(Integrated Master in Engineering:) Integrated Master in Engineering
Electronic Engineering (Integrated Masters, Including Placement Year)
Current
University of Essex
University of Essex
Computer Science and Electronic Engineering (School of)
Colchester Campus
Masters
Full-time
Engineering
MENGH614
08/05/2024
Details
Professional accreditation
None
Admission criteria
- GCSE: Science C/4.
- A-levels: ABB - BBB or 128 - 120 UCAS tariff points from a minimum of 2 full A-levels, including B in Mathematics or Further Mathematics. Please note we are unable to accept A-level Use of Mathematics in place of A-level Mathematics.
- BTEC: DDM or 120 UCAS tariff points from a minimum of the equivalent of 2 full A-levels. To meet the A-level Maths requirement, BTEC qualifications should include Distinction in Further Mathematics for Technicians or Calculus to Solve Engineering Problems. The acceptability of BTECs is dependent on subject studied and optional units taken - email ugquery@essex.ac.uk for advice.
- Combined qualifications on the UCAS tariff: 128 - 120 UCAS tariff points from a minimum of 2 full A levels or equivalent, including B in Mathematics or Further Mathematics, or BTEC qualifications should include Distinction in Further Mathematics for Technicians or Calculus to Solve Engineering Problems. Tariff point offers may be made if you are taking a qualification, or mixture of qualifications, from the list on our undergraduate application information page.
- IB: 32 - 30 points or three Higher Level certificates with 655-555. Either must include Higher Level Mathematics grade 5, plus Standard Level Science grade 4.
- IB Career-related Programme: We consider combinations of IB Diploma Programme courses with BTECs or other qualifications. Advice on acceptability can be provided, email Undergraduate Admissions.
- QAA-approved Access to HE Diploma: 15 level 3 credits at Distinction and 30 level 3 credits at Merit, depending on subject studied - advice on acceptability can be provided, email Undergraduate Admissions.
- T-levels: We consider T-levels on a case-by-case basis, depending on subject studied. The offer for most courses is Distinction overall. Depending on the course applied for there may be additional requirements, which may include a specific grade in the Core.
Contextual Offers:
We are committed to ensuring that all students with the merit and potential to benefit from an Essex education are supported to do so. For October 2024 entry, if you are a home fee paying student residing in the UK you may be eligible for a Contextual Offer of up to two A-level grades, or equivalent, below our standard conditional offer.
Factors we consider:
- Applicants from underrepresented groups
- Applicants progressing from University of Essex Schools Membership schools/colleges
- Applicants who attend a compulsory admissions interview
- Applicants who attend an Offer Holder Day at our Colchester or Southend campus
Our contextual offers policy outlines additional circumstances and eligibility criteria.
For further information about what a contextual offer may look like for your specific qualification profile, email ugquery@essex.ac.uk.
If you haven't got the grades you hoped for, have a non-traditional academic background, are a mature student, or have any questions about eligibility for your course, more information can be found on our undergraduate application information page or get in touch with our Undergraduate Admissions Team.
IELTS (International English Language Testing System) code
English language requirements for applicants whose first language is not English: IELTS 6.0 overall, or specified score in another equivalent test that we accept.
Details of English language requirements, including component scores, and the tests we accept for applicants who require a Student visa (excluding Nationals of Majority English Speaking Countries) can be found here
If we accept the English component of an international qualification it will be included in the academic levels listed above for the relevant countries.
English language shelf-life
Most English language qualifications have a validity period of 5 years. The validity period of Pearson Test of English, TOEFL and CBSE or CISCE English is 2 years.
If you require a Student visa to study in the UK please see our immigration webpages for the latest Home Office guidance on English language qualifications.
Pre-sessional English courses
If you do not meet our IELTS requirements then you may be able to complete a pre-sessional English pathway that enables you to start your course without retaking IELTS.
Pending English language qualifications
You don’t need to achieve the required level before making your application, but it will be one of the conditions of your offer.
If you cannot find the qualification that you have achieved or are pending, then please email ugquery@essex.ac.uk
.
Requirements for second and final year entry
Different requirements apply for second and final year entry, and specified component grades are also required for applicants who require a visa to study in the UK. Details of English language requirements, including UK Visas and Immigration minimum component scores, and the tests we accept for applicants who require a Student visa (excluding Nationals of Majority English Speaking Countries) can be found here
Additional Notes
If you’re an international student, but do not meet the English language or academic requirements for direct admission to this degree, you could prepare and gain entry through a pathway course. Find out more about opportunities available to you at the University of Essex International College
Course qualifiers
A course qualifier is a bracketed addition to your course title to denote a specialisation or pathway that you have achieved via the completion of specific modules during your course. The
specific module requirements for each qualifier title are noted below. Eligibility for any selected qualifier will be determined by the department and confirmed by the final year Board of
Examiners. If the required modules are not successfully completed, your course title will remain as described above without any bracketed addition. Selection of a course qualifier is
optional and student can register preferences or opt-out via Online Module Enrolment (eNROL).
None
Rules of assessment
Rules of assessment are the rules, principles and frameworks which the University uses to calculate your course progression and final results.
Additional notes
None
External examiners
Dr Shadan Khan Khattak
Senior Lecturer
Cardiff Metropolitan University
External Examiners provide an independent overview of our courses, offering their expertise and help towards our continual improvement of course content, teaching, learning, and assessment.
External Examiners are normally academics from other higher education institutions, but may be from the industry, business or the profession as appropriate for the course.
They comment on how well courses align with national standards, and on how well the teaching, learning and assessment methods allow students to develop and demonstrate the relevant knowledge and skills needed to achieve their awards.
External Examiners who are responsible for awards are key members of Boards of Examiners. These boards make decisions about student progression within their course and about whether students can receive their final award.
Programme aims
To equip students with the knowledge and skills that are currently in high demand in the electronics and related industries .
To provide students with a foundation for further study and research .
To enable students to acquire a broad understanding of electronic engineering, whilst providing opportunities for them to develop expertise within particular areas of specialisation .
To develop the students' ability to make an effective contribution to team-based activity .
To encourage students to adopt an investigative approach and develop autonomous study skills in order to ensure their continuing professional development .
To provide students with an understanding of the industrial context and an appreciation of a range of external factors that affect the work of the professional electronics engineer.
7. To provide students with opportunities to develop the breadth and depth of knowledge and skills in Electronic Engineering beyond that offered by a Bachelors level qualification
Learning outcomes and learning, teaching and assessment methods
On successful completion of the programme a graduate should demonstrate knowledge and skills as follows:
A: Knowledge and understanding
A1: Apply knowledge of mathematics, statistics, natural science and engineering principles to the solution of complex problems. Some of the knowledge will be at the forefront of the particular subject of study.
A2: Analyse complex problems to reach substantiated conclusions using first principles of mathematics, statistics, natural science and engineering principles.
A3: Select and apply appropriate computational and analytical techniques to modelcomplex problems, recognising the limitations of the techniques employed.
A4: A comprehensive understanding of the relevant scientific principles of the specialisation.
A4: Select and evaluate technical literature and other sources of information to address complex problems
A5: A critical awareness of current problems and/or new insights most of which is at, or informed by, the forefront of the specialisation.
A5: Knowledge and understanding of electronic circuits and systems.
A6: An experience based understanding of work roles is developed through the placement year
Learning methods
Lectures are the principal method of delivery for the concepts and principles involved in the majority of the learning outcomes.
Students are also directed to reading from textbooks, academic papers and material available on-line.
Understanding is reinforced by means of exercise classes, discussion groups, laboratories, assignments and project work.
Specialist knowledge is further developed during supervision of the final year individual project.
Assessment methods
Achievement of knowledge outcomes is assessed primarily through unseen examinations, and also through marked coursework.
An assessment of the understanding of underlying concepts and principles forms part of the overall assessment of the final year individual project report and oral presentation.
B: Intellectual and cognitive skills
B1: Design solutions for complex problems that 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.
B2: Apply an integrated or systems approach to the solution of complex problems.
B3: Evaluate the environmental and societal impact of solutions to complex problems and minimise adverse impacts.
B4: Identify and analyse ethical concerns and make reasoned ethical choices informed by professional codes of conduct.
B5: Use a risk management process to identify, evaluate and mitigate risks (the effects of uncertainty) associated with a particular project or activity.
B6: Apply engineering design principles to the design of electronic circuits and systems.
B8: Understanding of concepts relevant to the discipline, some from outside engineering, and the ability to evaluate them critically and to apply them effectively, including in engineering projects.
B9: Ability both to apply appropriate engineering analysis methods for solving complex problems in engineering and to assess their limitations.
B10: Ability to use fundamental knowledge to investigate new and emerging technologies.
B11: Knowledge, understanding and skills to work with information that may be incomplete or uncertain, quantify the effect of this on the design and, where appropriate, use theory or experimental research to mitigate deficiencies.
B12: Knowledge and comprehensive understanding of design processes and methodologies and the ability to apply and adapt them in unfamiliar situations.
B13: A capacity to connect subject specific theory to practice in a work environment
Learning methods
The basis for intellectual skills is provided in lectures, and they are developed by means of recommended reading, guided and self directed study, assignments and project work.
Assessment methods
Achievement of intellectual skills is assessed primarily through unseen examinations, and also through marked assignments and project work.
C: Practical skills
C1: Adopt a holistic and proportionate approach to the mitigation of security risks.
C2: Adopt an inclusive approach to engineering practice and recognise the responsibilities, benefits and importance of supporting equality, diversity and inclusion.
C3: Use practical laboratory and workshop skills to investigate complex problems.
C4: Select and apply appropriate materials, equipment, engineering technologies and processes, recognising their limitations.
C5: Ability to design, construct and analyse electronic circuits and systems.
C9: Ability to collect and analyse research data and to use appropriate engineering analysis tools in tackling unfamiliar problems, such as those with uncertain or incomplete data or specifications, by the appropriate innovation, use or adaptation of engineering analytical methods.
C10: Advanced level knowledge and understanding of a wide range of engineering materials and components.
C11: A thorough understanding of current practice and its limitations, and some appreciation of likely new developments.
C12: Ability to apply engineering techniques taking account of a range of commercial and industrial constraints
C13: Communicate with a range of colleagues and clients in a working environment
Learning methods
Practical skills are developed in exercise classes, laboratory classes, assignments and project work.
Assessment methods
Achievement of practical skills is assessed through marked coursework, project reports, oral presentations and demonstrations of completed systems.
D: Key skills
D1: Discuss the role of quality management systems and continuous improvement in the context of complex problems.
D2: Apply knowledge of engineering management principles, commercial context, project and change management, and relevant legal matters including intellectual property rights.
D3: Function effectively as an individual, and as a member or leader of a team.
D4: Communicate effectively on complex engineering matters with technical and non-technical audiences.
D5: Plan and record self-learning and development as the foundation for lifelong learning/CPD.
D14: Ability to generate an innovative design for products, systems, components or processes to fulfil new needs.
D15: Awareness of the need for a high level of professional and ethical conduct in engineering.
D16: Awareness that engineers need to take account of the commercial and social contexts in which they operate.
D17: Knowledge and understanding of management and business practices, their limitations, and how these may be applied in the context of the particular specialisation.
D18: Awareness that engineering activities should promote sustainable development and ability to apply quantitative techniques where appropriate.
D19: Awareness of relevant regulatory requirements governing engineering activities in the context of the particular specialisation.
D20: Awareness of and ability to make general evaluations of risk issues in the context of the particular specialisation, including health and safety, environmental and commercial risk.
D21: Understanding of different roles within an engineering team and the ability to exercise initiative and personal responsibility, which may be as a team member or leader.
D22: Capacity to work in a team within a work environment
D23: Improve personal professional practice through a reflective approach within a work environment
Learning methods
Students learn key skills in research, problem solving, communication and team project work in the first year project module, and thereafter the development of key skills forms an integral part of their overall learning activity.
Assessment methods
Assessment of the key skills is intrinsic to subject based assessment.
The assessment of project work includes specific allocations of credit for project management and the quality of presentations.
An individual's contribution to team projects is determined by means of a submission containing reflective and self-assessment components.
The assessment of the final year individual project report includes specific allocation of credit for the quality, extent and relevance of a bibliography, including internet sources.