PROGRAMME SPECIFICATIONS. MSc Building Services Engineering

Transcription

1 PROGRAMME SPECIFICATIONS MSc Building Services Engineering SESSION 2016/2017 0

2 GLASGOW CALEDONIAN UNIVERSITY Programme Specification Pro-Forma 1. GENERAL INFORMATION 1. Programme Title: MSc Building Services Engineering 2. Final Award: MSc Building Services Engineering 3. Exit Awards: PgC; PgD Building Services Engineering 4. Awarding Body: Glasgow Caledonian University 5. Approval Date: March School: Built and Natural Environment 7. Host Division/Dept: Environment Design and Construction 8. UCAS Code: N/A 9. PSB Involvement: CIBSE 10. Place of Delivery: Glasgow Caledonian University 11. Subject Benchmark Statement: N/A 12. Dates of PSP preparation/revision: October EDUCATIONAL AIMS OF THE PROGRAMME The general educational aims of the programme include the following: Provide the students with the knowledge and skills to equip them for a career as a chartered engineer within the building services engineering profession Develop the students competence in a range of appropriate specialist areas Develop the critical and analytical powers of the student in relation to the analysis of differing views on emerging concepts and to enable them to evaluate these against a background of a constantly changing industry Provide the student with the skills to adapt and respond positively to change Develop critical, analytical problem-based learning skills and the transferable skills to prepare the student for employment as a building services engineer Enhance the development of the students communication skills Provide the student with opportunities for shared multidisciplinary learning with fellow students who come from a range of professions within the construction industries. Assist the student to develop the skills required for his/her employment Prepare students for further study in the context of his/her continuing professional development Academic Rationale The PgD/MSc programme in Building Services Engineering is primarily designed to form a Matching Section for the BEng (Hons) in Building Services Engineering taught at GCU. The two programmes in combination will provide an accredited route to membership of the Chartered Institution of Building Services Engineers (CIBSE) and to Chartered Engineering status (CEng). Current regulations indicate that the taught PgD component of the MSc would be sufficient to form the Matching Section but these regulations are expected to change in the near future such that the complete MSc would become the minimum requirement. The educational aims for the PgD and MSc are therefore essentially the same. The MSc in addition, however, gives the student the opportunity to develop a range of research skills within the discipline of Building Services Engineering through completion of the project module. The PgD/MSc effectively forms the link between the BEng (Hons) degree, which is heavily based on the theory and application of engineering principles to the industry, and the more diversified skills base which is expected of 1

3 a practicing engineer, operating within the industry. In addition to the above primary function, the degree forms a valuable and relevant programme for students with a wide range of backgrounds wishing to complete postgraduate study within the discipline of building services engineering. Programme Content CIBSE has published several fact sheets to specify the requirements for Membership of the Institution (MCIBSE) and for Chartered Engineer status (CEng). Fact sheet M6 states that the scope of building services engineering applications is recognized to be heating, lighting, refrigeration, acoustics, ventilation, water, plumbing, power systems, vertical transport, control systems, fire and security, alarm systems, facade engineering, public health, integrated systems and intelligent buildings, including environmental and sustainability aspects. It may include roles in facilities management, project management, construction management, research, development and education. Most of the above extensive list is based on the theory and application of engineering principles. The BEng (Hons) degree in Building Services Engineering taught at GCU is considered to be strong in these aspects, including both mechanical and electrical aspects (M & E). The related areas of management, health and safety, environment and sustainability are taught, but to a lesser depth. The taught component in the PgD/MSc in Building Services Engineering will build on the knowledge gained on the BEng (Hons) to complete the academic formation required for a prospective Chartered Engineer. In addition to this, the structure and content will support the students progress towards achieving the CIBSE Professional Objectives. With a view to meeting these requirements, the PgD/MSc will incorporate multi-disciplinary group work, increased technical breadth and depth, increased non-technical breadth and an industrial dimension. The educational aims of the Postgraduate Certificate are to give students an opportunity to broaden their knowledge into a range of management and related areas to complement the more technical education of an undergraduate building services engineering programme. 3. INTENDED LEARNING OUTCOMES the programme provides opportunities for students to develop and demonstrate knowledge and understanding, skills, qualities and other attributes in the following areas: 3A A1 A2 A3 A4 A5 A6 3B B1 B2 B3 Knowledge and Understanding: Understand principles of design and design techniques with a general engineering relevance and, in addition, techniques specific to building services systems utilizing relevant codes. Maintain and extend a sound theoretical approach, combined with creativity and innovation, in enabling the introduction and exploitation of new and advancing technology within a framework of continuous improvement. Understand management and business practices, including professional and ethical responsibilities and health and safety. Appreciate the principal considerations with regard to the management of people. Understand environmental considerations, including air quality, water quality, alternative energy sources and sustainability. Use research methodologies and statistical techniques. Intellectual Skills: Use a combination of general and specialist engineering knowledge and understanding to optimise the application of existing and emerging technology. Ability to select and apply appropriate mathematical methods for modelling and analysing engineering problems. Analysis of systems, processes and components requiring engineering solutions. 2

4 B4 B5 B6 3C C1 C2 C3 C4 C5 C6 3D D1 D2 D3 D4 D5 D6 Identify potential projects and opportunities, conduct appropriate research, and undertake design and development of possible solutions. Plan and implement solutions, taking a holistic approach to cost, benefits, safety, quality, reliability, appearance and environmental impact. Evaluate the solutions and make improvements. Professional/ Practical Skills: Apply appropriate theoretical, practical, novel and computer based methods to the analysis and solution of engineering problems including the design of systems, components & processes. Provide technical, commercial and managerial leadership. Develop, monitor and update an effective project plan to reflect a changing operating environment. Plan, budget, organise, direct and control tasks, people and resources taking due account of commercial risks. Develop the capabilities of staff to meet the demands of changing technical and managerial requirements. Bring about continuous improvement through quality management. Transferable/Key Skills: Critical thinking, problem solving and systematic data analysis. Cognitive/intellectual skills and the ability to generate and develop new ideas. Knowledge and understanding in the context of the subject. Key personal and social life skills. Learning style and orientation to learning. Time management (organising and planning work). The Curriculum Map in Appendix A shows how these Programme Learning Outcomes relate to the modules which make up the programme of study. Teaching learning and assessment methods used to enable the above outcomes to achieved and demonstrated include: Lectures, tutorials and seminars Industrial / site visits and field trips Visiting lecturers from industry and practice Web-based materials through a managed learning environment (Blackboard) Problem-based learning scenarios Individual projects Computer application activities Self-directed learning facilitated by study packs Use of research-based learning materials and methods Group work and projects The programme aspires to educate to the highest level of understanding. Among the general educational aims are to develop skills in: Information seeking and retrieval Critical assessment of received information Data analysis and problem solving 3

5 Assessment: The totality of approaches to assessment (formal unseen examinations, formal open-book examinations, major and minor coursework activities, class tests, poster displays, student oral presentations, computer-based exercises, masters level project is based on the appropriateness to the learning outcomes in each module and the Learning Outcomes of the Programme. Methods of assessment include: Exams Coursework Student oral presentations Computer-based tests and other exercises Case study analysis Reports Masters level Project Other discipline-specific assessments 4. PROGRAMME STRUCTURES AND REQUIREMENTS, LEVELS, MODULES, CREDITS AND AWARDS The structure of this MSc programme is consistent with other equivalent postgraduate degrees offered at GCU. The first part of the programme comprises taught modules set at Masters level (SHEM) and allocated 15 credit points each; the latter part of the programme comprises a Masters Project worth 60 credit points. Awards may be made as follows: Postgraduate Certificate (PgC) minimum of 4 taught modules 60 SHEM credits Postgraduate Diploma (PgD) minimum of 8 taught modules 120 SHEM credits Masters Degree (MSc) minimum of 8 taught modules and Project 180 SHEM credits Selection of Taught Modules When students first register and attend the University the Programme Leader will provide advice and guidance to help them select modules appropriate to their existing experience, their interests and future career aspirations; the aim is to match, as far as is practicable, the learning requirements specific to the student with the portfolio of modules on offer. Requirements for the MSc in Building Services Engineering degree Since session 2010/2011 there are two main study routes to the MSc programme as presented in Figure 4.1. Requirement 1- Passes in 8 taught modules As part of the requirement for the award of MSc in Building Services Engineering, a student must achieve passes in 8 taught modules. The 8 taught modules must be selected from the modules listed in Figure 4.1. Selection of modules is dictated by the previous study. As can be seen from Fig. 4.1, there are two main options: 1 Home students and students who completed BEng degree in BSE or have sufficient experience and knowledge in BSE area Modules according to the following selection criteria: the 2 core building services engineering modules must be selected the 6 optional modules must be selected 4

6 2 International Route or Non-cognate group of students Modules according to the following selection criteria: the 4 core building services engineering modules must be selected the 4 optional modules must be selected When a student registers onto the programme, the student will, with the assistance of the Programme Organiser, construct a study path through the programme, including within this the agreed study pattern for each module. It is the normal expectation that part-time students would only study 2 modules per semester. The basic format for the study path is shown in Figures 4.2 to 4.5 (see the end of this section). Requirement 2 - Completion of a Group Project It is important that the student demonstrates that he/she has met the requirement to complete multi-disciplinary group work to meet professional criteria for Chartered status. Students will be expected to draw on knowledge gained across a range of modules to complete group based courseworks of commercial and industrial significance. The core module Building Management System will, in particular, be used as a vehicle to deliver this aspect of the learning experience, as this module incorporates a broad-based design exercise set within the context of a real industrial application. This requirement dictates that this particular module must be studied as one of the last of the taught modules. Module Leaders will liaise closely with the Programme Organiser and the student group to set the project tasks and the expected scope of the submissions. Requirement 3 - The Masters Project All students are required to complete the 60 credit Masters Project module. This module is common to all Masters Degrees offered by BNE and involves students working on a significant research project. The subject of the research is an area of special interest to the student and is based on a proposal written by the student and submitted to the project supervisor. The area of research chosen should be of the required technical depth and should provide a suitable match with previous study. This may require increased technical depth or greater breadth of subject matter relative to previous projects, case studies or dissertations undertaken by the student. Requirement for Postgraduate Diploma in Building Services Engineering The requirements for the award of Postgraduate Diploma in Building Services Engineering are as for the MSc award but without the requirement for the Masters Project. Some students intending to complete the MSc degree on initial registration may opt to withdraw after the Postgraduate Diploma component for a variety of reasons. These students may have done some initial work on the Masters Project module which would not be submitted for assessment. However, early start on dissertation work is considered to be beneficial for most students as this is the recommended approach for part-time students who need to spread their research effort over a longer period. Requirement for University Postgraduate Certificate The requirement for the award of University Postgraduate Certificate is to achieve a pass in any 4 of the taught modules at MSc Level. 5

7 MSc Building Services Engineering OPTION 1- Home (UK) students (Students who have previously completed an Honours degree in BS ) OPTION 2 - International Route or Non-Cognate Group of students: (Students who have not previously completed an Honours degree in BS e.g. mechanical or electrical degree) CORE Modules: 1.Building Simulation (A) CORE Modules: 1. Building & Energy Performance Simulation (A) (SET) 2. Heating and Air Conditioning System Design (A) (New) 3. Electric Power Systems (A) CORE Modules (all students): 1. Building Management Systems (B) (New) ENERGY, ENVIRONMENT & SUSTAINABILITY MODULES 1. Water Quality & Waste Water Treatment (B) 2. Resources & Sustainability (A) 3. Renewable Energy Technologies (B) 4. Climate Change & Carbon Management (B) 5. Sustainable Design and Construction (A) MANAGEMENT FOR THE CONSTRUCTION INDUSTRY MODULES 1. Construction Finance Management (B) 2. Project Management (B) 3. Management of Health & Safety in Construction (A) 4. Construction Contracts and Disputes (A) 5. Construction Management (A) Figure 4.1: Programme structure showing two routes 1 and 2 6

8 STUDY PATH FOR FULL-TIME HOME STUDENTS Year Semester Module Comments 1 A Building Simulation 1 B Building Management Systems Summer Period Masters Project Figure 4.2: Study path for full time students 1 STUDY PATH FOR PART-TIME HOME STUDENTS Year Semester Module Comments 1 A Building Simulation 1 B Summer Period Start Masters Project 2 A 2 B Building Management Systems Submit Group Project Summer Period Complete Masters Project Figure 2.3: Study path for part time students 1 7

9 STUDY PATH FOR FULL-TIME INTERNATIONAL ROUTE OR NON-COGNATE GROUP OF STUDENTS Year Semester Module Comments 1 A Building and Energy Performance Simulation Heating and Air Conditioning Systems Design Electric Power Systems or 1 B Building Management Systems Submit Group Project Summer Period Masters Project Figure 2.4: Study path for full time students 2 STUDY PATH FOR PART-TIME INTERNATIONAL ROUTE OR NON-COGNATE GROUP OF STUDENTS Year Semester Module Comments 1 A Building and Energy Performance Simulation Heating and Air Conditioning Systems Design 1 B Summer Period Start Masters Project 2 A Electric Power Systems 2 B Building Management Systems Submit Group Project Summer Period Complete Masters Project Figure 2.5: Study path for part time students 2 8

10 The Module Table (SHE Level M) - Selection Criteria for PgD and MSc degrees Module Code Module Title Semester/Credit Core Modules for home students MMK Building Simulation A/15 MMK Building Management Systems B/15 Core Modules for International Route or Non-cognate group of students MMK Heating and Air Conditioning System Design A/15 MMH Building and Energy Performance Simulation A/15 MMH Electrical Power Systems A/15 MMK Building Management Systems B/15 al Modules Semester A MMH Resources and Sustainability A/15 MMK Sustainable Design and Construction A/15 MMK Management of Safety, Health & Env. Project Risk A/15 MMK Construction Contracts and Dispute A/15 MMK Construction Management A/15 MMH Climate Change and Carbon Management A/15 Semester B MMJ Renewable Energy Technologies B/15 MMH Water Quality and Waste Water Treatment B/15 MMN Construction Financial Management B/15 MMN Project Management B/15 MMH Project AB/60 Exit Award Post Graduate Certificate 60 Exit Award Post Graduate Diploma 120 Exit Award Master 180 9

11 5. SUPPORT FOR STUDENTS AND THEIR LEARNING Students are supported during their studies as follows: Induction programme Student Programme Handbook Module Handbooks and Module Descriptors Saltire Centre with access to other local and national library resources Academic Advisors to assist with academic / personal / other issues Dissertation Supervisor Personal Development Planning (PDP) badged as Professional Development (PD) within BNE Student facilities Open access to IT facilities School and University School s Student Resources Room Open access to School staff including Programme Leader, Module Leaders, Module Tutors, Academic Advisors Academic Development Tutor (Levels 1 & 2 FT and PT equivalents) Access to the University s Effective Learning Service (ELS) Programme of CPD seminars and Visiting Lecturer presentations Computer Assisted Learning facilities and Managed Learning Environment (Blackboard) Industrial and professional links Professional body links and contacts Student Representation on Programme Board Student Representation on School Board Student Representation on Senate and its Standing Committees Student Staff Consultative Group Module Feedback Questionnaires (MFQ) / Questback on-line feedback facility Reference to SHEFC Teachability project Reference to GCU Equality and Diversity Policy 11

12 6. CRITERIA FOR ADMISSION Candidates must be able to satisfy the general admissions requirements of Glasgow Caledonian University Programme Admission Requirements: The principal minimum entry requirement is a second-class honours degree (2.2) or above in an Engineering subject (Building Services Engineering, Mechanical Engineering, Environmental or Electrical Engineering) and some relevant professional experience (CIBSE membership). An interview will be arranged as indicated below to ensure that each student has a sufficiently strong background in mechanical engineering to cope with the specialist modules. For students who have graduated with BEng (Hons) in Building Services Engineering from GCU, the PgD/MSc in Building Services Engineering is approved by CIBSE (pending) as a Matching Section for CEng status under SARTOR 3 regulations. Students with other undergraduate degrees obtained from other institutions may also be able to use the MSc as a Matching Section. Confirmation from CIBSE should be applied for on application to the programme. It is normally expected that part-time and distance learning students completing the programme would be in employment in a post relevant to the content of the degree. Flexible Entry: Credit Transfer and RPL Applicants who do not meet the standard entry requirements will be considered on individual merit. Such consideration may particularly apply to part-time and mature applicants, who are working or who have worked in a relevant capacity within the discipline area. The University Guidelines for Flexible Entry under Credit Transfer and Recognition of Prior Informal Learning (RPL) will apply as appropriate. Individual interviews are not normally part of the admissions process; however the Programme Board reserves the right to invite applicants for interview, especially those who do not meet the primary entry requirements. International Students For applicants whose first language is not English, a minimum IELTS score of 6.0 (with a minimum of no less than 5.5 in each element) OR a minimum TOEFL rating of 550 OR an equivalent qualification is required to demonstrate competence in the English language. In addition 2 study route, as presented in section 4, was developed to allow entry of students who may not have relevant background study or experience within building services engineering sector. 12

13 7. METHODS FOR EVALUATING AND IMPROVING THE QUALITY AND STANDARDS OF TEACHING AND LEARNING Mechanisms for review and evaluation of teaching, learning, assessment, the curriculum and outcome standards: Annual Programme Monitoring Process via Annual Programme Analysis (APA) Annual Module Operation and Review process (MOR) Module Feedback Questionnaire (MFQ) / Questback on-line feedback facility External Assessors Reports Annual monitoring and reporting (as required by Professional and/or Statutory Bodies) School Quality Advisory Committee (SQAC) School Programme Management Group (PMG) Programme Board University Enhancement Led Internal Subject Review (ELISR) events Continued accreditation by professional body(ies) Committees with responsibility for monitoring and evaluating quality and standards: Student-Staff Consultative Group (SSCG) Programme Board (PB) School Board Assessment Board (AB) University Learning and Teaching Sub-Committee (LTSC) University Academic Policy Committee (APC) University Senate School Quality Advisory Committee (SQAC) School Programme Management Group (PMG) Mechanisms for gaining student feedback on the quality of teaching and their learning experience: Student-Staff Consultative Group (SSCG) Student representation on Programme Board (PB) Student representation on School Board Student representation on Senate Standing Committees Module Feedback Questionnaire (MFQ) / Questback on-line feedback facility External Assessors Visits Open access to members of Programme Team e.g. Module Leaders, Programme Leader, Academic Advisor, Year Tutor Academic Development Tutor Staff development priorities include: University Masters Programme in Teaching and Learning in Higher Education (TLHE) Discipline-based Continuous Professional Development (CPD) University Performance Development and Review (PDR) Peer Support for Teaching Mentoring Scheme for New Lecturing Staff Conference and Seminar attendance and presentation Research Assessment Exercise (RAE) submission/ Research Excellence Framework (REF) Membership of Higher Education Academy (HEA) Membership of and involvement with Professional Bodies 13

14 8. ASSESSMENT REGULATIONS The Glasgow Caledonian University Assessment Regulations apply to this programme in all respects. The MSc Building Services Engineering does not have any programme specific regulations that deviate from the standard University Assessment Regulations. The programme s structure, progression and credit award framework is wholly consistent with the GCU Qualifications Framework. Awards For the awards of Postgraduate Certificate (PgC), Postrgraduate Diploma (PgD) and Masters degree: Minimum pass mark is 50% for each taught module Minimum pass mark is 50% for the Masters Project module To qualify for an award of Postgraduate Certificate students must complete all the programme requirements and obtain a minimum of 60 SHEM credits To qualify for an award of Postgraduate Diploma students must complete all the programme requirements and obtain a minimum of 120 SHEM credits To qualify for an award of Masters degree, students must complete all the programme requirements and obtain a minimum of 180 SHEM credits Regulations for Distinction The Programme complies with the University Assessment Regulations in respect of the award of Distinction. To be awarded a PgD with Distinction a student should obtain an overall average of 70% or more across the PgD stage modules with no individual modules below 55% at the first attempt. To be awarded a Masters degree with Distinction a student should obtain a mark of 70% or more in the Dissertation/Project at the first attempt. Additionally, the student must have an overall average mark of 70% or more in the taught M level modules with no individual module mark below 55% at the first attempt. Role of External Examiner: Senate appoints External Examiner to the Assessment Board (AB) on the basis of nominations from Schools and approval through the University QA and QE processes. The duties of an External Assessor will include the following: To moderate the work of the internal assessors in respect of the assessments under his/her jurisdiction To attend Assessment Boards at which the results of final stage assessment will be determined To satisfy himself/herself that the work and decisions of the Assessment Board(s) are consistent with the policies and regulations of the University and best practice in higher education To ensure that students are assessed within the regulations approved by the University for the progression of students and to inform the University on any matter which, in his/her view, mitigates against the maintenance of proper academic standards To report annually to the Clerk to Senate on the standards attained by students on the programme and on other matters which may seem appropriate for their report. 9. INDICATORS OF QUALITY AND STANDARDS Annual Enhancement Plan (AEP) Continued accreditation by professional body/(ies) QAA or equivalent subject reviews including: University Enhancement Led Institutional Review (ELIR) University Enhancement Led Internal Subject Review (ELISR) Annual External Examiner Reports 14

15 Programme Team The following are the members of staff responsible for the overall administration of the programme: Function Responsibilities Room Contact Information Programme Leader Dr. Krystyna Curtis Overall academic and administrative responsibility for the programme M542B +44(0) Programme Administrator Ms. Michelle Harvey External Examiner Professor Tim Dwyer General administrative functions (i.e. registration-related issues, confirmation of registration status, visa extension, Fresh Talent Scheme, references for employment) Teaching Fellow The Bartlett School of Graduate Studies, University College London (UCL) M (0) N/A 10. INFORMATION ABOUT THE PROGRAMME Key information about the programme can be found in: Programme Documents produced for internal re-approval events Programme Brochure Student Programme Handbook Module Handbooks University Website School Website Blackboard University Prospectus School marketing publications This specification provides a concise summary of the main features of the programme and the learning outcomes that a typical student might reasonably be expected to achieve and demonstrate if he/she takes full advantage of the learning opportunities that are provided. More detailed information on the learning outcomes, content and teaching, learning assessment methods of each module can be found in the University Module catalogue which can be accessed from the University web-site. The accuracy of the information in this document is reviewed by the University and may be checked by the Quality Assurance Agency for Higher Education. A curriculum map is attached in Appendix A showing how the outcomes are being developed and assessed within the programme. This relates the modules from Section 4 to the outcomes in Section 3. DATE: Nov

16 Appendix A - Curriculum Map for MSc Building Services Engineering The curriculum map links the modules (Section 4) to the Outcomes listed in Section 3 PSMAP This map provides both a design aid to help academic staff identify where the programme outcomes are being developed and assessed within the course. It also provides a check list for quality assurance purposes and could be used in approval, accreditation and external examining processes. This also helps students monitor their own learning, and their personal and professional development as the course progresses. The map shows only the main measurable learning outcomes which are assessed. There are additional learning outcomes (eg attitudes and behaviour) detailed in the module specifications which are developed but do not lend themselves to direct measurement Modules Programme outcomes Code Title A1 A2 A3 A4 A5 A6 B1 B2 B3 B4 B5 B6 C1 C2 C3 C4 C5 C6 D1 D2 D3 D4 D5 D6 MMK Building Simulation X X X X X X X X X X X X X X X MMK Building Management Systems X X X X X X X X X X X X X X X X X X MMK Heating and Air Conditioning System Design X X X X X MMH Building and Energy Performance Simulation X X X X X X X X X X X X X X M2H Electrical Power Systems X X X X X X X MMH Resources and Sustainability X X X X X X X X X X X MMK21205 Management of Safety, Health & Env. Project Risks X X X X X X X X X X X MMK Construction Management X X X X X X X X X X X X MMK Construction Contracts & Disputes X X X X X X X X X X X MMJ Renewable Energy Technologies X X X X X X X X X X X X MMH Water Quality and Waste Water Treatment X X X X X X X X X X MMN Construction Financial Management X X X X X X X X X MMN Project Management X X X X X X X X X X X MMH Project X X X X X X X X X X X X X X X X MMK Sustainable Design and Construction X X X X X X X X X X X X MMH Climate Change and Carbon Management X X X X X X X X X X X X LEVEL M 16