Programme Specification

Transcription

1 Programme Specification (please see the notes at the end of this document for a summary of uses of programme specifications) GENERAL INFORMATION Awarding Institution//Body Teaching Institution Validated/Franchised (if appropriate) Programme accredited by (including date of accreditation) Programme approved by (including date & minute number of Senate) Final award Programme title UCAS code (if applicable) Subject Benchmark Statement Intended level of completed programme (in line with FHEQ) Duration of programme & mode of study Date of Specification preparation/revision Applicable to cohorts (eg. for students commencing in September 2008 or 2008/ /10) University of Bath University of Bath N/A Senate 24 January 1996 PG Dip / MSc Electrical Power Systems N/A N/A M, FHEQ 7 Up to 5 years part time (distance learning) Oct 2011 to incorporate: Change of assessment weightings of EE50104, EE50105, EE50189, EE50188, EE50108, EE50109, EE50110, EE50111, EE50112, EE50113, EE Sept 2009 to incorporate: Withdrawal of EE50107 & EE50106 and replacement with EE50188Power Systems protection and EE50189 Power Markets & Economics June 2009 to incorporate: re-registration policy APL route for National Grid students Credit alignment for PG Dip in EPS by DL From August 2011 Synopsis and academic coherence of programme The function of electrical power systems is to generate, transmit and distribute electric energy reliably and efficiently to meet the ever-increasing demands of both the industrial and domestic consumers. There is a growing need worldwide for engineers to be properly trained and updated in order to plan and operate electrical power systems, meeting consumer re- Page 1 of 12

2 quirements costs effectively while complying with the highest standards of safety, efficiency and reliability. The distance learning MSc programme in Electrical Power Systems consists of 8 taught units, three 1 week residential schools and a dissertation. With the exception of the residential schools, all work for the programmes is conducted outside of the University; students are assigned tutors - contactable by phone, fax, Moodle or - for each part of the programme. Students may commence the programme at any time of the year. The first 2 units on the programme contain core material and are compulsory, whereas the remaining 6 units are chosen from a list of specialist options. Examinations are held twice a year, normally in April and in October. UK based students attend the University to sit examinations; overseas students can sit examinations in their home countries by special arrangement. The three 1 week residential schools are held simultaneously; normally in June or July. Following successful completion of 6 of the taught units (i.e. 2 compulsory units and any 4 from a list of optional units) and 2 of the 3 residential schools, students may commence working on their dissertations. Following submission and acceptance of a dissertation proposal, a project tutor is assigned and students work towards the submission of a dissertation. Students are normally required to attend the University for an oral examination of the dissertation thesis. Academic Coherence The core units provide a solid foundation in the fundamental concepts of power systems engineering and analysis (Systems Fundamentals) and the management of large scale engineering projects (Project Management). Elective units then allow students to specialise in a range of topics of modern relevance to power systems, including protection, control, operation and management, simulation, artificial intelligence, plant, transients and contract engineering. The residential schools are designed to provide several key functions that are important to the distance learning student. These include the provision of laboratory exercises, introduction to topics of current and wider relevance not covered in the programme, and contact with other distance learning students in order to engender a sense of team spirit within the cohort and to encourage informal study groups. The Dissertation project is structured to give students experience in research, project management and project reporting, both written and oral. Since the majority of students are employed within the electricity supply industry, strong encouragement is given to work related projects. The project topic is normally nominated by the student and is within the area of power systems theory, technology or application. Educational aims of the programme To equip the programme graduates with those academic and personal qualities required for them to make an immediate engineering contribution to industry in the field of electrical power systems. Intended learning outcomes (including teaching, learning and assessment methods, specifying those applicable for interim awards where appropriate) Knowledge & Understanding: The compulsory units are designed to provide conceptual and systematic knowledge and understanding in the following areas: Systems Fundamentals Project Engineering. Page 2 of 12

3 The optional units (as shown below) will provide advanced knowledge and understanding in the students chosen field(s) of specialisation; in particular, they will be able to deal with complex issues systematically and continue to advance their knowledge and understanding and enhance understanding of the subject area to a high level: Power Systems Protection. Power Systems Operation and Control Medium /low Voltage Distribution System Engineering. Power Systems Plant Transients and Overvoltage Phenomenon Contact Engineering Teaching and learning is through distance learning material, directed reading, laboratory work and practical assignments. Intellectual Skills: Assessment is by written examination and marking of unit assignments and (for MSc students) project work. The programme should instil an ability to think in terms of engineering systems, rather than within the traditional subject boundaries. To this end students should be able to: recognise the principal subsystems of a modern power systems network, recognise and explain the functional purpose of each subsystem. provide a mathematical model and analysis of each subsystem, produce an initial design of particular subsystems and an overall power system network. In addition, for MSc students: demonstrate originality in the application of knowledge together with a practical understanding of how established techniques of research and enquiry are used to create and interpret knowledge in the discipline Professional Practical Skills: Teaching and learning is through distance learning material, directed reading, laboratory work and practical assignments. Assessment is by written examination and marking of unit assignments and (for MSc students) project work. Students should be able to demonstrate: an ability to successfully apply the fundamental principles of electrical power systems to a range of technical problems, Page 3 of 12

4 competence at an appropriate level in their chosen specialist subjects. In addition, for MSc students: The ability to deal with complex issues both systematically and creatively, and make sound judgement in the absence of complete data Teaching and learning is through distance learning material, directed reading, laboratory work and practical assignments. Transferable/Key Skills: Assessment is by written examination and marking of unit assignments and (for MSc students) project work. PG Diploma students should be able to: evaluate critically a range of research methodologies, methods and techniques relevant to the field acquire skills for continuing professional development, independently In addition, MSc students should be able to: synthesise and evaluate critically, current research and advanced scholarship in the discipline communicate ideas, analyses, designs and conclusions in writing and orally in a way appropriate to a given audience- specialist and non-specialist plan a programme of work by specifying a logical sequence of ordered tasks that on successful completion will result in a product fulfilling a technical specification, plan and manage research, design, and/or development projects in an effective and professional way. Teaching and learning is through distance learning material, directed reading, laboratory work and practical assignments. Assessment is by written project work and oral examination, if appropriate. Structure and content of the programme (including potential stopping off points) Taught Units Core (MSc & PG Diploma) EE50104 Systems Fundamentals (MSc, M) EE50105 Project Engineering (MSc, M) Page 4 of 12

5 Taught Units Elective (MSc students to take 6 units, PG Diploma students to take 7 units) EE50189 Power Systems Protection (MSc, M) EE50188 Power Markets & Economics (MSc, M) EE50108 Power System Simulation and Analysis (MSc, M) EE50109 Control of Power Systems (MSc, M) EE50110 Operation and Management of Power Systems (MSc, M) EE50111 Power System Plant (MSc, M) EE50112 Transient and Overvoltage Phenomena (MSc, M) EE50113 Contract Engineering (MSc, M) EE50114 Artificial Intelligence in Power Systems (MSc, M) Plus: EE50153 Residential Schools (MSc, M) EE50115 Project unit (M) (MSc students only) Form QA3-2 (3) 90 credits Details of work placements / work-based learning / industrial training / study abroad requirements Students on the programme are normally in full time employment with some being sponsored by their employers and many are working abroad. Dissertation projects are specifically structured to give students exposure in research, project management and project reporting on work related industrial projects. Details of support available to students (e.g. induction programmes, programme information, resources) When studying a taught unit, students are provided with the following materials: Unit work book Unit Self Assessment Questions (SAQ) answer book Unit Tutor Marked Assignments (TMA) question book. Recommended text book, if appropriate. Additionally, students are assigned a unit tutor who will answer technical queries. The unit tutor is contacted via phone, fax or . During the residential schools, the following information is available: Welcome meeting Security Safety Introduction to the Library Technical support services including remote access to IT facilities Page 5 of 12

6 Admissions criteria (including arrangements for APL/APEL) In accordance with University admissions policy as detailed in University Regulations 16.1 and Form QA3-2 Students having successfully completed the two core units, EE50104 System Fundamentals and EE50105 Project Engineering, via the CPD route may be considered for transfer to the MSc programme. National Grid students who have successfully completed EE50104 Systems Fundamentals and EE50109 Control of Power Systems on a CPD basis, along with material delivered by the National Grid covering Real Time Operation & Market Operation may be considered for admission to the MSc in Electrical Power Systems via an APL (Accreditation of Prior Learning) route. Students admitted to the MSc via this APL route are subject to approval by the Faculty Board of Studies (Regulation 16.1 ii) and will carry forward the credits and unit marks for EE50104 and EE50109 will be exempt from the first residential element of AR50153 Residential Schools and will be granted 12 credits of exemption from the PG Dip /MSc programme Units to be completed are detailed below Taught units (Core) EE50104 System Fundamentals EE50105 Project Engineering Taught units (optional MSc students to take 3, PG Diploma students to take 4) EE50189 Power Systems Protection EE50188 Power Markets & Economics EE50108 Power System Simulation and Analysis EE50110 Operation & Management of Power Systems EE50111 Power System Plant EE50112 Transient & Overvoltage Phenomena EE50113 Contract Engineering EE50114 Artificial Intelligence in Power Systems EE50153 Residential Schools (exemption from first residential week) MSc students EE50115 Project Unit 3 Page 6 of 12

7 Summary of assessment and progression regulations Assessment MSc students must study the core units - Systems Fundamentals and Project Engineering followed by 6 elective units plus the Residential Schools unit. Students will normally attend the residential schools during the period in which the 8 units are studied. Students are normally allowed to commence work on their dissertations following satisfactory completion of 6 units and 2 residential schools, and approval of their dissertation proposal. PG Diploma students must study the core units - Systems Fundamentals and Project Engineering followed by 7 elective units, plus the Residential Schools unit. Residential Schools are assessed on a pass/fail basis, based on attendance and participation in the residential activities. Awards Regulations This programme is fully compliant with the NFAAR-PGT and should be read with reference to those regulations. See: for details. See appendix 1 for programme description compliant with NFAAR-PGT. The maximum credit that may be award for prior learning or prior experiential learning towards the Postgraduate Diploma in Electrical Power Systems by distance learning is 24 credits. The maximum credit that may be awarded for prior learning or prior experiential learning towards the Masters degree in Electrical Power Systems by distance learning is 36 credits (no exemption is permitted against the dissertation/project unit). Students must also satisfactorily complete the three residential sessions defined in unit EE50153 Residential Schools. Students who do not complete the MSc programme within the five-year registration period may be permitted to apply for re-registration to the programme in accordance with the Electrical Power Systems by Distance Learning re-registration policy that is detailed in the programme s student handbook. Failure and Re-assessment A student will normally be permitted one attempt to retrieve a failed taught unit. A Board of Examiners for the Programme, having due consideration for the academic standards of the award, will determine the reassessment requirements. Any reassessment or supplementary examination requirement must be fulfilled within two years of the original failure. Any unit passed on reassessment will be awarded a maximum mark of 40%, both for the determination of eligibility for the award of a Masters degree with Distinction and for presentation of achievement on the student transcript. A student will normally be permitted to retrieve failures in up to 18 credits towards the award of the Postgraduate Diploma. A student will only be permitted to retrieve a failed dissertation/project unit at the discretion of the Board of Examiners and, normally, where the initial failure is deemed to be marginal. Re- Page 7 of 12

8 submission should normally be within 12 months of notification of failure. Form QA3-2 In order to qualify for the award of MSc with Distinction candidates must Satisfy criteria for the award of MSc (as above), And additionally, achieve a performance in assessment of at least: Mean overall mark for taught units: 70% Mean overall mark for project units: 70% Indicators of quality and standards (e.g. professional accreditation) One of the Department's research centres is directly concerned with the programme's academic area. This is the Centre for Sustainable Power Distribution. The members of this research centre comprise: Academic Staff: 5 (including 1 Professor, 1 Reader, 2 Senior Lecturers, 1 Course Director; Affiliated academic staff 2; Research Staff: 3; Research Students: 25; The current RAE position of the Department is 10 th amongst 34 UK Departments entered for the last RAE. The Department of Electronic and Electrical Engineering became in 2008 one of only seven UK electrical engineering departments out of 34 that is a member of the IET Power Academy. The Power Academy was established in 2004 to address the looming skills shortage in power engineering through a combination of financial support and workplace mentoring for students. The Power Academy brings together a number of university and employer partners, with institutional support from the IET and Energy & Utility Skills, the sector skills council. Overview The University is committed to bringing together and re-aligning quality assurance and quality enhancement in its mechanisms for the management of the quality of its programmes. The University s approach to quality management is underpinned by three principles: the reliance on sound pedagogical principles in the design and delivery of learning and teaching; the key role of academic peer review; the importance of the informed student voice, recognising the role of the student as a citizen in the academic community. The University s Quality Assurance Code of Practice is the key reference point that describes the academic processes and principles, roles and responsibilities through which the University develops and implements an effective and efficient quality management framework, assuring itself and external bodies of the quality and standards of its provision. It is also one of the channels of communication via which good practice in learning and teaching is encouraged and disseminated. Governance: Responsibility for the oversight of quality management is located with the following bodies: Each department is required to establish effective mechanisms for overseeing academic development, academic standards and quality of the teaching activities within the Department; Page 8 of 12

9 Form QA3-2 Teaching and Quality Committee is responsible to the Board of Studies for the detailed scrutiny of the academic standards and quality of the Faculty/School/Division's undergraduate and taught postgraduate provision; Faculty/School Research Students Committee is responsible to the Board of Studies for overseeing all matters concerning postgraduate research students; The Board of Studies/Standing Committee is responsible to Senate for all matters relating to the organisation of education, teaching and research in the Faculty/School/Division, including all examination matters. Quality Assurance Committee is responsible to Senate for ensuring that the University has a rigorous and responsive quality assurance framework in place; University Research Students Committee is responsible for developing, for recommendation to the Quality Assurance Committee, a framework of standards and monitoring procedures to support and promote the delivery of high quality postgraduate research provision; Senate is the supreme academic decision-making body of the University; Further arrangements with partner organisations are defined in collaborative agreements. Review and Monitoring The University s primary mechanisms for review and monitoring of programmes of study are: Internal moderation of assessment, including Boards of Examiners (for taught provision or research degree provision); External examiners reports in which academic peers provide assurance of the quality and standards of provision, but also offer advice on the future development of units and programmes, and contribute views to periodic review of programmes. These reports are scrutinised departmentally and institutionally (for taught provision or research degree provision); Annual monitoring of taught units and programmes draws upon data from Staff Student Liaison Forum, unit evaluation questionnaires, and end of residential evaluations and management information on admissions, progression and retention. A report is drawn up by the Director of Studies and is scrutinised at Faculty/School/Division level; Degree Scheme Review is the periodic review undertaken to provide assurance of the standards and continuing validity of a programme, while also making recommendations on its future enhancement and development. These reports are scrutinised at Faculty/School/Division level and institutionally, by Quality Assurance Committee; Where programmes involve collaborative provision, periodic review of the quality of partnership arrangements is also undertaken; Professional accreditation of programmes brings an additional element of academic peer review (although not yet accredited in the distance learning form by the Institution of Engineering and Technology, EPS MSc by DL accreditation is an aim for the near future, once the difficulty of incorporating distance-learning group-design work has been surmounted and better matches the accredited full-time EPS MSc); External Review - In the most recent Institutional Audit undertaken in 2008, the QAA indicated that it has confidence in the soundness of the University s current and likely future management of both the academic standards of its awards and the quality of learning opportunities available to students. A judgement of confidence is the highest rate the QAA can give in an institutional audit and indicates that we are judged to possess rigorous, effective and consistent mechanisms for the management of academic standards and the quality of learning opportunities for students. Page 9 of 12

10 Student Voice Student feedback and engagement with quality management is sought in a number of ways. Students are represented on key institutional committees, including Senate and Quality Assurance Committee. This ensures representation of student input in the development of strategic approaches to quality management; Departmental and Faculty/School/Division level student representation; Staff-Student Liaison Committees provide a mechanism for students to provide feedback and for staff to gauge student expectations and report on progress; Students are members of panels for the periodic review of programmes, Degree Scheme Reviews; Evaluation questionnaires for taught provision are issued by academic departments at the level of the unit. This feedback will then be acted upon locally through Staff Student Liaison Committees and annual monitoring of programmes; Feedback mechanisms for research degree students are set out in the Code of Practice for Research Degree Provision; The University undertakes a Student Experience Survey once every three years; The University also participates in the National Student Survey. Staff Development Staff receive support to fulfil their roles in the following ways: Peer support in programme team and departmental meetings; Cross-institutional forums, such as the Directors of Studies Forums and the Placement Tutors Forum provide a mechanism for sharing of good practice; Appraisal of staff is undertaken on an annual basis; Peer observation of teaching is undertaken with a view to improve the quality of teaching through the development of understanding and sharing of experiences of teaching; The University provides training and support for academic staff throughout their career at the University of Bath, including the Teaching Development Programme for probationary staff; The University is also committed to providing reward and recognition of staff engaged in learning and teaching, including promotion criteria that recognise contributions to learning and teaching in the progression of academic staff. The University has also established a number of institutional awards to recognise contributions in Learning and Teaching and offers incentives for new developments and enhancement projects via the Teaching Development Fund; Other institutional mechanisms to support staff in enhancing the quality of learning and teaching include events, such as the annual Learning and Teaching Enhancement seminar and Innovations in Learning and Teaching event. The University has also established annual Good Practice Discussions around an agreed enhancement theme. Sources of other information All programme information and student support documentation is maintained the Moodle VLE. Page 10 of 12

11 .. Chair of Programme Approval Panel/Dean*.. Date *For all new programmes the programme specification must be signed by the Chair of the Programme Approval Panel. Amended versions of the programme specifications must be signed by the Dean/Director of Faculty/School/Division. Appendix 1 Programme description for a programme compliant with NFAAR-PGT Programme code TEEE-ADM02 Programme title Electrical Power Systems Award type MSc Award title MSc Electrical Power Systems Mode of Attendance Distance learning Length 5 years State any designated alternative programme(s) TEEE-ADL01 Electrical Power Systems (5 years) leading to PG Diploma award TEEE-ADT01 CPD Electrical Power Systems Approving body and date of approval Board of Studies for the Faculty of Engineering and Design Normal period of study for this Mode Unit code Unit title Unit status Credits DEU Status SRU Status Taught, or Dissert n/ project credits Notes Varied EE50104 Systems Fundamentals C TSC Compulsory MSC & PGDip Varied EE50105 Project Engineering C TSC Compulsory MSC & PGDip Varied EE50115 Dissertation C DPC Compulsory unit [not undertaken for PG Diploma award] Varied EE50151 Residential school 1 C TSC Compulsory unit Varied EE50152 Residential school 2 C TSC Compulsory unit Varied EE50153 Residential school 3 C TSC Compulsory unit Varied EE50189 Power Systems Protection C TSC Optional (opt) unit Varied EE50188 Power Markets & Economics Varied EE50108 Power System Simulation and Analysis C TSC Optional (opt) unit C TSC Optional (opt) unit Varied EE50109 Control of Power Systems C TSC Optional (opt) unit Page 11 of 12

12 Varied EE50110 Operation and Management of Power Systems Form QA3-2 C TSC Optional (opt) unit PG Dip any 7opt units from 8 Varied EE50111 Power System Plant C TSC Optional (opt) unit Varied EE50112 Transient and Overvoltage Phenomena C TSC Optional (opt) unit Varied EE50113 Contract Engineering C TSC Optional (opt) unit Assessment weightings and decision references Stage Weighting within programme NFAAR-PGT decisions reference See: Not applicable Not applicable All assessment: Appendix 11 HB v01 (5 Nov 2008) Page 12 of 12