University of Cambridge: Programme Specifications MASTER OF PHILOSOPHY IN ENGINEERING FOR SUSTAINABLE DEVELOPMENT: PROGRAMME SPECIFICATION

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1 Page 1 of 8 University of Cambridge: Programme Specifications Every effort has been made to ensure the accuracy of the information in this programme specification. Programme specifications are produced and then reviewed annually by the relevant faculty or department and revised where necessary. However, we reserve the right to withdraw, update or amend this programme specification at any time without notice. Further information about specifications and an archive of programme specifications for all awards of the University is available online at: MASTER OF PHILOSOPHY IN ENGINEERING FOR SUSTAINABLE DEVELOPMENT: PROGRAMME SPECIFICATION 1 Awarding body University of Cambridge 2 Teaching institution University of Cambridge 3 Accreditation details None 4 Name of final award Master of Philosophy 5 Programme title Engineering for Sustainable Development 6 JACS code(s) H100, H220, N200 7 Relevant QAA benchmark Engineering statement(s) 8 Qualifications framework level 7 (Masters) 9 Date specification was produced/ May 2011 last revised 10 Date specification was last reviewed May 2011 Educational Aims of the programme: The programme aims to: Produce engineering leaders with the understanding and skills necessary to conceive and deliver fitting solutions to society s needs and to address global challenges within a sustainability framework. Explore value frameworks for engineers which are based on the concepts behind sustainable development and which can guide the design and management of engineering artefacts and schemes, so that their impacts are addressed at every stage of planning, implementation and disposal. Develop strong business awareness in engineering graduates and foster an understanding of the foundations of management theory in the areas of strategy, organisation, marketing and finance, the connections between technology and management, and the introduction of change within organisations. Encourage an appreciation of the trade-offs and conflicts inherent in decision making and the need to seek wider and alternative solutions to engineering problems so that graduates of the course can engage in strategic thinking during their future employment within industry, business or government.

2 Page 2 of 8 Programme Outcomes The programme is designed to develop the following broad themes: Fundamentals of environmental science, economics, social science and change management (F) Concepts of, and strategies for, Sustainable Development (C) Evaluation frameworks for engineering activity, including sustainability metrics and assessment methodologies (E) Current and potential engineering responses and specific technologies (R) Aspects of business management (B) These will provide opportunities for students to develop and demonstrate knowledge and understanding, skills, qualities and other attributes as follows: Knowledge and understanding 1. Fundamental concepts of environmental impact, social responsibility and economic accountability (F). 2. Understand the framework and wider issues relating to sustainable development and how these can be influenced by engineers (including issues such as climate change, ecological modernisation, sustainable technology development, intra- and inter-generational equity, and democratic governance) (C). 3. A broad knowledge of the available technologies for moving to sustainable development and the technical and non-technical barriers to change, (e.g. zero waste, whole life costs, resource management, stakeholder engagement etc) (C, R). 4. Familiarity with a range of evaluation methodologies and procedures for assessing the impacts of engineering activity (i.e. traditional economic instruments to full sustainability assessments), and their limitations (E). 5. The pathways by which new technologies reach the marketplace and how management structures shape the evolution of technologies, and how institutions, NGOs, public policy and regulation influence the rate of progress towards sustainable development (B) 6. Theories and examples about organisational structure and change, including tools for analysis and development of change strategies (e.g. top down vs bottom up, machine vs organism, power structures) (F). 7. Knowledge of good and bad sustainability practice in a range of engineering sectors, (e.g. manufacturing, construction, transport, water, energy) (R). Intellectual skills a. Be able to argue a sustainable development case in an effective manner. b. Understand how to frame complex problems, recognizing uncertainties and the need to balance technical and non-technical solutions, and tradeoffs between multiple stakeholder needs and constraints. c. Be able to act as a change agent within an organisation, manage change effectively and respond to changing demands. d. Be capable of judging the sustainability of different aspects of engineering activity.

3 Page 3 of 8 e. Critically examine concepts of sustainability as a process of social, organisational and political development. f. Take an holistic approach in solving problems and designing systems by applying professional engineering judgement to balance sustainability principles, practical implementation and financial probity. g. Be able to deal with complex issues both systematically and creatively, make informed judgements in the absence of complete data and in unpredictable situations, and to act autonomously in planning and implementing solutions to sustainable development problems at a professional level. Transferable skills h. Plan, execute and critically evaluate an original and individual investigative piece of work through a major dissertation. i. Prepare formal reports in a range of styles (e.g. Journal paper, consultant s report, oral and poster presentations, book reviews). j. Reason critically and demonstrate and exercise independence of mind and thought and communicate ideas. k. Manage time and work to deadlines, work effectively both independently and in groups, and assess the relevance and importance of the ideas of others. l. Find information and learn effectively for the purpose of continuing professional development and in a wider context throughout their career Teaching, learning and assessment methods used to enable outcomes to be achieved and demonstrated Lectures, small group teaching (supervisions), student-led and tutor-led seminars, field visits, guest speaker presentations and case studies, short block courses, role plays, industrial consultancy projects and individual research Dissertation. All teaching is carried out in Cambridge, U.K..Assessment Coursework (individual and group), class participation, examination, presentations (individual and group) and dissertation. Programme structures and requirements, special features, modules, credits and awards The programme is only offered as a full-time course. The course normally lasts for 11 months (October August inclusive) and leads to the award of an MPhil degree. Students are currently required to study 4 core modules (see note on page 6 regarding changes for ), a double module in Management of Technology and Innovation, 4 elective modules chosen from a wide list of subjects offered across Cambridge University (CU) and conduct an individual project / dissertation (equivalent to 4 modules). Special innovative features of the programme are as follows: Many of the staff involved in the presentation of the programme have a strong industrial background, and so the course is firmly rooted in practical experience and draws heavily on case studies and real examples. These demonstrate the tangible benefits which have

4 Page 4 of 8 already been achieved in many engineering projects, and which highlight how real improvements can be made Case teaching is provided by senior figures from both Cambridge University, industry and government agencies who have worked on large-scale engineering projects, and is supplemented by a range of guest speakers currently involved in the implementation of sustainability principles to a wide range of engineering problems. In this way the course is able to reflect current best practice in the area of Engineering for Sustainable Development. The style and form of the taught modules is participative and students work closely in partnership with their tutors, with an emphasis on a multi-disciplinary approach to complex problem solving. There is strong collaboration with other MPhil programmes, for example with module sharing with the Technology Policy Programme which provides a strong policy and management dimension to the degree. The course structure allows students to choose elective modules from three broad sections: i) engineering sustainable technologies, ii) planning design and assessment and iii) business management and policy Weekly seminar discussions informally explore themes of Sustainable Development and provide a vehicle for all participants in the course to share their experiences. Sessions include topics on issues such as environmental ethics, sustainability indicators, developing country and global poverty issues. They allow time for students to reflect on issues raised in the taught component of the course. These are supplemented by occasional select committees where students have the opportunity to cross examine professionals from industry, government and regulatory bodies. Residential field visits study the relationship of roads to landscape, energy efficient buildings and eco-building design, oil and mineral extraction in environmentally sensitive areas, and post mining regeneration of Cornwall. An annual series of 7 distinguished lectures by speakers of international standing is arranged each spring on the theme of Sustainable Development Whilst acknowledging the basic issues associated with Sustainable Development the Course is as practical and pragmatic as possible to ensure it is fully relevant to engineering practice. Students have the freedom to compile a combination of elective modules that will allow them to follow a programme which is relevant to their interests and career aspirations whilst remaining within the overall aim of studying sustainable development as it applies to engineering. Course Structure and programme content ( ), (see note on page 6 for proposed changes): Core modules (all students; October March): Major Themes / Skills ESD0 CfSD Sustainable Development Contexts C a, f, i

5 Page 5 of 8 ESD1 CfSD Environment, Economic and Community Perspectives F a,b, e, f ESD2 CfSD Leading Change in Organisations F,B c, g, l ESD3 CfSD Tools, Techniques and Assessment Frameworks R, E d, f, i MOTI JI Management of Technology and Innovation (2 modules block course) B j, k Elective modules (students choose 4 modules; October March). The following list indicates the elective modules offered during the 2010/2011 session, skills developed include: a, d, i, j, k,l. Elective modules reflect three main themes: Engineering Sustainable Technologies (EST); Planning, Design and Assessment (PDA); Business, Management and Policy (BMP). Some modules may be paired to define major thematic pathways through the programme in areas such as Energy, Water, Developing Countries, Urban Infrastructure, Finance and Economics. Some modules may be withdrawn in any year if insufficient students enrolled on the MPhil elect to study them. Modules offered by the Centre for Sustainable Development (CfSD) CfSD EST Water and Sanitation in the Developing World R CfSD PDA Sustainability assessment of large infrastructure projects E CfSD EST Sustainable Water Engineering R CfSD PDA Sustainable Urban Communities C CfSD EST Environmental Engineering R Modules offered by the Department of Engineering (CUED): CUED PDA Development Engineering R CUED EST Sustainable Energy R CUED BMP Accounting and Finance F CUED EST Environmental Fluid Mechanics R CUED EST Electricity and the Environment R CUED EST Solar electronic power: generation and distribution R CUED EST Renewable electrical power R CUED EST Building Physics R CUED EST Construction and Management R CUED EST Biomimetics R CUED BMP Management of Technology B CUED BMP Project Management B CUED BMP Strategic Management B CUED BMP International Business Economics B

6 Page 6 of 8 CUED PDA Technological Innovation: Research and Practice R Modules offered by the Judge Business School (JBS) TP/JIBS BMP Introduction to Technology Policy C, E TP/JBS Uncertainty and real options is system design R TP/JBS PDA Systems Dynamics F, C TP/JBS BMP Government Policy towards Technology Development B TP/JBS BMP Complexity and negotiation B TP/JBS BMP Political economy of Technology policy F, C JBS BMP Globalisation and big business F,B JBS BMP Globalisation ( part II) F,B Arch. EST Environmental Design in Architecture 1 R Arch. EST Environmental Design in Architecture 2 R CUED EST Architectural Engineering R Chem Eng PDA Sustainability and Chemical Engineering F,R,E Weekly seminar group discussion a, d, e, k Distinguished international lecture series Dissertation (15,000 words) (All students: April August),f, g, h, j, k, l Support for students and their learning One week induction programme for orientation and team building Student handbooks and electronic on-line teaching support and access to course materials Small group teaching (e.g students in elective modules) Staff student liaison committee for feedback and course management Open access to Course Director and staff in Centre for Sustainable Development Regular informal discussion seminars and field courses Research methodology course and other support seminars (careers, progression to PhD, safety etc) 3-day Dissertation Conference in July (with invited industrial guests) Self reflective learning logs Criteria for admission Students on the programme will have well-developed technical skills in engineering, science and perhaps the quantitative disciplines, and preferably some professional work experience. The course is broadly based and inter-disciplinary and welcomes students from any field of engineering or associated discipline, having obtained a first or upper second class honours degree (or equivalent).

7 Page 7 of 8 The management of quality Management of the quality of the programme is the responsibility of the Course Director. Students are encouraged to give immediate verbal feedback to staff teaching on the programme and the Course Director. Feedback channels are also formally implemented through a Staff-Student Liaison Committee, attended regularly by the student representatives. Students are also asked to complete quantitative and qualitative feedback questionnaires, which address questions on the following issues: Quality of teaching Quality of visual aids and teaching environments Relevance of subject matter Workload Admissions process Facilities (study space, IT, library resources etc) Quality of administrative support Results of questionnaires are distributed to the relevant teaching staff. A summary of the quantitative feedback results are discussed by the Staff-Student Liaison Committee and any action points from such discussions are noted in the minutes and followed up at subsequent meetings. Students also participate in occasional independent external monitoring and audit of the programme aims and objectives. The academic content of the programme is continually reviewed by the Course Director, and strategically reviewed at the end of each year of operation by the whole course team in a one-day retreat. Any significant changes which are proposed are considered by the relevant committee within the Department of Engineering. The quality of the programme is also monitored by an external examiner, currently Professor Adisa Azapagic from Manchester University, who observes aspects of the course operation during the year and attends the annual examiners meeting and comments on the curriculum, standard of assessment achieved by the students and other issues relating to the quality of the programme in his Annual Report Summary of Assessment Regulations In order to obtain a degree students registered for the MPhil in Engineering for Sustainable Development will be required to obtain: An average of 60% or greater over the 4 required core modules (ESD0, ESD1, ESD2, ESD3) An average of 60% or greater over the expected double module in Management of Technology and Innovation, and in four elective modules A pass for the Dissertation (60% or greater) Both the taught components and the dissertation must be passed individually to gain an overall pass on the course. Cases of marginal failure (i.e. 55%-59%) in one of the three components of the degree may be redeemed by high performances in the other two elements (at least an average of 70%). The classification of the degree will be awarded as either Pass or Distinction. Students who achieve an exceptional performance (i.e. greater than 75% average in all three components) shall eligible for the award of a University Distinction Please note: 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

8 Page 8 of 8 are provided. More detailed information on the structure, content and assessment of course can be found in the Course Handbook and on the course web-site: It follows from the nature of the rapidly evolving subject matter that some detailed course elements may change from year to year to reflect emerging themes in the sustainable development debate. Changes to core programme for : Inner Core (all students, Michaelmas Term) ESD100 CfSD Concepts, values and change processes ESD 200 CfSD Sustainability methods and metrics Outer core (students choose 2 from the following four modules in Lent Term, with the option of choosing the remaining two as electives if desired) ESD 300 ESD 400 ESD 500 ESD 600 CfSD Sustainability Assessment of Large Infrastructure Projects CfSD Regulation, Legal, Economic Issues (provisional title) CfSD Sustainable Design and Implementation CfSD Development Engineering