Sheffield Hallam University



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|PROGRAMME SPECIFICATION | |

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|AWARD and ROUTE TITLE |BEng (Hons) Computer and Network Engineering |

|INTERMEDIATE AWARD TITLES |BSc in Computer and Network Engineering |

| |University Diploma of Higher Education in Computer Technology |

| |University Certificate of Higher Education in Computer Technology |

|Name of the Teaching Institution |Sheffield Hallam University |

|Modes of Attendance |Full-time / Sandwich (Thick) / Part-time |

|UCAS CODE |HG66 |

|Professional Body Recognising this Programme |British Computer Society |

|QAA Subject Benchmark Statement or other relevant |(a) QAA Subject Benchmark: Computing and Engineering |

|external reference point |(b) Engineering Council, UK-SPEC |

|Date of Validation |February 2012 |

S1.1 PROGRAMME AIMS

This is a specialist programme within the broad areas of computer engineering and computer networks, which is intended to develop a coherent set of practical and professional understandings, insights and skills in computers, networks and related technologies. In particular, emphasis is placed on the design, development and optimisation of networked applications and networked systems.

1. Provide a vocational, technical and commercially relevant education accessible to students with entrance qualifications from a wide range of disciplines.

2. To provide a positive, enjoyable learning experience, soundly based upon scientific and engineering principles and practices to create proactive and investigative life-long learners.

3. To produce highly motivated, competent graduates with substantial knowledge and practical skills to solve complex computer network problems and to implement and manage network infrastructures

4. To produce graduates able to adapt to the changing computer and networking needs of the industrial and commercial sectors whilst operating to a high professional and ethical standard.

5. Prepare students for a career in IT, engineering, and management by the provision of opportunities to experience an extended period of training within an organisation, and realistic project based learning.

S1.2 PROGRAMME LEARNING OUTCOMES

1.2.1 Knowledge and Understanding

By the end of the programme students will be able to:

a. Demonstrate an in depth knowledge and understanding of computer and network engineering, their underlying technologies, management, operation and the environment (economic, technical, social) in which they operate.

b. Demonstrate and apply knowledge and understanding of computer architecture, features and technologies.

c. Demonstrate knowledge and understanding of the software used in computer and network systems.

d. Demonstrate knowledge and understanding of underlying communication and networking theories, including appropriate use of mathematical methods.

e. Apply knowledge and understanding of electronic and network devices and their application to create network systems.

f. Demonstrate knowledge and understanding of web based, distributed, client and server-side applications and architectures.

g. Using proven engineering principles and practices present and justify solutions to problems through a variety of media.

1.2.2 Intellectual Skills

By the end of the programme students will be able to:

a. Summarise essential and other important aspects of engineering and technical subjects.

b. Assimilate information, identifying and justifying links between subject areas.

c. Make and justify independent judgments by critically analysing, evaluating and identifying the relevance and significance of computer and network principles, concepts, processes and applications.

d. Clearly identify, critically evaluate and justify all decisions made during the design process supported by valid and significant evidence.

e. Make critical judgements related to achieving the most effective use of networking technologies in organisations

f. Identify, justify and use methods of research and analysis which are appropriate to solve computer and network engineering problems.

1.2.3 Subject Specific Skills

By the end of the programme students will be able to:

a. Demonstrate skill in implementation and problem solving a range of popular networked computer platforms.

b. Use mathematic, scientific and engineering principles and methods for

problem solving.

c. Use and apply appropriate laboratory, test, workshop equipment and software tools with an awareness of health and safety issues.

d. Use appropriate experimental methods to acquire, manipulate and evaluate data.

e. To design, install, maintain and monitor computer network systems for a variety of industrial and commercial sectors.

f. Manage engineering projects, resources and time.

g. Solve typical engineering problems using a professional, systematic and structured approach.

h. Have an awareness of the economic, social and environmental obligations placed upon engineers.

i. Analyse, design and critically evaluate the various technologies applicable to computer and network engineering.

j. Analyse, design and critically evaluate various computer and network systems.

1.2.4 Professional Skills

By the end of the programme students will be able to:

a. Draw upon the knowledge and experience of others and upon published resources to establish the range of skills and knowledge of workplace issues demanded in areas of employment relevant to their own future careers.

b. Evaluate, reflect on and form action plans to improve their own skills in relation to employability, within the context of the course and take responsibility for own learning and development.

c. Articulate and reflect on the key elements of a successful job application procedure, within the context of developmental work on preparation for employment.

d. Undertake in a professional manner individual and group presentations which present cogent, concise and comprehensible information based on accurate analysis of business and technical information and independent research.

e. Present cogent, concise and comprehensible reports based on accurate analysis of business and technical information and independent research.

f. Demonstrate and evaluate effective negotiation, persuasion and organisational skills through participation in team activities.

g. Evaluate and reflect on professional and ethical responsibilities.

1.2.5 Key Skills

By the end of the programme students will be able to:

a. Structure and communicate ideas effectively both orally and in writing.

b. Manage time, resources and work to deadlines.

c. Use technology to support research/investigation and discover suitable sources of information to describe, support and justify approaches.

d. Be self-reliant, self-critical, work independently and take responsibility for personal and continuing professional learning and development.

e. Work as a member of a (interdisciplinary) team, participate constructively in groups, assess the relevance and importance of the ideas of others and manage such teams.

f. Apply suitable ICT, writing and numerical skills.

g. Be creative and innovative in their work.

S1.3 LEARNING, TEACHING AND ASSESSMENT

Section A3 describes the Departmental Approach to Learning, Teaching, Assessment and Feedback. Section A4 emphasises the approach to supporting employability within the Professional Engineering Programmes and the provision for work-related and work-based learning. This section gives you additional information specific to this programme.

1.3.1 The Approach to Learning and Teaching within the Programme

New material is introduced through lectures, tutorials and practical laboratory sessions at Sheffield Hallam University. Students also engage with learning materials via the Blackboard virtual learning environment as a means of learner support.

Case studies and problem solving activities based on real-world applications involving actual end-users, often working in groups, allow students to deepen their understanding through an active learning approach. Problem solving is a key component of many activities and students are encouraged to be a reflective learner in preparation for life-long learning. Opportunities are offered to develop intellectual skills through tutorials, workshops, and group discussions. Students are encouraged to develop independent judgements and be able to argue a point of view.

Students will identify their own strengths and weaknesses through this approach and will build up a progress file, or Personal Development Portfolio, as they progress through the course.

Substantial use is made of industry standard specialist computing packages, tools and hardware to familiarise students with the subject skills necessary to support their learning and practical skill development in a relevant context. There are several specialist laboratories such as electronic, embedded systems and electronic CAD laboratories and several networking laboratories. These are used for formal laboratory exercises and also available outside of normal timetabled classes for working on module based assignments and individual project work. Students gain practical experience of installing, configuring and trouble-shooting relevant computer systems, and network devices. They also gain experience of planning and implementing projects and in communicating their knowledge and understanding in a professional manner, through discussions online and in the work place.

Students are closely supported and monitored by module leaders and the course team to ensure the required skills are developed. Further support is provided through the use of Blackboard which allows students to access resources and support materials in a flexible manner. Peer support mechanisms are also encouraged through the use of Blackboard and email facilities.

1.3.2 The Approach to Assessment and Feedback within the Programme

Students demonstrate that they apply their knowledge and understanding through a combination of coursework and examinations. Assessment is used to support learning through activities such as structured walkthroughs, practical individual and group projects, phase tests, reports and presentations. Graded exercises and assessments are used as formative assessments to ensure students learning keeps pace with delivery. Online assessment is used as both a formative and a summative method so that students can take these assessments at a time and place which suits them. Online electronic submission of assignments is frequently used. In addition with online submission of assignment the plagiarism checker TurnItIn can also be used. This allows students to check their work for plagiarism and ensure that they reference their source material correctly.

Typically, solutions to problems are assessed through structured walkthroughs, presentations, technical documents and reflective reports. Students are expected to explain their reasons for choices made, design considerations and decisions taken.

Key skills assessment forms an integral part of many assignments through peer assessment, self-assessment, development and monitoring of project plans, presenting findings and recommendations, working to deadlines and on projects which take place in a professional working environment.

Students can record and track their progress and performance throughout the programme through the Professional Development Portfolios (PDPs) which are reviewed by their tutor. Feedback to students is given on a regular basis throughout the Programme. Tutors provide feedback based on the results of Progress Checks and assignments. Students are expected to use feedback to improve the quality of their work. The use of regular Progress Checks is important to ensure students with difficulties are identified early.

Feedback from students is actively sought in order to monitor the operational delivery of the programme against its educational aims and objectives, and thus assist staff to strive for continuous improvement. Student elected representatives are involved in all the formal processes of feedback and review. Student feedback is obtained via:

1. Staff / Student Programme Committees

2. Online Questionnaires

3. E-mail

4. University student experience surveys

1.3.3 How Student Employability is supported within the Programme

Throughout the programme and indeed due to the requirements of the Professional Body and the UK-SPEC, the programme aims to deliver learning and knowledge as well as skills that improve graduate employability. The programme aims and learning outcomes specify which skills are being developed and how the individual modules meet the requirements of these learning outcomes. A student who engages well and performs to a standard required on this course to achieve a pass will meet the learning outcomes well. The UK-SPEC specifically asks for skills related to employability and Table 3.3 demonstrates how these criteria are met and within which modules. Below is the summary table of the criteria within the UK-SPEC which specifically improve graduate employability.

|Engineering Analysis: |

|E2 |Ability to identify, classify and describe the performance of systems and components through the use of analytical methods |

| |and modelling techniques; |

|E3 |Ability to apply quantitative methods and computer software relevant to their engineering discipline, in order to solve |

| |engineering problems; |

|Design : |

|D2 |Understand customer and user needs and the importance of considerations such as aesthetics; |

|D5 |Manage the design process and evaluate outcomes; |

|D6 |Identify and manage cost drivers. |

|Economic, social and environmental context : |

|S1 |Knowledge and understanding of commercial and economic context of engineering processes; |

|S2 |Knowledge of management techniques which may be used to achieve engineering objectives within that context; |

|S3 |Understanding of the requirement for engineering activities to promote sustainable development; |

|S4 |Awareness of the framework of relevant legal requirements governing engineering activities, including personnel, health, |

| |safety, and risk (including environmental risk) issues; |

|S5 |Understanding of the need for a high level of professional and ethical conduct in engineering. |

|Engineering Practice: |

|P3 |Understanding of contexts in which engineering knowledge can be applied (e.g. operations and management, technology, |

| |development, etc); |

|P4 |Understanding use of technical literature and other information sources; |

|P5 |Understanding of appropriate codes of practice and industry standards; |

|P6 |Awareness of nature of intellectual property and contractual issues; |

|P7 |Awareness of quality issues; |

As well as the core, key and transferable skills that are essential for employability, students gain technical and analytical skills combined with academic skills to support continuing professional development. This is achieved through a variety of modules, teaching methods and through student centred learning. For example the level 4 module Engineering Practice provides an opportunity for students to develop professional technical skills both in practice and in principle. Students also develop their employability skills by working with others, and improve their abilities in communication, negotiation, problem solving, time management etc. This continues in many other modules and in other levels of the course as follows:-

At level 5: the modules Environment and Society, Engineering Business Management and Integrated Product Design.

At level 6: the final year project module and the module Project and Quality Management.

1.3.4 Main type of Work-Based or Work-Related Learning featured in this Programme

Work-related learning is featured in the Engineering Practice module (Level 4), Environment and Society (Level 5) and the Individual Project (Level 6) for all students on the programme. Indeed students will be required to undertake a 6 week team project for an industrial client for Environment and Society through the Venture Matrix programme exposing students to real life industrial challenges relevant to their programme of study. Furthermore, for students who do not undertake a placement, there will be strong guidance for them to undertake a final year individual project through the Venture Matrix programme which will be industrially focussed, providing the student with an opportunity to work for a client in a work- related context. They will be supported within the University by a supervisor with relevant academic knowledge of the area of investigation. Further information regarding this innovation can be found in Section A6.

The Environment and Society module will provide opportunities for work based learning through Sheffield Hallam University Venture Matrix. [The Venture Matrix™ is a unique work-based learning scheme that aims to improve the enterprise skills and develop the employability of students by enhancing their entrepreneurial capabilities during their academic study. Within the Venture Matrix™ students are given the chance to tackle real-life challenges within a secure and safe environment whilst gaining new skills for their future employment. Students are able to set up their own simulated ventures or social enterprise and trade with each other, mirroring the real world, but in a risk-free environment.]

The Venture Matrix will source from local industry (i.e. educational, service, retail and manufacturing industry) environmental impact evaluation/assessment project opportunities for Environment and Society module. Engineering Business Management and Integrated Product Design modules will provide work related learning opportunities and will develop their employability skills through:

• working with others in inter disciplinary teams,

• communication,

• negotiation,

• commercial awareness,

• problem solving,

• time management, etc.

Work-based learning is provided to students who apply for and take up a placement in the sandwich programme. The module Engineering Business Management enables them to prepare for this sandwich year by giving students guidance in preparing CVs, applying for jobs, attending interviews and preparing for employer assessments and selection processes. Indeed all students benefit from this mandatory requirement as they are required to take this module regardless of whether they intend to go on placement. Students are supported and prepared during the second year of the course to obtain a placement and throughout the placement year, with contacts from the full-time Placements Unit, and by at least two visits to the workplace by visiting tutors. The Placement year uses a structured work planning, reflection and recording system.

Past students on the course have typically secured placements in:

• IT infrastructure support role in education, manufacturing, service and retail sector, for example includes (but not exclusively) Birmingham University, Barnsley Metropolitan Council, Logoco, NHS, William Hill and A4e.

• Assistant computer network design role in an ICT company provider, for example BT, Citrix.

• IT professional role, for example from Test engineer, to IT developer/designer in an ICT outsourcing provider, for example IBM, Citrix, Civica, Cap Gemini

• Embedded/mobile computing research and design role for the manufacturing or ICT mobile computing company, for example British Glass

One quarter of the final year is a practical project in computer and network engineering, with aspects related to specialisms within the programme of study. Many students select research projects that specifically help them develop, refine and demonstrate skills they hope will be of value in their chosen career and many students often complete projects that were suggested or inspired from their placement provider.

S1.4 PROGRAMME DESIGN AND STRUCTURE

The tables in Section S4 list the modules studied at each stage of the programme.

The first year aims is to provide a foundation of engineering principles, knowledge and fundamental skills, while addressing the areas of computer networks, network communications, programming and electronics. It is anticipated that students will be from a diversity of educational backgrounds with a range of academic abilities when they start the course. The teaching methods adopted in the first year are particularly sensitive to student needs and will support and guide the student through the terminology and methodology of the subject areas. Improving student confidence, enthusiasm, knowledge and skills are each considered to be equally important at this stage of the programme. To prepare students for the requirements of degree course study at higher levels, the amount of independent learning and the ability to evaluate and analyse information gradually increases throughout the first year.

The second year of the course continues to develop the principal themes of network systems through the modules Fundamentals of Wireless LANS and Computer Networks. Embedded Systems Design and Integrative Product Analysis and Design enables the application of the design process to providing solutions for networks. The implications of engineering development upon our surroundings are considered through Environment and Society and a module called Engineering Business Management is provided to broaden the students' knowledge of commercial aspects of the computing and engineering industries.

Instead of continuing directly into the third year of studies, students are encouraged and supported to undertake a period of supervised work experience. Students will be able to apply their knowledge gained on the course to commercial practice, gain new skills and learn how industry works. The Professional Experience and Employability Unit (PEEU), helps students to find a placement and negotiate a sensible salary.

In the final academic year of the course, there is continued development of the specialist subject areas of network design and embedded computer systems, together with a major project. A module for Telecommunications Technology provides opportunities to develop an understanding for current systems. Students also have a choice of two electives allowing them to study Advanced Network Design or Multimedia Networks.

The modules studied on this course are:

Level 4:

Fundamentals of Communication and Network Engineering

Introduction to Programming

Engineering Practice

Mathematics for Networks

Introduction to Computer Systems

Electronics

Level 5:

Fundamentals of Wireless LANs

Computer Networks

Environment and Society

Engineering Business Management

Network Services and Administration

Embedded Systems Design

Integrative Product Analysis and Design

Level 6:

Individual Project

Project and Quality Management

Network Design Monitoring and Optimisation

Embedded Computer Networks

Telecommunication Technology

An Elective from:

Advanced Network Design

Multimedia Networks

S1.5 PROGRESSION/CAREER ROUTES

1.5.1 Course Progression Opportunities

This course has been accredited by the British Computer Society as satisfying the academic requirements for initial registration as a Chartered Engineer. To achieve full registration status as a Chartered Engineer usually requires a further five years of responsible employment in an appropriate working environment. Throughout this period the student will be expected to undertake continuing professional and academic development, and indeed throughout their whole career, to maintain and update their knowledge base and skills. The Faculty runs a number of post graduate programmes and short courses that can help the student achieve this.

Some students may wish to continue their studies after graduation for a research qualification such as an MPhil or PhD. The Faculty has a number of strong research groups and also undertakes collaborative development work with industrial and commercial firms in the region.

1.5.2 Career Routes

Computer and Network engineering is a growing and diverse discipline. It is specifically concerned with the design, development, installation, operation and maintenance of computer networks.  Opportunities for work upon graduation are vast and varied with many areas in the UK providing hubs of activity, Sheffield being one of them.

Computer and Network engineering is a growing and diverse discipline. It is specifically concerned with the design, development, installation, operation and maintenance of computer systems and computer networks.  Opportunities for work upon graduation are vast and varied with many areas in the UK providing hubs of activity, Sheffield being one of them.

Computer and Network Engineers are employed in a wide variety of organisations, spanning the public and private sectors and including the manufacturing, service and retail industries. Typically Computer and Network Engineers are employed in either supporting, designing, developing, implementing and/or maintaining:

• embedded/mobile technology in the ICT industrial sector,

• IT infrastructure for the public and private sectors i.e. in education, manufacturing, service, professional, and retail industries either in a directly employed capacity by the sector or in a contracted role from an outsourcing organisation, e.g. IBM, Cap Gemini, Civica, etc.

Previous graduates from the course are currently employed as Test Engineers, Support Engineers etc. at leading national and international companies such as BT, CSE-Global, Hewlett Packard.

S1.6 ENTRY REQUIREMENTS AND ENTRY PROFILE

1.6.1 Specific Entry Requirements

All candidates must satisfy the following criteria:

• The candidate must hold a pass at Grade C or better in the General Certificate of Secondary Education, or equivalent qualification, in four subjects including Mathematics and English Language or a subject which tests the use of English.

• For applicants whose previous studies were not undertaken in the English language, in particular for international applicants, the following qualifications may be used as a guide to an appropriate level of competence in English language: 

British Council International English Language Testing Service (IELTS) overall band 6;

Cambridge Certificate in Advanced English (CAE) grade B;

Cambridge Certificate of Proficiency in English (CPE) grade C;

Test of English as a Foreign Language (TOEFL) score 550 for paper-based tests, or 213 for computer-based tests, or 79 for internet based tests.

Candidates must additionally possess one of the following:

a) At least two A-level passes, in relevant subjects or equivalent. A UCAS tariff score of at least 240 points, achieved at the same sitting.  Two ‘AS’ level passes are considered equivalent to one ‘A-level’ pass. In accordance with advice from the relevant professional bodies, strong performance in one or more of the A levels may be used to compensate for, say achievement only at AS level in another. A/AS General Studies and also Key Skills are not considered appropriate to contribute to the above UCAS tariff calculations.

b) An EDExcel/ BTEC/ SCOTVEC National Certificate or Diploma in a science or technology based subject, with at least 3 distinction grades mathematically based science/ technology units at NIII level, with the majority of the other units being at merit grade.

c) To have passed the SHU Preparatory Year of the Extended Degree Programme in Computing or Engineering, or other suitable science/ technology based foundation or access course containing an appropriate level of mathematics, with an overall average mark of at least 65%. 

d) A qualification which is deemed to be equivalent to any of the above.

|Academic Qualifications (including A / AS level |Normally 240 UCAS tariff points with at least |

|grades and subjects, where applicable) |passes in 2 GCE/VCE A levels in relevant |

| |subjects or equivalent. |

|Level of English language capability |GCSE English grade C or above. Equivalent |

| |qualifications will be accepted |

| |International Applicants to be competent to the |

| |level of TOEFL 570 (paper based tests) or |

| |230+ (computer based tests) or IELTS at least |

| |6.0 |

|Any other specific, formally certified |none |

|qualifications | |

|Previous relevant work or work-related experience |none |

|Any specific articulation arrangements recognised |none |

|for this programme | |

|Professional qualifications |none |

|Any other specific entry requirements |GCSE Mathematics grade C or above. |

| |Equivalent qualifications will be accepted. |

1.6.2 Applicant Entry Profile

A student wishing to study on this course should be motivated, inquisitive and able to take on an academic challenge. They should possess an inherent desire to know why and how things happen, and how things work. The course will help the student to develop the skills to answer these questions.

The basis of admission to the programme is that a student should have the potential to benefit from, and with diligence and application, succeed on the programme. Such potential is normally assessed by previous attainment, supported as necessary by confidential references and personal interview.

1.6.3 Non-Standard Entry

Candidates who have other, non-standard qualifications will be considered on their individual merits by the Course Leader and Admissions Tutor. The primary criteria will be that the candidate will have the ability and commitment to progress satisfactorily on the Programme.

1.6.4 Prior Credit (APCL/APEL)

Prior certificated credit or prior experiential credit may be used within the Programme in the following ways:

Accredited Prior Experiential Learning may be accepted, provided that the candidate is able to demonstrate that, by virtue of their other studies and learning, they are capable of benefiting from and successfully completing the course.

Students with an Edexcel-BTEC Higher National Certificate, Higher National Diploma or Foundation Degree or an equivalent qualification in an appropriate computing or engineering discipline, may be eligible to join the programme at level 5, the second year of the full-time/sandwich route.

Disclaimer

|Programme Specification produced by |

|Faculty |ACES |

|Department |Engineering and Mathematics |

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