MEng Engineering with Renewable Energy Programme Specification 2024-25.xlsx

	B	C	D	E	G	I	K	L	O
1	ACADEMIC QUALITY TEAM
2	Programme Specifications 2024-25
3
4
5	Programme Title			M.Eng. (Hons) Engineering with Renewable Energy
6
7	This document applies to students who commenced the programme(s) in:			2024		Award type		M.Eng.
8
9	What level is this qualification?			7		Length of programme		4 years (5 years for Year in Industry option)
10
11	Mode of study (Full / Part Time)			Full Time
12
13	Will the programme use standard University semester dates?			Yes		For York Online programmes, will standard dates for such programmes be used?
14
15	Awarding institution			University of York		Board of Studies for the programme		Electrionic Engineering
16
17	Lead department			School of Physics, Engineering and Technology		Other contributing departments		Engineering
18
19	Language of study and assessment			English		Language(s) of assessment		English
20
21	Is this a campus-based or online programme?			Campus
22
23	Partner organisations
24	If there are any partner organisations involved in the delivery of the programme, please outline the nature of their involvement. You may wish to refer to the Policy on Collaborative Provision
25	N/A
26	N/A
27
28	Reference points
29	Please state relevant reference points consulted in the design of this programme (for example, relevant documentation setting out PSRB requirements; the University's Frameworks for Programme Design (UG or PGT); QAA Subject Benchmark Statements; QAA Qualifications and Credit Frameworks).
30	University Framework for Programme Design: Undergraduate Programme Design Policy Statement QAA Subject Benchmark Statment for Engineering (including the September 2022 5th Edition version for consultation). QAA Credit Framework for England : Advice on Academic Credit Arrangements I.E.T. Academic Acreditation Pack
31
32	Credit Transfer and Recognition of Prior Learning
33	Will this programme involve any exemptions from the University Policy and Procedures on Credit Transfer and the Recognition of Prior Learning? If so, please specify and give a rationale
34	No
35	No
36
37	Exceptions to Regulations
38	Please detail any exceptions to University Award Regulations and Frameworks that need to be approved (or are already approved) for this programme. This should include any that have been approved for related programmes and should be extended to this programme.
39	The MEng programme provides the academic component for partial Chartered Engineer status, administered through the IET. It should also be noted that the amount of compensation at module level is much smaller for accredited programmes (30cu for the entire programme) than the University allows.
40
41
42	Internal Transfers
43	Please use the boxes below to specify if transfers into / out of the programme from / to other programmes within the University are possible by indicating yes or no and listing any restrictions. These boxes can also be used to highlight any common transfer routes which it would be useful for students to know.
44
45		Transfers in:	Transfers in from any M.Eng. programme provided all prerequisites are met. For non-engineering programme transfers at Stage one, we require ABB including Maths (the other two subjects can be any).			Transfers out:
46
47
48	Statement of Purpose
49	Please briefly outline the overall aims of the programme. 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.
50	The M.Eng. Engineering with Renewable Energy is a four-year integrated masters degree designed to provide graduates with the fundamental general engineering skills needed to tackle current and future technological challenges, alongside the specialist knowledge necessary for developing careers in renewable energy generation and power delivery. In Year 1 and Year 2 of the programme you will learn the foundations of engineering by studying a carefully curated set of modules covering core engineering topics, including: electrical, electronic, and mechanical engineering; materials and manufacturing; mathematics and modelling; and sensors and control. In Year 3 and Year 4, you will continue to build on these core engineering and professional skills in addition to taking a set of specialist modules designed to explore the central role of engineering in the development of renewable energy technologies. Distinctive features of the programme include group engineering design and project work at every stage, and working with leading academic experts on real-world problems with high societal impact. Upon completion, you will possess a range of technical and professional skills, preparing you to meet some of the most important engineering challenges of the future.
51
52
53
54
55
56
57
58
59
60
61	If there are additional awards associated with the programme upon which students can register, please specify the Statement of Purpose for that programme. This will be most relevant for PGT programmes with exit awards that are also available as entry points. Use additional rows to include more than one additional award. Do not include years in industry / abroad (for which there are separate boxes).
62	Exit Award Title			Is the exit award also available as an entry point?	Outcomes: what will the student be able to do on exit with this award?		Specify the module diet that the student will need to complete to obtain this exit award
63	Cert.H.E.			Exit Award Only	Awardees will be able to analyse simple electronic, electrical and mechanical engineering systems, and apply technical knowledge to engineering problems at a level equivalent to that of year 1 of an undergraduate degree.		A total of 120 credits, at least 100 at Level 4 (C).
64	Dip.H.E.			Exit Award Only	Awardees will be able to analyse simple electronic, electrical and mechanical engineering systems, and apply technical knowledge to engineering problems at a level equivalent to that of year 2 of an undergraduate degree.		A total of 240 credits, at least 100 at Level 5 (I).
65	B.Eng. (Hons) Engineering			Exit Award Only	Learning outcomes identical to those of the B.Eng. (Hons) Engineering.		A total of 360 credits, at least 100 at Level 6 (H).
66
67	Programme Learning Outcomes
68	What are the programme learning outcomes (PLOs) for the programme? (Normally a minimum of 6, maximum of 8). Taken together, these outcomes should capture the distinctive features of the programme and represent the outcomes that students progressively develop in the programme and achieve at graduation. PLOs should be worded to follow the stem 'Graduates will be able to...'
69	1	Graduates will be able to conduct theoretical and applied research at the interface between electronic, electrical and mechanical engineering to create advanced components, devices and systems in general engineering technologies, and the for the harnessing of renewable energy. [Subject Knowledge]
70	2	Graduates will be able to extract and critically evaluate data from general engineering systems through analytical and computational methods and modelling. [Engineering Analysis]
71	3	Graduates will be able to combine electronic, electrical, and mechanical engineering to create, design, implement and operate innovative systems that address real-world problems aligned with technical, social and economic needs, especially those related to renewable energy generation, and power delivery. [Engineering Design]
72	4	Graduates will be able to apply professional skills of electrical, electronic and mechanical engineering , combined with an understanding of systems and components, to solve technically challenging problems. [Practical Skills]
73	5	Graduates will be able to debate, defend and contextualise information in a succinct and technically accurate manner for audiences of engineers and members of the public, and to write and interpret technical documentation. [Technical Communication]
74	6	Graduates will be able to proficiently manage themselves, teams and complex projects in preparation for technical careers as leaders in applied engineering. [Management & Personal Development]
75
76	Diverse entry routes
77	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.
78	All Year 1 Engineering programmes include weekly one-to-one discussions between a student and their tutorial group leader where issues of preparedness and progress and addressed. Entrants to the programmes have traditionally been diverse, including many through the Foundation Year route, and group tutorials are used for students to learn from others with different backgrounds.
79
80
81
82
83
84
85
86
87	Inclusion
88
89	Please confirm by ticking the box on the right that the design, content and delivery of the programme will support students from all backgrounds to succeed. This refers to the University's duties under the Equality Act 2010. You may wish to refer to the optional Inclusive Learning self-assessment tools to support reflection on this issue.								TRUE
90
91	Employability
92	Please give a brief overview - no more than 5 sentences - of how the programmes helps develop students' employability. Your Faculty Employability Manager can help reflection on this issue. This statement will be used by Marketing as the basis for external content with respect to employability.
93	"There is a widely-perceived shortage of engineers, with engineering skills (e.g., quantitative analysis, critically evaluation of data, computational modelling, and technical expertise) typically listed as those most highly sought by employers. In addition, renewable energy in particular has been identified as a major job growth area (e.g., the Tyndell Centre for Climate Change Research believes that ‘renewable energy can create up to 150,000 new jobs’ by 2030). We therefore expect all of our graduates to enjoy excellent career prospects. This programme comes with an industrial variant, where students will take a one year placement in a related company or academic research institution. In this year students gain a thorough grounding in how the company operates, and get to work in a variety of job-roles in the company before finalising on a major research and production project. We provide a variety of assessment scenarios and formats which are based on realistic situations that the students might encounter after graduation. Our programmes specifically develop the following employability skills progressively across the years: group working, communication, ethics, project management, meeting management, risk management, time management and data security. Students benefit from a thread of self-management and project-management opportunities in the group projects in stages 1, 2 and 3, leading to a major solo project in stage 4. These projects build to give realistic experiences of design, construction, testing and marketing of novel products. The stage 4 project can be completed as a project in industry."
94
95
96
97
98
99
100