Programme Specifications

Programme summary

1. Programme Aims

1.1 EngD Programme Aims 

The primary aim of the EngD is to develop engineers who are capable of demonstrating innovation in the application of knowledge to the engineering sector.   The aims of the programme are to: 

• Provide a programme that both promotes and facilitates the exchange of ideas, knowledge, experience, and skills for Research Engineers, companies and academics.
• Stimulate and deliver research and innovation with a strong business industry-based focus, whilst contributing to the body of knowledge in a particular industrial sector or multidisciplinary theme.
• Produce high calibre doctoral graduates with a strong level of technical, managerial and business competence who can drive industry innovation and UK business competitiveness. 

1.2 Core (60 Credits) Taught Programme Aims

• Provide Research Engineers with the necessary experience and knowledge to undertake rigorous, leading edge industry-based research.
• Facilitate knowledge acquisition of a range of research methodologies to deliver business sector specific research and innovation.
• Equip students with the necessary training and skills to undertake a study of a real life problem within an industrial context.
• Enable candidates to acquire a wide range of transferable management and professional development skills within engineering and construction. 

1.3 Additional (120 Credit) Taught Programme Aims

• Provide Research Engineers with experience of the process and methodology of research by defining and studying a complex problem in a specialised area relating to their degree.
• Acquire the capabilities and professionalism to deliver novel research in one of the five research areas: sustainable design and construction; construction technologies and business processes; information and communication technologies; or, transport and infrastructure.

2. Relevant subject benchmark statements and other external and internal reference points used to inform programme outcomes:

3. Programme Learning Outcomes

3.1 Knowledge and Understanding

The Research Engineer (RE) should be capable of applying the knowledge and expertise acquired in a business environment in a disciplined, innovative and penetrating way.  This is seen as an important element in the achievement of competitiveness of engineering businesses.

3.2 Skills and other attributes

a. Subject-specific cognitive skills:

The programme aims to develop and test the students in a range of competencies as listed below:

• Development of innovative thinking, while tackling real industrial problems.
• Continual broadening, by gaining and applying new knowledge from a modular taught programme.
• Expert knowledge of an engineering/applied science area.
• The ability to apply his/her skills and knowledge to new and unusual situations.
• The ability to seek optimal, viable solutions to multi-faceted engineering problems and to search out relevant information sources.

b. Subject-specific practical skills:

On successful completion of this programme, students should be able to demonstrate:

• Research and innovation skills within an engineering context.
• Project and programme management skills.

c. Key transferable skills:

On successful completion of this programme, students should be able to demonstrate:

• Expert knowledge of an engineering area.
• Appreciation of industrial research and development culture.
• Programme and project management skills against realistic timescales.
• Financial project planning and control.
• Teamwork and leadership skills.
• Communication – oral and written, technical and non-technical.
• Technical organisational skills.
• The ability to apply skills and knowledge to new and unusual situations.
• The ability to seek optimal, viable solutions to multi-faceted engineering problems and to search out relevant information sources.

4. Programme structure

All Research Engineers who are registered on the Engineering Doctorate (EngD) programme at CICE are required to register for and satisfy the requirements for the curriculum-based component of the programme.  The purpose of the taught modules is to develop knowledge and understanding of a number of business and technical subjects.

The curriculum-based component of the programme requires a minimum modular weight of 60 and a maximum of 180 credits to be taken.  Permission from the Programme Director should be sought by students wishing to take the 60 credits route.  Credit must be achieved in all modules to enable progression on the programme.  The curriculum-based component of the EngD programme must be completed within the first two years of the EngD programme.

All candidates shall register at the beginning of their programme and subsequently at the beginning of each academic year for the modules which they are taking in that year, subject to their satisfactory progress in research and the extension of their registration for the Degree of EngD in accordance with paragraph 4.4 of the Regulations for Higher Degrees by Research.  Candidates are not eligible to register for modules whilst they remain in debt to the University.

The Degree of Master of Science, the PGDip and the PGCert shall be awarded as an exit route only.

The programme is split into a taught and research element.  The taught element is undertaken in the first two years.  Thus through teaching in lectures, tutorials and workshops.  Coursework and examinations are used for assessment.

The research is undertaken over the whole 4 years but mainly in the last two years of the programme.  The Research Engineers must submit an EngD Thesis which consists of a discourse and published papers at the end of their study.  They are examined via a Viva.

The taught component is assessed and forms an integral part of the degree.  Participants will be expected to attend the University to take these modules which are mainly based on the School of Architecture, Building and Civil Engineering’s Masters Degree Programmes.  REs have the option to take a limited set of modules from other Schools in the University.

For the degree of EngD the basis of assessment, following satisfactory completion of the curriculum-based element, shall be one of the following:

1)       a collection of published papers and a discourse of no more than 20,000 words setting out the aims, objectives, findings and industrial relevance/impact of the research work undertaken. The submission shall include a minimum of 3 published (peer reviewed) papers or papers accepted for publication, of which at least one should be in an appropriate engineering journal.

2)       Where the nature of the research programme made the production of publications unlikely, technical reports should be included in lieu of published papers. Such technical reports shall have been subject to external assessment. The reports shall be accompanied by a discourse of no more than 20,000 words setting out the aims, objectives, findings and industrial/relevance impact of the research work undertaken.

4.1  Students registered from October 2010 onwards

Year 1

Compulsory modules

Optional modules

One 15 credit module selected in each semester from any suitable postgraduate module offered in the School or University.

Year 2

Compulsory modules

For students who do not complete the EngD programme, an exit award of MSc Construction Innovation and Management (CVPT38) may be applicable.

5. Criteria for Progression and Degree Award

In order to be eligible for the award, candidates must satisfy the requirements of Regulation XXI and Regulation XXVI. 

6. Relative Weighting of Parts of the Programme for the purposes of Final Degree Classification

Not applicable.

Programme summary

1. Programme Aims

• Provide a solid grounding in knowledge, understanding and research methods of the interdisciplinary field of energy demand reduction in the built environment.
• Establish understanding of the UK energy landscape and how energy and climate change challenges are interlinked through technical, environmental and behavioural factors.
• Provide the skills necessary to support research practice, critical assessment, and the use of evidence on technical, environmental, social and economic factors influencing energy demand in buildings and building stocks.
• To develop students’ transferable skills enabling them to successfully manage, communicate, and lead complex research projects.
• Provide real experience of research through the generation, development and implementation of a significant research-based dissertation.

2. Relevant subject benchmark statements and other external and internal reference points used to inform programme outcomes:

The following are pertinent:

• QAA Benchmark statements for engineering.
• Framework for Higher Education Qualifications.
• Loughborough University Learning and Teaching Strategy
• EPSRC Energy Programme objectives of expanding research capacity in energy-related areas and to address perceived weakness in postdoctoral training in energy demand (EPSRC, Energy Landscape documentation, January 2009)
• University definition of MRes, Learning and Teaching Committee, PDQ Team, Nov. 2005.

3. Programme Learning Outcomes

3.1 Knowledge and Understanding

On successful completion of this programme, students should be able to demonstrate knowledge and understanding in the following areas:

• Energy demand and its historical, technical, social, economic and policy context.
• Future energy pathways.
• The UK energy supply system, including fossil fuels, electricity, renewables and nuclear.
• Methods for building energy modelling.
• Energy services systems in buildings and low energy building design.
• Quantitative and qualitative measurement and survey methods.
• Calibration, data gathering and sampling.
• Data analysis and representation.
• The social environment and its effects on energy demand attitudes and behaviours.
• Energy economics and energy policy.
• The design of a research project to explore a defined research question.
• The energy and buildings research landscape and the state of the art of the chosen field of research.
• The principles of project management.
• Presentation of research findings in diverse ways appropriate to different audiences.

3.2 Skills and other attributes

a. Subject-specific cognitive skills:

On successful completion of this programme, students should have the ability to:

• Critically review literature and place research in context.
• Demonstrate critical thinking and critically the ability to define and address complex problems.
• Analyse and interpret evidence and data.
• Critically discuss energy policy and its links to science and engineering.
• Develop a method to collect data and produce results relevant to the solution of a defined problem.
• Evaluate results, draw conclusions and make recommendations.
• Construct research questions and formulate hypotheses, aims and objectives.
• Employ appropriate data analysis and presentation tools to convey meaning clearly.

b. Subject-specific practical skills:

Students acquire subject-specific skills in a number of areas but in the context of this MRes, students will be challenged to go beyond the analysis of a set problem and be required to apply the computer methods and laboratory and field monitoring skills to more open ended problems.  As researchers they will be expected to have an ability to clarify the research question, to plan their ‘experimental’ approach and to implement that plan effectively to solve more open ended problems.

On successful completion of this programme, students should be able to:

• Develop a research strategy.
• Use a range of modelling and analysis techniques.
• Communicate complex information in oral and written forms using appropriate tools.
• Develop a research dissertation proposal and plan and execute a research project.
• Conduct a literature review.
• Collect data through laboratory experiments, field work or desk-based studies and perform appropriate analysis.
• Select and use quantitative and qualitative research methods.

c. Key transferable skills:

On successful completion of this programme, students should be able to:

• Communicate effectively both orally and in writing.
• Understand research methodologies and their application to specific research problems.
• Interact professionally with others to achieve a common goal.
• Understand organisational structures and frameworks.
• Manage personal time.
• Plan personal professional development.
• Demonstrate awareness of research ethics, issues of confidentiality and data protection, intellectual property and copyright.

4. Programme structure

All students will study 6 modules of 15 credits and undertake a research project leading to a dissertation. There will be a compulsory intensive block week module at  the start of Semester 1 and thereafter a further three modules will be taken in Semester 1 and a further two compulsory modules in Semester 2.  All modules are compulsory. 

5. Criteria for Progression and Degree Award

In order to be eligible for the award, candidates must satisfy the requirements of Regulation XXI.

6. Relative Weighting of Parts of the Programme for the purposes of Final Degree Classification

Not applicable.

Programme summary

1. Programme Aims

The two construction programmes aim at ensuring that as a student you will: 

• Acquire a high quality educational experience that develops and sustains students' knowledge, skills and aspirations in the further advancement of your career within the construction industry;
• Engage with other students within a multi-national environment in which to discuss and debate current essential issues that relate to design, construction and project management;
• Gain an appreciation and understanding of each aspect of managing the life cycle and the successful realisation of a construction project; and
• Achieve an excellent combination of technical and managerial knowledge in key subjects desired by most employers in the construction sector. 

 In addition, the specific aims for each of the programmes are to ensure that as a current or future construction professional: 

MSc Construction Project Management

• You achieve the capabilities and required professionalism expected of project managers by developing a more holistic appreciation of construction project processes; and
• Acquire an innovative and forward-looking view of managing construction projects through the Loughborough way. 

MSc Construction Management

• You graduate with a range of essential management skills suitable for running construction projects and business organisations.
• You develop competence in creative problem solving.

2. Relevant subject benchmark statements and other external and internal reference points used to inform programme outcomes:

The MSc programmes are intended for students who have prior knowledge of the construction industry at honours degree level (or equivalent international degree qualification) or from a recognised UK professional body.  Relevant subject benchmark statements and other external and internal reference points used to inform programme outcomes:

External References

• The programmes outcomes have been formulated with reference to the QAA benchmark statements in Construction, Property and Surveying (2008) and Master’s degrees in Business and Management (2007);
• The MSc Construction Project Management and Construction Management programmes are accredited by the RICS/University Partnership Scheme for which it must meet quality thresholds as identified in the RICS Assessment of Professional Competence in Project Management (2006) and Quantity Surveying and Construction |2008).  For continued accreditation the RICS also requires statements relating to TQA, RAE and graduate employment. 
• The Framework for Higher Education Qualifications in England, Wales and Northern Ireland (2008)

Internal References

• The University’s Learning and Teaching Strategy;
• The School’s Postgraduate Learning and Teaching policies; and
• The research interests and specialist expertise of the contributing teaching staff and their professional involvement in the discipline.

3. Programme Learning Outcomes

3.1 Knowledge and Understanding

On successful completion of these programmes, students should be able to demonstrate knowledge and understanding of:

• Contemporary issues facing the construction industry and the drivers for change;
• The linkages and interdisciplinary relationships between different construction professionals;
• Data collection, analysis and reporting of results;
• A critical evaluation of methodologies to solve construction problems;
• A comprehensive understanding of management principles and theory; and
• Management responsibility for running construction projects and organisations. 

Knowledge and understanding associated with particular degree paths (depending on module selection): 

MSc Construction Project Management

• The principles of the design process, techniques used to manage construction projects and programmes as well as controlling design costs;
• Sustainability issues as they relate to the built environment; and
• Contemporary construction innovation and risk management. 

MSc Construction Management

• The principles of, and techniques for managing functional activities in construction organisations and the delivery of projects;
• Principles of managing project oriented organisations 

3.2 Skills and other attributes

a. Subject-specific cognitive skills:

On successful completion of this programmes, students should be able to:

• Apply relevant techniques to produce solutions to problems;
• Evaluate data based on its importance and relevance;
• Be able to advise on design, procurement and construction options;
• Be able to provide legal, financial, human resource advice on construction projects; and
• Develop and critically evaluate solutions to routine and unfamiliar problems.

b. Subject-specific practical skills:

On successful completion of these programmes, students should be able to:

• Use management skills to deliver effective solutions;
• Develop a structured approach to problem solving;
• Use a range of decision support tools to provide project and business solutions; and
• Competently defend, with evidence, a chosen solution.

c. Key transferable skills:

On successful completion of these programmes, students should be able to:

• Communicate effectively using a variety of media;
• Collate and critically review data and present findings;
• Work effectively as a team member to achieve goals;
• Participate in interactive sessions;
• Interact and liaise effectively with staff, colleagues and industrial contacts; and
• Effectively manage own time within a team environment.

4. Programme structure

NOTE: Not all optional modules will be available in each academic year.

4.1 Semester 1

FOR BOTH PROGRAMMES

Compulsory Modules

4.2 Semester 2

MSc Construction Project Management (full-time and part-time)

Compulsory Modules

Option Modules

One module from

MSc Construction Management (full-time and part-time)

Option Modules

Group 1 options – two modules from

 Group 2 options – two modules from

* Part-time students may only take module CVP334 with prior agreement from the Programme Director.

4.3  Semesters 1 and 2 and Summer Period 

FOR BOTH PROGRAMMES

Compulsory Module 

5. Criteria for Progression and Degree Award

In order to be eligible for the award, candidates must satisfy the requirements of Regulation XXI.

6. Relative Weighting of Parts of the Programme for the purposes of Final Degree Classification

Not applicable.

Programme summary

1. Programme Aims

• Help students gain their own insight into where and why buildings use energy;
• Provide students with the opportunity to work in small teams to work on real low carbon building designs under real-world scenarios;
• Equip students with the skillsets required for developing advanced building simulation modelling skills that will set them apart from traditional building services engineering graduates;
• Provide instruction on how to use, effectively, some of the world’s leading software tools currently available;
• Provide an innovative approach to training which will develop a wide range of transferable skills relevant for employment and further research; and
• Present students with the unique opportunity to conduct a rigorous, detailed research project, on a topic of their choice in the field of low carbon building design and modelling.

2. Relevant subject benchmark statements and other external and internal reference points used to inform programme outcomes:

• QAA Benchmark statements for engineering.
• Framework for Higher Education Qualifications.
• CIBSE Competence Criteria for Corporate Membership (based on the Competence Statements issued by the Engineering Council).
• University Learning and Teaching Strategy.

3. Programme Learning Outcomes

3.1 Knowledge and Understanding

On successful completion of this programme, students should be able to demonstrate knowledge and understanding in the following areas:

• where and how much energy is used in buildings;
• climate data and climate change;
• building regulations and directives;
• the principles and methods of low carbon building design;
• the range of renewable energy techniques and technologies available to building designers as part of their low carbon building solution;
• an understanding of architectural form in relation to space and energy usage;
• the elements of a building energy control system, together with supervisory and local-loop control strategies;
• procedures for the commissioning of building energy systems;
• the role of the architect in building design, and the building concept design process;
• BIM in conceptual and low carbon building design and modelling;
• low and zero energy standard, ie Passivhaus and whole life cycle assessment;
• the principles and methods of a wide range of modelling techniques that can be used in the design of low carbon buildings;
• how to use state of the art computer simulation, including daylight modelling, dynamic thermal simulation and airflow modelling, as an integrated tool within the building design process;
• research methods applicable to the field of low carbon building design and modelling, including design optimisation, decision making, risk assessment and uncertainty and sensitivity analysis;
• knowledge and understanding of design processes and methodologies.

3.2 Skills and other attributes

a. Subject-specific cognitive skills:

On successful completion of this programme, students should be able to:

• analyse, critically appraise and solve both numerical and qualitative problems of a familiar or unfamiliar nature;
• generate, collect, and interpret numerical and/or qualitative data;
• act independently, or in a group, and be able to adapt to dynamically changing situations that arise from the solution of multi-faceted and evolving design problems;
• interpret, categorise, and simplify the representation the sub-systems and zones of a complex building;
• identify their own learning needs, plan to meet these needs, and evaluate the learning outcomes;
• understand the impact of design decisions on overall building design.

b. Subject-specific practical skills:

On successful completion of this programme, students should be able to:

• take a leading role in design teams concerned with the design of innovative, low carbon buildings;
• use advanced computer simulation tools effectively and appropriately for modelling thermal performance of buildings;
• use advanced computer simulation tools effectively and appropriately for modelling ventilation and airflow in buildings;
• use advanced computer simulation tools effectively and appropriately for modelling lighting in buildings;
• identify suitable control zones for a building;
• complete a concept design for a building control system, including the selection of sensors, and local loop and supervisory control strategies;
• select valves and dampers that produce a linear static control characteristic;
• working from an architect’s brief, produce an initial concept design for the layout and form of a building;
• develop procedures for the commissioning of building thermal systems;
• perform short research projects in the field of low carbon building design and modelling;
• use communication skills effectively to describe and discuss design options and the analysis of results from computer simulations;
• analyse and select low carbon technologies and design solutions for low carbon buildings.

c. Key transferable skills:

On successful completion of this programme, students should be able to:

• communicate effectively, graphically and in writing;
• communicate effectively, orally;
• use information technology (IT), such as word-processors, spreadsheets, presentation packages, email, and the world-wide web;
• demonstrate problem-solving skills, including problems where information is limited, contradictory, and/or unreliable;
• demonstrate numeracy, mathematical skills, and computational skills;
• undertake a critical appraisal of their work;
• undertake a critical appraisal of the work of their peers;
• work effectively as part of a team;
• manage workloads and time effectively.

4. Programme structure

For full-time students the modules will normally be taken as 60 credits per semester.  All modules are compulsory and are taught in one-week blocks except the research project module (CVP313). 

5. Criteria for Progression and Degree Award

In order to be eligible for the award, candidates must satisfy the requirements of Regulation XXI.

6. Relative Weighting of Parts of the Programme for the purposes of Final Degree Classification

Not applicable.

Programme summary

1. Programme Aims

This programme is likely to be of particular interest to applicants who wish to develop careers in planning and managing work in the water and sanitation sector in low- and middle-income countries.  It aims to:

• Provide graduates with the knowledge and skills necessary to effectively plan, manage and coordinate water, sanitation and environmental services in low- and middle-income countries;
• Develop participants’ understanding of the principles and practice of sustainable water and environmental management for the public good;
• Equip students with appropriate expertise and skills for work in low- and middle-income countries; and
• Provide an opportunity for specialisation in one topic through in depth study during the Research Dissertation module.

2. Relevant subject benchmark statements and other external and internal reference points used to inform programme outcomes:

This programme is taught by the Water, Engineering and Development Centre (WEDC) in the School of Architecture, Building and Civil Engineering at Loughborough University. The WEDC Mission Statement is:

Education, training, research and consultancy for improved planning, provision and management of physical infrastructure and services for development in low- and middle-income countries, focusing on the needs and demands of the poor.

This specification has taken into account the descriptors for a qualification at Masters (MSc), Postgraduate Diploma (PGDip) and Postgraduate Certificate (PGCert) levels that are set out in the Framework for Higher Education Qualifications in England, Wales and Northern Ireland. 

WEDC’s postgraduate programmes are multidisciplinary in content so no single-subject benchmarks are wholly applicable to them. There are currently no benchmark statements for Engineering MSc programmes. Although the Subject Benchmark Statement for Engineering applies to first degrees in engineering, and not to postgraduate degrees, it has been used to inform the drafting of intended learning outcomes for this programme, with the expectation that postgraduate students attain a higher level than undergraduate students in relevant outcomes. The Subject Benchmark Statement for Master’s Awards in Business and Management has also been consulted because of the management content of the WEDC programmes; the list of skills for all Master’s programmes listed in Appendix 2 is of particular relevance.  Note has also been taken of the Engineering Council document The Accreditation of Higher Education Programmes (published May 2014) for Master Degrees other than the Integrated Masters (MEng) (Accredited as further learning to masters level, partially meeting the educational requirements for CEng).

Following an accreditation visit by the Charted Institution of Water and Environmental Management (CIWEM) in June 2016, the panel recommended that this programme at MSc, PG Diploma and PG Certificate levels be accredited for student intakes up to and including academic year 2020 – 2021.  Accreditation recognises that this programme contributes to the academic requirements for CIWEM membership.

Following an accreditation visit in October 2015, the Joint Board of Moderators (JBM) accredited the MSc level of this programme as meeting the requirements for Further Learning for a Chartered Engineer (CEng) for candidates who have already acquired an Accredited CEng (Partial) BEng (Hons) undergraduate first degree.  This applies for intakes up to and including academic year 2020 – 2021.  See www.jbm.org.uk for further information.

3. Programme Learning Outcomes

3.1 Knowledge and Understanding

Sections 3.1 and 3.2 relate to the outcomes from study for the Master of Science (MSc) award. Section 3.3 gives details about outcomes from study to achieve the Postgraduate Certificate (PCert) and Postgraduate Diploma (PDip) awards.

On successful completion of this programme participants should be able to demonstrate knowledge and understanding of, or explain:

• the importance of a multi-disciplinary approach to public health engineering and environmental management and ways to integrate various perspectives in project planning
• the links between water, sanitation and health
• key issues relating to pollution control, particularly relating to aquatic environments
• ways of integrating technical and non-technical considerations into project planning, design, execution and evaluation
• key issues in relation to effectiveness, efficiency, sustainability and replicability in planning public health infrastructure and services with a view to reducing their impact on the environment
• key issues in relation to social and institutional aspects, particularly for sustainability of water supply and environmental sanitation services that have minimum impact on the environment
• major international developments and initiatives, relating to some of the above-mentioned aspects
• current international perspectives on water resources, the principles of integrated water resources management and its advantages and disadvantages in specific situations.

3.2 Skills and other attributes

a. Subject-specific cognitive skills:

On successful completion of this programme, participants should be able to:

• integrate and evaluate multi-disciplinary information, particularly that which relates to pollution control for the aquatic environment
• critically evaluate basic water supply and environmental sanitation options suitable for low- and middle-income countries, and be able to select appropriate options subject to specific constraints
• critically evaluate key water and sanitation sector reform issues such as new public management, decentralization and public-private partnerships
• plan appropriate solutions to meet users’ needs and demands for water supply and environmental sanitation. This will include an interdisciplinary approach and application of appropriate techniques for technical, financial and institutional analysis
• conduct a programme of original research, demonstrating originality in the interpretation and application of knowledge
• analyse water resources problems at regional or catchment level, identify causal processes for water resources problems and suggest possible solutions.  This skill will include an ability to:

-  assess water availability using rainfall, river flow and groundwater data

-  develop an integrated programme for improving water resource management.

b. Subject-specific practical skills:

• apply knowledge gained about water, hygiene and sanitation to real-life situations and realistic scenarios.

c. Key transferable skills:

On successful completion of this programme, participants should be able to:

• conduct a literature review, demonstrating critical analysis and using conventions and approaches relevant to the water, hygiene and sanitation sector
• apply knowledge and research findings to tackle and to propose possible options for solving problems
• analyse data, check the validity of data, and make appropriate use of data when writing reports
• communicate effectively in writing essays and reports. This will include presentation and justification of conclusions from quantitative and qualitative analyses
• manage time and work to deadlines.

3.3       Intended Learning Outcomes for Postgraduate Certificate (PGCert) and Postgraduate Diploma (PGDip) Awards

Postgraduate Certificate (PGCert)

The intended learning outcomes for studies that contribute to the Postgraduate Certificate are best defined by combining the intended learning outcomes of each of the four modules chosen to contribute to the programme (see Section 4.2).  An index list of all module specifications can be found at https://lucas.lboro.ac.uk/epublic/wp5016.main?dept=CV&dept2=CV

Postgraduate Certificate students should obtain the learning outcomes listed above (Sections 3.1 and 3.2) for the MSc programme but not to the extent that will be expected of MSc students. However, the learning outcomes arising specifically from the Case Study, Data Collection, Analysis and Research and Research Dissertation are not relevant because these modules are not options for the Certificate programme.

Postgraduate Diploma (PGDip)
The intended learning outcomes for studies that contribute to the Postgraduate Diploma will be the same as those specified above (Sections 3.1 and 3.2) for the MSc programme other than those that relate to the Research Dissertation module which is not an option for the Diploma programme.

4. Programme structure

 ¹ CVP229 is only available as an option in special circumstances.  Please enquire for details.

5. Criteria for Progression and Degree Award

In order to be eligible for the award, candidates must satisfy the requirements of Regulation XXI.

6. Relative Weighting of Parts of the Programme for the purposes of Final Degree Classification

Not applicable.

Programme summary

1. Programme Aims

This programme is likely to be of particular interest to applicants who wish to develop careers in planning and managing work in the water and sanitation sector in low- and middle-income countries.  It aims to:

• Provide graduates with the knowledge and skills necessary to effectively plan, manage and coordinate water, sanitation and environmental services in low- and middle-income countries;
• Develop participants’ understanding of the principles and practice of sustainable water and environmental management for the public good;
• Equip students with appropriate expertise and skills for work in low- and middle-income countries; and
• Provide an opportunity for specialisation in one topic through in depth study during the Research Dissertation module.

2. Relevant subject benchmark statements and other external and internal reference points used to inform programme outcomes:

This specification has taken into account the descriptors for a qualification at Masters (MSc), Postgraduate Diploma (PGDip) and Postgraduate Certificate (PGCert) levels that are set out in the “Framework for Higher Education Qualifications in England, Wales and Northern Ireland.”

This MSc programme is taught by the Water, Engineering and Development Centre (WEDC) in the School of Civil and Building Engineering at Loughborough University.  The WEDC Mission Statement is:

Education, training, research and consultancy for improved planning, provision and management of physical infrastructure and services for development in low- and middle-income countries, focusing on the needs and demands of the poor.

WEDC’s postgraduate programmes are multidisciplinary in content so no single-subject benchmarks are wholly applicable to them. There are currently no benchmark statements for Engineering MSc programmes. Although the Subject Benchmark Statement for Engineering applies to first degrees in engineering, and not to postgraduate degrees, it has been used to inform the drafting of intended learning outcomes for this programme, with the expectation that postgraduate students attain a higher level than undergraduate students in relevant outcomes. The Subject Benchmark Statement for Master’s Awards in Business and Management has also been consulted because of the management content of the WEDC programmes; the list of skills for all Master’s programmes listed in Appendix 2 is of particular relevance.  Note has also been taken of the Engineering Council document The Accreditation of Higher Education Programmes (published May 2014) for Master Degrees other than the Integrated Masters (MEng) (Accredited as further learning to masters level, partially meeting the educational requirements for CEng).

Following an accreditation visit by the Charted Institution of Water and Environmental Management (CIWEM) in June 2016, the panel recommended that this programme at MSc, PG Diploma and PG Certificate levels be accredited for student intakes up to and including academic year 2020 – 2021.  Accreditation recognises that this programme contributes to the academic requirements for CIWEM membership.

Following an accreditation visit in October 2015, the Joint Board of Moderators (JBM) accredited the MSc level of this programme as meeting the requirements for Further Learning for a Chartered Engineer (CEng) for candidates who have already acquired an Accredited CEng (Partial) BEng (Hons) undergraduate first degree.  This applies for intakes up to and including academic year 2020 – 2021.  See www.jbm.org.uk for further information.

3. Programme Learning Outcomes

3.1 Knowledge and Understanding

On successful completion of this programme participants should be able to demonstrate knowledge and understanding of, or explain:

• the importance of a multi-disciplinary approach to public health engineering and environmental management and ways to integrate various perspectives in project planning
• the links between water, sanitation and health
• key issues relating to pollution control, particularly for aquatic environments
• ways of integrating technical and non-technical considerations into project planning, design, execution and evaluation
• key issues in relation to effectiveness, efficiency, sustainability and replicability in planning public health infrastructure and services with a view to reducing their impact on the environment
• key issues in relation to social and institutional aspects particularly for sustainability of water supply and environmental sanitation services that have minimum impact on the environment
• major international developments and initiatives, relating to some of the above-mentioned aspects

3.2 Skills and other attributes

a. Subject-specific cognitive skills:

On successful completion of this programme, participants should be able to:

• integrate and evaluate multi-disciplinary information, particularly that which relates to pollution control for the aquatic environment
• critically evaluate basic water supply and environmental sanitation options suitable for low- and middle-income countries, and be able to select appropriate options subject to specific constraints
• critically evaluate key water and sanitation sector reform issues such as new public management, decentralisation and public private partnerships.
• plan appropriate solutions to meet users’ needs and demands for water supply and environmental sanitation.  This will include an interdisciplinary approach and application of appropriate techniques for technical, financial and institutional analysis.
• conduct a programme of research, demonstrating originality in the interpretation and application of knowledge.

b. Subject-specific practical skills:

On successful completion of this programme, participants^[1] should be able to:

• apply knowledge gained about water, hygiene and sanitation to real-life situations and realistic scenarios.

• conduct practical work for laboratory and field analysis of common water quality parameters.

^[1] Gaining these practical skills is not applicable to Distance Learners who do not also come to Loughborough.

c. Key transferable skills:

On successful completion of this programme, participants should be able to:

• conduct a literature review, demonstrating critical analysis and using conventions and approaches relevant to the water, hygiene and sanitation sector.
• apply knowledge and research findings to tackle and propose possible options for solving problems.
• analyse data, check the validity of data, and make appropriate use of data when writing reports.
• critically evaluate the experience^[2]of working as a member of a small team: reflecting on and analysing experiences, and critiquing the roles of team members.
  
• manage time and work to deadlines.

^[2] Experience of working in a group is not gained if the Case Study (DL) or Group Project (DL) module is chosen instead of the Group Project.

3.3 Intended Learning Outcomes for Postgraduate Certificate (PGCert) and Postgraduate Diploma (PGDip) Awards

Postgraduate Certificate (PGCert)

The intended learning outcomes for studies that contribute to the Postgraduate Certificate are best defined by combining the intended learning outcomes of each of the four modules chosen to contribute to the programme (see Section 4.2). An index list of all module specifications can be found at https://lucas.lboro.ac.uk/epublic/wp5016.main?dept=CV&dept2=CV

Postgraduate Certificate students should obtain the learning outcomes listed above (Sections 3.1 and 3.2) for the MSc programme but not to the extent that will be expected of MSc students.

However, the learning outcomes arising specifically from the Group Project and Research Dissertation are not relevant because these modules are not options for the Certificate programme.

Postgraduate Diploma (PGDip)

The intended learning outcomes for studies that contribute to the Postgraduate Diploma the same as those specified above (Sections 3.1 and 3.2) for the MSc programme other than those that relate to the Research Dissertation module which is not an option for the Diploma programme.

4. Programme structure

4.1    The modules comprising the Programmes are listed below:  The letters (DL) and an asterisk (*) beside the module code indicate modules offered by Distance Learning.  Only those modules specified in Section 2.2 can contribute to the Water and Environmental Management programmes. 

 * by Distance Learning

The right is reserved to withdraw or make amendment to the modules available at the beginning of each session.

CVP224* and CVP229* are only available in special circumstances.  Please enquire for details.

4.2    Modules required for each level of programme are shown in the following tables.  (WEM stands for Water and Environmental Management.) 

For the award of Postgraduate Certificate (PGCert), students must choose four modules from the following: 

* by Distance Learning

For the award of Postgraduate Diploma (PGDip), students must choose eight modules from the following: 

* by Distance Learning

 CVP224* and CVP229* are only available in special circumstances.  Please enquire for details.

For the award of Master of Science (MSc), students must choose nine modules from the following: 

* by Distance Learning 

 CVP224* and CVP229* are only available in special circumstances.  Please enquire for details.

4.3    Module Numbers CVP251*, CVP252*, CVP253*, CVP262*, CVP265*, CVP268*, CVP269*, CVP272*, CVP273*, CVP278*, CVP296* and CVP298* are studied by Distance-learning.  Some of these (CVP251*, CVP252*, CVP253*, CVP262*, CVP268*, CVP269*, CVP273*, CVP278*, CVP296* and CVP298*) are direct alternatives to modules CVP201, CVP202, CVP227, CVP212, CVP218, CVP219, CVP223, CVP293 and CVP292 respectively, which are taught at Loughborough University.  CVP224* is a direct alternative to CVP223 and CVP273*.  CVP229* is a direct alternative to CVP228 and CVP278*.  Candidates may not study two modules having the same Module Title but taught using different techniques.

4.4    Module Numbers CVP265* and/or CVP272* may be studied in place of CVP215; but candidates may not study CVP215 in addition to either CVP265* or CVP272*. 

5. Criteria for Progression and Degree Award

In order to be eligible for the award, candidates must satisfy the requirements of Regulation XXI.

6. Relative Weighting of Parts of the Programme for the purposes of Final Degree Classification

Not applicable.

Programme summary

1. Programme Aims

This programme is likely to be of particular interest to applicants who wish to develop careers in aspects of design, implementation and management of water supply and waste management for low- and middle-income countries.  It aims to:

• Provide Engineers and Scientists with the knowledge and skills to meet the global challenge of basic services for low- and middle-income countries;
• Develop participants’ understanding of important aspects of sustainable public health infrastructure and services for all levels of consumers;
• Equip students with appropriate expertise and skills for work in low- and middle-income countries; and
• Provide an opportunity for specialisation in one topic through in depth study during the Research Dissertation module.

2. Relevant subject benchmark statements and other external and internal reference points used to inform programme outcomes:

This programme is taught by the Water, Engineering and Development Centre (WEDC) in the School of Architecture, Building and Civil Engineering at Loughborough University. The WEDC Mission Statement is:

Education, training, research and consultancy for improved planning, provision and management of physical infrastructure and services for development in low- and middle-income countries, focusing on the needs and demands of the poor.

This specification has taken into account the descriptors for a qualification at Masters (MSc), Postgraduate Diploma (PGDip) and Postgraduate Certificate (PGCert) levels that are set out in the Framework for Higher Education Qualifications in England, Wales and Northern Ireland.

WEDC’s postgraduate programmes are multidisciplinary in content so no single-subject benchmarks are wholly applicable to them. There are currently no benchmark statements for Engineering MSc programmes. Although the Subject Benchmark Statement for Engineering applies to first degrees in engineering, and not to postgraduate degrees, it has been used to inform the drafting of intended learning outcomes for this programme, with the expectation that postgraduate students attain a higher level than undergraduate students in relevant outcomes. The Subject Benchmark Statement for Master’s Awards in Business and Management has also been consulted because of the management content of the WEDC programmes; the list of skills for all Master’s programmes listed in Appendix 2 is of particular relevance.  Note has also been taken of the Engineering Council document The Accreditation of Higher Education Programmes (published May 2014) for Master Degrees other than the Integrated Masters (MEng) (Accredited as further learning to masters level, partially meeting the educational requirements for CEng).

Following an accreditation visit by the Charted Institution of Water and Environmental Management (CIWEM) in June 2016, the panel recommended that this programme at MSc, PG Diploma and PG Certificate levels be accredited for student intakes up to and including academic year 2020 – 2021.  Accreditation recognises that this programme contributes to the academic requirements for CIWEM membership.

Following an accreditation visit in October 2015, the Joint Board of Moderators (JBM) accredited the MSc level of this programme as meeting the requirements for Further Learning for a Chartered Engineer (CEng) for candidates who have already acquired an Accredited CEng (Partial) BEng (Hons) undergraduate first degree.  This applies for intakes up to and including academic year 2020 – 2021.  See www.jbm.org.uk for further information.

3. Programme Learning Outcomes

3.1 Knowledge and Understanding

Sections 3.1 and 3.2 relate to the outcomes from study for the Master of Science (MSc) award.  Section 3.3 gives details about outcomes from study to achieve the Postgraduate Certificate (PCert) and Postgraduate Diploma (PDip) awards.

On successful completion of this programme participants should be able to demonstrate knowledge and understanding of, or explain:

• the importance of a multi-disciplinary approach to public health engineering and ways to integrate various perspectives in project planning
• the links between water, sanitation and health
• ways of integrating technical and non-technical considerations into project planning, design, execution and evaluation
• key issues in relation to effectiveness, efficiency, sustainability and replicability in planning public health infrastructure and services
• key issues in relation to social and institutional aspects, particularly for sustainability of water supply and environmental sanitation services
• major international developments and initiatives, relating to some of the above-mentioned aspects

3.2 Skills and other attributes

a. Subject-specific cognitive skills:

On successful completion of this programme, participants should be able to:

• integrate and evaluate multi-disciplinary information relating to water, hygiene and sanitation
• critically evaluate basic water supply and environmental sanitation options suitable for low- and middle-income countries, and be able to select appropriate options subject to specific constraints
• critically evaluate key water and sanitation sector reform issues such as new public management, decentralization and public-private partnerships
• plan appropriate solutions to meet users’ needs and demands for water supply and environmental sanitation.  This will use an interdisciplinary approach, and require application of appropriate techniques for technical, financial and institutional analysis.
• conduct a programme of research, demonstrating originality in the interpretation and application of knowledge.

b. Subject-specific practical skills:

On successful completion of this programme, participants should be able to:

• apply knowledge gained about water, hygiene and sanitation to real-life situations and realistic scenarios.

c. Key transferable skills:

On successful completion of this programme, participants should be able to:  

• conduct a literature review, demonstrating critical analysis and using conventions and approaches relevant to the water, hygiene and sanitation sector
• apply knowledge and research findings to tackle and propose possible options for solving problems
• analyse data, check the validity of data, and make appropriate use of data when writing reports
• communicate effectively in writing essays and reports.  This will include presentation and justification of conclusions from quantitative and qualitative analyses
• manage time and work to deadlines

 3.3       Intended Learning Outcomes for Postgraduate Certificate (PGCert) and Postgraduate Diploma (PGDip) Awards:

• Postgraduate Certificate (PGCert)

The intended learning outcomes for studies that contribute to the Postgraduate Certificate are best defined by combining the intended learning outcomes of each of the four modules chosen to contribute to the programme (see Section 4.2).  An index list of all module specifications can be found at https://lucas.lboro.ac.uk/epublic/wp5016.main?dept=CV&dept2=CV

Postgraduate Certificate students should obtain the general learning outcomes listed above (Sections 3.1 and 3.2) for the MSc programme but not to the extent that will be expected of MSc students. However, the learning outcomes arising specifically from the Case Study and Research Dissertation are not relevant because none of these modules are options for the Certificate programme.

• Postgraduate Diploma (PGDip)

The intended learning outcomes for studies that contribute to the Postgraduate Diploma will be the same as those listed above (Sections 3.1 and 3.2) for the MSc programme other than those that relate to the Research Dissertation module which is not an option for the Diploma programme.

4. Programme structure

4.1    The programme comprises selections from the following modules that are all studied by Distance Learning (DL).

IMPORTANT NOTES:

* Fully DL module.

¹ Module CVP262 is not an option for students who started their programme after January 2014.  Instead CVP268 can be chosen.

² CVP229 is only available as an option in special circumstances.  Please enquire for details.

³ Introductory modules, normally studied first for all awards.

4.2    Modules required for each level of the Water and Waste Engineering programme are shown in the following tables. 

For the award of Postgraduate Certificate (PGCert), students must choose the following four modules: 

For the award of Postgraduate Diploma (PGDip), students must choose eight modules from the following: 

 Notes:

¹ Module CVP262 is not an option for students who started their programme in January 2014 or after.

² CVP229 is only available as an option in special circumstances.  Please enquire for details.

If a diploma students is planning at some later stage to upgrade his/her diploma to an MSc he/she should to choose to study module CVP253 (Data Collection, Analysis and Research) as part of the diploma because this is a compulsory module for MSc students, who also need to study CVP296/298 (Research Dissertation).

For the award of Master of Science (MSc), students must choose nine modules from the following:

 Note:

¹ Module CVP262 is not an option for students who started their programme in January 2014 or after.  Instead CVP268 can be chosen.

² CVP229 is only available as an option in special circumstances.  Please enquire for details.

5. Criteria for Progression and Degree Award

In order to be eligible for the award, candidates must satisfy the requirements of Regulation XXI.

6. Relative Weighting of Parts of the Programme for the purposes of Final Degree Classification

Not applicable.

Programme summary

1. Programme Aims

This programme is likely to be of particular interest to applicants who wish to develop careers in aspects of design, implementation and management of water supply and waste management for low- and middle-income countries.  It aims to: 

• Provide Engineers and Scientists with the knowledge and skills to meet the global challenge of basic services for low- and middle-income countries;
• Develop participants’ understanding of important aspects of sustainable public health infrastructure and services for all levels of consumers;
• Equip students with appropriate expertise and skills for work in low- and middle-income countries; and
• Provide an opportunity for specialisation in one topic through in depth study during the Research Dissertation module.

2. Relevant subject benchmark statements and other external and internal reference points used to inform programme outcomes:

This specification has taken into account the descriptors for a qualification at Masters (MSc), Postgraduate Diploma (PGDip) and Postgraduate Certificate (PGCert) levels that are set out in the “Framework for Higher Education Qualifications in England, Wales and Northern Ireland.”

This MSc programme is taught by the Water, Engineering and Development Centre (WEDC) in the School of Civil and Building Engineering at Loughborough University.  The WEDC Mission Statement is:

Education, training, research and consultancy for improved planning, provision and management of physical infrastructure and services for development in low- and middle-income countries, focusing on the needs and demands of the poor.

WEDC’s postgraduate programmes are multidisciplinary in content so no single-subject benchmarks are wholly applicable to them. There are currently no benchmark statements for Engineering MSc programmes. Although the Subject Benchmark Statement for Engineering applies to first degrees in engineering, and not to postgraduate degrees, it has been used to inform the drafting of intended learning outcomes for this programme, with the expectation that postgraduate students attain a higher level than undergraduate students in relevant outcomes. The Subject Benchmark Statement for Master’s Awards in Business and Management has also been consulted because of the management content of the WEDC programmes; the list of skills for all Master’s programmes listed in Appendix 2 is of particular relevance.  Note has also been taken of the Engineering Council document The Accreditation of Higher Education Programmes (published May 2014) for Master Degrees other than the Integrated Masters (MEng) (Accredited as further learning to masters level, partially meeting the educational requirements for CEng).

Following an accreditation visit by the Charted Institution of Water and Environmental Management (CIWEM) in June 2016, the panel recommended that this programme at MSc, PG Diploma and PG Certificate levels be accredited for student intakes up to and including academic year 2020 – 2021.  Accreditation recognises that this programme contributes to the academic requirements for CIWEM membership.

Following an accreditation visit in October 2015, the Joint Board of Moderators (JBM) accredited the MSc level of this programme as meeting the requirements for Further Learning for a Chartered Engineer (CEng) for candidates who have already acquired an Accredited CEng (Partial) BEng (Hons) undergraduate first degree.  This applies for intakes up to and including academic year 2020 – 2021.  See www.jbm.org.uk for further information.

3. Programme Learning Outcomes

3.1 Knowledge and Understanding

On successful completion of this programme participants should be able to demonstrate knowledge and understanding of, or explain:

• the importance of a multi-disciplinary approach to public health engineering and ways to integrate various perspectives in project planning
• the links between water, sanitation and health
• ways of integrating technical and non-technical considerations into project planning, design, execution and evaluation
• key issues in relation to effectiveness, efficiency, sustainability and replicability in planning public health infrastructure and services
• key issues in relation to social and institutional aspects particularly for sustainability of water supply and environmental sanitation services
• major international developments and initiatives, relating to some of the above-mentioned aspects

3.2 Skills and other attributes

a. Subject-specific cognitive skills:

On successful completion of this programme, participants should be able to:

• integrate and evaluate multi-disciplinary information
• critically evaluate basic water supply and environmental sanitation options suitable for low- and middle-income countries, and be able to select appropriate options subject to specific constraints
• critically evaluate key water and sanitation sector reform issues such as new public management, decentralisation and public private partnerships
• plan appropriate solutions to meet users’ needs and demands for water supply and environmental sanitation.  This will include an interdisciplinary approach and application of appropriate techniques for technical, financial and institutional analysis
• conduct a programme of research, demonstrating originality in the interpretation and application of knowledge.

b. Subject-specific practical skills:

On successful completion of this programme, participants^[1]should be able to:

• apply knowledge gained about water, hygiene and sanitation to real-life situations and realistic scenarios.
• conduct practical work for laboratory and field analysis of common water quality parameters.

^[1] Gaining these practical skills is not applicable to Distance Learners who do not also come to Loughborough.

c. Key transferable skills:

On successful completion of this programme, participants should be able to:

• conduct a literature review, demonstrating critical analysis and using conventions and approaches relevant to the water, hygiene and sanitation sector.
• apply knowledge and research findings to tackle and propose possible options for solving problems.
• analyse data, check the validity of data, and make appropriate use of data when writing reports.
• critically evaluate the experience^[2]of working as a member of a small team: reflecting on and analysing experiences, and critiquing the roles of team members.
• manage time and work to deadlines.

^[2] Experience of working in a group is not gained if the Case Study (DL) or Group Project (DL) module is chosen instead of the Group Project.

3.3 Intended Learning Outcomes for Postgraduate Certificate (PGCert) and Postgraduate Diploma (PGDip) Awards

Postgraduate Certificate (PGCert)

The intended learning outcomes for studies that contribute to the Postgraduate Certificate are best defined by combining the intended learning outcomes of each of the four modules chosen to contribute to the programme (see Section 4.2). An index list of all module specifications can be found at https://lucas.lboro.ac.uk/epublic/wp5016.main?dept=CV&dept2=CV

Postgraduate Certificate students should obtain the learning outcomes listed above (Sections 3.1 and 3.2) for the MSc programme but not to the extent that will be expected of MSc students.

However, the learning outcomes arising specifically from the Group Project and Research Dissertation are not relevant because these modules are not options for the Certificate programme.

Postgraduate Diploma (PGDip)

The intended learning outcomes for studies that contribute to the Postgraduate Diploma the same as those specified above (Sections 3.1 and 3.2) for the MSc programme other than those that relate to the Research Dissertation module which is not an option for the Diploma programme.

4. Programme structure

4.1    The modules comprising the Programmes are listed below:  The letters (DL) and an asterisk (*) beside the module code indicate modules offered by Distance Learning.  Only those modules specified in Section 4.2 can contribute to the Water and Waste Engineering programmes. 

 * by Distance Learning

The right is reserved to withdraw or make amendment to the modules available at the beginning of each session.

CVP224* and CVP229* are only available in special circumstances.  Please enquire for details.

4.2    Modules required for each level of programme are shown in the following tables.  (WWE stands for Water and Waste Engineering.)

For the award of Postgraduate Certificate (PGCert), students must choose four modules from the following: 

 * by Distance Learning

For the award of Postgraduate Diploma (PGDip), students must choose eight modules from the following: 

 * by Distance Learning

 CVP224* and CVP229* are only available in special circumstances.  Please enquire for details.

For the award of Master of Science (MSc), students must choose nine modules from the following: 

 * by Distance Learning

 CVP224* and CVP229* are only available in special circumstances.  Please enquire for details.

4.3    Module Numbers CVP251*, CVP252*, CVP253*, CVP257*, CVP265*, CVP268*, CVP269*, CVP272*, CVP273*, CVP278*, CVP296* and CVP298* are studied by Distance-learning.  Some of these (CVP251*, CVP252*, CVP253*, CVP257*, CVP268*, CVP269*, CVP273*, CVP278*, CVP296* and CVP298*) are direct alternatives to modules CVP201, CVP235, CVP227, CVP207, CVP218, CVP219, CVP223, CVP293 and CVP292 respectively, which are taught at Loughborough University.  CVP224* is a direct alternative to CVP223 and CVP273*.  CVP229* is a direct alternative to CVP228 and CVP278*.  Candidates may not study two modules having the same Module Title but taught using different techniques.

4.4  Module Numbers CVP265* and/or CVP272* may not be studied in place of CVP215; but candidates may not study CVP215 in addition to either CVP265* orCVP272*.

5. Criteria for Progression and Degree Award

In order to be eligible for the award, candidates must satisfy the requirements of Regulation XXI.

6. Relative Weighting of Parts of the Programme for the purposes of Final Degree Classification

Not applicable.

Programme summary

1. Programme Aims

This programme is for graduates with little or no practical experience of emergency infrastructure provision, as well as experienced practitioners who have a specific interest in addressing the problems of emergency infrastructure in low- and middle-income countries. It aims to: 

• Equip participants with appropriate expertise and skills for emergency relief and reconstruction work;
• Improve knowledge and skills in the assessment, planning, design and implementation of a range of infrastructure options for emergency relief and reconstruction; and
• Provide an opportunity for specialisation in one topic through in depth study during the Research Dissertation module.

2. Relevant subject benchmark statements and other external and internal reference points used to inform programme outcomes:

This programme is taught by the Water, Engineering and Development Centre (WEDC) in the School of Architecture, Building and Civil Engineering at Loughborough University. The WEDC Mission Statement is:

Education, training, research and consultancy for improved planning, provision and management of physical infrastructure and services for development in low- and middle-income countries, focusing on the needs and demands of the poor.

This specification has taken into account the descriptors for a qualification at Masters (MSc), Postgraduate Diploma (PGDip) and Postgraduate Certificate (PGCert) levels that are set out in the Framework for Higher Education Qualifications in England, Wales and Northern Ireland.

WEDC’s postgraduate programmes are multidisciplinary in content so no single- subject benchmarks are wholly applicable to them. There are currently no benchmark statements for Engineering MSc programmes. Although the Subject Benchmark Statement for Engineering applies to first degrees in engineering, and not to postgraduate degrees, it has been used to inform the drafting of intended learning outcomes for this programme, with the expectation that postgraduate students attain a higher level than undergraduate students in relevant outcomes.  Note has also been taken of the Engineering Council document The Accreditation of Higher Education Programmes (published May 2014) for Master Degrees other than the Integrated Masters (MEng) (Accredited as further learning to masters level, partially meeting the educational requirements for CEng).

Following an accreditation visit by the Charted Institution of Water and Environmental Management (CIWEM) in June 2016, the panel recommended that this programme at MSc, PG Diploma and PG Certificate levels be accredited for student intakes up to and including academic year 2020 – 2021.  Accreditation recognises that this programme contributes to the academic requirements for CIWEM membership.

Following an accreditation visit in October 2015, the Joint Board of Moderators (JBM) accredited the MSc level of this programme as meeting the requirements for Further Learning for a Chartered Engineer (CEng) for candidates who have already acquired an Accredited CEng (Partial) BEng (Hons) undergraduate first degree.  This applies for intakes up to and including academic year 2020 – 2021.  See www.jbm.org.uk for further information.

3. Programme Learning Outcomes

3.1 Knowledge and Understanding

Sections 3.1 and 3.2 relate to the outcomes from study for the Master of Science (MSc) award. Section 3.3 gives details about outcomes from study to achieve the Postgraduate Certificate (PGCert) and Postgraduate Diploma (PGDip) awards.

On successful completion of this programme participants should be able to demonstrate knowledge and understanding of:

• The stages and types of emergencies, their causes, consequences and key principles of emergency response.
• Principles and strategies for assessment, planning, financing and management of emergency response.
• Ethics and accountability in delivering humanitarian assistance.
• The principles of provision of a range of infrastructure options in an emergency.
• The  range  of  suitable  technologies,  their  design,  implementation  and management, for water supply and sanitation during emergencies and reconstruction.
• The design and management of the reconstruction of essential infrastructure post-emergency.
• How to investigate complex real-life problems in detail and identify possible solutions.

3.2 Skills and other attributes

a. Subject-specific cognitive skills:

On successful completion of this programme, participants should be able to:

• Explain how emergency situations may occur and their likely consequences.
• Explain the key principles of working with disaster-affected populations and providing effective humanitarian assistance.
• Explain the options for a range of infrastructure facilities and services during and following emergencies, and how they should be planned, implemented and maintained.
• Describe  important  technical  and  non-technical  aspects  of  organising infrastructure provision in emergencies.
• Describe key features of a range of common emergency water supply and sanitation technologies, and select suitable technologies to meet specific criteria.
• Describe the standard procedures for assessing, managing and protecting the environment and water resources.
• Conduct a programme of research, demonstrating originality in the interpretation and application of knowledge.

b. Subject-specific practical skills:

On successful completion of this programme, participants should be able to:

• Prepare outline designs for simple low-cost water supply and sanitation systems to meet emergency and reconstruction needs.
• Investigate complex real-life problems in detail and identify possible solutions.

c. Key transferable skills:

On successful completion of this programme, participants should be able to:

• Conduct a literature review, demonstrating critical analysis and using conventions and approaches relevant to providing infrastructure (particularly water supply and sanitation) in emergencies.
• Apply knowledge and research findings to tackle and propose possible options for solving problems.
• Analyse data, check the validity of data and make appropriate use of data when writing reports.
• Communicate effectively in writing essays and reports. This will include presentation and justification of conclusions from quantitative and qualitative analyses.
• Manage time and work to meet deadlines.

3.3 Intended Learning Outcomes for Postgraduate Certificate (PGCert) and Postgraduate Diploma (PGDip) Awards:

• Postgraduate Certificate (PGCert)

The intended learning outcomes for studies that contribute to the Postgraduate Certificate are best defined by combining the intended learning outcomes of each of the four modules chosen to contribute to the programme (see Section 4.2).  An index list of all module specifications can be found at https://lucas.lboro.ac.uk/epublic/wp5016.main?dept=CV&dept2=CV

Postgraduate Certificate students should obtain the learning outcomes listed above (Sections 3.1 and 3.2) for the MSc programme but not to the extent that will be expected of MSc students. However, the learning outcomes arising specifically from Data Collection, Analysis and Research and Research Dissertation are not relevant because these modules are not options for the Certificate programme.

• Postgraduate Diploma (PGDip)

The intended learning outcomes for studies that contribute to the Postgraduate Diploma will be the same as those specified above (Sections 3.1 and 3.2) for the MSc programme other than those that relate to the Research Dissertation module which is not an option for the Diploma programme.

4. Programme structure

4.1    The following distance learning modules are available for study under this programme:

Notes:

*  Fully DL module.

¹  Introductory modules, normally taken first for all awards.

4.2    Modules required for each level of the programme are as follows: 

For the award of Postgraduate Certificate (PGCert) students must take the following modules: 

 ¹ Introductory modules, normally taken first.

For the award of Postgraduate Diploma (PGDip), students must take the following modules: 

 Notes:

 ¹  Introductory modules, normally taken first.

 ²  CVP253 is compulsory for students intending to upgrade to an MSc at a later date.

For the award of Master of Science (MSc), students must take the following modules: 

 Notes:

¹  Introductory modules, normally taken first.

^²  Normally the last or penultimate module to be studied.

5. Criteria for Progression and Degree Award

In order to be eligible for the award, candidates must satisfy the requirements of Regulation XXI.

6. Relative Weighting of Parts of the Programme for the purposes of Final Degree Classification

Not applicable.

Programme summary

1. Programme Aims

This MSc programme is intended for students who have some prior knowledge of the air transport industry at honours degree level (or equivalent international degree qualification) and those who wish to take a specialist postgraduate degree in air transport.  The programme aims to provide students with a comprehensive, practical and critical understanding of the regulatory, operational and commercial environment of Air Transport Management and equip graduates with a range of transferrable knowledge and advanced research skills that can be applied in the workplace.

Specifically, the programme is designed to:

• Develop and extend in-depth knowledge and understanding of the structure and operation of the commercial air transport industry from an international perspective, including the regulatory, political and economic environments in which it operates, the processes it employs and the challenges it faces;
• Enhance critical thinking and analytical skills through exposure to the latest academic research and a rigorous theoretically-informed but industry relevant interdisciplinary approach;
• Advance an insightful holistic understanding of the air transport industry through research and problem solving;
• Improve employment prospects through the acquisition of subject specific knowledge, research techniques and professional skills.

2. Relevant subject benchmark statements and other external and internal reference points used to inform programme outcomes:

There is no nationally agreed subject benchmark statement for air transport programmes.  The external and internal benchmark standards which have been devised are based on the relevant accreditation requirements of the Chartered Institute of Logistics and Transport, the professional body with chartered status, the 3^rd Edition of the UK Standard for Professional Engineering Competence (SPEC), and the University's current Learning and Teaching Strategy and the research interests and specialist expertise of the contributing teaching staff.

3. Programme Learning Outcomes

3.1 Knowledge and Understanding

On successful completion of this programme, students should be able to demonstrate knowledge and understanding of:

• Key air transport management issues facing airports and airlines worldwide;
• Processes of globalisation, mobility and the demand for air transport;
• Research methods and data sources of relevance to air transport;
• Business, operational and marketing issues pertinent to the commercial air transport industry;
• Aviation policy and regulation, airport planning and operations.

3.2 Skills and other attributes

a. Subject-specific cognitive skills:

On successful completion of this programme, students should be able to:

• Identify and apply specialist interdisciplinary knowledge that needs to be exploited to devise and evaluate possible solutions to air transport management challenges worldwide;
• Undertake, analyse and present tasks or projects in any of the disciplines relevant to the programme;
• Demonstrate quantitative and qualitative skills that permit in-depth critical analysis and assessment of practices relating to air transport planning and operations.

b. Subject-specific practical skills:

On successful completion of this programme, students should be able to:

• Apply fundamental theoretical and practical knowledge of air transport planning and operations in a real world setting;
• Study the implications of decisions taken within air transport that contribute to (un)acceptable levels of operational performance or social/environmental impact;
• Understand the interactions and trade-offs that occur between the economic, operational, social and/or environmental performance of air transport and their implications for policy and practice from the local to the global level;
• Have a critical awareness of the factors affecting the demand for, supply of, and consequences arising from, commercial air transport operations worldwide.

c. Key transferable skills:

On successful completion of this programme, students should be able to:

• Communicate effectively (both orally and in writing) using a variety of media;
• Work effectively and efficiently both individually and as part of a team;
• Demonstrate problem-solving skills, including problems where information is limited, contradictory, and/or unreliable;
• Demonstrate proficiency in research ethics, data handling and analysis.

4. Programme structure

All modules are compulsory.

5. Criteria for Progression and Degree Award

In order to be eligible for the award, candidates must satisfy the requirements of Regulation XXI.

All modules will be available in the Special Assessment Period (SAP) unless specifed in the Module Specification.

6. Relative Weighting of Parts of the Programme for the purposes of Final Degree Classification

Not applicable.

Programme summary

1. Programme Aims

• To provide a high quality education in the field of building services engineering and associated building design disciplines; successful completion of the programme allowing students to have a progressive career within Building Services Engineering industry.
• To provide students with a critical understanding of the design of mechanical building services systems, the design and operation of building, thermal and 3D Building Information Modelling (BIM).
• To provide students with a thorough appreciation of the holistic perspective of the processes in the design and operation of building, including low temperature systems and low energy buildings.
• To develop a strong approach to problem solving and techniques for cost and value management, including the resolution of conflicting design goals.
• To provide students with the opportunity to develop their key transferable and technical skills, including skills in research and managing teams.

2. Relevant subject benchmark statements and other external and internal reference points used to inform programme outcomes:

• QAA Benchmark statements for engineering.
• Framework for Higher Education Qualifications.
• CIBSE Competence Criteria for Corporate Membership (based on the Competence Statements issued by the Engineering Council).
• University Learning and Teaching Strategy.

3. Programme Learning Outcomes

3.1 Knowledge and Understanding

On successful completion of this programme, students should be able to demonstrate knowledge and understanding of: 

• The factors that influence human thermal comfort, visual and acoustic comfort and indoor air quality, and their impact on people’s wellbeing in buildings worldwide.
• The elements of a building energy balance and the process of estimating building thermal loads and their diversity.
• The design and analysis of HVAC, primary plant, including boilers, refrigeration systems, district heating networks, and combined heat and power systems.
• The elements of an intelligent building energy control system, together with supervisory, MPC and local-loop control strategies.
• Procedures for the commissioning of building energy systems, soft landings and POE: to solve the performance gap between design intentions and operational outcomes.
• The BREEAM scheme, design principles of low and zero energy and carbon buildings, including natural ventilation and climate responsive design.
• The numerical procedures used in building thermal performance models, together with an understanding of the elements of good practice methods in building thermal modelling and in linking BIM to thermal models.
• The research process: aims and objectives, critical literature review, knowledge gaps, how to develop a methodology applicable to the field of low energy building services engineering.
• Electrical and power distributions systems in building together with Renewable generation technologies and systems.
• The key fundamental management principles and theory (such as motivation, teamwork, leadership, task management) and how they can be applied to managing people within the context of the construction project environment.

3.2 Skills and other attributes

a. Subject-specific cognitive skills:

On successful completion of this programme, students should be able to:

• Analyse, critically appraise and solve both numerical and qualitative problems of a familiar or unfamiliar nature.
• Conduct appropriate designed surveys involving indoor environmental measurements alongside occupant subjective data gathering.
• Act independently, or in a group, and be able to adapt to dynamically changing situations that arise from the solution of multi-faceted and evolving building design and human thermal comfort problems.
• Evaluate the implications of HVAC equipment selection to the design of the building electrical power system and building energy performance.
• Critically analyse and balance the heating load in building using different systems including renewables and associated storage systems.

b. Subject-specific practical skills:

On successful completion of this programme, students should be able to:

• Set appropriate thermal comfort, visual and acoustic comfort and indoor air quality design criteria for specific design contexts.
• Calculate building heat loads and Identify suitable control zones for a building.
• Select primary and secondary system types that operate to meet the desired internal environmental design conditions, and with the minimum of energy use.
• Determine the thermal capacity of heating, ventilating and air-conditioning secondary systems (including hydronic heating systems).
• Complete a low energy design for a building control system, including the selection of sensors, and local loop and supervisory control strategies.
• Produce a low energy building design concept based on using a simplified 3D BIM model, work with and manage a design team to produce multiple conceptual design alternatives in response to a project brief.
• Develop procedures for thermal comfort, POE, soft landings, commissioning of building thermal systems.
• Perform short research projects, in the field of building services engineering and sustainable building energy.
• Design basic electrical distribution system in accordance with relevant standards.

c. Key transferable skills:

On successful completion of this programme, students should be able to: 

• Communicate effectively using a variety of media.
• Use information technology (IT), such as word-processors, spreadsheets, presentation packages, email, and the world-wide web.
• Demonstrate problem-solving skills, including problems where information is limited, contradictory, and/or unreliable.
• Demonstrate numeracy, mathematical skills, and computational skills.
• Undertake a critical appraisal of their work and/or that of their peers.
• Work effectively as a team member.
• Manage workloads and time effectively.
• Understand the importance of working within the relevant guidance related to ethics and confidentiality, when working with human subjects.

4. Programme structure

SEMESTER ONE

Compulsory modules

SEMESTER TWO

Compulsory modules

Optional modules

Two modules from

SEMESTER ONE & TWO

Compulsory module

5. Criteria for Progression and Degree Award

In order to be eligible for the award, candidates must satisfy the requirements of Regulation XXI.

6. Relative Weighting of Parts of the Programme for the purposes of Final Degree Classification

Not applicable.

Programme summary

1. Programme Aims

This programme is for graduate engineers and scientists who wish to develop careers in delivering water and environmental sanitation infrastructure for low and middle-income countries. It aims to: 

•    provide the multidisciplinary knowledge and skills to assess, design, implement and operate water and environmental sanitation infrastructure, with a focus on low- and middle-income countries;

•    develop a critical approach to the global principles and local practice of sustainable public health infrastructure for all levels of consumers;

•    equip students with appropriate expertise and skills for relevant work in water and sanitation engineering for low- and middle-income countries; and

•    encourage critical analysis through in-depth study of one specialist topic.

2. Relevant subject benchmark statements and other external and internal reference points used to inform programme outcomes:

This specification has taken into account the descriptors for a qualification at Masters (MSc), Postgraduate Diploma (PGDip) and Postgraduate Certificate (PGCert) levels that are set out in the Framework for Higher Education Qualifications in England, Wales and Northern Ireland. 

In the absence of benchmark statements for Engineering MSc programmes. the Subject Benchmark Statement for Engineering that applies to first degrees in engineering has been used to inform the drafting of intended learning outcomes but with the expectation that postgraduate students attain a higher level than undergraduate students in relevant outcomes. Note has also been taken of the Engineering Council document ‘The Accreditation of Higher Education Programmes (published May 2014) for Master Degrees other than the Integrated Masters (MEng) (Accredited as further learning to masters level, partially meeting the educational requirements for CEng)’. 

In view of the management content of this programme the Subject Benchmark Statement for Master’s Awards in Business and Management has also been consulted.  The programme draws on the core competencies required for membership of the Chartered Institution of Water and Environmental Management (CIWEM), and the competencies for a water, sanitation and hygiene project manager published by a consortium of twelve international agencies (2017).

3. Programme Learning Outcomes

3.1 Knowledge and Understanding

On successful completion of this programme, students should be able to demonstrate knowledge and understanding of: 

PGCert:

K1  International and local initiatives and institutions that promote water and sanitation for all.

K2 the links between water and environmental sanitation infrastructure (including water resource management, water treatment and supply, excreta, wastewater, stormwater and solid waste treatment and disposal), hygiene behaviour, health and socio-economic development

K3  the key issues in relation to environmental and social impact, equity, effectiveness, efficiency, sustainability and replicability in planning and managing sustainable water and environmental sanitation infrastructure

K4  the importance of a multidisciplinary approach to the delivery of public health engineering and ways to integrate technical, social, economic and environmental  considerations in project planning, design, implementation, operation, maintenance and evaluation.

K5  the planning, selection, design, construction and sustainable operation and maintenance of appropriate water and environmental sanitation technologies.

K6 the range of management, social, institutional, economic and environmental issues that ensure the sustainability of water and environmental sanitation infrastructure

PGDip and MSc: As above for PGCert and in addition: 

K7  effective qualitative and quantitative data collection, analysis and dissemination.

3.2 Skills and other attributes

a. Subject-specific cognitive skills:

On successful completion of this programme, students should be able to... 

PGCert:

C1  critically anlyse past and current programmes to deliver water and environmental sanitation infrastructure to unserved populations globally

C2 evaluate the needs of socially excluded groups and individuals within target populations

C3  critically appraise users’ water and environmental sanitation needs and demands based on conflicting and limited information

C4  critically appraise institutional, social, economic, environmental and technical constraints and compare possible solutions.

PGDip and MSc: As above for PGCert and in addition: 

C5  develop appropriate sustainable technical options to meet users’ needs and demands for different service levels of water and environmental sanitation infrastructure

C6  investigate relevant emerging challenges facing the sector.

b. Subject-specific practical skills:

On successful completion of this programme, students should be able to… 

PGCert:

P1  synthesize different socio-economic contexts and physical/ natural contexts

P2 select suitable laboratory tests and field surveys relating to the natural environment, social conditions, economic performance and physical condition of infrastructure

P3  choose appropriate methods to review, validate, analyse, interpret and communicate dissimilar data sets using appropriate methods.

PGDip and MSc: As above for PGCert and in addition: 

P4  calculate key design parameters for various elements of appropriate water and environmental sanitation infrastructure.

c. Key transferable skills:

On successful completion of this programme, students should be able to… 

PGCert:

T4   communicate effectively in writing, verbally and visually to disseminate quantitative and qualitative information and propose solutions

T6   demonstrate appropriate selection and use of IT.

PGDip: As above for PGCert and in addition: 

T2   listen to and record a range of views, especially from socially excluded or vulnerable groups

T3   evaluate the strengths and weaknesses of working both as a member or leader of a team and as an individual

T5   demonstrate flexible working with the constraints of limited time, resources and information by initiating, planning, organising and prioritising activities in an ethical manner

MSc: As above for PGCert and PGDip and in addition: 

T1   find and critically evaluate a variety of existing sources of data, information and knowledge where the quality and quantity of publications is limited.

4. Programme structure

4.1       Structure of MSc programme 

Semester 1 

Compulsory Modules 

Semester 2 

Compulsory Modules 

Optional Modules 

One module from

Semesters 1 and 2 

Compulsory Module 

4.2       Structure of Postgraduate Diploma programme 

The structure for the Postgraduate Diploma is as shown above for the MSc, but omitting study of the Research Dissertation module. 

4.3       Structure of Postgraduate Certificate programme 

Semester 1 

Compulsory Modules 

5. Criteria for Progression and Degree Award

In order to be eligible for the award, candidates must satisfy the requirements of Regulation XXI.

6. Relative Weighting of Parts of the Programme for the purposes of Final Degree Classification

Not applicable.

Programme summary

1. Programme Aims

This programme is for graduates who wish to develop careers in managing water and environmental sanitation services in low and middle-income countries. It aims to: 

• provide the multidisciplinary knowledge and skills to coordinate, plan, manage and monitor water and environmental sanitation services, with a focus on low- and middle-income countries;
• support the professionalization of the sector, through policy development, performance improvement, institutional reform, change management, benchmarking services and aiming for financial viability.
• encourage a critical approach to the global principles and local practice of sustainable water and environmental management for the public good;
• equip students with appropriate expertise and skills for relevant work in management of water and environmental sanitation for low- and middle-income countries; and
• encourage critical analysis through in-depth study of a specialist topic.

2. Relevant subject benchmark statements and other external and internal reference points used to inform programme outcomes:

This specification has taken into account the descriptors for a qualification at Masters (MSc), Postgraduate Diploma (PGDip) and Postgraduate Certificate (PGCert) levels that are set out in the “Framework for Higher Education Qualifications in England, Wales and Northern Ireland.” 

In view of the management content of this programme the Subject Benchmark Statement for Master’s Awards in Business and Management has been consulted.  The programme draws on the core competencies required for membership of the Chartered Institution of Water and Environmental Management (CIWEM), and the competencies for a water, sanitation and hygiene project manager published by a consortium of twelve international agencies (2017). 

In the absence of benchmark statements for Engineering MSc programmes. the Subject Benchmark Statement for Engineering that applies to first degrees in engineering has been used to inform the drafting of intended learning outcomes but with the expectation that postgraduate students attain a higher level than undergraduate students in relevant outcomes. Note has also been taken of the Engineering Council document ‘The Accreditation of Higher Education Programmes (published May 2014) for Master Degrees other than the Integrated Masters (MEng) (Accredited as further learning to masters level, partially meeting the educational requirements for CEng)’.

3. Programme Learning Outcomes

3.1 Knowledge and Understanding

On successful completion of this programme, students should be able to demonstrate knowledge and understanding of: 

PGCert:

K1        International and local initiatives and institutions that promote water and sanitation for all.

K2        the links between water and environmental sanitation services (including water resources, water treatment and supply, excreta, wastewater, stormwater and solid waste management), hygiene behaviour, health and socio-economic development

K3        the key issues in relation to environmental and social impact, equity, effectiveness, efficiency, sustainability and replicability in planning and managing sustainable water and environmental sanitation services

K4        the importance of a multidisciplinary approach to the management of water and environmental sanitation and ways to integrate technical, social, economic and environmental perspectives in financing, coordinating, planning, promoting, managing, and monitoring services.

K5        the range of appropriate water and environmental sanitation technologies and the level of service they provide

K6        the assessment, planning, facilitation, regulation and management of social, institutional, economic and environmental issues at sector-wide, institutional and project implementation levels that ensure the sustainability and improvement of water and environmental sanitation services.

PGDip and MSc: As above for PGCert and in addition: 

K7        effective qualitative and quantitative data collection, analysis and dissemination.

3.2 Skills and other attributes

a. Subject-specific cognitive skills:

On successful completion of this programme, students should be able to… 

PGCert: 

C1       critically analyse past and current initiatives to deliver water and environmental sanitation services to unserved populations globally

C2       evaluate socially excluded groups and individuals within target populations

C3       critically appraise users’ water and environmental sanitation needs and demands based on conflicting and limited information

C4       critically appraise institutional, social, economic, environmental and technical constraints and review possible solutions

PGDip and MSc: As above for PGCert and in addition: 

C5       justify appropriate sustainable institutional, social, economic and environmental solutions to meet users’ needs and demands for water and environmental sanitation services

C6       investigate relevant emerging challenges facing the sector.

b. Subject-specific practical skills:

On successful completion of this programme, students should be able to… 

PGCert:

P1        synthesize  different socio-economic contexts and physical/ natural contexts

P2        plan surveys and collate suitable data sources relating to the enabling environment, sector, institutional and organisational performance, social conditions, economic performance and environmental status

P3        choose appropriate methods to review, validate, analyse, interpret and communicate dissimilar data sets using appropriate methods. 

PGDip and MSc: As above for PGCert and in addition: 

P4        negotiate and defend various approaches to managing and improving water and environmental sanitation services.

c. Key transferable skills:

On successful completion of this programme, students should be able to… 

PGCert:

T4        communicate effectively in writing, verbally and visually to an range of audiences to disseminate quantitative and qualitative information, advocate change and promote new ideas

T6        demonstrate appropriate selection and use of IT.

 PGDip and MSc: As above for PGCert and in addition: 

T2        listen to and record a range of views, especially from socially excluded or vulnerable groups

T3        evaluate  the strengths and weaknesses of working both as a member or leader of a team and as an individual

T5        demonstrate flexible working with the constraints of limited time, resources and information by initiating, planning, organising and prioritising activities in an ethical manner

MSc: As above for PGCert and PGDip and in addition: 

T1        find and critically evaluate a variety of existing sources of data, information and knowledge where the quality and quantity of publications is limited.

4. Programme structure

4.1       Structure of MSc programme 

Semester 1 

Compulsory Modules 

Semester 2 

Compulsory Modules 

Optional Modules 

One module from 

Semesters 1 and 2 

Compulsory Module 

4.2       Structure of Postgraduate Diploma programme 

The structure for the Postgraduate Diploma is as shown above for the MSc, but omitting study of the Research Dissertation module. 

4.3       Structure of Postgraduate Certificate programme 

Semester 1 

Compulsory Modules 

5. Criteria for Progression and Degree Award

In order to be eligible for the award, candidates must satisfy the requirements of Regulation XXI.

6. Relative Weighting of Parts of the Programme for the purposes of Final Degree Classification

Not applicable.