ACADEMIC SERVICES

PROGRAMME SPECIFICATION

Part 1: Basic Data

Awarding Institution UWE

Teaching Institution UWE

Delivery Location Frenchay Campus

Study abroad / Exchange / Credit recognition

No

Faculty responsible for programme

Faculty of Environment and Technology.

Department responsible for programme

Architecture and the Built Environment

Modular Scheme Title

Professional Statutory or Regulatory Body Links

Highest Award Title MSc Building Services Engineering

Default Award Title

Fall-back Award Title

Interim Award Titles Post Graduate Diploma Building Services Engineering PG Cert Building Services Engineering

UWE Progression Route

Mode(s) of Delivery FT

Codes UCAS: HK111 JACS:

ISIS2: HK1112 HESA:

Relevant QAA Subject Benchmark Statements

Engineering

First CAP Approval Date 2 June 2016 Valid from September 2016

Revision CAP Approval Date

Revised with effect from

Version 1

Review Date 2022

Part 2: Educational Aims of the Programme

This masters programme is intended to provide a route for ‘stem’ subject graduates to gain academic qualifications in Building Services Engineering and so assist them achieve membership of the relevant engineering institution - The Chartered Institution of Building Services Engineers (CIBSE)-via the ‘alternative route’.

It answers a need highlighted by a HEFCE call for proposals to develop conversion degrees to encourage entrants into engineering careers ‘Businesses... needing STEM-skilled staff believe the recruitment market will become much more difficult in the years ahead, as the economic recovery gathers momentum. The proportion anticipating difficulties over the next three years has climbed from two in five (41%) in 2013 to more than half (53%) in 2014’ 1 and as there is a ‘widespread view that there is or will be in the near future a shortage in the number of engineers at all levels, including graduates.’2

Building Services Engineering has low visibility within the broader field of engineering, so that, despite a societal and employer need for the skills, there are few building services degree courses, and those that there are, do not all experience consistent demand. A route therefore needs to be provided into the discipline for those who come to it from a different direction.

Experience at UWE, particularly with the its degree Architecture and Environmental Engineering (AEE) which is jointly accredited by RIBA and CIBSE, suggests that once people learn the nature of building services, they find it interesting and can imagine a career in the field. The rationale for the degree flows from this, in that people becoming aware of the discipline after making other choices in higher education might benefit from a postgraduate route.

The programme aims to educate critically engaged building services engineers with ethically responsible attitude towards society, clients, users, buildings and the environment. The inter-professional ethos of the Department of Architecture Built Environment and the particular academic character of UWE's suite of building service engineering courses set the context for the programme. The MSc Building Services Engineering programme aims to permit graduates with proven mathematical, technological or scientific knowledge and skills to align themselves with the needs of the building services profession. In developing the skills to practice as a building services engineer, the programme exposes graduates to the relevant technologies and methods of the discipline, its place in the construction industry and the management of engineering

practice.

Programme requirements for the purposes of the Higher Education Achievement Record (HEAR)

The MSc Building Services Engineering programme aims to permit graduates with proven mathematical, technological or scientific knowledge and skills to align themselves with the needs of the building services profession.

In developing the skills to practice as a building services engineer, the programme exposes graduates to the relevant technologies and methods of the discipline, its place in the construction industry and the management of engineering practice.

1 Engineering UK (2015) Engineering UK 2015, The state of engineering 2 Chris Kirby Consulting Ltd (2015) Transition to Engineering

Part 3: Learning Outcomes of the Programme

The award route aims to develop graduates evidencing achievement of the outcomes specified by CIBSE and the Engineering Council as elaborated in ‘UK Standard for Professional Engineer Competence: The Accreditation of Higher Education Programmes 3rd edition (May 2014) which fall under the major headings:

Science and Mathematics

Engineering Analysis

Design

Economic, legal, social, ethical and environmental context

Engineering Practice

These are further described as follows: Science and Mathematics Knowledge of characteristics of particular equipment, processes or products, with extensive knowledge and understanding of a wide range of engineering materials and components Understanding of the use of technical literature and other information sources Ability to work with technical uncertainty A thorough understanding of current practice and its limitations, and some appreciation of likely new developments Ability to apply engineering techniques taking account of a range of commercial and industrial constraints Understanding of different roles within an engineering team and the ability to exercise initiative and personal responsibility, which may be as a team member or leader Engineering Analysis Ability to apply quantitative and computational methods, using alternative approaches and understanding their limitations, in order to solve engineering problems and implement appropriate action Understanding of, and the ability to apply, an integrated or systems approach to solving complex engineering problems. Ability to critically use fundamental knowledge to investigate new and emerging technologies Ability to extract and evaluate pertinent data and to apply engineering analysis techniques in the solution of unfamiliar problems Design Work with information that may be incomplete or uncertain, critically quantify the effect of this on the design and, where appropriate, use theory or experimental research to mitigate deficiencies Demonstrate wide knowledge and comprehensive understanding of complex design processes and methodologies and the ability to apply and adapt them in unfamiliar situations

Part 3: Learning Outcomes of the Programme

Demonstrate the ability to generate an innovative design for products, systems, components or processes to fulfil new needs. Economic, legal, social, ethical and environmental context Understanding of the need for a high level of professional and ethical conduct in engineering, a knowledge of professional codes of conduct and how ethical dilemmas can arise Knowledge and understanding of management techniques, including project and change management, that may be used to achieve engineering objectives, their limitations, and how they may be applied appropriately Awareness of the relevant legal requirements governing engineering activities, including personnel, health & safety, contracts, intellectual property rights, product safety and liability issues, and an awareness that these may differ internationally Knowledge and understanding of risk issues, including health and safety, environmental and commercial risk, risk assessment and risk management techniques and an ability to evaluate commercial risk Understanding of the key drivers for business success, including innovation, calculated commercial risks and customer satisfaction Engineering Practice Knowledge of characteristics of particular equipment, processes or products, with extensive critical knowledge and understanding of a wide range of engineering materials and components Understanding of the use of technical literature and other information sources Ability to work with technical uncertainty A thorough understanding of current practice and its limitations, and some appreciation of likely new developments Ability to apply engineering techniques taking account of a range of commercial and industrial constraints Understanding of different roles within an engineering team and the ability to exercise initiative and personal responsibility, which may be as a team member or leader Additional General Skills Monitor and adjust a personal programme of work on an on-going basis

Part 3: Learning Outcomes of the Programme

Learning Outcomes:

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A) Knowledge and understanding of:

Characteristics of particular equipment, processes or products, with extensive critical knowledge and understanding of a wide range of engineering materials and components

Scientific principles and methodology necessary to underpin education in building services engineering.

(B) Intellectual Skills

Ability to work with technical uncertainty

Ability to apply quantitative and computational methods, using alternative approaches and understanding their limitations, in order to solve engineering problems and implement appropriate action

Part 3: Learning Outcomes of the Programme

Ability to critically use fundamental knowledge to investigate new and emerging technologies

Ability to extract and evaluate pertinent data and to apply engineering analysis techniques in the solution of unfamiliar problems

Ability to work with information that may be incomplete or uncertain, quantify the effect of this on the design and, where appropriate, use theory or experimental research to mitigate deficiencies

(C) Subject/Professional/Practical Skills

Thorough understanding of current practice and its limitations, and some appreciation of likely new developments

Ability to apply engineering techniques taking account of a range of commercial and industrial constraints

Understanding of, and the ability to apply, an integrated or systems approach to solving complex engineering problems

Demonstrate wide knowledge and comprehensive understanding of design processes and methodologies and the ability to apply and adapt them in unfamiliar situations

Demonstrate the ability to generate an innovative design for products, systems, components or processes to fulfil new needs.

Awareness of the relevant legal requirements governing engineering activities, including personnel, health & safety, contracts, intellectual property rights, product safety and liability issues, and an awareness that these may differ internationally

Ability to apply engineering techniques taking account of a range of commercial and industrial constraints

Part 3: Learning Outcomes of the Programme

(D) Transferable skills and other attributes

Use of technical literature and other information sources

Understanding of the need for a high level of professional and ethical conduct in engineering, a knowledge of professional codes of conduct and how ethical dilemmas can arise

Knowledge and understanding of management techniques, including project and change management, that may be used to achieve engineering objectives, their limitations, and how they may be applied appropriately

Knowledge and understanding of risk issues, including health and safety, environmental and commercial risk, risk assessment and risk management techniques and an ability to evaluate commercial risk

Understanding of the key drivers for business success, including innovation, calculated commercial risks and customer satisfaction

Understanding of different roles within an engineering team and the ability to exercise initiative and personal responsibility, which may be as a team member or leader

Understand the nature of professionalism including an appreciation of codes of conduct and professional ethics including a responsibility to continuously maintain knowledge and skills

Monitor and adjust a personal programme of work on an on-going basis

Part 4: Student Learning and Student Support

Teaching and learning strategies to enable learning outcomes to be achieved and demonstrated At UWE, Bristol there is a policy for a minimum average requirement of 12 hours/week contact time over the course of the full undergraduate programme. This contact time encompasses a range of face: face activities as described below. In addition a range of other learning activities will be embedded within the programme which, together with the contact time, will enable learning outcomes to be achieved and demonstrated. On the MSC Building Services Engineering programme teaching is a mix of taught modules and modules requiring self-directed research and design. Scheduled learning includes lectures, seminars, tutorials, design project supervision and dissertation supervision. Independent learning includes hours engaged with essential reading, project design development, case study preparation, assignment preparation and completion etc.

The core of the proposed programme will be an engineering design project which will be in part studio based (learning by doing), meaning that students will develop their design work within the department and be supported by tutor critique and guidance, emulating the situation of a junior engineer in a design office working with a more experienced engineer. We foresee the input of practitioners as well as academics during the tutorials bringing together industry and academia in a module where real-world application is key. Some modules will be undertaken with students on other built-environment programmes offering the opportunities for interdisciplinary group-work.

Description of the teaching resources provided for students A range of excellent technical facilities is available for use by students and staff in the Faculty, supported by a dedicated team of technical. The students in the MSc will be primarily taught in in the Studios Building (R Block) and its new extension (completed in September 2010) and Q Block together with additional workshop facilities based in N Block. The mention facilities have a suite of five laboratories: earth sciences, environmental change, surveying technology, environmental physics and concrete & environmental services. There are four specialist workshops that support student project work and other teaching activities; engineering, woodwork, studios workshop and concept modelling workshop. The students will also have access to a large dedicated space for student activity within the Faculty, has space for approximately 100 workplaces arranged to encourage group work primarily but also provides individual working space. There are a wide range of facilities including PCs, WiFi network, scanning, printing and copying facilities and a wide choice of study materials and specialist publications. The Project Room HelpDesk is the focus of the Faculty technical support service, offering a first line technical information point for staff and students. The HelpDesk also offers a loan system for multimedia and IT equipment and has a student shop offering a range of drawing, modelling and stationery consumable items for sale at competitive prices. The multimedia group provides digital video editing facilities, sound recording facilities and a photographic and digital imaging service. The graphics group provides a graphics service for all activities of the Faculty, including the production of research publications, displays, illustrations and posters, etc. The learning development team provides support for the development and implementation of

Part 4: Student Learning and Student Support

methods of educational delivery including open learning and the development of web technologies for learning and teaching. The IT support team provide computing support for staff and students, including support for four general purpose computer laboratories and the computing facilities throughout the studios building (R Block). There is also specialist application support for CAD and GIS applications, including 3D modelling and digital map resources. A technical resources hub containing scanning, printing and plotting facilities is available in the new Studios extension. The Hub is located adjacent to the Technical Support office from where students can access specialist technical support staff for help and assistance with CAD, mapping and graphical layout as well as trouble shooting for plotting and scanning and other IT issues.

Description of any Distinctive Features The programme is designed to with two pathways allowing entry to STEM subject graduates with varying degrees of exposure to engineering design. Depending on the specifics of subject area, graduates with a degree accredited by the engineering council are most likely to enter the one year pathway. Students of a cognate degree which is not accredited (for example Mathematics or Physics) may enter via the two year Pathway. Some modules will be shared with students on parallel programmes providing the benefit of interdisciplinary encounters which are a feature of the faculty’s provision.

Part 5: Assessment

A: Approved to University Regulations and Procedures

Knowledge and Understanding Testing of acquired knowledge is through design project submissions, examinations, assessment of written and illustrated coursework, and verbal presentations of design work. Intellectual skills Testing of these intellectual skills is through structured seminars, reflective design reports, illustrated reports, extended essays, project presentations and design portfolio. As well as, discussion and critique of the students' portfolio of design studio work, both at interim and final stages. Furthermore these skills will also be tested through technical research study and other extended written assignments. Subject, Professional and Practical Skills Testing of design related skills are assessed in interim and final reviews and through the submission of a portfolio of design studio work and. Other skills are assessed through observation of student demonstrations, for example in laboratory reports or workshop exercises and reflective reports based on the results of practical work. Briefing skills are tested through written submissions forming part of a professional practice module. The integration of technical and environmental knowledge is tested in design project work, including specific technical and explanatory submissions.

Transferable Skills and Other Attributes Transferable skills are explicitly assessed through the modules within which they are introduced. The development of communication skills is an important part of design studio

Part 5: Assessment

learning. Students are required to make visual written and verbal presentations geared to the needs of a variety of audiences using a range of media which will include drawings, text, and verbal presentations and may also include CAD images, simulations and other presentational techniques.

Part 6: Programme Structure

This structure diagram demonstrates the student journey from Entry through to Graduation for a typical full time student, including: level and credit requirements, interim award requirements, module diet, including compulsory and optional modules

ENTRY

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M)

Compulsory Modules Optional Modules Interim Awards

UBLMPB-30-3 Mechanical Services

PG Certificate Building Services Engineering, Total credits required 60, of which at least 45 credits must be at level M and all must be at level 3 or above.

PG Diploma Building Services Engineering, At least 90 credits at level M and all must be level 3 or above.

UBLM78-15-M Construction Procurement

UBLMN7-30-3 Low Carbon Building Services

UBLMT8-30-M Building Services Design Project

UBLMSP-15-M Building Engineering Research

UBLLY7-60-M Dissertation

Part time: The programme is not offered on a part–time basis.

Part 7: Entry Requirements

The University’s Standard Entry Requirements apply with the following additions/exceptions: Successful applicants will: Pathway 1 i) hold a 2.2 honours degree accredited by the Engineering Council, awarded by a UK university (or equivalent approved degree awarded by an overseas institution) OR ii) hold other appropriate academic or professional qualifications approved as an entry qualification by a relevant professional body OR iii) be without the educational background as described above but who may be admitted subject to showing their experience and potential ability to cope with the requirements of the

Part 7: Entry Requirements

award. Pathway 2 (see appendix 1 for further details) i) hold a 2.2 honours degree in a science, technology or maths subject not necessarily accredited by the Engineering Council, awarded by a UK university (or equivalent approved degree awarded by an overseas institution) OR ii) hold other appropriate academic or professional qualifications approved as an entry qualification by a relevant professional body OR iii) be without the educational background as described above but who may be admitted subject to showing their experience and potential ability to cope with the requirements of the award. The use of the English language by applicants on either pathway must be proven to be at a level of competence appropriate to study at Masters level.

Part 8: Reference Points and Benchmarks

The programme is designed to be consistent with the qualifications descriptors set out in the National Qualification Framework issued by the Quality Assurance Agency for Higher Education in Engineering and to accord with the outcomes specified by CIBSE and the Engineering Council as elaborated in ‘UK Standard for Professional Engineer Competence: The Accreditation of Higher Education Programmes 3rd edition (May 2014)

The programme was offered in competition with other institutions for development and start-up funding from HEFCE as part of a call for proposals to create additional routes into engineering practice. The UWE proposal was successful in winning the funding and having passed through that detailed scrutiny can be considered to have met criteria of national value.

This specification provides a concise summary of the main features of the programme and the learning outcomes that a typical student might reasonably be expected to achieve and demonstrate if he/she takes full advantage of the learning opportunities that are provided. More detailed information on the learning outcomes, content and teaching, learning and assessment methods of individual modules can be found in module specifications, available on the University’s website.

Appendix 1

SPECIFICATION FOR ADDITIONAL AWARD TITLE

Title of Primary Award MSc Building Services Engineering (with Preparatory Studies)

Highest Award Title of additional target

MSc Building Services Engineering

Interim Award Titles for additional target

Post Graduate Diploma Building Services Engineering

Codes UCAS: HK111 JACS:

ISIS2:HK112 (Primary Award) HK1B12 (Primary Target)

HESA:

Relevant QAA Subject Benchmark Statements

First CAP Approval Date 2 June 2016 Valid from 2016

Revision CAP Approval Date

1 Revised with effect from

2016

Version 1

Review Date 2022

Part 3a: Learning Outcomes of the Programme

The Learning outcomes are those of the MSC programme described in the main body of this specification. In addition students on ‘Pathway Two’ are required to undertake modules equipping them to study the M level modules dealing with the specific of Building Services Engineering. These (and their additional outcomes) are listed below:

Learning Outcomes:

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A) Knowledge and understanding of:

Understanding of the requirement for engineering activities to promote sustainable development and ability to apply quantitative techniques where appropriate

Knowledge and understanding of the commercial, economic and social context of engineering processes

(B) Intellectual Skills

Part 3a: Learning Outcomes of the Programme

Knowledge and understanding of mathematical and statistical methods necessary to underpin their education in their engineering discipline and to enable them to apply mathematical and statistical methods, tools and notations proficiently in the analysis and solution of engineering problems

(C) Subject/Professional/Practical Skills

Ability to apply quantitative and computational methods in order to solve engineering problems and to implement appropriate action

Understanding of engineering principles and the ability to apply them to analyse key engineering processes

Ability to identify, classify and describe the performance of systems and components through the use of analytical methods and modelling techniques

Understanding of engineering principles and the ability to apply them to analyse key engineering processes

Understanding of and ability to use relevant materials, equipment, tools, processes, or products

(D) Transferable skills and other attributes

Communicate their work to technical and non-technical audiences

Part 5a: Assessment

Assessment Strategy Assessment strategy to enable the learning outcomes to be achieved and demonstrated is as follows: Knowledge and Understanding Testing of acquired knowledge is through design project submissions, examinations, assessment of written and illustrated coursework, and verbal presentations of design work. Intellectual Skills Testing of these intellectual skills is through reports involving verbal or mathematical reasoning, project presentations, portfolio and dissertation. Subject, Professional and Practical Skills Testing of design related skills are assessed through the submission of a portfolio of design studio work. Transferable Skills and Other Attributes Transferable skills are explicitly assessed through the modules within which they are introduced. The development of communication skills is an important part of design studio learning. Students are required to make visual written and verbal presentations geared to the needs of a variety of audiences using a range of media which will include drawings, text, and verbal presentations and may also include CAD images, simulations and other presentational techniques.

Part 6a: Programme Structure

This structure diagram demonstrates the student journey from Entry through to Graduation for a typical full time student, including: level and credit requirements, interim award requirements, module diet, including compulsory and optional modules

ENTRY Pathway 2

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Compulsory Modules Optional Modules Interim Awards

UFMFF7-15-2 Application of Mathematics in Civil and Mechanical Engineering

UBLMTB-30-2 Building Services Applications

UBLMHP-15-3 Interactive Systems and Comfort Controls

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Compulsory Modules Optional Modules Interim Awards

UBLMPB-30-3 Mechanical Services

PG Certificate Building Services Engineering, Total credits required 60, of which at least 45 credits must be at level M and all must be at level 3 or above.

PG Diploma Building Services Engineering, At least 90 credits at level M and all must be level 3 or above (year 2 modules only included).

UBLM78-15-M Construction Procurement

UBLMTP-15-M Building Engineering Research

UBLMN7-30-3 Low Carbon Building Services

UBLMT8-30 -M Building Services Design Project

UBLLY7-60-M Dissertation

Part time: The programme is not offered on a part–time basis.