Awards

Target Award

Award Description:Master of Engineering - MG
Alternative Exit
Alternative Exit
Recruitable Target
Alternative Exit
Alternative Exit
Alternative Exit

Accreditation

Institution of Mechanical Engineers (IMechE)

Programme Offerings

Full-Time

F2F-JMU-SEP

Sandwich Year Out

F2F-JMU-SEP

Educational Aims of the Course

The MEng programme in Mechanical Engineering is designed to fully meet the educational requirements for Chartered Engineer status. It is designed to develop a high level of technical expertise together with the emotional intelligence to be able to practice successfully as a professional engineer in a modern interdisciplinary engineering environment. Graduate engineers are increasingly expected to take on technical leadership and management responsibilities early in their careers and the knowledge and skills gained from this programme are designed to produce graduates who are able to make an immediate contribution to their employers organisations. The programme aims to: - Develop graduates with transferable skills and professional traits above those associated with a BEng graduate that will allow students that complete the programme to hold technical roles within a range of mechanical engineering and associated industries. - Deliver the educational experience in which students can develop their knowledge of engineering science, core engineering principles and fundamental underpinning subjects such as mathematics and computation. - Develop graduates who have the confidence to analyse complex technical problems and to further develop their core engineering knowledge and skills through the investigation and development of credible and robust solutions. - Provide students with appropriate support and encouragement to develop the necessary skills such that they can study independently and take responsibility for their own learning and subsequent professional development. - Develop engineering graduates with a keen sense of ethical responsibility who are aware of issues of sustainability, safety and security in whatever engineering role they are performing. They will recognise the importance of equality, diversity and inclusivity in the workplace, and in the engineered solutions that they provide. - Provide a programme of study that fully meets the requirements of the Engineering Councils UK Standard for Professional Engineering Competence (UKSpec) and qualifies the successful graduate for the attainment of the Engineering Council Chartered Engineer status after completion of an appropriate period of post-graduate industrial experience. - Produce graduates with an increased depth, breadth of knowledge and understanding of mechanical engineering, management and teamwork to enable them to rapidly assume technical leadership and management roles. - Encourage students to plan and record self learning and personal development as the foundation for lifelong learning/CPD. -For students undertaking a placement year the aim is to provide students with an extended period of work experience at an approved partner that will complement their programme of study at LJMU. This will give the students the opportunity to develop professional skills relevant to their programme of study, as well as attitude and behaviours necessary for employment in a diverse and changing environment. The programme is currently accredited by the Institution of Mechanical Engineers and meets the requirements of the Engineering Councils 'UK Standard for Professional Engineering Competence' (UKSpec). This version of the program has been updated to match the outcomes of the Engineering Council UK AHEP, 4th Edition, standards (December 2021).

Learning Outcomes

1.
Apply a comprehensive knowledge of mathematics, statistics, natural science and engineering principles to the solution of complex problems. Much of the knowledge will be at the forefront of the particular subject of study and informed by a critical awareness of new developments and the wider context of engineering.
2.
Adopt a holistic and proportionate approach to the mitigation of security risks.
3.
Adopt an inclusive approach to engineering practice and recognise the responsibilities, benefits and importance of supporting equality, diversity and inclusion.
4.
Use practical laboratory and workshop skills to investigate complex problems.
5.
Select and apply appropriate materials, equipment, engineering technologies and processes, recognising their limitations.
6.
Discuss the role of quality management systems and continuous improvement in the context of complex problems.
7.
Apply knowledge of engineering management principles, commercial context, project and change management, and relevant legal matters including intellectual property rights.
8.
Function effectively as an individual, and as a member or leader of a team. Evaluate effectiveness of own and team performance.
9.
Communicate effectively on complex engineering matters with technical and non-technical audiences, evaluating the effectiveness of the methods used.
10.
Plan and record self learning and development as the foundation for lifelong learning/CPD.
11.
Formulate and analyse complex problems to reach substantiated conclusions. This will involve evaluating available data using first principles of mathematics, statistics, natural science and engineering principles, and using engineering judgment to work with information that may be uncertain or incomplete, discussing the limitations of the techniques employed.
12.
Select and apply appropriate computational and analytical techniques to model complex problems, discussing the limitations of the techniques employed.
13.
Select and critically evaluate technical literature and other sources of information to solve complex problems
14.
Design solutions for complex problems that evidence some originality and meet a combination of societal, user, business and customer needs as appropriate. This will involve consideration of applicable health & safety, diversity, inclusion, cultural, societal, environmental and commercial matters, codes of practice and industry standards.
15.
Apply an integrated or systems approach to the solution of complex problems.
16.
Evaluate the environmental and societal impact of solutions to complex problems (to include the entire life-cycle of a product or process) and minimise adverse impacts.
17.
Identify and analyse ethical concerns and make reasoned ethical choices informed by professional codes of conduct
18.
Use a risk management process to identify, evaluate and mitigate risks (the effects of uncertainty) associated with a particular project or activity.

Teaching, Learning and Assessment

Acquisition of underpinning knowledge is achieved mainly through lectures and directed student-centred learning. Student-centred learning is used where appropriate resource material is available. Understanding is reinforced through case-studies. Testing of the knowledge base is through a combination of unseen written examinations, coursework in the form of case-study reports and coursework assignment submissions. The students must appreciate the social, environmental, ethical, economic and commercial considerations affecting the exercise of their engineering judgement. Acquisition of Intellectual skills is achieved mainly through lectures and direct student-centred learning. Student-centred learning is used where appropriate resource material is available. Understanding is reinforced through case-studies. Engineering design, analysis and practical skills are taught almost exclusively by individual and group project work supported by a lecture programme appropriate to the demands of the project. Engineering design and practical skills are assessed by individual and group written design project reports, student presentations and presentations using computer graphics. The economic, Social and Environmental context of engineering operations is delivered by means of lectures and case studies. The use of appropriate case study material is an essential part of teaching in this area. Assessment is via a combination of unseen written examinations and coursework in the form of case-study reports.

Opportunities for work related learning

Students are encouraged to undertake a year long industrial placement between Levels 5 and 6. There is a further opportunity to undertake summer placements between academic years to gain valuable industrial experience. There are also opportunities to complete industrially based projects via individual engineering projects at Level 6. This work experience will help develop understanding of the world of work environment suitable for the programme and increase a student's professional practical skills.

Programme Structure

Programme Structure Description

The marks from level 5, 6 and 7 assessments contribute to the final degree classification i.e. 10% of Level 5 marks, 30% of Level 6 marks and 60% of Level 7 marks. At levels 4 and 5, all modules are core. At level 6, all students complete core modules (80 … For more content click the Read More button below.

Structure

Approved variance from Academic Framework Regulations

In accordance with Engineering Council requirements, a maximum of 30 credits on this programme can be awarded by compensation. A variance permits the use of more than 2, but not more than four, 10 credit modules at level 6. A variance permits the use of more than 2, but not … For more content click the Read More button below.

Entry Requirements

A levels
Access awards
Alternative qualifications considered
BTECs
GCSEs and equivalents
IELTS
International Baccalaureate
Interview required
Irish awards
OCR Cambridge Technical
Reduced offer scheme
T levels
UCAS points
Welsh awards

Extra Entry Requirements

Can this course be deferred?

Yes

Is a DBS check required?

No

HECoS Code(s)

(CAH10-01) engineering