BSc (Hons) Engineering Management

Critical Enquiry Skills

Module Synopsis

This module aims to equip students with appropriate knowledge and skills to enable them to engage critically with their Level 3 studies, and the Independent Research Project in particular. Students will have been introduced to the nature of academic research and writing through the precursor modules at Levels 1 and 2.

This module builds on existing student understanding of enquiry methods and academic writing in order to enhance competency in argumentation and capability in research design. Students are introduced to core skills of literature review: critical thinking, organisation, reflection and evaluation. Literature reviews serve a variety of purposes but are often the starting point in the arguments of discovery and advocacy associated with enquiry and investigation. The RAE (2008) definition of research can be used as a starting point : ‘Research is to be understood as original investigation undertaken in order to gain knowledge and understanding’. The ‘Student As Producer’ definition (User Guide, 2010-2011, 6) directs that progressively ‘What matters is that in certain research-engaged teaching and learning situations is less the originality of the research outcome than the manner in which it is acquired’.

In the context of WBDL it is important to recognise the value of multi-modal ‘texts’ and settings, both as integral to the research environment and sources of valid information. Moreover, students will build a critical understanding of different research designs in order to evaluate existing knowledge as well as inform their own investigations.

Enquiry is presented as a ‘messy’ rather than prescriptive process involving a series of choices and dilemmas, including those associated with ethics and responsible management. Whilst students are introduced to the range of research designs, the module places particular emphasis on those relevant to work based research enquiry: case study, mixed method, action research and systematic review. Progressively, in line with ‘Student As Producer’ principles and practices of discovery, evaluation and uncertainty, the new student will gain a legitimate contribution to the research process in Higher Education, and an authentic experience.

Assessment

The assessment comprises a portfolio of work which may include: a short written evaluation of relevant published academic research; annotated bibliographic work; problem identification tasks and outline research designs; resolution of ethical dilemmas.

The portfolio will be the equivalent of 3000 words (+/- 10%)

Engineering Systems Design

Module Synopsis

This module introduces students to system design concepts and tools, and challenges students to think critically about their potential and actual application in Engineering. Students are introduced to the engineering of systems design from an operations perspective, which will focus on two functions in particular, directing operations and designing operations.

Engineering Systems Management

Module Synopsis

This module aims to introduce students to issues of managing systems in Engineering. This consideration takes a systems approach and challenges students to identify and consider their operations and services as (interacting) systems and to look at the tools available to organise and manage such systems. It uses some of the approaches of Management Sciences (e.g. Operational Research and Management, Industrial engineering, business statistics and project management) and requires students to identify how these relate to their own Engineering experiences or expectations.

Independent Research Project

The dissertation is the capstone project of the programme. It provides students with the opportunity to apply, integrate, and deepen the knowledge, insights, and skills that have learned throughout the programme of study. The focus of this project should be a real-world issue or a research topic.

Whilst it is intended that most students will complete a work-based research project, in keeping with the ethos of our programmes, this module seeks to enable and facilitate innovation and creativity. Therefore, the format of the final assessment can be negotiated with the supervisor, dissertation coordinator and programme leader.

How You Are Assessed

The programme centres around work-based learning, which is not just the development of knowledge and a set of technical skills, but reflection and learning from experience. Application to context and evidence of application is central to the learning process as learning is seen as arising from action and problem solving within a work environment, centred around live projects and challenges to individuals and organisations.

An assignment brief will explain the intended learning outcomes and requirements relating to each assessment. The work-based focus of any project or assignment will involve negotiation and agreement between the student and the module tutor.