MEng Mechanical Engineering
01 Aug 2025 - 31 Aug 2027
| Course Leader | Meinwen Taylor |
|---|---|
| Course Team | Ck Tan, Colin Morgan, Ewen Constant, Joao Ramos, Christian Hall, Mohamed Mohamed, Shee-Meng Thai, Vishagen Ramasamy, Matthew Jones, Selim Tudgey, David Dawkins, Olusanjo Fadiya, Darren Williams, Robert Warren |
| Awarding Body | University of South Wales |
| Teaching Institutions | University of South Wales |
| Modes of Study | Full Time, Full Time Sandwich, Part Time |
Document Version
| Version | 15 |
|---|---|
| Valid From | 01 Aug 2025 |
| Valid To | 31 Aug 2027 |
QAA Benchmarks
Educational Aim
The overall aim of the course is 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 the award. 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.
4) Enable MEng students to apply and develop their independent knowledge and understanding to the critical analysis, design and management of mechanical engineering topics and projects and consequently have the skills to take a lead role within the engineering industry.
Graduates from the MEng Mechanical Engineering course are expected to have the ability to integrate their studies and to be able to demonstrate managerial and leadership qualities. This course is designed to produce highly motivated graduates that:
• demonstrate enhanced Masters-level problem solving and analytical skills as the basis for personal and professional development, in order that they can provide leadership, breadth of vision and resources to be creative and promote change
• independently use their extensive knowledge and comprehensive understanding of the fundamental engineering and scientific principles that underpin the core areas of the award; namely, engineering analysis and design, materials and management within the context of industry, detailed engineering analysis and conceptual design.
• demonstrate a knowledge of the context in engineering projects are practiced and managed, with a particular emphasis on an understanding of the management of quality, health and safety systems, environmental and sustainability issues.
• select and use both appropriate modelling procedures and observational methods, and be able to evaluate and apply the acquired information to the solution of problems.
• not only apply skills in information technology to engineering but also display a high level of competence in oral and written skills to other professionals, enabling them to take a lead role and work effectively within a team.
• 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 | scientific principles, to enable an appreciation of the scientific and engineering context and to support the understanding of historic, current, and future developments and technologies. |
| A2 | fundamental mathematical principles and the application of mathematical methods, computer models and notations proficiency for the analysis of engineering problems, with an appreciation of their limitations. |
| A3 | both commercial and economic industry practices in the context of engineering processes and the evaluation of the risk involved at all levels within these practices. |
| A4 | management, finance and business techniques which may be used to achieve engineering objectives within that context, including the identification and management of cost drivers. the requirement for engineering activities to promote sustainable development. |
| A5 | the requirements for engineering activites to promote sustainable development. |
| A6 | ICT and laboratory skills. |
| A7 | contexts in which engineering knowledge can be applied (eg operations and management, development of technology, etc) and an appreciation of developing areas. |
| B1 | use fundamental knowledge to identify, classify and describe the performance of systems and identify new technologies, through the use of both analytical methods and modelling techniques. |
| B2 | apply mathematical and quantitative methods, computer software and computer modelling relevant to Engineering, in order to solve complex engineering problems. |
| B3 | apply the understanding of engineering principles to analyse key engineering processes and the ability to adapt to technical uncertainty and constraints. |
| B4 | apply the understanding of a systems approach to engineering problems. |
| B5 | demonstrate a wide knowledge and comprehensive understanding of design processes necessary to investigate and define problems and also to identify constraints including environmental and sustainability limitations, health and safety and risk assessment issues. |
| B6 | to demonstrate an understanding of appropriate codes of practice and industry standards, together with the use of technical literature and other information sources. |
| B7 | apply and integrate knowledge and understanding of other engineering disciplines, and to apply them effectively in the support of Engineering solutions. |
| C1 | understand both customer and user needs and the importance of considerations such as aesthetics to ensure a holistic approach to engineering solutions. |
| C2 | use creativity to establish innovative and integrative design solutions to Engineering problems. |
| C3 | ensure fitness for purpose for all aspects of a design solution, including management, production, operation, maintenance and disposal, and also to evaluate their outcome. |
| C4 | demonstrate awareness of the framework of relevant legal requirements governing Engineering activities; including personnel, health, safety, finance and risk (including environmental risk) issues. |
| C5 | show an understanding of the need for a high level of professionalism and ethical conduct in Engineering solutions. |
| C6 | demonstrate extensive knowledge of the characteristics of Engineering materials, equipment, processes, and products, together with an awareness of developing technologies. |
| C7 | show an awareness of nature of intellectual property and contractual and quality issues. |
Course Structure
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 |
| 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 |
|---|---|---|---|---|---|
| NG3D362 | MOD012322 | Integrative MEng Group Project | Running | 40 | core |
| NG3S223 | MOD009822 | Thermofluids 3 | Running | 20 | optional |
| NG3S229 | MOD009827 | Mechanics and Control | Running | 20 | optional |
| NG3S238 | MOD010121 | Engineering Computational Analysis | Running | 20 | optional |
| NG3S240 | MOD011250 | Industrial Management | Running | 20 | optional |
Level 7 Modules
| Module Code | Module Id | Module Title | Module Status | Credit Value | Module Type |
|---|---|---|---|---|---|
| NG4D241 | MOD012323 | Individual Project | Running | 40 | core |
| NG4D310 | MOD008975 | Integrative MEng Group Project | Running | 40 | optional |
| NG4H218 | MOD008977 | Advanced Materials and Manufacture | Running | 10 | optional |
| NG4H245 | MOD001340 | Further Finite Element Analysis | Running | 10 | optional |
| NG4H246 | MOD001341 | Further Computational Fluid Dynamics | Running | 10 | optional |
| NG4H247 | MOD001342 | Non-destructive Testing | Running | 10 | optional |
| NG4H261 | MOD012439 | Robotics and Control | Running | 10 | core |
| NG4S258 | MOD010514 | Professional Engineering Management | Running | 20 | optional |
| NG4S259 | MOD011208 | Industrial Heating Systems | 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.Immersive LearningA 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.
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.
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 five 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.
Learning Support
Pre-course induction sessions are supplemented by University and programme handbook. 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 |
|---|---|---|
| Master of Engineering | 480 credits of which at least 100 must be at Level 7 or above, 120 at Level 6 or above, 120 at Level 5 or above, 120 at Level 4 or above | Final |
Progression Route
There are no direct progression routes from this award, however MEng students may progress on to research programmes.
Entry Requirements
Admission to the course is typically through the following qualifications:
The arrangements for admissions will seek to ensure equality of opportunity for all applicants. The University Regulations on Admissions as defined in the Regulations for Taught Courses will be adopted wherever possible. It will be expected that anyone admitted onto an course will be able to fulfil the objectives and standard of the course.
The entry requirements are:
In addition to five GCSE subjects at grade C or above, that must include Mathematics, English and a Science, the following will apply:
UCAS Tariff: 300 points with a minimum of 260 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 80 points)/DDD respectively, to include Mathematics and an analytical subject such as Structural Mechanics or Environmental Science.
OR
Scottish National Certificate Qualifications: 300 with a minimum of 260 points from the following: Passes in four subjects, two at advanced higher and two higher level, typical grades CC/CC to include Mathematics and a science at advanced higher level.
OR
Irish Leaving Certificate: UCAS Tariff: 300 with a minimum of 200 points from the following: Passes in minimum of four subjects at higher level, typical grades A1, A1, C1, C1 to include Mathematics and a science.
OR
Equivalent National/ International qualifications.
To progress from level 5 onto Level 6 of the MEng Mechanical Engineering the student is required to achieve the profile below:
• 60% or above in Mathematics, Mechanical Science 2 and Engineering Thermofluids (Level 5) and
• 60% profile overall (level 5)
If passes are achieved at level 5 and not the profile as seen above then the student will proceed onto level 6 of BEng Mechanical Engineering.
Direct entry into Level 5
Via a HNC/HND or Foundation Degree in Mechanical Engineering: Full-time/sandwich/part-time:
Entrants will be expected to have achieved a Higher National Certificate/Diploma or Foundation Degree in Mechanical Engineering (or equivalent) with a minimum of 60% in the core subject areas of Mathematics, Mechanical Science and Design, Engineering Materials and one other subject. They will normally be allowed 120 credits at Level 4 and, where appropriate, up to 40 credits at Level 5 under the CATS scheme. 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.
OR
Successful completion of 120 credits at Level 4 on a BSc Hons degree in Mechanical Engineering (or equivalent) with a minimum average of 60%, a minimum of 60% in Design and Manufacture (Level 4) and a minimum of 70% in both Mathematics (Level 4) and Engineering Mechanics (Level 4).
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 programme. 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 programme of study will be consistent with this statement.
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