BEng (Hons) Mechanical Engineering
01 Aug 2025 - 31 Aug 2027
| Course Leader | Meinwen Taylor |
|---|---|
| Course Team | Matthew Jones, Ck Tan, Colin Morgan, Ewen Constant, Shee-Meng Thai, Joao Ramos, Mohamed Mohamed, Selim Tudgey, David Dawkins, Christian Hall, Robert Warren, Olusanjo Fadiya, Vishagen Ramasamy, Darren Williams, Hannah Seale |
| Awarding Body | University of South Wales |
| Teaching Institutions | University of South Wales |
| Modes of Study | Full Time, Part Time, Full Time Sandwich |
Document Version
| Version | 22 |
|---|---|
| Valid From | 01 Aug 2025 |
| Valid To | 31 Aug 2027 |
QAA Benchmarks
Educational Aim
The overall aim of the courses are to develop the intellectual, practical and interpersonal skills of the student, to the best of their ability at their selected level of study, and to prepare them for a career in the field of Mechanical Engineering. This will be achieved by providing a sound educational base in the fundamental theoretical, practical, sustainable and managerial aspects of Mechanical Engineering together with other complementary topics appropriate for the level of study of each of the awards. An important consideration that has been addressed is that the students should find their studies not only stimulating and challenging but also enjoyable and rewarding.
The educational aims of the course are to:
1) Provide an educational base commensurate with the level of award which will develop a comprehensive understanding and knowledge of the fundamental engineering principles together with an appropriate knowledge of mathematics, management, IT skills, sustainability, and other complementary topics, including industry standard software.
2) Provide students with a breadth of knowledge that allows them to develop independent thinking and provide technical and managerial leadership.
3) Enable students to apply and develop their knowledge and understanding to the design and development of Mechanical Engineering projects.
This course is designed to produce highly motivated graduates that:
• demonstrate a high level of problem solving skills as the basis for personal and professional development, in order that they may provide leadership, breadth of vision and resources to be creative and also promote change
• use their knowledge and understanding of fundamental engineering and scientific principles
• demonstrate an appreciation of the context in which engineers practice and manage, with an awareness of the management of quality, health and safety systems, environmental and sustainability issues and the role of the professional engineer .
• select appropriate experimental modelling procedures and be able to evaluate and apply the information gained to the solution of engineering problems.
• apply skills in information technology, as well as a good level of competence in oral and written skills, to communicate ideas to other professionals, enabling them to work effectively as a team member.
• practice strategies for identifying and satisfying their own learning needs to enable them to develop a professional attitude towards their responsibilities to society, professional development and lifelong learning.
Learning Outcomes
| A1 | the scientific principles to enable appreciation of the scientific and engineering context and to support understanding of historic, current, and future developments and technologies. |
| A2 | fundamental mathematical principles and the application of mathematical methods, tools and notations proficiency in the analysis of engineering problems. |
| A3 | the commercial and economic context of Engineering processes and the influence of risk. |
| A4 | management and finance techniques which may be used to achieve engineering objectives within that context; identify and manage cost drivers. |
| A5 | the requirement for engineering activities to promote sustainable development. |
| A6 | ICT and laboratory skills. |
| A7 | contexts in which engineering knowledge can be applied (e.g. operations and management, development of technology, etc). |
| B1 | identify, classify and describe the performance of systems and components through the use of analytical methods and modelling techniques. |
| B2 | apply quantitative methods and computer software relevant to their engineering technology discipline, in order to solve engineering problems. |
| B3 | apply the understanding of engineering principles to analyse key engineering processes and the ability to work with technical uncertainty. |
| B4 | apply the understanding of a systems approach to engineering problems. |
| B5 | investigate and define a problem and identify constraints including environmental and sustainability limitations, health and safety and risk assessment issues. |
| B6 | apply the understanding of appropriate codes of practice, industry standards and the use of technical literature and other information sources. |
| B7 | apply and integrate knowledge and understanding of other engineering disciplines in support of the study of Engineering. |
| C1 | understand both customer and user needs and the importance of considerations such as aesthetics. |
| C2 | use creativity to establish innovative solutions. |
| C3 | ensure fitness for purpose for all aspects of the problem including management, production, operation, maintenance and disposal. |
| C4 | show awareness of the framework of relevant legal requirements governing Engineering activities including personnel, health, safety, finance and risk (including environmental risk) issues. |
| C5 | understand the need for a high level of professionalism and ethical conduct in Engineering. |
| C6 | demonstrate knowledge of characteristics of Engineering materials, equipment, procedures, processes and products, together with an awareness of developing technologies. |
| C7 | demonstrate awareness of the nature of intellectual property and contractual & quality issues. |
Course Structure
Level 3 Modules
| Module Code | Module Id | Module Title | Module Status | Credit Value | Module Type |
|---|---|---|---|---|---|
| AM0S01 | MOD006470 | Foundations of Mathematics | Running | 20 | specified |
| AM0S04 | MOD010663 | Further Foundation Maths for Engineers | Running | 20 | specified |
| NG0S207 | MOD009046 | Fundamentals of Mechanical Engineering | Running | 20 | specified |
| NG0S208 | MOD010143 | Foundation Engineering Principles | Running | 20 | specified |
| NG0S704 | MOD011879 | Essential Engineering Skills | Running | 20 | specified |
| FP0S05 | MOD013709 | Investigative Group Project | Running | 20 | specified |
| 3B004E | MOD013893 | The Impact Challenge | Running | 30 | specified |
| 3B001E | MOD013892 | Starting your University Journey | Running | 30 | specified |
| 3B014E | MOD013886 | Engineering in Action: From Theory to Practice | Running | 30 | specified |
| 3B015E | MOD013885 | Design and Manufacture in Action | Running | 30 | specified |
Level 4 Modules
| Module Code | Module Id | Module Title | Module Status | Credit Value | Module Type |
|---|---|---|---|---|---|
| AM1S50 | MOD010118 | Mathematics for Mechanical and Aeronautical Engineers | Running | 20 | optional |
| NG1S206 | MOD001273 | Design and Manufacture | Running | 20 | core |
| NG1S217 | MOD008969 | Engineering Computing Applications | Running | 20 | core |
| NG1S228 | MOD001278 | Engineering Mechanics 1 | Running | 20 | optional |
| NG1S234 | MOD008968 | Electrical Science | Running | 20 | optional |
| NG1S242 | MOD008372 | Thermofluids 1 | Running | 20 | optional |
| NG1U001 | MOD012406 | Introduction to Thermofluids | Running | 20 | authorised substitution |
Level 5 Modules
| Module Code | Module Id | Module Title | Module Status | Credit Value | Module Type |
|---|---|---|---|---|---|
| NG2S213 | MOD001293 | Sustainable Engineering Design | Running | 20 | core |
| NG2S230 | MOD001297 | Engineering Mechanics 2 | Running | 20 | optional |
| NG2S231 | MOD001298 | Control and Instrumentation | Running | 20 | optional |
| NG2S242 | MOD008373 | Thermofluids 2 | Running | 20 | optional |
| NG2S243 | MOD010042 | Engineering Materials | Running | 20 | optional |
| NG2S254 | MOD010513 | Further Engineering Mathematics | Running | 20 | optional |
| GEPT202 | MOD012859 | Professional Practice and Placement | Running | 0 | optional |
| GEPU203 | MOD013664 | Professional Practice and Sandwich Placement | Running | 120 | specified |
Level 6 Modules
| Module Code | Module Id | Module Title | Module Status | Credit Value | Module Type |
|---|---|---|---|---|---|
| NG3D237 | MOD012444 | Individual Project BEng | Running | 40 | core |
| NG3S223 | MOD009822 | Thermofluids 3 | Running | 20 | optional |
| NG3S224 | MOD001330 | Design and Analysis | Running | 20 | optional |
| NG3S225 | MOD012407 | Computational Analysis | Running | 20 | optional |
| NG3S229 | MOD009827 | Mechanics and Control | Running | 20 | optional |
| NG3S240 | MOD011250 | Industrial Management | Running | 20 | optional |
Teaching and Assessment
Learning and Teaching Methods
It is intended that the learning programme will be both stimulating and demanding, and will lead the student through progressive stages of development, towards increasingly complex and open-ended tasks, increasingly sophisticated application of intellectual/conceptual and personal (transferable) skills, and increasingly independent study. The general approach to the learning process is one that involves many different types of activities such as lecture programmes, workshop/group activities and independent activity. The modules have been designed on the basis of either 200 hours (standard 20 credits) or 100 hours (half 10 credits) of effort by the student, which is divided between class contact time, directed learning time and private study time. The class contact time for all modules will be principally lectures, supported by tutorials, practical sessions and seminars, as appropriate. These will be further consolidated by a series of practical exercises, design projects and where possible site visits. This will be complemented by the use of the learning facilities that the University has to offer, e.g. Unilearn, analysis software, library etc.
Employer Engagement
The School has strong links with local industry, which is addition to the regular meetings of the Industrial Panel Group which also forges collaboration across a range of areas, from course development feedback to industrial placements and guest lectures.
The annual “Engineering Student Project Showcase” is well supported and attended by industry who provide prestigious prizes for the most outstanding projects. The event also enhances the student experience and enables students to demonstrate their work to a wider audience of engineering companies. Many of the students who are enrolled on this course are part time students and the modules are timetabled such that students can attend one day per week to complete the course in part time mode. Students that are part of the Network 75 programme also undertake this course however as they are available to attend USW two days per week they have a flexible delivery on which modules they can undertake. Network 75 students undertake 80 credits per year however they can take any choice of modules as long as prerequisites and level requirements are met.
Staff in Engineering have a longstanding tradition of being active in applied research, consultancy work and professional bodies linked with industry. This has proved greatly beneficial in the development of the various courses and aided delivery of the modules at all levels of study, including providing relevant industrial project work for students.
Means of Assessment
The programme of assessment aims to measure the skill and competence of the individual student by means of a structured and integrated approach to a defined coursework schedule. The assessment strategy has been devised to reflect the diverse nature of the modules with a balance between assignments, coursework, class tests and examinations.
Modules which are used to develop the student's understanding of fundamental engineering principles are assessed through the formal, end of year examination session. These examinations generally contribute 60% or 70% of the available marks for the module, with the remainder being allocated to practical / project work. In the remaining modules, the assessment strategy is based on a mix of coursework assignments including laboratory reports, open and closed book tests and both group and individual project work.
At all four levels, the examinations are normally either of 2 hours duration for a 10 credit module or 3 hours duration for a 20 credit module.
Oral presentations are used at all levels, especially in design and group work, and in the individual project in the final year of the degree awards. This addresses modern industry requirements for graduates to be able to confidently present information. Elements of self and peer assessment are used, especially in group design and project activities.
The University of South Wales regulations apply to this course and provide rules for progression for students, unless otherwise specified by an accrediting body.
Immersive Learning
A requirement of the Academic Blueprint is that courses are required to contain immersive learning activities in the first and final years in order to develop group cohesion and to provide early feedback to the students. These activities are included in Professional Techniques for Engineers at level 4 and in the Project at level 6.
Learning Support
Pre-course induction sessions are supplemented by University and programme handbooks. Students are explicitly encouraged to seek support at the earliest opportunity either through School staff or Support Services. The confidentiality assured by Student Support is also emphasised. Students are encouraged to alert staff to any special learning needs at the earliest opportunity at any point during their studies. Pastoral care is provided by the Faculty Advice shop and the University student support services which include Special Needs co-ordinators.
At the start of each module, Module Tutors articulate the relationship between programme outcomes, module learning outcomes, teaching and assessment. Module guides are available in the student handbook and on line. The academic handbook is available on-line via the University web site. The use of Blackboard (UniLearn) gives the students a range of information as well as being used for additional communication between lecturers and those completing the module. Much of the required material and guidelines are made available to the students via Blackboard (UniLearn) as well as reading lists, further sources of related information and assessments. Students can access information via the library on-line facilities. As many modules are taught by a team, students benefit by being able to readily access relevant staff, either through the open door policy or online.
The University provides skills development sessions in IT, numeracy and communication skills, as well as general study skills, which are also available online and linked directly from every student Unilearn accounts. The university has Study Skills Workshops, providing hands-on support to students in these areas.
In summary, the following support is available to students:
• One week induction programme for new students.
• Student online induction programme, learning and assessment schedules, key procedures and regulations.
• On-line database defining all modules.
• Printed handbooks.
• On-line learning through Blackboard MLE.
• Individual academic tutor providing academic counselling.
• Personal tutor providing pastoral care.
• Faculty Advice Shop and Programme Pastoral Tutor system, together with Student Services, to provide specialist advice and Specific Needs support.
• Computer laboratories providing both programme specific facilities and centrally managed open access cluster facilities, with technician support.
• Well equipped laboratories with technician support.
• Learning Resources Centre providing a range of text, journal and on-line material and a wide range of study facilities.
• Student email accounts providing access to support from academic staff.
• Open door policy of academic staff.
• Student drop-in centre based in LRC to provide help with core subjects
Course Exit Points
| Award | Criteria | Final |
|---|---|---|
| Bachelor of Engineering (with Honours) | 360 credits, of which at least 100 must be at Level 4 (Certificate) or above, plus 120 credits at Level 5 (Intermediate) or above, plus 120 credits at Level 6 (Honours) or above. Students who achieve more than 300 credits, but do not achieve 360 credits will be awarded with a non-accredited award BEng Mechanical Systems Engineering. | Final |
| Bachelor of Engineering (Unclassified) | 300 credits, of which at least 100 must be at Level 4 (Certificate) or above, plus 120 credits at Level 5 (Intermediate) or above plus a further 60 credits at Level 6 (Honours). | Exit |
| Diploma of Higher Education | 240 credits, of which at least 100 must be at Level 4 (Certificate) or above, plus 120 credits at Level 5 (Intermediate) or above. | Exit |
| Certificate of Higher Education | 120 credits of which at least 100 must be at Level 4 or above and no more than 20 at Level 3 | Exit |
| Foundation Certificate in Higher Education | 120 credits of which at Level 3 (access) or above. | Exit |
Progression Route
Foundation Year to the Degree programme Successful completion of the foundation year programme of study in Mechanical Engineering with a minimum average of 55% and at least 55% in Mathematics, Foundation Engineering Mechanics and Fundamental of Flights. Students who do not meet these requirements but achieved the necessary credits will be offered entry to the 1st Year of the BSc (hons) AME or BSc (hons) Mechanical Engineering. Progression Threshold onto the MEng BEng (hons) Mechanical Engineering students who achieved the following profile at Year 2 will be offered the opportunity to transfer onto the MEng course:(i) An overall profile of at least 60% in Year 2, (ii) minimum of 60% in Further Mathematics for Engineers and in two other mechanical specific modules
Entry Requirements
Admission to the course is typically through the following qualifications:
In addition to five GCSE subjects at grade C or above, to include Mathematics, English/Welsh and a Science, the following will apply:
UCAS Tariff: 280 points with a minimum of 220 points from the following:
GCE A/AS level, AS VCE single or double award/AVCE single or double award: Minimum of two A Levels or equivalent, including Mathematics and a numerate science subject.
AVCE Double Award: Typically in Engineering including Mathematics and science/mechanics.
OR
Edexcel - BTEC Nationals: Certificate/Diploma, typically in Mechanical Engineering. Grade: typically DD (plus additional 60 points at higher level) / DDM respectively, to include additional Mathematics and an analytical subject such as Mechanics or Environmental Science.
OR
Scottish National Certificate Qualifications: 280 with a minimum of 220 points from the following: Passes in four subjects, two at advanced higher and two at higher level, typical grades DD/CC to include Mathematics and a science at advanced higher level.
OR
Irish Leaving Certificate: UCAS Tariff: 260 with a minimum of 220 points from the following: Passes in minimum of four subjects at higher level, typical grades B1, B1, C1, C1 to include Mathematics and a science.
OR
Successful completion of the foundation year programme of study in Engineering with a minimum average of 60% and at least 60% in Mathematics and engineering mechanics (or the equivalent physical science) and at least 50% in all other subjects.
OR
Equivalent National/ International qualifications.
Direct entry into Level 5: via a Higher Certificate/Higher Diploma or Foundation Degree in Mechanical Engineering: Full-time/sandwich/part-time.
Entrants will be expected to have achieved a Higher Certificate/Higher Diploma or Foundation Degree in Mechanical Engineering or equivalent with a minimum of 60% in the subject areas of Mathematics at Level 5, Mechanics and Design, Engineering Materials and one other subject at Level 5. They will normally be allowed 120 credits at Level 4 and where appropriate up to 40 credits at Level 5, which must include BSc Level 5 Mathematics under the CATS scheme, but they must also complete BEng Level 5 Mathematics. The students' previous academic study must be, in the view of the admissions officer, adequate preparation for direct entry on to this degree award. This will normally mean that the module profile of the students is similar to the HNC/D/Foundation Degree in Mechanical Engineering offered at the University of South Wales.
Where applicants do not have A level or equivalent qualifications, evidence will be sought of an applicant's professional and/or educational experiences that provide an indication of an ability to meet the demands of the course. Admissions through prior or experiential learning (RPCL, RPEL or CATS) will be dealt with in accordance with the University Regulations.
Applicants will also have to demonstrate that they meet the University English language requirements where applicable.
The University operates an equal opportunities policy and entry to the course of study will be consistent with this statement.
Foundation Year - DD (48 points)
Inclusive Curriculum Statement
The University of South Wales operates a policy of inclusive learning, teaching and assessment to ensure that all students have an equal opportunity to fulfil their educational potential. Course teams will have considered ways of designing out any potentially disadvantageous element of courses during the course design process. However some specific needs may remain, details about how to apply to have your needs assessed can be found at: http://unilife.southwales.ac.uk/pages/3040-disability-and-dyslexia-service/
Addendum for Delivery at a Partner Institution
N/A
Methods Of Quality Standards
Modules have been designed on the basis of either 200 hours (standard) or 100 hours (half) of effort by the student, which is divided between class contact time, directed learning time and private study time. The class contact time for all modules will be principally lectures, supported by tutorials, practical sessions and seminars, as appropriate. These will be further consolidated by a series of practical exercises, design projects, guest lectures and site visits. For each module, at the commencement of study, students will be issued with a lecture, tutorial and coursework assessment programme. In addition, for each piece of coursework assessment, students will be issued with a Coursework Descriptor and Guidance Notes. Information is also made available using the University's Blackboard MLE system.
The student work load and assessment details are given in tabular form in Section 5.
From the initial stages of all awards, laboratory practical sessions will be used to consolidate the understanding of fundamental engineering principles. In Levels 6 and 7 of the degree awards, the practical work will be more demanding, requiring the student to demonstrate a deeper understanding and knowledge of the subject and may well take the form of experimental-based design projects.
3.9.1 Project Work
The integrative and group design modules in all awards will include individual and group project based assignments, appropriate for the level of study of the respective awards. Wherever possible, these assignments will be based on “liveâ€Â projects and case studies, with an active contribution from specialist practitioners from industry. Presentations from the student(s) will form part of the assessment in the majority of these modules, thus enabling the students to develop their communication and presentation skills. At Masters Level 7 the integrative group design and project planning modules will be taught together with all engineering disciplines within the Department of Engineering.
Each student will undertake an individual investigative project at Level 6. The purpose of this project is to develop skills linked to research methodology, problem definition, literature review, time management, collection and analysis of information and synthesis and communication of conclusions through the medium of a project report and presentation. Many of these projects are linked to the research activity currently being undertaken in the Department of Engineering.
3.10 Assessment Strategy
The programme of assessment aims to measure the skill and competence of the individual student by means of a structured and integrated approach to a defined coursework schedule. The assessment strategy has been devised to reflect the diverse nature of the module content with a balance between those modules assessed through assignments, coursework and class tests, and others that are examined at the end of the session.
A coursework descriptor will be issued with each element of assessment, which will give details and guidance notes on the specified requirements.
Modules which are used to develop the student's understanding of fundamental engineering principles are assessed through the formal, end of year examination session. These examinations generally contribute 60% or 70% of the available marks for the module, with the remainder being allocated to practical / project work.
In the remaining modules, the assessment strategy is based on a mix of coursework assignments, open and closed book tests and both group and individual project work. The Programme Team is mindful of the dangers of over-assessment through the imposition of an excessive number of individual items of work, such as laboratory reports. Therefore, it is proposed to annually review the number of individual assignments specified within the coursework weighting of each module to ensure that student workloads are appropriate for the level of the award to which they relate.
At all four levels, the examinations are normally either of 2 hours duration for a 10 credit module or 3 hours duration for a 20 credit module.
Oral presentations are used at all levels, especially in design and group work, and in the individual project in the final year of the degree awards. This addresses modern industry requirements for graduates to be able to confidently present information. Elements of self and peer assessment are used, especially in group design and project activities.
Where appropriate, interim exit awards of either a Certificate or Diploma of Higher Education are available for those students who leave the course without the credit points required for their full award.
The progression, award and classification requirements are strictly in accordance with the University's regulations.
Quality Of Standards Indicators
This programme can demonstrate its quality through:
• Internal moderation, external examiners, Annual Monitoring, FQAC auditors, student feedback, employer feedback.
• Accreditation of the awards by IMechE
• Investor in People quality kite-mark.
• Highly supportive QAA institutional continuation audit.
• Good National Student Survey average scores in 2009 and 2010
• Industry sponsored students.
• Excellent employability record