Computer Science MEng - 2025/6
Awarding body
University of Surrey
Teaching institute
University of Surrey
Framework
FHEQ Level 7
Final award and programme/pathway title
MEng Computer Science
Subsidiary award(s)
| Award | Title |
|---|---|
| BEng (Hons) | Computer Science |
| DipHE | Computer Science |
| CertHE | Computer Science |
| Ord | Computer Science |
Modes of study
| Route code | Credits and ECTS Credits | |
| Full-time | UFA15026 | 480 credits and 240 ECTS credits |
| Full-time with PTY | UFA15027 | 600 credits and 300 ECTS credits |
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 - Computer Science and Electronic Eng
Programme Leader
CIROVIC Mariam (CS & EE)
Date of production/revision of spec
26/04/2024
Educational aims of the programme
- To prepare students for a range of computing related careers
- To enable students to understand, design and exploit computation and computer technology
- To enable students to develop fluency in programme and system development skills
- To enable our students to develop analytic, problem solving and interpersonal skills preparing them for a lifetime of continuing professional development
- To enable students to appreciate innovation and emerging technologies in theoretical and applied computing
- To facilitate the students in becoming graduate and chartered members of the BCS - The Chartered Institute for IT
- To enable students to make an in-depth study of advanced topics in computer science
Programme learning outcomes
| Attributes Developed | Awards | Ref. | |
| The programme provides opportunities for students to develop and demonstrate knowledge and an understanding of the principles of computation. | KCPT | CertHE, DipHE, BEng (Hons), MEng | |
| The programme provides opportunities for students to develop and demonstrate knowledge and understanding of the practice of systematic software development. | KCPT | CertHE, DipHE, BEng (Hons), MEng | |
| The programme provides opportunities for students to develop and demonstrate knowledge and an understanding of the key research issues in computing. | KC | CertHE, DipHE, BEng (Hons), MEng | |
| The programme provides opportunities for students to develop and demonstrate knowledge and understanding of the ethical, legal, moral and professional issues involved in the exploitation of computing. | KPT | CertHE, DipHE, BEng (Hons), MEng | |
| Knowledge of the underlying concepts and principles associated with their area(s) of study, and an ability to evaluate and interpret these within the context of that area of study. | KC | CertHE | |
| Knowledge and critical understanding of the well-established principles of their area(s) of study, and of the way in which those principles have developed. | KC | DipHE | |
| A systematic understanding of key aspects of their field of study, including acquisition of coherent and detailed knowledge, at least some of which is at, or informed by, the forefront of defined aspects of a discipline. | KC | BEng (Hons), MEng | |
| An ability to present, evaluate and interpret qualitative and quantitative data, in order to develop lines of argument and make sound judgements in accordance with basic theories and concepts of their subject(s) of study | KC | CertHE | |
| Ability to apply underlying concepts and principles outside the context in which they were first studied, including, where appropriate, the application of those principles in an employment context | KCPT | DipHE | |
| An ability to deploy accurately established techniques of analysis and enquiry within a discipline | PT | BEng (Hons), MEng | |
| Knowledge of the main methods of enquiry in the subject(s) relevant to the named award, and ability to evaluate critically the appropriateness of different approaches to solving problems in the field of study | KC | DipHE | |
| Conceptual understanding that enables the student to devise and sustain arguments, and/or to solve problems, using ideas and techniques, some of which are at the forefront of a discipline | KCT | BEng (Hons), MEng | |
| Conceptual understanding that enables the student to describe and comment upon particular aspects of current research, or equivalent advanced scholarship, in the discipline | KCT | BEng (Hons), MEng | |
| An understanding of the limits of their knowledge, and how this influences analyses and interpretations based on that knowledge. | KC | DipHE | |
| An appreciation of the uncertainty, ambiguity and limits of knowledge | KCT | BEng (Hons), MEng | |
| The ability to manage their own learning, and to make use of scholarly reviews and primary sources (for example, refereed research articles and/or original materials appropriate to the discipline) | T | BEng (Hons), MEng | |
| Typically, holders of the qualification will be able to evaluate the appropriateness of different approaches to solving problems related to their area(s) of study and/or work | C | CertHE | |
| Typically, holders of the qualification will be able to use a range of established techniques to initiate and undertake critical analysis of information, and to propose solutions to problems arising from that analysis | C | DipHE | |
| Typically, holders of the qualification will be able to apply the methods and techniques that they have learned to review, consolidate, extend and apply their knowledge and understanding, and to initiate and carry out projects | CPT | BEng (Hons), MEng | |
| Typically, holders of the qualification will be able to communicate the results of their study/work accurately and reliably, and with structured and coherent arguments | CT | CertHE | |
| Typically, holders of the qualification will be able to effectively communicate information, arguments and analysis in a variety of forms to specialist and non-specialist audiences, and deploy key techniques of the discipline effectively | CT | DipHE | |
| Typically, holders of the qualification will be able to critically evaluate arguments, assumptions, abstract concepts and data (that may be incomplete), to make judgements, and to frame appropriate questions to achieve a solution - or identify a range of solutions - to a problem | CPT | BEng (Hons), MEng | |
| Typically, holders of the qualification will be able to undertake further training and develop new skills within a structured and managed environment. | T | CertHE | |
| Typically, holders of the qualification will be able to undertake further training, develop existing skills and acquire new competences that will enable them to assume significant responsibility within organisations. | T | DipHE | |
| Typically, holders of the qualification will be able to communicate information, ideas, problems and solutions to both specialist and non-specialist audiences | CT | BEng (Hons), MEng | |
| Holders will have the qualities and transferable skills necessary for employment requiring the exercise of some personal responsibility | T | CertHE | |
| Holders will have the qualities and transferable skills necessary for employment requiring the exercise of personal responsibility and decision-making | CT | DipHE | |
| Holders will have the qualities and transferable skills necessary for employment requiring the exercise of initiative and personal responsibility | T | BEng (Hons), MEng | |
| Holders will have the qualities and transferable skills necessary for employment requiring decision-making in complex and unpredictable contexts | CT | BEng (Hons), MEng | |
| Holders will have the qualities and transferable skills necessary for employment requiring the learning ability needed to undertake appropriate further training of a professional or equivalent nature. | T | BEng (Hons), MEng | |
| Demonstrate in-depth knowledge and understanding and be able to apply more advanced key topics in Computer Science | KCPT | MEng | |
| The holders will have the qualities and skills to work in a multi-disciplinary team to solve a large scale technical problem | KCT | MEng |
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 1 - FHEQ Level 4
| Module code | Module title | Status | Credits | Semester |
|---|---|---|---|---|
| COM1025 | WEB AND DATABASE SYSTEMS | Compulsory | 15 | 1 |
| COM1026 | FOUNDATIONS OF COMPUTING | Compulsory | 15 | 1 |
| COM1027 | PROGRAMMING FUNDAMENTALS | Compulsory | 15 | 1 |
| COM1028 | SOFTWARE ENGINEERING | Compulsory | 15 | 2 |
| COM1029 | DATA STRUCTURES AND ALGORITHMS | Compulsory | 15 | 2 |
| COM1031 | COMPUTER LOGIC | Compulsory | 15 | 1 |
| COM1032 | OPERATING SYSTEMS | Compulsory | 15 | 2 |
| COM1033 | FOUNDATIONS OF COMPUTING II | Compulsory | 15 | 2 |
Module Selection for Year 1 - FHEQ Level 4
N/A
Year 2 - FHEQ Level 5
| Module code | Module title | Status | Credits | Semester |
|---|---|---|---|---|
| COM2022 | COMPUTER NETWORKING | Compulsory | 15 | 2 |
| COM2025 | WEB APPLICATIONS DEVELOPMENT | Compulsory | 15 | 1 |
| COM2027 | SOFTWARE ENGINEERING PROJECT | Compulsory | 15 | 2 |
| COM2028 | ARTIFICIAL INTELLIGENCE | Compulsory | 15 | 2 |
| COM2031 | ADVANCED ALGORITHMS | Compulsory | 15 | 1 |
| COM2039 | PARALLEL COMPUTING | Compulsory | 15 | 2 |
| COM2040 | FURTHER PROGRAMMING PARADIGMS | Compulsory | 15 | 1 |
| COM2041 | COMPUTER SECURITY A | Compulsory | 15 | 1 |
Module Selection for Year 2 - FHEQ Level 5
N/A
Year 3 - FHEQ Level 6
Module Selection for Year 3 - FHEQ Level 6
5: Select 2 in semester 1 and 3 in semester 2
Year 4 - FHEQ Level 7
Module Selection for Year 4 - FHEQ Level 7
5: Select 2 in semester 1 and 3 in semester 2
Year 1 (with PTY) - FHEQ Level 4
| Module code | Module title | Status | Credits | Semester |
|---|---|---|---|---|
| COM1025 | WEB AND DATABASE SYSTEMS | Compulsory | 15 | 1 |
| COM1026 | FOUNDATIONS OF COMPUTING | Compulsory | 15 | 1 |
| COM1027 | PROGRAMMING FUNDAMENTALS | Compulsory | 15 | 1 |
| COM1028 | SOFTWARE ENGINEERING | Compulsory | 15 | 2 |
| COM1029 | DATA STRUCTURES AND ALGORITHMS | Compulsory | 15 | 2 |
| COM1031 | COMPUTER LOGIC | Compulsory | 15 | 1 |
| COM1032 | OPERATING SYSTEMS | Compulsory | 15 | 2 |
| COM1033 | FOUNDATIONS OF COMPUTING II | Compulsory | 15 | 2 |
Module Selection for Year 1 (with PTY) - FHEQ Level 4
N/A
Year 2 (with PTY) - FHEQ Level 5
| Module code | Module title | Status | Credits | Semester |
|---|---|---|---|---|
| COM2022 | COMPUTER NETWORKING | Compulsory | 15 | 2 |
| COM2025 | WEB APPLICATIONS DEVELOPMENT | Compulsory | 15 | 1 |
| COM2027 | SOFTWARE ENGINEERING PROJECT | Compulsory | 15 | 2 |
| COM2028 | ARTIFICIAL INTELLIGENCE | Compulsory | 15 | 2 |
| COM2031 | ADVANCED ALGORITHMS | Compulsory | 15 | 1 |
| COM2039 | PARALLEL COMPUTING | Compulsory | 15 | 2 |
| COM2040 | FURTHER PROGRAMMING PARADIGMS | Compulsory | 15 | 1 |
| COM2041 | COMPUTER SECURITY A | Compulsory | 15 | 1 |
Module Selection for Year 2 (with PTY) - FHEQ Level 5
N/A
Year 3 (with PTY) - FHEQ Level 6
Module Selection for Year 3 (with PTY) - FHEQ Level 6
5: Select 2 in semester 1 and 3 in semester 2
Professional Training Year (PTY) -
| Module code | Module title | Status | Credits | Semester |
|---|---|---|---|---|
| COMP009 | PROFESSIONAL TRAINING YEAR MODULE (FULL-YEAR WORK) | Core | 120 | Year-long |
Module Selection for Professional Training Year (PTY) -
N/A
Year 4 (with PTY) - FHEQ Level 7
Module Selection for Year 4 (with PTY) - FHEQ Level 7
5: Select 2 in semester 1 and 3 in semester 2
Opportunities for placements / work related learning / collaborative activity
| Associate Tutor(s) / Guest Speakers / Visiting Academics | N | |
| 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) | N | |
| Dual degree | N |
Other information
Digital Capabilities
The skills taught in this programme provide students with a solid grounding in the foundation theory of computer science and practical skills that will allow them to thrive in a world where digital skills are key. The first year covers the foundational theory and practical digital skills that are required as a computer scientist. An early grounding in programming, web applications and databases provides the knowledge to use computers to solve complex problems. Software Engineering demonstrates how a professional development approach can help a developer tackle larger, more complex problems. Students also present their work in the form of reports and presentations using appropriate applications. Later modules in the degree build on these skills to teach more advanced content such as the theory and practical application of artificial intelligence and securing digital systems. In year 4 the students further develop their digital capabilities by working collaboratively on a Multidisciplinary Design Project that involves communicating the design from the inception report to final oral and poster presentations.
Employability
This programme provides the foundational theory and practical skills that allow our students to work in a range of different industries such as tech or finance. Throughout this programme students work individually or in a group on solving complex problems with real-world grounding. Our modules use industry standard software as a base to teach the core computing science content in areas that have a huge industry demand such as AI, Distributed Systems and Security. Students are equipped with valuable technical skills such as software engineering, programming, and data analysis. They gain practical problem-solving skills with modules teaching students to take large scale problems and break them down into smaller parts that can be solved individually. In particular, our second year Software Engineering Project pitches students into a large-scale team project where they must work with other students to complete the project on time and engage with a project sponsor to ensure requirements are met. This project is designed to closely replicate the challenges they will face in an industry context. The final year professional project allows students to complete all aspects of a large-scale software project individually and can act as a portfolio piece when applying for jobs. Approximately 50% of our students go on the professional placement year which contributes to our strong graduate level employment figures. The advanced modules in year 4 provide in-depth knowledge and practical skills in key industry areas such as security, artificial intelligence and distributed systems. In the Multidisciplinary Design project, students get the experience of working as part of a multidisciplinary team, on a complex design project specified by an industrial partner.
Global and Cultural Skills
Computer Science is a global language and the tools and languages used on this programme can be used internationally. Students learn about the BCS code of conduct and the importance of respect in teamwork. Students learn to work together in groups with other students from different backgrounds to solve a problem. This programme allows students to develop skills that will allow them to build applications with global reach and collaborate with their peers around the world.
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. A typical coursework will present a scenario (often in a real-world context) and ask students to develop a solution. This requires not just technical development skills but the planning and problems-solving skills needed to approach a large problem, break it down into smaller chunks and solve and integrate these chunks into a working solution. We encourage an open-ended approach to our practical work where possible; This encourages students to go beyond the taught material and deliver innovative solutions to large scale problems. Modules Such as Software Engineering Project teach students how to work in a group to plan and execute a self-proposed project. The third year Professional Project module requires students to use these skills to take an idea concept through to implementation and write a professional report detailing their work. The Multidisciplinary design project in the final year teaches students to work in multidisciplinary teams with students having different perspectives and skills to contribute towards a solution for a large scale project.
Sustainability
Computers are embedded within almost every industry including industries such as energy and agriculture to enhance sustainability. As part of Software Engineering Project, students are asked to work in teams to develop an application that provides societal benefit considering the UN Sustainability Goals. Many of the teams develop sustainable applications that monitor the environment or make lifestyle recommendations. The final year project is another opportunity for students to explore sustainable computing applications and gives them the opportunity to consider the ethics and impact on the world of their solution. The Multidisciplinary Design project gives students the chance to work towards a solution to a project where sustainability is embedded at the core.
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 2025/6 academic year.