Electrical and Electronic Engineering MEng - 2026/7
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 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 | UFA15021 | 480 credits and 240 ECTS credits |
| Full-time with PTY | UFA15029 | 600 credits and 300 ECTS credits |
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). 4. For transfer to and/or remaining on an accredited MEng programme an end-of-year average of 55% is required.
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
07/08/2026
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 |
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 Selection for Year 1 - FHEQ Level 4
No optional modules in Semester 1.
No optional modules in Semester 2.
Year 2 - FHEQ Level 5
Module Selection for Year 2 - FHEQ Level 5
No optional modules in Semester 1.
Select one optional module in semester 2.
Year 3 - FHEQ Level 6
Module Selection for Year 3 - FHEQ Level 6
Two optional modules in Semester 1.
One optional module in Semester 2.
Year 4 - FHEQ Level 7
Module Selection for Year 4 - FHEQ Level 7
One optional module in Semester 1
Two optional modules in Semester 2
Year 1 (with PTY) - FHEQ Level 4
Module Selection for Year 1 (with PTY) - FHEQ Level 4
No optional modules in Semester 1.
No optional modules in Semester 2.
Year 2 (with PTY) - FHEQ Level 5
Module Selection for Year 2 (with PTY) - FHEQ Level 5
No optional modules in Semester 1.
Select one optional module in semester 2.
Year 3 (with PTY) - FHEQ Level 6
Module Selection for Year 3 (with PTY) - FHEQ Level 6
Two optional modules in Semester 1.
One optional module in Semester 2.
Professional Training Year (PTY) - Professional Training Year
| Module code | Module title | Status | Credits | Semester |
|---|---|---|---|---|
| EEEP014 | PROFESSIONAL TRAINING MODULE | Core | 120 | Year-long |
Module Selection for Professional Training Year (PTY) - Professional Training Year
No optional modules on PTY.
Year 4 (with PTY) - FHEQ Level 7
Module Selection for Year 4 (with PTY) - FHEQ Level 7
One optional module in Semester 1
Two optional modules in Semester 2
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 on this MSc programme will have many opportunities to enhance their digital capabilities skills via programming and coding exercises making use of the relevant programming languages (such as C / C++ / Python / Matlab).
Employability: The employability skills are embedded in our labs, design and professional studies modules by requiring students to demonstrate practical competencies from circuit design, implementation and testing given a minimal or open design brief. Preparation for placement, including improvement in their CV, during year 2 will help with developing job finding skills. Working as part of a team in the Multi-Disciplinary Design Project (MDDP) module will mirror the activities of a group design team in industry.
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, 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 opportunities to discuss ethical concerns within the Royal Academy of Engineering ethical framework.
Resourcefulness & Resilience: This 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 projects. Students can assess their risk via risk assessment matrix for open-ended complex problems.
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. Students will need to consider Design for Sustainability in their project work Sustainability will also be considered as part of the Year 4 MDDP group project.
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 2026/7 academic year.