Aerospace 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 Aerospace Engineering

Subsidiary award(s)

Award Title
BEng (Hons) Aerospace Engineering
Ord Aerospace Engineering
DipHE Aerospace Engineering
CertHE Aerospace Engineering
BSc (Hons) Aerospace Engineering

Professional recognition

Institution of Mechanical Engineers (IMechE)
The accredited MEng fully meets the exemplifying academic benchmark requirements, for registration as a Chartered Engineer (CEng).

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 a Chartered Engineer.

Modes of study

Route code Credits and ECTS Credits
Full-time UFE15900 480 credits and 240 ECTS credits
Full-time with PTY UFE15902 600 credits and 300 ECTS credits

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

19/07/2024

Educational aims of the programme

  • The overarching aim of the MEng 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 MEng programmes completely satisfy the CEng educational requirements thereby allowing our graduates to obtain professional recognition.
  • Provides additional deepening and broadening in both theory and application beyond the BEng programme.
  • 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

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. K MEng M1
Develop critical awareness of wider context of engineering and new developments KC MEng M1
Formulate and analyse complex problems to reach substantiated conclusions. KC MEng M2
Evaluate available data using first principles of mathematics, statistics, natural science and engineering principles KC MEng M2
Use engineering judgment to work with information that may be uncertain or incomplete and discuss the limitations of the techniques employed KC MEng M2
Select and apply appropriate computational and analytical techniques to model complex problems, discussing the limitations of the techniques employed KC MEng M3
Select and critically evaluate technical literature and other sources of information to solve complex problems KCP MEng M4
Design solutions for complex problems that evidence some originality and meet a combination of societal, user, business and customer needs as appropriate. This will involve consideration of applicable health + safety, diversity, inclusion, cultural, societal, environmental and commercial matters, codes of practice and industry standards CPT DipHE M5
Apply an integrated or systems approach to the solution of complex problems. KC CertHE 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 impacts CPT MEng M7
Identify and analyse ethical concerns and make reasoned ethical choices informed by professional codes of conduct PT 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 PT BEng (Hons), MEng M9 / C9
Adopt a holistic and proportionate approach to the mitigation of security risks PT 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 BEng (Hons), MEng M11 / C11
Use practical laboratory and workshop skills to investigate complex problems PT BSc (Hons), MEng M12 / C12
Select and apply appropriate materials, equipment, engineering technologies and processes, recognising their limitations KC BEng (Hons), MEng M13 / C13
Discuss the role of quality management systems and continuous improvement in the context of complex problems PT 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 BEng (Hons), MEng M15 / C15
Function effectively as an individual, and as a member or leader of a team, demonstrating the ability to respond effectively to setbacks and evaluating the 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 KPT BEng (Hons), MEng M18 / C18
Apply knowledge of mathematics, statistics, natural science and engineering principles to the solution of complex problems KCP BEng (Hons) C1
Analyse complex problems to reach substantiated conclusions using first principles of mathematics, statistics, natural science and engineering principles KC BEng (Hons) C2
Select and apply appropriate computational and analytical techniques to model complex problems, recognising the limitations of the techniques employed KC BEng (Hons) C3
Select and evaluate technical literature and other sources of information to address complex problems KCPT 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 BEng (Hons) C5

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

Year 4 - FHEQ Level 7

Module Selection for Year 4 - FHEQ Level 7

Semester 1:
If Advanced research project is not selected choose two modules from
ENGM249 Turbulence
ENGM301 Advanced Stress Analysis
ENGM273 Space System Design
(at least one of the selected must be advanced stress analysis or turbulence)
If Advanced research project is selected choose one module from
ENGM249 Turbulence
ENGM301 Advanced Stress Analysis
Semester 2:
If Advanced research project is not selected choose two modules from
ENGM294 Materials and Manufacturing Sustainability
EEEM012 Launch Vehicles and Propulsion
EEEM049 Spacecraft Structures & Mechanisms
ENGM299 Environmental Aerodynamics & Wind Power
If Advanced research project is selected choose one module from
ENGM294 Materials and Manufacturing Sustainability
EEEM012 Launch Vehicles and Propulsion
EEEM049 Spacecraft Structures & Mechanisms
ENGM299 Environmental Aerodynamics & Wind Power

Professional Training Year (PTY) -

Module Selection for Professional Training Year (PTY) -

Students taking the PTY Year must choose one of module ENGP012, ENGP019 or ENGP020

Year 4 (with PTY) - FHEQ Level 7

Module Selection for Year 4 (with PTY) - FHEQ Level 7

Semester 1:
If Advanced research project is not selected choose two modules from
ENGM249 Turbulence
ENGM301 Advanced Stress Analysis
ENGM273 Space System Design
(at least one of the selected must be advanced stress analysis or turbulence)
If Advanced research project is selected choose one module from
ENGM249 Turbulence
ENGM301 Advanced Stress Analysis
Semester 2:
If Advanced research project is not selected choose two modules from
ENGM294 Materials and Manufacturing Sustainability
EEEM012 Launch Vehicles and Propulsion
EEEM049 Spacecraft Structures & Mechanisms
ENGM299 Environmental Aerodynamics & Wind Power
If Advanced research project is selected choose one module from
ENGM294 Materials and Manufacturing Sustainability
EEEM012 Launch Vehicles and Propulsion
EEEM049 Spacecraft Structures & Mechanisms
ENGM299 Environmental Aerodynamics & Wind Power

Opportunities for placements / work related learning / collaborative activity

Associate Tutor(s) / Guest Speakers / Visiting Academics N
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

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.