advance from well-structured problems to open-ended problems and individual and group project work.

Programme learning outcomes

Attributes Developed Awards Ref.
Apply knowledge of mathematics, statistics, natural science and engineering principles to the solution of complex problems. KCP Ord, BEng (Hons) C1
Analyse complex problems to reach substantiated conclusions using first principles of mathematics, statistics, natural science and engineering principles KC Ord, BEng (Hons) C2
Select and apply appropriate computational and analytical techniques to model complex problems, recognising the limitations of the techniques employed KC Ord, BEng (Hons) C3
Select and evaluate technical literature and other sources of information to address complex problems KCPT 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 KP Ord, BEng (Hons) C5
Apply an integrated or systems approach to the solution of complex problems. KC BEng (Hons) C6
Evaluate the environmental and societal impact of solutions to complex problems and minimise adverse impacts PT Ord, BEng (Hons) C7
Identify and analyse ethical concerns and make reasoned ethical choices informed by professional codes of conduct PT BEng (Hons) C8
Use a risk management process to identify, evaluate and mitigate risks (the effects of uncertainty) associated with a particular project or activity PT BEng (Hons) C9
Adopt a holistic and proportionate approach to the mitigation of security risks PT BEng (Hons) C10
Adopt an inclusive approach to engineering practice and recognise the responsibilities, benefits and importance of supporting equality, diversity and inclusion PT BEng (Hons) C11
Use practical laboratory and workshop skills to investigate complex problems PT BEng (Hons) C12
Select and apply appropriate materials, equipment, engineering technologies and processes, recognising their limitations KC BEng (Hons) C13
Discuss the role of quality management systems and continuous improvement in the context of complex problems PT BEng (Hons) C14
Apply knowledge of engineering management principles, commercial context, project and change management, and relevant legal matters including intellectual property rights PT BEng (Hons) C15
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
Plan and record self-learning and development as the foundation for lifelong learning/CPD KPT BEng (Hons) C18
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 PT 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 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

Professional Training Year (PTY) - Professional Training Year

Module code Module title Status Credits Semester
ENGP012 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

The School of Mechanical Engineering Sciences is committed to developing graduates with strengths in Employability, Digital Capabilities, Global and Cultural Capabilities, Sustainability, and Resourcefulness and Resilience. This programme is designed to allow students to develop knowledge, skills, and capabilities in the following areas:

Global and cultural capabilities
Engineering ethical considerations are taken into account in students¿ individual projects. The strong design thread through our programmes requires students to work in groups, actively encouraging cultural exchange in the classroom amongst Surrey students and enables them to develop arguments which nurtures students¿ appreciation for the world around them, beyond their immediate context. Students are also exposed to case studies and tasks relating to inclusion and global responsibility taken from the Royal Academy of Engineering. Students have multiple networking opportunities, during Industry led seminars and careers fairs targeted at Engineering students.

Digital capabilities
Students will develop their digital capabilities by learning to use engineering software throughout their programme such as Computer Aided design, Finite element analysis, Matlab. Students will also use Excel to analyse data ensuring they become competent in using the functions of excel such as plotting graphs, using the formula function and will need to present their findings in the form of individual and group-based presentations using PowerPoint and word documents within a number of modules throughout their programme. The skills they learn from using these software packages are transferrable and are likely to be required within their careers within the engineering sector. A number of modules also have online quizzes as one of the assessments requiring students to familiarise themselves and become proficient with digital tools to present mathematical equations. Within the group design modules at level 5 and level 6 and within their individual projects students are required to use project management tools such as Gannt charts to help manage their projects. Students also use MS Teams for collaborative working within year 2 and year 3 design. Studnets are also encouraged to use digital mind- and concept mapping tools to develop the ability to make connections among concepts/processes/topics.

Employability
Employability skills are fundamental to all our programmes and are a requirement for accreditation from the professional bodies. Employability skills are embedded in our labs, workshop, design and professional studies modules by requiring students to demonstrate practical competencies, and develop design ideas providing justification of their approach in verbal and written form which is an attractive and important skill appreciated by all employers. Small group tutorials also improve students¿ confidence in speaking about technical subjects. Many modules provide ample opportunity for students to demonstrate their mastery of advanced calculations which is attractive to numerate based employers. The tutorial questions provided within modules across all levels include authentic problem tasks, requiring students to apply the theory taught within the lectures to a typical applied engineering problem. The skills they develop in the application of this knowledge is then transferrable to any problem set, which is particularly attractive to employers, both within the engineering industry and also to wider industry, due to the problem solving ability and analytical mindset developed with engineering students. The programmes also support students to accrue the kinds of transferable skills required by employers through supervised group learning and written assessments. These skills include communication skills, teamwork and time management. The Masters level students are required to develop a research topic, similar to what would be expected for a bid application with the summative assessment being in the form of a journal article. Within the Multidisciplinary Design module the students are working with students across the faculty, exposing them to working environments that they would face in Industry, working across disciplines and requiring them to plan, organise and work collaboratively to solve a design challenge that is set by an Industrial supervisor. Students are then required to present their proposed design to a wide audience consisting of staff, students and Industry representatives. All undergraduate students have the option to complete a placement year, which typically more than half take up. 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 ImechE Career Manager platform which may allow for Professional Recognition and also to record CPD activities.

Resourcefulness and resilience
Resourcefulness & Resilience features heavily in the practical aspects of the programme with opportunities for students to demonstrate their adaptability, decision-making abilities, fault finding in the choice of small projects at level 4 and 5 and larger group project and Individual project at level 6. Students will have opportunities to consider the selection of different design approaches, with increasing complexity as they progress through the programme from level 5 design project to level 6 conceptual design. Students gain many opportunities to work together with peers from across all levels of the programmes. Through working with others (e.g., group presentations, design challenges), students learn to adapt to each other and gain resilience. Students¿ resourcefulness and resilience will be enhanced as they will need to think critically and exercise engineering judgment underlying some of the assumptions they would need to employ in advanced calculations and identify the limitations of those assumptions. Students can assess their risk via risk assessment matrix for open-ended complex problems.

Sustainability
A key requirement for accredited Engineering degrees is the embedding of sustainability within the curriculum. Students have to not only be taught content related to sustainability, but there needs to be clear coverage within the learning outcomes. Therefore throughout the programmes students will develop critical awareness, appreciation and knowledge relating to the importance of sustainability within the curriculum. Students will be taught sustainability from L4 in the experimental and professional skills modules, through the use of seminars delivered by CES. Students will work together in a group to discuss which of the UN STG are of prime importance to engineers providing a justification to which are the top 3 of importance for engineers, plus consider routes to net zero. As part of the assessment, students are required to prepare a 5 minute presentation on the responsibilities of a Professional Engineer, of which sustainability is one of the key competencies required by the Engineering Council. All design challenges (in L5, L6 and L7 design project modules) require a consideration of sustainability by optimising materials use in manufacture by reducing waste and appropriate design.¿Sustainability has been a part of the engineering curriculum for a number of years, in particular within the Materials modules and other discipline specific modules, such as Materials and Manufacturing Sustainability, Material selection for mechanical design, and Environmental Aerodynamics and Wind power at Level 7.




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.