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1. Admissions/ Management Information
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Title of the new programme – including any year abroad/ in industry variants

See guidance on programme titles in Appendix V:
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https://www.york.ac.uk/media/staffhome/learningandteaching/documents/policies/Framework%20for%20Programme%20Design%20-%20UG.pdf
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Robotic Engineering
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Level of qualification
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Please select:Level 7
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Please indicate if the programme is offered with any year abroad / in industry variants

NB: This does not include the opportunity for students to take the Careers and Placements 'With Placement Year' (see section 10). 		Year in Industry
Please select Y/N		Yes
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Year Abroad
Please select Y/N		No
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This document applies to students who commenced the programme(s) in:2022
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Awarding institutionTeaching institution
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University of York University of York
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Department(s):
Where more than one department is involved, indicate the lead department		Board of Studies
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Lead Department School of Physics, Engineering and TechnologyEngineering
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Other contributing Departments: Engineering
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Interim awards available Interim awards available on undergraduate programmes (subject to programme regulations) will normally be: Certificate of Higher Education (Level 4/Certificate), Diploma of Higher Education (Level 5/Intermediate), Ordinary Degree and in the case of Integrated Masters the Bachelors with honours. Please specify any proposed exceptions to this norm.
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This is an Integrated Masters awards, normal University rules apply.
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UCAS codeRoute code
(existing programmes only)
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Admissions criteria
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3 A-levels: Mathematices Grade A + 2 other subjects at Grade A. English language requirements: IELTS 6.0 with at least 5.5 in each component
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Length and status of the programme(s) and mode(s) of study
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ProgrammeLength (years) 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
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Face-to-face, campus-basedDistance learningOther
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Robotic Engineering4Full-timePlease select Y/NYesPlease select Y/NNo
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Language(s) of study
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English
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Language(s) of assessment
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English
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2. Programme accreditation by Professional, Statutory or Regulatory Bodies (PSRB)
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2.a. Is the programme recognised or accredited by a PSRB
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Please Select Y/N: Yesif No move to section 3
if Yes complete the following questions
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2.b. Name of PSRB
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The Institution of Engineering and Technology
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2.c. Please provide details of any approval / accreditation event needed, including: timescales, the nature of the event, central support / information required:
Please also specify whether any accreditation arrangement will require renewal during the expected period of study of the cohort of students covered by this document; if such an event will be required, please state what the implications are for students who are already enrolled should accreditation not be renewed.
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IET Accreditation is based on an Institutional visit with re-accreditations approximately every 5 years. The next accreditaiton visit is due for the Autumn Term of the 2019/20 Academic year. Proposals will be made to the IET during this visit for the accreditation of these new programmes.
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2.d. Does/ will approval or recognition require exceptions to University rules/practices?
Please select Y/N		Noif Yes, provide details
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2.e. Any additional information (e.g. student attainment required to achieve accreditation) that are required by the PSRB should be recorded here
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The Integrated Masters provides the academic component for Chartered Engineer status, administered through the IET. Achievement of an appropriate pass for this requires an overall 55% or greater pass at the end of Stage 2. Failure to achieve this hurdle does not prevent a student graduating with an MEng, it renders their MEng a non-accredited MEng. It should also be noted that the amount of compensation at module level is smaller for accredited programmes (typically 20cu per year) than the University's allowance.
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3. Additional Professional or Vocational Standards
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Are there any additional requirements of accrediting bodies or PSRB or pre-requisite professional experience needed to study this programme?
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Please Select Y/N: Noif Yes, provide details
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4. Programme leadership and programme team
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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.
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Dr Noel Jackson (supported by DHOD Teaching, chair Departmental Teaching Committee, Chair BoS, and the Engineering Curriculum Development Group).
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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?
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The Department has taken a holistic approach to the development of the programme, led and coordinated by the Deputy Head of Department for Teaching and Learning. External input to the design has been gained through: the Departments’ External Advisory Board (for employer input); a Marketing Survey (for prospective student input); use of external advisors (for external expertise) at the key planning away days; discussions with ASO, Faculty Marketing, SRA and the IPO (for student recruitment and access pathway advice) and, to gain student input, through Departmental Board of Studies. The Programme Learning Outcomes have been written to align with the University’s Pedagogy and to ensure they cover the main outcomes of AHEP3, the framework used by our accrediting body, the Institution of Engineering & Technology (IET). Once approved all the Departments’ normal practices for gaining feedback at all levels from the student body will immediately commence.
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5. Purpose and learning outcomes of the programme
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5.a. Statement of purpose for applicants to the 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.
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Robotics is acknowledged to be a major growth area and likely to be ubiquitous in the future. In the coming decades it will touch most areas of our lives, including transport, healthcare, smart homes, entertainment, and agriculture.  This exciting but challenging programme covers electrical, electronic, mechanical and mechatronic engineering aspects of robotics in the context of a wider education in electrical, electronic and mechanical engineering. Distinctive features include group engineering design and project work at every stage, working on real-world examples with societal impact. The programme comprises carefully designed modules to progress you from fundamental engineering skills through system design and analysis to applications and research, with simultaneous development of your professional skills.   You will develop a sound understanding and ability to contribute creatively to engineering issues underpinning robotics, with a wealth of practical experience in creating, designing, implementing and operating autonomous systems. In later years you will work with academic experts on research and development challenges for real-world impact. This programme will prepare you for the workplace, possessing the technical and professional skills for careers in robotics, autonomous systems, and engineering in general. As a graduate of this programme you will be highly competent and equipped with the tools and skills to engage deeply and actively with these important technical areas.
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5.b.Programme Learning Outcomes
Please provide six to eight statements of what a graduate of the 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.
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PLOOn successful completion of the programme, graduates will be able to:
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1Subject Knowledge: Conduct theoretical and applied research at the interface between electronic, electrical and mechanical engineering to create advanced components, devices and systems in Autonomous and Robotic system technologies.
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2Engineering Analysis: Extract and critically evaluate data from autonomous and robotic systems through analytical and computational methods and modelling.
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3Engineering Design: Combine electronic, electrical and mechanical engineering to create, design, implement and operate innovative robotic systems that address real-world problems aligned with technical, social and economic needs.
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4Practical Skills: Apply laboratory, fabrication, assembly and testing skills combined with an understanding of components and systems, to build robots.
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5Technical Communication: 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.
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6Management & Personal Development: Proficiently manage themselves, teams and complex projects in preparation for technical careers as leaders in applied engineering.
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5.c. Programme Learning Outcome for year in industry (where applicable)
For programmes which lead to the title ‘with a Year in Industry’ – typically involving an additional year – please provide either a) amended versions of some (at least one, but not necessarily all) of the standard PLOs listed above, showing how these are changed and enhanced by the additional year in industry b) an additional PLO, if and only if it is not possible to capture a key ability developed by the year in industry by alteration of the standard PLOs. (See also section 10)
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PLO7: Industrial Experience: Explain and reflect on the role of the engineer in society and in company structure, and on the nature of their own learning style, based on personal experience in a commercial company or academic research institution.
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5.d. Programme Learning Outcome for year abroad programmes (where applicable)
For programmes which lead to the title ‘with a Year Abroad’ – typically involving an additional year – please provide either a) amended versions of some (at least one, but not necessarily all) of the standard PLOs listed above, showing how these are changed and enhanced by the additional year abroad or b) an additional PLO, if and only if it is not possible to capture a key ability developed by the year abroad by alteration of the standard PLOs. (See also section 11)
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NA
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5.e. 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:
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i) Why the PLOs are considered ambitious or stretching?
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The PLOs form the top rung of a learning ladder which helps the student progress from school-based A-level (or equivalent) knowledge to being employment-ready in the engineering sector. The MEng PLOs give structure to gaining and using IET-accredited subject knowledge, applying this through professional practical skills, and being able to communicate clearly and accurately. They stretch the students by emphasising engagement with cutting-edge research, critical evaluation, debate and contextualisation, and the management of complex projects.
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ii) The ways in which these outcomes are distinctive or particularly advantageous to the student:
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The PLOs are based on a core set of competencies which align well with the AHEP3 (Accreditation of Higher Education Programmes) learning outcomes which are at the core of our industry body – the IET’s accreditation policy. This programme, one of a suite of four Integrated Masters Engineering programmes gives students a solid foundation in Engineering, and a number of core competencies, together with specialist knowledge and skills in the area of Robotic Engineering.
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iii) 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).
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In this programme, and all the proposed Engineering programmes, students are fully immersed in digital literacy, not just from a user’s point of view, but in actively understanding and being able to contribute to the role that digital technnology, data sources and management and information play in the future of Robotic Engineering.The group Projects in every Stage all have data creation and processing at their core and will give students hands on experience of different aspects of the digital world.

We have built in a wide range of assessment styles throughout the degree. Core knowledge is assessed in closed and open book examinations, as well as formatively in workshops, tutorials and on-line exercises. Many assignments are designed to give real-world scenarios, allowing students to create solutions and technically document them.

The Department’s own internal website is the main repository of student-facing reading materials, giving access to lecture and support material for each module. We are using the VLE almost exclusively to handle assessment submission and feedback to students, and some modules include much interactive learning material.

The programme helps students gain a wide variety of practical experience and teamwork (working in pairs in labs, and in year-long group projects in Stages 1 to 3) and culminating in a major solo project entirely managed by the student with support throughout from a project supervisor.
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iv) 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:
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http://www.york.ac.uk/about/departments/support-and-admin/careers/staff/
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This programme, in common with others in our Engineering suite, 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.

As mentioned above 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
, Research,
Communication,
Ethics,
Project Management
, Meetings & Meetings management,
Risk Management,
Time Management and
Data Security
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MEng students benefit from a thread of self-management and project-management opportunities in the group projects in stages 1 to 3, and major solo project in stage 4,which build to give realistic experience of research, design, construction, testing and marketing of novel products.
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v) Consultation with Careers
The programme proposal should be discussed with Careers. Please contact your Faculty Employability Manager.
Please provide details of Careers' comments and your response.
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A discussion has taken place with Nicola Clemmit (Faculty Employability Manager for Sciences). Nicola has summarised the key employers the Department and Careers engages with for graduate employment as: ARM, Jaguar Land Rover, Self Employed, BBC, BJSS, BT, Gooee, Network Rail, Sky, University of York and Rolls-Royce. The job titles graduates typically enter employment with are: Software engineer, Design engineer, Electronic engineer, Graduate hardware engineer, Researcher, Trainee electrical patent attorney, Project executive, Self employed amp builder/designer, Service desk analyst, Graduate technical support analyst , Audit associate, Project manager, Trainee accountant, Self employed app developer, Social media executive, Assistant land surveyer, Business consultant, Digital signal processing engineer, Electrical consultant, Environmental technician, Front end developer, Research technologist, Sound and lighting engineer, Teacher, Broadcast engineer, Freelance electronic engineer, Freelance web developer.
Ongoing discussions with Careers will take place during implementation of the programmes to ensure we maximise students' exposure to key employability resources such as York Strengths.
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vi) How will students who need additional support for academic and transferable skills be identified and supported by the Department?
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The Department has a strong academic and pastoral supervision system, which allows students to get to know other members of a 5 to 6 student team during their first year. They meet in the group and individually with a supervisor (academic member of staff) to discuss their work, progress and general wellbeing. It is usually at this point that problems are picked up, especially as various group activities in the first year are based around the supervision group.

Lecturers are happy to give extra support related to their subject material, but those struggling with specific aspects of work will discuss this with their supervisor and can be referred (such as to the University’s Maths Skills Centre, which we helped to establish).

If it appears that a student may have an undiagnosed disability we have a Disability Support Officer who can provide initial confidential discussion before referring to University Disability Services.

The Department also runs a successful mentoring scheme where 3rd and 4th years and postgraduates can provide one-to-one support, advice and encouragement for struggling students.

Students with significant personal difficulties or seen as underperforming academically may be directed to see the Chair of the Board of Studies, who may be more experienced than the supervisor in certain cases and may be better positioned to advise on students’ options, involving contacts with the Open Door Team, Student Support Office, taking a Leave of Absence, or, in some extreme cases, voluntary withdrawal from studies.
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vii) How is teaching informed and led by research in the department/ centre/ University?
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All our students must demonstrate an understanding of the state of the art in tools and technologies, assessed via a literature review as part of the final-year project.

As students progress through an MEng degree they move from learning about the fundamental principles and techniques through to engaging with the latest research in the area.

All academic (ART) staff members are expected to carry out research, and T&S staff are expected to keep up to date with their discipline. Research is organised in research groups and all staff are linked to one or more groups. These research groups align well with our teaching specialist streams. Staff are expected to keep up with their fields of research interest through conferences and literature, to supervise PhD and MSc by Research students, to write grant applications and to supervise PDRAs. New lecturers are given lighter teaching loads in their first year or two to enable them to have additional time to develop their research.

One of the most commonly cited reasons for coming to York Electronics Department is the choice of undergraduate specialisms, this proposal adds to this established appeal.
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5.f. Stage-level progression
Please complete the table below, to summarise students’ progressive development towards the achievement of PLOs, in terms of the characteristics that you expect students to demonstrate at the end of each year. This summary may be particularly helpful to students and the programme team where there is a high proportion of option modules.

Note: it is not expected that a position statement is written for each PLO, but this can be done if preferred (please add information in the 'individual statement' boxes). For a statement that applies across all PLOs in the stage fill in the 'Global statement' box.
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Stage 0 (if your programme has a Foundation year, use the toggles to the left to show the hidden rows)
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Stage 1
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On progression from the first year (Stage 1), students will be able to:
Understand and appreciate the fundamentals of engineering - principles, components and devices; see how engineering principles apply to practical robotic technology
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PLO 1PLO 2PLO 3PLO 4PLO 5PLO 6PLO 7PLO 8
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Understand fundamentals of devices, circuits and physical systems and appreciate their limitations.Use laboratory and programming tools to execute well-defined
experiments and engineering solutions.

Use laboratory and programming tools to execute well-defined
experiments and engineering solutions.

Use laboratory and programming tools to execute well-defined
experiments and engineering solutions.

Work with others and communicate effectively, verbally and in writing.Engage with team working, ethics, project management, Intellectual Property, and applied numeracy.
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Stage 2
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On progression from the second year (Stage 2), students will be able to:Have a theoretical and practical awareness of larger-scale electronic and mechanical systems - how components work together to form operational units that contribute to Robotic technology and other engineering systems
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PLO 1PLO 2PLO 3PLO 4PLO 5PLO 6PLO 7PLO 8
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Understand systems and select appropriate solutions.Design, execute and test hardware and software components and systems to meet defined specifications.

Design, execute and test hardware and software components and systems to meet defined specifications.

Design, execute and test hardware and software components and systems to meet defined specifications.

Summarise and show understanding of engineering issues and practice.Organise and manage a project team to produce a business plan and marketing strategy for a product.
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Stage 3
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(For Integrated Masters) On progression from the third year (Stage 3), students will be able to:Have a professional understanding of applications - how components and systems are used in real life robotic and other engineering situations
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PLO 1PLO 2PLO 3PLO 4PLO 5PLO 6PLO 7PLO 8
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Critically evaluate and acquire knowledge to create optimised designs.Develop specifications for engineering systems and design and demonstrate an optimised solution to meet customer requirements.

Develop specifications for engineering systems and design and demonstrate an optimised solution to meet customer requirements.

Develop specifications for engineering systems and design and demonstrate an optimised solution to meet customer requirements.

Communicate and explain engineering issues and practice, to a variety of audiences.Coordinate complex technical tasks with critical thinking and effective time management.
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5.g. Other features of the programme
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i) Distance Learning
Does the programme involve distance learning:
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Please Select Y/N: Noif Yes, you are required to submit to Teaching Committee:
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Checklist for Distance Learning Programmes
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ii) Involvement of partner organisations
Are any partner organisations involved in the delivery of the programme?
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Please Select Y/N: Noif Yes, outline the nature of their involvement (such as contributions to teaching, placement provision). Where appropriate, see also the:
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University guidance on collaborative provision
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iii) Internationalisation/ globalisation
How does the programme promote internationalisation and encourage students to develop cross-cultural capabilities?