2019-20 MSc Safety Engineering with Automotive ApplicationsProgramme Design Document

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1	1. Admissions/ Management Information
2	Title of the new programme – including any lower awards Please provide the titles used for all awards relating to this programme. Note: all programmes are required to have at least a Postgraduate Certificate exit award.
3	Masters			System Safety Engineering with Automotive Applications (part-time)
4	Postgraduate Diploma			System Safety Engineering with Automotive Applications (part time)							Please indicate if the Postgraduate Diploma is available as an entry point, ie. is a programme on which a student can register or as an exit award, ie. that are only available to students exiting the masters programme early, or both.					Both
5	Postgraduate Certificate			System Safety Engineering with Automotive Applications (part-time)							Please indicate if the Postgraduate Certificate is available as an entry points, ie. is a programme on which a student can register, or as an exit award, ie. that are only available to students exiting the masters programme early, or both.					Both
6	Postgraduate Certificate - alternative award title NB the Taught Postgraduate Framework (section F) allows for more than one PGCert title. Consult your AQ Team contact for advice and see sec 5.d			Safety Critical Systems Engineering with Automotive Applications							Please indicate if the Postgraduate Certificate is available as an entry points, ie. is a programme on which a student can register, or as an exit award, ie. that are only available to students exiting the masters programme early, or both.					Exit
7	Level of qualification			Level 7
8	This document applies to students who commenced the programme(s) in:							2019
9	Awarding institution									Teaching institution
10	University of York									University of York
11	Department(s): Where more than one department is involved, indicate the lead department									Board of Studies
12	Lead Department		Computer Science
13	Other contributing Departments:
14	Route code (existing programmes only)
15	Admissions criteria
16	A first degree in a numerate, technical discipline. Applicants who do not have a first degree but have relevant equivalent experience in industry will be considered on a case-by-case basis.
17	Length and status of the programme(s) and mode(s) of study
18	Programme				Length (years/ months)	Status (full-time/ part-time) Please select	Start dates/months (if applicable – for programmes that have multiple intakes or start dates that differ from the usual academic year)			Mode
19
20										Face-to-face, campus-based			Distance learning		Other
21	MSc System Safety Engineering with Automotive Applications				4 years	Part-time	September, January;			Please select Y/N		Yes	Please select Y/N	No
22	Diploma System Safety Engineering with Automotive Applications				3 years	Part-time	September, January			Please select Y/N		Yes	Please select Y/N	No
23	Certificate System Safety Engineering with Automotive Applications				2 years	Part-time	September, January			Please select Y/N		Yes	Please select Y/N	No
24	Language(s) of study
25	English
26	Language(s) of assessment
27	English
28	2. Programme accreditation by Professional, Statutory or Regulatory Bodies (PSRB)
29	2.a. Is the programme recognised or accredited by a PSRB
30	Please Select Y/N:		No	if No move to section 3 if Yes complete the following questions
31	3. Additional Professional or Vocational Standards
32	Are there any additional requirements of accrediting bodies or PSRB or pre-requisite professional experience needed to study this programme?
33	Please Select Y/N:		No	if Yes, provide details
34	4. Programme leadership and programme team
35	4.a. Please name the programme leader for the year to which the programme design applies and any key members of staff responsible for designing, maintaining and overseeing the programme. NB: If the proposal is for a combined programme the name of the Programme Leader (based in the lead Department) and the Associate Programme Leader(s) from the Partner Department(s) should be provided
36	Dr Katrina Attwood
37	4.b. How are wider stakeholders such as students/ alumni, professional bodies and employers involved in the design of the programme and in ongoing reflection on its effectiveness?
38	Current student representatives are consulted about proposed changes in module and programme content and design and receive a summary report on module feedback. The representatives are able to feed back formally through the Part-Time Masters Teaching Committee, and informally in consultation with the Programme Leader, who actively seeks feedback.
39	5. Purpose and learning outcomes of the programme
40	5.a. Statement of purpose for applicants to the masters programme Please express succinctly the overall aims of the programme as an applicant facing statement for a prospectus or website. This should clarify to a prospective student why they should choose this programme, what it will provide to them and what benefits they will gain from completing it.
41	This Masters-level programme provides students with a detailed knowledge of system safety engineering and of automotive engineering. The student will be introduced to system safety terminology, concepts and life cycle activities for development of products and services which may cause harm to humans. You will also be introduced to safety engineering methods and techniques, and to topics in automotive engineering. Graduates completing the programme will be equipped to play leading roles in automotive engineering projects with significant safety requirements. Further, students will be equipped to address a gap in the state of the art in the system safety element of the automotive sector.
42	5.a.i Statement of purpose for applicants registering for the postgraduate diploma programme Please express succinctly the overall aims of the programme as an applicant facing statement for a prospectus or website. This should clarify to a prospective student why they should choose this programme, what it will provide to them and what benefits they will gain from completing it.
43	This Diploma programme provides students with a detailed knowledge of system safety engineering and of automotive engineering. The student will be introduced to system safety terminology, concepts and life cycle activities for development of products and services which may cause harm to humans. You will also be introduced to safety engineering methods and techniques, and to topics in automotive engineering. Graduates completing the programme will be equipped to play professional roles in automotive engineering projects with significant safety requirements.
44	5.a.ii Statement of purpose for applicants registering for the postgraduate certificate programme Please express succinctly the overall aims of the programme as an applicant facing statement for a prospectus or website. This should clarify to a prospective student why they should choose this programme, what it will provide to them and what benefits they will gain from completing it.
45	This Certificate programme provides students with a grounding in system safety engineering with automotive engineering. The student will be introduced to system safety terminology, concepts and life cycle activities for development of products and services which may cause harm to humans. You will also be introduced to safety engineering methods and techniques, and to topics in automotive engineering. Graduates completing the programme will be equipped to participate in automotive projects where system safety is an issue.
46	5.b.i. Programme Learning Outcomes - Masters Please provide six to eight statements of what a graduate of the Masters programme can be expected to do. If the document only covers a Postgraduate Certificate or Postgraduate Diploma please specify four to six PLO statements for the PG Certificate and four-eight for the PG Diploma in the sections 5.b.ii and 5.b.iii as appropriate. Taken together, these outcomes should capture the distinctive features of the programme. They should also be outcomes for which progressive achievement through the course of the programme can be articulated, and which will therefore be reflected in the design of the whole programme.
47	PLO	On successful completion of the programme, graduates will be able to:
48	1	Employ system safety thinking throughout the life cycle of a system or service, using a broad, systematic and imaginative anticipation of safety risks, causes and consequences.
49	2	Contribute to the development of safe systems and services, by ensuring the proper consideration is given to safety issues as part of Systems Engineering processes.
50	3	Assess specific aspects of the safety of systems and services by employing analysis techniques, respecting the strengths and weaknesses of each technique.
51	4	Assure the safety of systems and services by organising and presenting information in a robust way that is amenable to critical evaluation, making appropriate choices from established assurance approaches.
52	5	Design, execute and monitor an organisation's safety management processes to address relevant regulations, legislation and operational context by considering individual human factors, team competence and organisational structures.
53	6	Create solutions to problems to extend the current state of the art or industrial practice in safety critical systems engineering, using knowledge from the breadth of safety critical systems theory, deeper skills in chosen areas and an ability to undertake research.
54	7	Effectively communicate with technical and non-technical stakeholders about system safety problems and their solutions in a clear and organised manner.
55	8	Operate as a leading safety critical system safety professional, by maintaining awareness of key legal and ethical issues relating to system safety, appreciating how safety critical systems can affect society and by continuing to expand and deepend knowledge through critical engagement with the discipline.
56	5.b.ii. Programme Learning Outcomes - Postgraduate Diploma Please provide four to eight statements of what a graduate of the Postgraduate Diploma programme can be expected to do. Taken together, these outcomes should capture the distinctive features of the programme. They should also be outcomes for which progressive achievement through the course of the programme can be articulated, and which will therefore be reflected in the design of the whole programme.
57	PLO	On successful completion of the programme, graduates will be able to:
58	1	Employ system safety thinking throughout the lifecycle of a system or service using a broad, systematic imaginative anticipation of safety risks, causes and consequences.
59	2	Contribute to the development and assessment of safe systems and services by ensuring that proper consideration is given to safety issues as part of the systems engineering process.
60	3	Assure the safety of systems and services by organising and presenting information in a robust way that is amenable to critical evaluation, making appropriate choices from established assurance approaches.
61	4	Design, execute and monitor an organisations safety management processes to address relevant regulations, legislation and operational context by considering individual human factors, team competence and organisational structures.
62	5	Effectively communicate with technical and non-technical stakeholders about system safety problems and their solutions in a clear and organised manner.
63	6	Operate as a leading safety-critical system safety professional, by maintaining awareness of key legal and ethical issues relating to system safety, appreciating how safety critical systems can affect society, and by continuing to expand and deepen knowledge through critical engagement with the discipline.
64	5.b.iii. Programme Learning Outcomes - Postgraduate Certificate Please provide four to six statements of what a graduate of the Postgraduate Certificate programme can be expected to do. Taken together, these outcomes should capture the distinctive features of the programme. They should also be outcomes for which progressive achievement through the course of the programme can be articulated, and which will therefore be reflected in the design of the whole programme.
65	PLO	On successful completion of the programme, graduates will be able to:
66	1	Employ system safety thinking throughout the lifecycle of a system or service using a broad, systematic imaginative anticipation of safety risks, causes and consequences.
67	2	Contribute to the development and assessment of safe systems and services by ensuring that proper consideration is given to core safety issues as part of the systems engineering process.
68	3	Assess and assure the safety of systems and services by employing core assurance and analysis techniques respecting techniques' strengths and limitations.
69	4	Effectively communicate with technical and non-technical stakeholders about system safety problems and their solutions in a clear and organised manner.
70	5	Operate as a safety-critical systems safety professional, by developing awareness of key legal and ethical issues relating to system safety, appreciating how safety critical systems can affect society, and by continuing to expand and deepen knowledge through critical engagement with the discipline.
71	5.c. Explanation of the choice of Programme Learning Outcomes Please explain your rationale for choosing these PLOs in a statement that can be used for students (such as in a student handbook). Please include brief reference to:
72	i) Why the PLOs are considered ambitious or stretching?
73	System and service complexity is increasing. They are taking on more authority over activities that have the capability to impact on human lives. This is particularly evident in the automotive sector, with the rise of autonomy in automated driving and driver-assist functionality. System Safety professionals must address a web of interlinked contributing factors to assess system or services safety. You must be able to understand the contribution of technology, humans and organisations to safety. You must be able to articulate why you believe these aspects have been adequately addressed. You must be able to articulate the degree of confidence in the mitigation and assurance processes undertaken throughout a system or services lifecycle. Decisions about risk acceptability are made with imperfect information and in the presence of significant safety-capability trade-offs. This programme targets a systematic way of thinking about these issues. It challenges you to learn new skills, and your understanding of existing skills. It challenges you to consider the ethical characteristics of the activities you undertake and decisions you make to ensure that you act professionally and competently. It stretches you by giving you a range of scenarios addressing multiple characteristics of systems, services and associated processes, across multiple domains and the lifecycle. It will take you outside your experience base to challenge your existing knowledge, skills and behaviours.
74	ii) The ways in which these outcomes are distinctive or particularly advantageous to the student:
75	The programme is aimed at practitioners that have a significant role to play in the development, operation or assurance of systems and services that have safety properties. The PLOs address the educational elements required by a (chartered) safety engineer by focusing on relevant knowledge, skills and behaviours. It targets your ability to scope out a system or services use and context boundaries and to determine which techniques and methods are appropriate to the aspects to system safety that you need to address. It gives you the capability to identify weaknesses in existing safety processes and the research capabilities to change existing processes. It gives you the capability to analyse, assess and make decisions about the safety characteristics of a product throughout its lifecycle. The programme does this by using the extensive research and industrial experience of the developers of the work packages that you will use to explore the learning outcomes. It does so by bringing together safety professionals from many different domains (aerospace, military, automotive, railway, nuclear) to explore the PLOs collectively via case studies and exercises. Further, it directs your independent learning outside the classroom to consolidate and extend your understanding and abilities.
76	iii) Please detail how you would support students from diverse entry routes to transition into the programme? For example, disciplinary knowledge and conventions of the discipline, language skills, academic and writing skills, lab skills, academic integrity
77	The programme is designed to be highly flexible in its entry routes. You could try a number of “taster modules”. That is you could participate in individual modules before registering for the programme. You can then join the full programme. You can join the Certificate or Diploma programmes and then transfer into the MSc programme at a later stage. The programme expects participants to have a wide range of experience and educational background. All prospective students are interviewed to match student capabilities against programme expectations. The programme can be taken in either full-time or part-time mode. Each module requires attendance for one week at the University. Assessment and Independent study are undertaken away from the University. Each module is designed to be as stand-alone as possible so that you have some flexibility in the order that you take modules. Expectations of what is needed for an academic piece of work are addressed through a lecture and associated VLE video and documentation, a vocabulary of expectations for different types of questions that may be encountered and past papers with associated marking schemes. Students can ask for clarification questions on examination expectations. Feedback is given on the structuring of presented answers, as well as technical content, in each open module feedback. The University offers extra support on language skills, mathematics and statistics skills, writing skills. If you feel you need extra support this should be raised with your supervisor.
78	iv) Please explain how the design of the programme enables students to progress through to the end of the award? For example, in terms of the development of research skills, enabling students to complete an independent study module, developing competence and confidence in practical skills/ professional skills, (See: QAA Mater's degree characteristics http://www.qaa.ac.uk/publications/information-and-guidance/publication?PubID=2977#.WS1JOevyu70).
79	The programme is designed so that the Modules, and associated assessment and independent study activities, will develop your knowledge, skills and thinking processes in System Safety Engineering. Key techniques for instance will be addressed initially by a lecture, then by an exercise or case study as part of a small group or in pairs and finally via a solo activity as part of the assessment. Staff are available throughout each case study activity to provide guidance and formative feedback. Formative feedback to groups at the end of case studies allows new knowledge and skills to be further consolidated. Case studies and assessments include elements that require you to address the impact of limited information, uncertainty and aspects of systems that do not fit well with the techniques and methods being used. This allows you to build up skills to address such uncertainties. Each assessment will have at least one question that will ask you to address a topic raised in the week at York in more detail. It thus directs you to undertake independent study through a literature search and independent evaluation. This ability to address literature is further addressed as part of the independent study modules where a more in depth exploration of the state of the art in an aspect of System Safety Engineering as applied in the automotive domain will be required.
80	v) How the programme learning outcomes develop students’ digital literacy and use technology-enhanced learning to achieve the discipline and pedagogic goals which support active student learning through peer/tutor interaction, collaboration and formative (self) assessment opportunities (reference could be made to such as blogging, flipped classrooms, response 'clickers' in lectures, simulations, etc).
81	Typically, students undertaking this course have a high degree of digital literacy as a result of their daily work activities. The structure and style of the programme is currently very "hands on". Extensive tutor and peer interaction occurs during the intensive week of study associated with each module. Many formative activities are undertaken during these weeks. There is limited use of the VLE for technology enhanced learning while students are not at York. This is an area that is currently being highlighted for enhancement.
82	vi) How the PLOs support and enhance the students’ employability (for example, opportunities for students to apply their learning in a real world setting)? The programme's employability objectives should be informed by the University's Employability Strategy:
83	This programme is appropriate for existing practitioners who wish to understand the underlying principles and practices associated with their practice. However, it has also been used by those who wish to transition into a role that requires significant safety competency. The programme makes use of the extensive real-world knowledge of the programme team and students to ensure that the programme is relevant to current, and future, industrial practice. It is aligned to the requirements for chartered engineer status. There is considerable evidence that previous students have gained new roles and recognition within their organisations as a consequence of undertaking this programme. The competencies provided by this programme are in high demand. Organisations regularly contact the team looking for potential recruits. However, it must be noted that these opportunities are only passed on to students who are not sponsored by their work organisations.
84	This is a highly specialist programme, offered exclusively to employees of Jaguar-Land Rover Limited. Careers have been advised of the nature of the programme and students. They have also been made aware of the potential enhancement activities via the LRF funding and the Apprenticeship Levy. We are actively engaged with respect to the Levy and are awaiting comment on other aspects of careers relating to the programmes. Careers comment was I think that given your student group and the nature of the programmes that you are running it feels appropriate to submit without specific feedback from the Careers team. If you are noting the above in your submission it is probably worth including a point that you make all of your students aware that they are able to access the full services of Careers & Placements, should they wish to research or discuss their long-term professional development (we can support students via phone/skype/email).
85	viii) How is teaching informed and led by research in the department/ centre/ University?
86	The teaching team are members of the High Integrity Systems Engineering Group in the Department of Computer Science. Each member of the team brings expertise in relevant topics to the programme, such as Safety Cases, model based safety, software safety, data safety, safety ethics, etc. Furthermore, members have extensive interaction with industry and have acted as consultants to address significant safety issues and processes. In addition activities of the research group are strongly related to the Risk, Evidence and Decision Making research strand at University level. Finally the group runs the U.K. Safety-Critical Systems Club; a practitioners club that addresses issues across the full range of System Safety topics through working groups. This industrial and academic research experience is incorporated into the teaching of the programme.
87	5.d. Progression For masters programmes where students do not incrementally 'progress' on the completion of a discrete Postgraduate Certificate and Postgraduate Diploma, please summarise students’ progressive development towards the achievement of PLOs, in terms of the characteristics that you expect students to demonstrate at the end of the set of modules or part thereof, and provide appropriate detail of the module diet students will need to complete. This summary may be particularly helpful to students and the programme team where there is a high proportion of option modules and in circumstances where students registered on a higher award will exit early with a lower one. Note: it is not expected that a position statement is written for each masters PLO, but this can be done if preferred.
88	i) If the Postgraduate Certificate is an exit award only please:
89	Provide a global statement to explain what a student who exits with a PG Cert award will be able to do (this should capture the extent of the achievement of the programme learning outcomes). NB: Where more than one PG Cert is available as an exit award a statement should be provided detailing what a student exiting with either award will be able to do								Detail the module diet that students will have to have completed to gain the PG Cert as an exit award. NB: Where more than one PG Cert is available as an exit award the module diet required for each award should be given
90	Students can enrol for the Certificate in System Safety Engineering with Automotive Applications which takes the form of six modules: 5 core modules (FSSE, HRAS, SSAS, SCDR, SMSY) and one optional module. To understand the coverage of the Certificate please look at the Certificate Programme Learning Outcomes. The certificate concentrates on ensuring that system safety thinking is embedded into a students work. It does so by addressing core aspects of ensuring safety, assuring safety and confidence in the results of the practitioners system safety work. It focuses on system safety as undertaken during development but gives sufficient background for you to extrapolate to the operational phases of a system or services lifecycle. It will give you some ability to engage with literature that will be required as part of the diploma / Masters. For Full-time students this also acts as a fall-back award should you fail the Masters programme. The Cerificate in Safety Critical Systems Engineering with Automotive Applications is an exit award for students who have achieved 60 credits, but have not covered all of the 5 core modules required for the Certificate in System Safety Engineering with Automotive Applications. It is not possible to apply directly for the Certificate in Safety Critical Systems Engineering: it is a fall-back award with an exit point only.
91	ii) If the Postgraduate Diploma is an exit award only please:
92	Provide a global statement to explain what a student who exits with a PG Dip award will be able to do (this should capture the extent of the achievement of the programme learning outcomes)								Detail the module diet that students will have to have completed to gain the PG Dip as an exit award
93	Students can enrol for the Diploma in System Safety Engineering with Automotive Applications which takes the form of 9 modules, all of which are in common with the MSc and 6 of which are in common with the Certificate. To understand the coverage of the Certificate please look at the Diploma Programme Learning Outcomes. It ensures that you can operate as a skilled practitioner of system safety processes. It also gives you the skills to identify the current state of the art in system safety for a given project and to identify where gaps in the project's current safety practices exist. From this you will be able to formulate objectives for potential improvement activities.
94	5.e. Other features of the programme
95	i) Involvement of partner organisations Are any partner organisations involved in the delivery of the programme?
96	Please Select Y/N:		Yes	if Yes, outline the nature of their involvement (such as contributions to teaching, placement provision). Where appropriate, see also the:
97	Please Select Y/N:		Yes	University guidance on collaborative provision
98	This programme is made available exclusively to employees of Jaguar-Land Rover Ltd (JLR) as part of the Technical Accreditation Scheme (TAS) run for JLR by a consortium of Universities (Warwick, Cranfield, York, Loughborough, Coventry, Bradford). The TAS is administered through Warwick University. Modules are made available to students through the TAS scheme, and - in rare cases where students have not selected all of their qualifying modules from the York offerings - credit may be appelled in from other TAS modules. For the Certficate (60 credits in total), a maximum of 30 credits may be appelled in in this way; for the Diploma (120 credits in total) a maximum of 60 credits may be appelled in; for the MSc (180 credits) a maximum of 60 credits may be appelled in. Normal rules apply for appellation: the Programme Lead will assess the content of the external modules, to ensure that they are of sufficient depth and relevance. All requirements for core modules must be satisfied for all of the degrees. (NB: In practice, most of the students simply select all of the York modules, and appelling is not necessary. It is therefore that programme which is specified in this document.)
99	ii) Internationalisation/ globalisation How does the programme promote internationalisation and encourage students to develop cross-cultural capabilities?
100	Where possible, the programme teaches system safety engineering from an international standpoint, making reference to applicable legislation and standards and to the international context of the safety-critical domains with which it is concerned in the selection of examples for teaching. For automotive, we refer specifically to International Standard ISO 26262 which covers the use of software and electronic equipment in automobiles. Case studies are taken from industrial colleagues in DAF (Sweden) and Bosch (Germany), from whom we also invite guest lecturers. Alongside the UK principles of risk analysis, ALARP, European (GAMAB) and Australian (SFAIRP) frameworks are discussed.