MSc Advanced Computer Science
22 Mar 2019 - 31 Aug 2028
| Course Leader | Shiny Verghese |
|---|---|
| Course Team | Rebecca Peters |
| Awarding Body | University of South Wales |
| Teaching Institutions | University of South Wales |
| Modes of Study | Full Time, Part Time |
Document Version
| Version | 3 |
|---|---|
| Valid From | 22 Mar 2019 |
| Valid To | 31 Aug 2028 |
QAA Benchmarks
The courses’ aims and learning outcomes support the requirements of the Quality Assurance Agency’s Subject Benchmark Statements for Computing (QAA 2007; QAA 2015, QAA 2022)[1].
[1] References:
QAA (2007) Subject benchmark statements: Computing. Gloucester: The Quality Assurance Agency for Higher Education 170 03/07. Linney ISBN 978 1 84482 678 0
QAA. (2015) Subject Benchmark Statement - Computing: Draft for Consultation. Gloucester: The Quality Assurance Agency for Higher Education.
QAA. (2022) Subject Benchmark Statement – Computing (Master's)
http://www.qaa.ac.uk/en/Publications/Documents/SBS-Computing-consultation-15.pdf
Educational Aim
To develop a systematic understanding of knowledge, tools and techniques, and a critical awareness of current problems and insights, much of which is at, or informed by, the forefront of professional practice; To develop an ability to critically analyse and apply essential concepts, principles and practices in the context of loosely defined scenarios, showing effective judgement in the selection and use of tools and techniques to achieve solutions; To develop conceptual understanding that enables the student to evaluate current research, advanced scholarship and methodologies in the discipline, develop critiques of them and, where appropriate, to propose new hypotheses; To develop an ability to critically evaluate arguments, assumptions, abstract concepts and data (that may be incomplete), and to make judgements and to frame appropriate questions to achieve a solution to a problem; To develop skills necessary for the demonstration of self-direction and originality in tackling and solving problems, and autonomy in planning and implementation of tasks at a professional level; To be able to apply methods and techniques learned for the specification, analysis, design, development, evaluation, management and documentation of systems to produce justified, self-reflective, solutions to significant problems that are fit for purpose and informed by a critical review of research and the application of established techniques of analysis and enquiry, and facilitate the development of a self-directed, life-long learner; To develop an advanced system-perspective that encompasses multiple levels of detail and abstraction that transcends the implementation details of various components to encompass an appreciation for the structure of computer systems and the processes involved in their construction and analysis, and the context in which a computer system may function, including its interactions with people and the physical world, with opportunity for developing this knowledge in the context of a non-trivial, project; To develop depth of knowledge and understanding of recurring themes such as abstraction, complexity and evolutionary change that will facilitate the development of lifelong learners in a rapidly changing profession; To develop an advanced ability to integrate theory and practice, and a practiced appreciation for the value of good engineering design; To allow demonstration of an advanced ability to develop industry-standard software, along with supporting design and test documentation, entailing development in an industry-appropriate language, presentation and manipulation of objects, and creativity or innovation derived from the student's own interests; To provide students with the flexibility to work across many disciplines and prepare graduates for a variety of professions via a balanced provision of theory and application with an emphasis on software development which is informed by professional practice, ethical considerations and legislation; To develop a critical awareness of the broad applicability of computing, ranging from embedded solutions to high performance clusters, intelligent systems and distributed clouds to data-mining and big-data, and further develop an understanding of the range of career opportunities available in computing; To develop a deep appreciation for the importance of both computing and domain-specific expertise, and it selicitation, in deriving solutions to problems.
Learning Outcomes
| A1 | A1 To refactor and use practical, conceptual or technological understanding of computing to solve problems in contexts where there are many interacting factors. |
| A2 | A2 To critically analyse, interpret and evaluate complex information, concepts and theories to inform decision making. |
| A3 | A3 To understand the wider contexts, including legal, social, ethical and professional matters, within a computing context. |
| A4 | A4 To understand broad applicability of computing and develop an understanding of the range of career opportunities available in the subject field. |
| A5 | A5 To understand architecture and related technologies for developing software. |
| A6 | A6 To understand the techniques applicable to research in computing. |
| B1 | B1 To plan and develop courses of action that initiate or underpin substantial developments utilising computer-based systems. |
| B2 | B2 To recognise and analyse criteria and specifications appropriate to constrained problems, and plan strategies for their solution. |
| B3 | B3 To be able to critically analyse and apply essential concepts, principles and practices in the context of loosely defined scenarios, showing effective judgement in the selection and use of tools and techniques to achieve a solution to a problem. |
| B4 | B4 To take responsibility for planning and developing a project, and to exercise broad autonomy and judgement across a significant area of work or study. |
| B5 | B5 To initiate and lead complex tasks and processes, taking responsibility – where relevant – for the work and roles of others. |
| B6 | B6 To further develop investigative, research, writing and presentation skills as a self-directed, autonomous learner. |
| C1 | C1 To be able to deal with complex issues systematically, apply understanding, develop ideas, solve problems and make sound judgements, sometimes in the absence of complete data. |
| C2 | C2 To undertake manage and document the specification, analysis, design, development and evaluation of solutions to constrained problems relating to computing. |
| C3 | C3 To determine appropriate methods interrogating large datasets in order to extract information that can be used to inform decision making processes to meet business goals. |
| C4 | C4 To conceptualise a problem situation that involves many interacting factors, and to determine and use appropriate approaches to producing a software solution. |
| C5 | C5 To determine and use appropriate project management techniques, research methods and tools within an appropriate ethical framework. |
| C6 | C6 To produce a justified solution to a significant problem that is informed by a critical review of research. |
Course Structure
Level 7 Modules
| Module Code | Module Id | Module Title | Module Status | Credit Value | Module Type |
|---|---|---|---|---|---|
| CS4D768 | MOD010791 | Object Oriented Programming with Data Structures and Algorithms | Running | 40 | specified |
| CS4S761 | MOD008954 | Distributed Computing | Running | 20 | specified |
| CS4S763 | MOD008956 | Mobile Application Development | Running | 20 | specified |
| CS4S767 | MOD008960 | Data Mining | Running | 20 | specified |
| CS4T702 | MOD012616 | MSc Project | Running | 60 | core |
| IS4S706 | MOD000995 | Project Management and Research Methodology | Running | 20 | specified |
Teaching and Assessment
Learning and Teaching Methods
Employer Engagement
Employer Engagement will be achieved by:
Visiting Speakers
Staff will leverage industry contacts primarily associated with research projects (e.g. KESS and KTP) to provide visiting speaker opportunities when and where required.
Employer Forums
Staff have strong informal relationships with employers developed over 20 years. This course will provide a focus for a local advisory board. These forums have and will continue to inform course development.
Other
Existing links with external bodies will enable students to work on real projects as part of the dissertation. The introduction of the course will facilitate development of new relationships, project proposals and contribute to its evolution.
Means of Assessment
N/A
Learning Support
Induction
The School plans and runs a programme of induction activities during the first week of attendance for both new and returning students.
Induction lectures are recorded and made available to students through Blackboard, supporting students who join the course after induction week or do not attend. These events introduce students to the course, basic USW and IT regulations. Students get to meet the course staff and learn about basic online and physical facilities.
Personal Academic Coach
The Course Leader acts as personal tutor who is able to meet students on a regular basis. The typically small cohort size means that the Course Leader quickly recognises each student and identifies each one’s engagement and progress. If the cohort size was to significantly increase then a Course Tutor would be appointed to assist the Course Leader.
Learner Analytics
We engage in the PAC activity closely, and those acting as one will use analytics from the VEL to inform the team and the/or students if they feel the student is struggling or need to engage more with the course in general or a specific module.
Office hours
Normal university office hours which typically are 09:00 to 17:00. Students are informed of the open-door policy and are always welcome to chat with the course team when they are available on campus. When off campus students get in touch with staff either through use of email, Teams or Discord allowing them the flexibility that is best suited to their needs.
Tutorials
Every taught module has tutorial and/or practical hours associated with every hour of lecture, where students are able to practice what they are learning and receive individual support.
Seminars
Tutor-supported seminars allow flexible classroom time for students to learn by doing, to practice, to discuss and to demonstrate their work.
Formative Assessment
Lectures and tutorials contain formative exercises to encourage students to experiment and gain practical experience.
Progress meetings
Each student will meet their personal tutor once a term to discuss progress.
Research Supervision
A student would meet their project supervisor a minimum of three times, typically towards the start and end of the project life-cycle. For a part-time student equivalent support will be provided, however this will need to be adapted to fit the timing of their project.
Online Resources
Teaching and coursework assessment materials are made available on-line through the University’s virtual learning environment (VLE).
Modern computing laboratories provide access to specialist resources. The University also has centrally-managed open-access laboratories for more general work. Each student has an academic e-mail account that is particularly useful when requesting support from teaching and tutorial staff.
Some modules on the course also schedule additional online drop-in sessions to provide students more flexibility who might have missed on campus sessions.
Advice Zone
The University operates an Advice Zone located in the Library.
Disability
The University runs a DDS Service that can agree an Individual Support Plan. . Students with any disabilities can request support from Student Services or USW advice zone.
IT/Library
The University has a modern library that provides access to textbooks, journals, on-line materials and equipment. There are open-access computer laboratories in the Library.
Course Exit Points
| Award | Criteria | Final |
|---|---|---|
| Postgraduate Certificate | 60 credits with at least 40 at level 7 and no more than 20 at Level 6 | Exit |
| Postgraduate Diploma | 120 credits of which at least 90 must be at Level 7 and no more than 30 at Level 6 | Exit |
| Master of Science | 180 credits of which at least 150 must be at Level 7 and no more than 30 at Level 6 | Final |
Progression Route
Typically MSc graduates continue their careers in industry or commence doctoral research.
Entry Requirements
Admission to the course is typically through the following qualifications:
The School of Computing and Mathematics seeks actively to promote University policies on equal opportunities and widening access and will seek to recruit as wide a range of students as the current mode of attendance and admission requirements permit. The procedures, criteria and regulations for admission, including promotion of wider access and equal opportunities, will follow those established for the existing post-graduate provision offered by the School of Computing and Mathematics.
This course is intended for graduates with a minimum 2:2 Honours degree or equivalent in a Computer Science based subject who seek to further develop their skillset. Applicants must have good programming skills and, where appropriate, a minimum average IELTS (International English Language Testing System) score of 6.0.
Candidates applying to the course with non-standard qualifications will be judged on an individual basis using Recognition of Prior Learning procedures as defined in the University’s Regulations. For example, the University may admit students on the basis of their prior experiential learning, provided that it is identifiable, relevant to the programme of study for which they are applying and provides sufficient evidence of their ability.
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
N/A
Quality Of Standards Indicators
N/A