MSc Safety Critical Systems Engineering Programme Design Document 2023-24

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1	ACADEMIC QUALITY TEAM
2	Programme Specifications 2023-24
3	Revised August 2023
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6	Programme Title			MSc in Safety Critical Systems Engineering
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8	This document applies to students who commenced the programme(s) in:			September 2023		Award type			MSc
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10	What level is this qualification?			7		Length of programme			Full-time - 1 year; Part-time - 2 or 3 years
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12	Mode of study (Full / Part Time)			Full-time and Part-time
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14	Will the programme use standard University semester dates?			No - The programme does not observe semesters (open assessments continue over the vacations) as it is a credit accummulation programme. However, the start of the programme coincides with the start of the First Semester 2023 and the programme ends at the end of the summer vacation (on the standard PGT project submission date for the CS department) in any given year.		For York Online programmes, will standard dates for such programmes be used?			N/A.
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16	Awarding institution			University of York		Board of Studies for the programme			Computer Science
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18	Lead department			Computer Science		Other contributing departments			N/A.
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20	Language of study and assessment			English		Language(s) of assessment			English
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22	Is this a campus-based or online programme?			Campus-based
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24	Partner organisations
25	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
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27	N/A.
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29	Reference points
30	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).
31	The programme is accredited both by the Chartered Institute for IT (BCS) and the Institution of Engineering and Technology (IET) for the partial education requirements for Chartered Engineer. Both PSRBs use the Engineering Council's AHEP framework and Compensation guidelines.
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33	Credit Transfer and Recognition of Prior Learning
34	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
35	All of the modules on this programme are also available within the University on a one-off basis (this is a popular way for individuals to meet CPD requirements for their organisations, or indeed for maintenance of a CEng registration). Subject to an applicant meeting our standard admissions requirement, we accept up to 40 credits of our own modules taken on this basis towards the programme. This is a popular means of entry, since part-time industrially-based students (our core market) often struggle to secure funding commitments from their organisations for an entire programme 'up front'. Given that many of them have not studied at University level for some years - if at all - the ability to offer them a chance to try study before making a long-term commitment is important.
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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	Modules taken on a stand-alone basis (see above) can be converted to credit towards the programme, provided that all elements of study on the programme are completed within 5 years of the start of the first such module. The programme is exempt from semester structure & common credit under University's Programme Design Policy Statement for Taught Postgraduate Awards by Credit Accumulation. PSRB statements: Accredited by the Institution of Engineering and Technology (IET) on behalf of the Engineering Council for partly meeting the academic requirement for the registration as a Chartered Engineer (CEng). Accredited by BCS, The Chartered Institute for IT for the purposes of partially meeting the academic requirement fo registration as a Chartered IT Professional (CITP). In addition, accredited by BCS, on behalf of the Engineering Council for the purposes of partially meeting the academic requirement for a Chartered Engineer (CEng). PSRB requirements: - Compensation limited to 20/180 credits, and only on marks 10% below the Pass mark. - Substantive Projects (inlcuding PRCE, PRCP, PRCM) cannot be compensated.
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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.
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45		Transfers in:	Yes			Transfers out:	Yes
46			Yes				Yes
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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	This Masters programme provides practicing and would-be professionals with the educational background required to become leaders in Safety Critical Systems Engineering. The implications of safety work both for individual industrial projects and for Society as a whole will be addressed. Three strands of work will develop system safety thinking, skills as a safety engineer and professionalism. The programme provides a thorough grounding and practical experience in the use of techniques for the development, operation and assurance of the safety characteristics of systems or services that have safety implications. It explores the principles behind these techniques so that sound safety judgments can be made. It exposes students to the latest research and allows them to focus on advanced practice in a number of areas of choice. Students are drawn from numerous industrial domains (railway, automotive, nuclear, military, aerospace, oil and gas, etc) and through lectures, case studies and independent learning will explore the contribution of technology (safety-critical architectures incorporating hardware, software, data), processes, human factors and organisations to the safety of safety-critical systems. The award of the MSc in Safety-Critical Systems Engineering automatically meets some of the conditions for professional chartered engineering status in the UK set by the IET and the BCS.
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52	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).
53	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
54	Postgraduate Diploma Safety-Critical Systems Engineering			Exit award only	This award is available as an entry point for part-time mode of study only (see dedicated PDD). This document covers PG Dip as the exit award only. The outcomes are similar to that of an MSc exept students except that whilst students have an opportunity to explore the state-of-practice and state-of-the-art in a selected topic they (through Critical Evaluation ISM, PRCE) they have no opportunity to demonstrate ability to apply / advance that state-of-the-art and evaluate it. Graduates will be able to: * Employ system safety thinking throughout the lifecycle of a system or service using a broad, systematic imaginative anticipation of safety risks, causes and consequences. * 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. * 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. * 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. * Effectively communicate with technical and non-technical stakeholders about system safety problems and their solutions in a clear and organised manner. * 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.			Available for a part-time pathway only. 90 credits from taught modules (70 credits core, 20 credits optional), plus 30-credit ISM - Critical Evaluation (PRCE). Core modules as the same as for the MSc programme.
55	Postgraduate Certificate in System Safety Engineering			Exit award only	This award is available as an entry point for part-time mode of study only (see dedicated PDD). This document covers PG Cert as the exit award only. Graduates will be able to: * Employ system safety thinking throughout the lifecycle of a system or service using a broad, systematic imaginative anticipation of safety risks, causes and consequences. * 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. * Assess and assure the safety of systems and services by employing core assurance and analysis techniques respecting techniques' strengths and limitations. * Communicate effectively with technical and non-technical stakeholders about system safety problems and their solutions in a clear and organised manner. * Operate as a safety-critical systems professional, by developing awareness of key legal and ethical issues relating to system safety and appreciating how safety critical systems can affect society.			60 credits from taught modules (40 credits core, 20 credits optional). Core modules are: Foundations of System Safety Engineering (FSSE), Hazard & Risk Assessment (HRAS), System Safety Assessment (SSAS), and Safety Case Development & Review (SCDR). Available as an exit award on both part-time and full-time pathways. Only available as an entry point for part time mode of study (see dedicated PDD).
56	Postgraduate Certificate in Safety-Critical Systems Engineering			Exit award only	This is alternative exit route to SSE (see above). It is intended for students who have failed to obtain the associated programme award and to complete core modules for PG Cert in System Safety Engineering, but have obtained 60-credits from the taught modules overall. Students will be able to demonstrate a general understanding of system safety engineering principles and challenges along with the appreciation of some of the more advanced topics; however, there may be some limited and specific gaps or weaknesses in students understanding of some of the principles that underpin the discipline. Nevertheless, graduates will be typically able to: * Employ system safety thinking throughout the lifecycle of a system or service using a broad, systematic imaginative anticipation of sources of safety risks; * Contribute to the development and assessment of safe systems and services by ensuring that consideration is given to safety issues as part of the systems engineering process; * Communicate effectively about system safety problems and their solutions in a clear and organised manner.			60 credits from taught modules (no restrictions as to core content); no restrictions on the compensation (standard university award rules apply). Available as an exit award on both part-time and full-time pathways.
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58	Programme Learning Outcomes
59	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...'
60	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.
61	2	Contribute to the development of safe systems and services by ensuring that proper consideration is given to safety issues as part of Systems Engineering processes.
62	3	Assess specific aspects of the safety of systems and services by employing analysis techniques respecting each techniques' strengths and limitations.
63	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.
64	5	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.
65	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.
66	7	Effectively communicate with technical and non-technical stakeholders about system safety problems and their solutions in a clear and organised manner.
67	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 deepen knowledge through critical engagement with the discipline.
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69	Diverse entry routes
70	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.
71	We regularly receive applications from students with non-standard qualifications / without a degree but with extensive relevant industrial experience (one common pathway, for example, is via the UK Military, for whom successful completion of our programme is a competency requirement for senior safety management roles - typically, Military personnel coming via this route will not have a degree). Our admissions processes take particular account of candidates' industrial experience, and all such students are clearly identified. We provide specific study skills training for all students (both in person during the first module and as a reference on the VLE for students who study out of phase), and provide detailed feedback on assessments in order to help students work on their writing and research skills. Our teaching method makes heavy use of peer-learning to allow students to model good learning to each other: each module includes small group exercises, facilitated by one of the course team, in which students work together on industrially-focussed problems. All of our assessments are open assessments (carried out over several weeks, to allow students maximum flexibility alongside their jobs, other commitments and other modules on the programme). The first module includes a study skills component. All modules include a mix of skills-based and research-based questions, so that students have regular opportunities to practice writing and research skills prior to undertaking the substantive research project module(s) (aka ISM(s) and capstone project(s)).
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73	Inclusion
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75	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.
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77	Employability
78	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.
79	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.
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93	Description of Structure
94	Provide a BRIEF description of the structure of the first stage (UG) or programme (PGT): this is only necessary if this is not evident from the tables above. For instance, an entry might be 'students choose X modules in Autumn Semester from List A and Y modules from List B'. For York Online programmes using the 'carousel' model, the description should include whether any modules have to be taken in a particular order (e.g. if there is an introductory module and/or any constraints on the timing of option and/or ISM or ISM-related modules).
95	For the full-time (one-year) Master's, modules are taken in calendar order. Students take 7 core modules and 2 optional modules from the tables below. They also take the full-time project module, PRCM (COM00032M).
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97	Part-Time Structure (Normally PGT Only): For part-time variants of programmes, please use the box below to specify which modules will be taken in year 1 and which will be taken in year 2 (and so on if more than 2 years).
98	For the part-time MSc (three-year programme), modules may be taken in any order. However, we recommend that FSSE, HRAS and one of SEFS and SSAS should be taken in the first year, where possible. The taught modules take place over the first two years of the programme, with the third year of study reserved for the PRCP ISM module (independent project). The PRCE ISM module (critical evaluation of literature) is a prerequisite for the PRCP ISM module and normally taken in the penultimate year of studies. Please Note: there is a two-year part-time pathway for the MSc. This pathway is not recommended for students to take without prior CPD credit with us - the intention is that it should provide a registration route for students with considerable prior credit, who only require a few taught credits and the project to complete their studies. The intion is that they complete their taught credits and PRCE in the first year of registration and PRCP in the second year of registration.
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100	Can a Languages for All module be taken ab initio (ie beginner level) in Stage 1?									No
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102	Elective modules
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104	LFA N/A to MSc Programmes in Computer Science.
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106	Module List & Programme Structure
107	Please use the following tables to indicate the programme structure by listing the modules on the programme. There are separate tables for each stage of the programme. For PGT programme or other programmes that only have one stage, simply use the first table and leave the rest blank. As far as possible, please order modules by semester. Additional rows can be added as needed (copy and paste an existing row to retain formatting). Note: It is suggested that optional modules that are grouped (e.g. where students have to select from lists grouped by term or theme) be listed under a generic title for the group under the 'title of module' column, with titles of individual specific modules in that group in the 'further title' column. Where modules are grouped, it is not necessary to complete each row against every column for every module in the group if the information is the same for all modules in that group.
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111	PGT:
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