2013-2014 - university of bristol · wider systems community, as well as teaching and hot-desking...
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Industrial Doctorate Centre in Systems
The University of Bristol/University of Bath Engineering Doctorate (EngD)
Programme in Systems
HANDBOOK
2013-2014 Version 6
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Table of Contents
Welcome and Introductions 3
Contact Details 5
1.Overview 6
1.1 EngD Qualification 6
1.2 The IDC in Systems 6
1.3 The Systems Centre 7
1.4 The EngD in Systems 8
2. Programme Details 10
2.1 The EngD in Systems research programme 11
2.1.1 The EngD Portfolio 11
2.1.2 The EngD Dissertation (Thesis) 11
2.1.3 Publications 13
2.2 Taught Master –level Programme 13
2.3 Personal and Professional Development Programme 15
3. Attendance and Assessment 16
3.1 Mandatory Taught Units 17
3.2 Submission of assignments 17
3.3 Late Submission 48
3.4 Individual Mitigating Circumstances 19
3.5 Marking & Results 21
3.6 Penalties 22
4. Supervision 23
4.1 The Project team relationships 25
5. Progression 26
5.1 Planning, Time management and Ownership 26
5.2 Annual Progress review Process 26
5.3 How to submit request for Extension 29
5.4 Process for dealing with unsatisfactory progress 31
6. Guide Notes 31
6.1 Annual EngD in Systems Conference 31
6.2 Attendance of External Conferences 32
6.3 Peer Reviewed Publications and Authorship 32
6.4 Appropriate recognition for funding 33
6.5 Generating publicity for the EngD qualification 34
6.6 Progress Report (6th months, 1sr, 2nd, 3rd, 4th year) 34
6.7 Problem resolution 35
7. Administrative details 36
Annex 1 – University of Bristol Precinct Map
Annex 2 – University of Bath Precinct Map
Annex 3 – EngD in Systems – Taught Programme – Core Unit
Annex 4a, b - Programme Specification Bristol (a) Bath (b)
Annex 5 – EngD in Systems Programme Structure
Annex 6- EngD in Systems Timeline, requirements and KPIs
Annex 7a, b – Process for dealing with Unsatisfactory Progress – Bristol (a) Bath (b)
Annex 8 – IDC in Systems Roles and Responsibilities
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WELCOME AND INTRODUCTIONS We would like to extend a very warm welcome to all of you as you commence your studies on the EngD in Systems programme. We are looking forward to working and learning with you over the next four years. You are about to embark on a challenging and exciting programme during which you have the opportunity to develop both professionally and personally. It is up to you, individually and as a group, to make the most of the opportunities that will be offered to you during this time! The Industrial Doctorate Centre in Systems team is here to help and encourage you as you progress through the programme. We look forward to getting to know each one of you.
In order to help you get started, we have put together this Handbook which we hope you will find useful. It is your responsibility to read and understand the content of the handbook and to use it as a resource as you go through the programme. Please feel free to ask any questions about this handbook and to provide suggestions for future editions.
It is important to note that REs are subject to the regulations of the University at which they are registered; hard copies of the appropriate regulations will be issued at registration and links below are online versions of these regulations: http://www.bristol.ac.uk/esu/pg/
http://www.bath.ac.uk/regulations/
The purpose of this handbook is to provide Programme specific information and to serve as a reference source for participants in the EngD in Systems programme, namely Research Engineers (REs)1, supervisors and taught unit directors. It has been designed to offer information normally required for the duration of the EngD programme from registration to graduation2. This handbook must be read in conjunction with the relevant University’s regulations.
IDC in Systems Delivery Team October 2013
1 Postgraduate research students on the EngD programme are called Research Engineers.
2 The information contained in this handbook is correct at the time of publication. Any revisions will be
made in hard copy on an annual basis; for the most up to date edition please refer to the Centre’s website at: http://www.bristol.ac.uk/eng-systems-centre/current/
4 We produced this statement of principles designed to indicate, in broad terms, what the experience of being a Research Engineer should be like. These principles guide the way that the Universities and the Centre provide and support your research, education, doctorate training and other aspects of your time here. It also outlines the contribution we expect you to make in order to make your experience here successful. The principles are set out below.
Guiding Principles
for Research Engineers experience at the Industrial Doctorate Centre in Systems
1. The University of Bristol and Bath acknowledge that Post-Graduate Students play a variety of roles in the University and that all should receive support. These roles include:
Learner
University Citizen
Local Resident
Colleague
Researcher
Scholar
EngD Ambassador
2. Research Engineers will be encouraged to fulfill their potential personally, academically, professionally and socially. This will be achieved through a mixture of both challenge and support.
3. Research Engineers will be encouraged to take both individual and collective responsibility for their own affairs and to participate fully in the life of the Centre and Universities.
4. The IDC in Systems and Universities aim to develop an inclusive culture that recognises and capitalises on the intellectual and social benefits of having a diverse staff and student community
5. Research Engineers are encouraged to express their views on all matters relating to their university and industrial experience
6. The IDC in Systems will provide accurate, consistent and timely information to REs about the life and work of the Universities and the Centre.
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CONTACT DETAILS For general enquiries please contact the Industrial Doctorate Centre in Systems http://www.bristol.ac.uk/eng-systems-centre/idc
IDC in Systems Systems Centre Faculty of Engineering University of Bristol Bristol BS8 1TR Tel: +44 (0)117 331 5825
IDC in Systems School of Management University of Bath BA2 7AY Tel: +44 (0)1225 386 162
IDC in Systems Management Committee:
Professor Patrick Godfrey
Systems Centre and IDC in Systems Director,
Unit Director: IEMS, Bristol Tel: +44 (0) 117 331 5721
Prof Chris McMahon
EngD in Systems Programme Director, Bristol
Unit Director: Complex Systems Design
Tel: +44 (0) 117 331 5701
Dr Steve Conway
EngD in Systems Director of Studies, Unit Director: Techn
Strat and Organ, Bath University of Bath
Tel: +44 (0) 1225 386 689
Dr Mike Yearworth Units Director: PS&RM; Socio-Tech Systems,
Bristol Tel: +44 (0) 331 5723
Dr Oksana Kasyutich Systems Centre Manager,
Deputy Programme Director, PPDP Director
Bristol Tel: +44 (0) 117 3351421
Prof Steve Newman
Deputy Programme Director University of Bath
Tel: +44 (0)1225 386533
Dr. Theo Tryfonas
Unit Director: Systems Engineering, Bristol
Tel: +44 (0) 117 331 5740
Dr Anders Johansson Senior Lecturer in Systems
Engineering [email protected]
Prof Mike Lewis
Unit Director: Com of New technology, Bath
Tel: +44 (0)1225 386533 [email protected]
Prof Eddie Wilson Unit Director: Maths for
Systems, Bristol Tel: +44 (0) 117 331 5613
Ms Sophie Causon-Wood
Systems Centre Administrator Tel: +44 (0) 117 331 5716
Mrs Lesa Cross
EngD Systems Programme Administrator,
University of Bath Tel: +44 (0) 1225 386 543
Dr Peter Ereaut Business Manager
Tel: +44 (0) 117 9289003 [email protected]
Ms Sarah Tauwhare IDC in Systems Coordinator
Tel: +44 (0) 117 331 5825
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Overview
1.1 EngD Qualification
The Engineering Doctorate (EngD) scheme was established by the Engineering and
Physical Sciences Research Council (EPSRC) in 1992, as 'their flagship postgraduate
qualification'. It is a 4-year doctoral degree, with an emphasis on research in a business
context, with the aim of delivering the leaders of Industry in the UK. It is delivered by a
combination of taught coursework and industrial research project work, with typically a
quarter of the time spent in Academia (taught coursework, workshops, seminars,
transferable skills training, peer-to-peer learning etc) and the remainder on Industry
based research. The EngD is an alternative to the traditional PhD, being better suited to
the needs of Industry and providing a more vocationally oriented doctorate in
engineering.
The EngD in Systems is delivered by the Industrial Doctorate Centre in Systems.
1.2 The Industrial Doctorate Centre in Systems (http://www.bristol.ac.uk/eng-systems-centre/idc/) The Industrial Doctorate Centre (IDC) in Systems is a partnership between the
Universities of Bristol and Bath and is supported by the Engineering and Physical
Sciences Research Council (EPSRC). The IDC in Systems builds upon the Universities’
world-class portfolios in Systems and Management education to provide a unique
approach to engineered systems and their management. It offers an innovative
environment and culture, underpinned by renowned excellence in industry-collaborative
research, world-class expertise and resources and an holistic, multidisciplinary approach
which gives equal emphasis to ‘soft’(human) and ‘hard’ (physical) systems.
The IDC in Systems offers a four-year full time EngD programme in Systems, which
combines doctoral level research and taught Masters’ level courses. This postgraduate
programme is intended for the UK's most able graduates who have the potential to be
tomorrow’s leaders in Industry. The taught component has a vital double role in providing
specific input to the design and operation of the research project as well as imparting
leadership and management skills for the REs future.
The IDC in Systems is a Centre of Excellence in Teaching and Management as
recognized by its main funder EPSRC. It is a Founding Member of the Association of
EngDs www.aengd.org.uk –a ‘shared service’ organisation that supports Industrial
Doctorate Centres across the UK to achieve
their objectives in recruiting and retaining
full cohorts year-on-year of high caliber
Research Engineers (RE) and to provide
them with an innovative and exciting
training experience of high industrial
relevance as well as academically rigorous. The role of the Association is to build and
promote an EngD brand – across industry, academia, and professional institutions and
All Research Engineers of the IDC in Systems are Associate members of
the AEngD. Please register your membership on the AEngD website.
7 among prospective REs; to promote EngD programmes and to serve as a forum for
Centres, REs and EngD Alumni to discuss emerging issues.
1.3 The Systems Centre (http://www.bristol.ac.uk/eng-systems-centre/) The Systems Centre hosts the Industrial Doctorate Centre and offers both a physical and
virtual location. The Systems Centre is located in the Merchant Venturers Building at
Bristol University (Annex1) and provides an arena for networking and interacting with the
wider Systems community, as well as teaching and hot-desking facilities.
The Systems Centre facilitates a programme of Systems research seminars, and
Systems EngD conferences for all REs and their supervisors, and a series of public
lectures, named after the leader of Systems Thinking in Bristol, Professor David Blockley.
These lectures are delivered by prominent speakers, throughout the academic year.
The Systems Centre now spans all Engineering Departments and forms strong
partnerships across Social Science and Law, Science, and Medicine. The cross-Faculty
Systems Research group comprises 44 academics, including 12 Professors and 4
Readers. The Centre’s research programme currently represented by ~60 active EngD in
Systems research projects (IDC in Systems, Bristol and Bath), 8 PhDs (Systems Generic
Research Programme) and 5 MRes in Systems (PG Taught programme) students (as in
2013), 35 Visiting Professors and Fellows and 20 EngD Systems Alumni.
The Systems Centre Calendar is published on line: http://www.bristol.ac.uk/eng-systems-centre/calendar/
Table 1 KEY ANNUAL EVENTS AT THE SYSTEMS CENTRE
What When Who
The end of 2nd Year EngD in Systems Research Conference
During the Induction week, at the start of the academic year, usually 1st or 2nd week of October
The end of 2nd Year REs give oral presentations; their Supervisors, new Cohort RE and their supervisors, other delegates are in the audience; academic panel evaluates presentations and provides feedback; this event is a part of the REs (end of 2nd Year) annual progress review process.
The Systems Centre Annual Dinner
Late afternoon after the 2nd Year Conference during the Induction week, every year
All attending the conference, other supervisors, academic and industrial partners, all REs, the Centre Visiting fellows and guests
IDC in Systems Annual Research conference
~Mid May or June, annually The final year REs give oral presentations and are submitting a conference paper; All REs are presenting poster and provide Abstract of their research to date; All supervisors, all REs, industrial
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partners and guests are in audience
EngD in Systems Joint Exam Board Unreserved session and Annual Programme review
September, annually All EngD in Systems Staff; external examiner, REs and Supervisors representative
Transferable skills training Summer School
Early July, annually Compulsory for 1st and 2nd Year REs, plus other cohorts, as desired
University of Bath Unit (module) Board
June & November University of Bath Director of Studies, Programme Administrator, Assessment Officer, Graduate Division Manager.
1.4 The EngD in Systems
The Systems EngD is a four-year full-time programme, comprising a doctoral level
Research Project and a taught component. REs will usually start on the programme at
the beginning of the academic year in October. A flexible start is also an option.
The RE is supported by a company and is based primarily with that company, working on
an industry relevant Research Project. The RE can be either an existing employee of the
company (“Industry Employed”), or a non-employee on an EPSRC stipend, recruited via
the Centre (“Industry Sponsored”). The company collaborates with the Centre on the
Research Project and pays the Centre an annual contribution towards its running costs
which provide funds for all activities needed to enhance the experience of being a RE.
The RE is supervised by an Industrial Supervisor from the Collaborating Company, a
principal Academic Supervisor (an academic expert on the project topic) and a
secondary Academic Supervisor (a Systems or a domain specialist) from either partner
university, or any other University in the UK. The company normally identifies the
research topic and agrees the project with the IDC, principal Academic supervisor and a
recruited RE.
The EngD in Systems programme is designed to integrate the taught and research
components so that learning is always in the industrial and commercial context, and the
research is always within a mindset of critical rigor and peer review. The core units have
been developed, and continue to be developed, so that the Research Engineers are
equipped to make innovative, sustainable engineering interventions, whether artefact
design or organisational change. So alongside the ‘hard’ engineering of complex
mathematics and systems engineering, there is also an emphasis on the social context in
which that intervention is made, from the initial research methods to the strategy for
intervention in an uncertain environment. This is intended not only to deliver a
successful project, but to develop an essential skill set for life.
The Taught element is modular, includes 9 mandatory Units (Master Level 7, one of
these core Units is 20 credit points). The teaching covers introductory concepts of
9 Systems approaches, Systems Thinking and Systems Engineering, research
methodologies in industrial context, philosophical background of research methods,
novel approaches to problem structuring and complex socio-technical systems modelling,
application of mathematical tools to real world engineering problems, learning about
contemporary organisations, technology evolution and innovation (further details are
enclosed in Annex 3).
The RE can also select one optional unit relevant to their research needs from a wide
range of specialist options.
It is expected that the RE will normally complete the taught units in the first two years of
the programme. However, the Centre aims to be as flexible as possible to meet the
needs of both industry and the RE and will allow taught units to be taken in the third year.
Currently more than forty companies in the UK from a range of industrial sectors
(Defence, Aerospace, Civil Engineering, Construction, Energy, Transport, High Tech
electronics) sponsor EngD in Systems research projects. EngD in Systems Researcher
Engineers collaborate with Systems research community in Bristol, Bath and other
Universities, addressing needs of industry today, delivering high quality academic
contribution to knowledge and industrial impact. Being based in different industry sectors,
EngD in Systems projects are spanning across following generic inter- and multi-
disciplinary research themes:
Complex systems design/product technology and development
Organisational change process and development
Decision support
Sustainability
On successful completion of the EngD programme, the RE will receive the award of “EngD in Systems”. The RE will also have:
Produced a doctoral level dissertation on his/her research, in which Systems Thinking will have been applied in an engineering context.
A Masters level understanding of generic Systems and subjects relevant to their research.
A Masters level education and training in Management and Enterprise skills.
A high level of competence in transferable skills, e.g. teamwork, leadership, communication, and negotiation skills.
A network of contacts across the Systems & Systems Engineering community.
It should be emphasized that the intellectual challenge of an EngD is no different to a
PhD whilst the outputs expected are in fact greater. As a consequence of the additional
skills and competencies to be mastered, and the applied nature of the research
undertaken, the EngD is a broader learning experience and qualification.
The final assessment on the basis of which the EngD degree
is ultimately awarded is by dissertation and oral examination
(viva voce) to the same standards as for a PhD.
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2. Programme Details Overview
The EngD in Systems (2006-current) has been built on the following key principles:
Its vision is driven by a stakeholders-needs defined approach, applied to research,
training and learning.
Its purpose is to deliver industrially relevant research and commercially successful
innovation, and to develop tomorrow’s leaders who are: creative and innovative,
rigorous Systems thinkers, collaborative and holistic, efficient and effective, reflective
independent learners.
Its ethos is ‘Learning together’.
The EngD in Systems is structured around three integrated areas of training (Annex 5):
High quality EngD in Systems research programme - methodologically rigorous, intellectually challenging and innovative, industry value-adding research.
Masters-level Taught Programme - 9 mandatory (core) taught Units covering prolem structuring & research methods, socio-technical systems modelling, systems engineering methods and tools, commercialisation of new technology and modern organisations. The assessment of core units is through written assignments, in which REs demonstrate application of the range of their learning to their EngD problem. The formative reflective learning process and gained understanding of problem structuring approaches encourages REs to practice how to integrate complex engineered and socio -technical systems. Moreover, it requires strong personal leadership and highly developed professional engineering skills.
Personal and Professional Development (PPD) Programme (p. 15) - a range of skills training courses, focused on areas of creative problem solving, facilitative leadership, conflict management and resolution skills and skills for qualitative
research.
For reference, the full Bristol Programme Specification is available from the Education Support Unit website: http://www.bris.ac.uk/esu/unitprogcat/RouteStructureCohort.jsa?byCohort=Y&programmeCode=4ENGF001R
A copy of the Bath Programme Specification can be obtained from the School of Management website: http://www.bath.ac.uk/management/courses/specifications/ (scroll down screen – EngD 3rd under ‘Research Programmes’)
Note for Bath registered REs: there are differences in the programme specifications for Bristol and Bath, in particular:
There is no Exit award for the Bath programme
There is no part time option for the Bath programme
11 2.1 The EngD in Systems Research Programme The research project work forms the major part of the EngD qualification. In some cases
it will consist of a single topic as is conventional for a PhD, whereas in others a number
of shorter projects will be undertaken. As research, it must involve ‘knowledge creation’.
This may be, for example, in the application of known techniques to solve new problems,
creating knowledge about the associated engineering issues, as well as more
fundamental work.
2.1.1 The EngD Portfolio
Throughout the programme the RE must maintain a portfolio comprising of:
- inter alia copies of assignments for the taught component,
- Annual progress reports;
- research papers, articles and publications written by the RE,
- reports on research and development project(s) completed during the
period of registration
- any other documents that support the RE’s case for becoming a Doctor of
Engineering. These could include, for example, evidence of project
planning and financial management or reports on trials and transfer of new
technology within the industrial environment.
Research documents in the portfolio should demonstrate the context of the research;
explain clearly the methods used and present results with critical discussion.
The RE is responsible for the management of their portfolio, but can expect suitable
encouragement and support from their supervisors. Portfolios are also held by the
Centre, however all responsibility to have an up to date record of their progression,
reflected in the portfolio content, lies with an RE.
2.1.2 The EngD Dissertation (Thesis)
At the end of the research programme, the RE is required to submit a dissertation on
their EngD Research Project. The regulations applying to EngD dissertations at each
University will be followed, with the additional requirement that the dissertation can be
submitted only after the taught component of the EngD has been completed successfully.
The dissertation is the culmination of any doctoral degree and the basis upon which the
final award is made. It should be a work of scholarship in its own right and make a
significant contribution to the chosen field of research. The dissertation should reflect a
state-of-the-art understanding of the field of research and its application in an industrial
or commercial context. REs are expected to demonstrate originality of thought,
innovation, creativity and a contribution to knowledge.
In this respect the EngD is no different to a traditional PhD although the scope will
normally be broader to reflect the diversity of research (both technical and non-technical)
typically involved. The EPSRC Engineering Doctorate Programme Best Practice
document states “the quality of research must be at least equal to that expected for other
doctoral level training and the examination process must reflect and ensure this”.
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In many instances, particularly where EngD
research is focused on a single technical problem,
the resulting dissertation may be very similar to a
PhD in engineering or applied science. In other
cases, the research may be strongly
interdisciplinary and involve a number of related
sub-projects encompassing, perhaps, economics,
management or the environmental or social impact
of technology. In these cases the content of the
dissertation will be somewhat different with no
single topic researched to the same depth as
might be expected in a PhD. However, whilst the
content of the dissertation may be different the
quality of intellectual argument presented should
be the same and contribution to knowledge is
demonstrated. In all cases, guidance should be
sought from supervisors as to the most appropriate structure.
Whatever its content, it must be emphasized that a dissertation is not in itself a report of
work done or a compilation of discrete reports drawn from the RE’s portfolio. The work
compiled in the RE’s portfolio over the duration of the EngD provides the material on
which the dissertation is based. Whilst a number of discrete (although related) sub-
projects may be undertaken in the course of placement periods with the Collaborating
Company, the final dissertation must read as a coherent work of scholarship.
The dissertation and the candidate’s performance at a viva voce exam will be evaluated
by at least one external examiner and an internal examiner according to University
regulations. The academic supervisor and industry mentor may be invited to attend the
viva by the candidate but cannot take part in the examination process.
For up to date information on current University guidance on Post-Graduate research
degree, includes requirements for EngD degree thesis, a format of the doctoral thesis,
how to submit EngD thesis, criteria for appointing the internal and external examiners,
please see the Universities’ websites:
http://www.bristol.ac.uk/esu/pg/
http://www.bristol.ac.uk/esu/pg/cop-research-degrees.html University of Bath specifications for higher degree thesis. http://www.bath.ac.uk/student-records/pgresources/docs/Thesis_Specification_2013.doc
It must be emphasized that a dissertation is not in itself a
report of work done or a compilation of discrete reports drawn from the RE’s portfolio. The work compiled in the RE’s
portfolio over the duration of the EngD provides the material on which the dissertation is based.
Whilst a number of discrete (although related) sub-projects
may be undertaken in the course of placement periods
with the Collaborating Company, the final dissertation
must read as a coherent work of scholarship.
13 2.1.3 Dissemination of research - Publications Knowledge is only useful if it is disseminated to others, and this dissemination activity is
an important part of the EngD. It is normally expected that during the course of the EngD
an RE will publish at least one paper in a refereed journal, and present at least one paper
at a suitable international conference (limited travel funds are available from the EngD
Centre for the purpose of conference travel, and a separate Guide note is provided). In
some cases, commercial confidentiality considerations may restrict this (although often it
is possible still to publish if certain key details are omitted). If external dissemination is
not possible, then work should be disseminated in internal company reports.
Dissemination can also be by the patent application process.
The existence of refereed publications is an important factor in the final examination of
any doctoral qualification, because it provides evidence to suggest that an original
contribution to knowledge has been made.
2.2. Taught Master- level Programme
REs are advised to complete the taught component in the first two years of the
programme to enable them to apply the knowledge and insights gained to their research
work. The taught component consists of eight core (i.e. mandatory) units and one
elective units. The programme specification (University of Bristol and Bath) is shown in
Annex 4 a,b.
Core Units 3 All core units are delivered as short courses of up to five days. Normally, four core units
and one elective will be taken in each of the first two years. However, to provide
flexibility, the RE may take more units in any year and in special circumstances - move
units into year 3. Details of core units are given
in Annex 3.
It is recommended that the core units are taken
in the order shown below:
Year 1:
Problem Structuring & Research Methods
Systems Engineering
Mathematics for Systems
Technology Strategy and Organisation
Year 2:
Complex Systems Design
Commercialisation of New Technology
Socio-Technical Systems
Integrating Engineering and Management Systems
3 Please note that the content of core units may change to suit the requirements of industry, in response to
feedback from REs and to reflect developments in the fields of the units.
The RE is responsible for registering for their elective units with the department/ school, delivering that unit
and for establishing unit timetables. REs should contact the Programme Administrator at their
university of registration for further advice.
14 The EngD in Systems timeline, requirements and Key Performance Indicators (KPIs) are shown in the Annex 6.
Elective Unit One elective unit should be taken at Masters level. The elective unit can be taken at
either Bristol or Bath universities or at other universities. The choice of elective should
be discussed and agreed with the RE’s Supervisors and the Programme Director.
To enhance REs’ exposure to international research and teaching in Engineering Design,
Systems Thinking and Systems Engineering, in the last few years many REs attended
highly regarded international summer/winter schools. When followed by a written and
assessed assignment, this counts as a ‘10 credit point’ Optional unit (following a
recommendation from our External Examiner in 2010). The Report –assignment must be
written and submitted to the 1st academic supervisor by a set deadline; the Supervisor
marks the Report and provides feedback; the mark goes for approval to the Faculty’s
Exam board, in the same way as all marks for other taught Units.
To date (July 2013) 11 REs have attended various international schools, relevant to their
research. Examples are: UBI International Summer School in Finland - Urban
Interactions Research Programme; IPICS - Intensive Programme on Information
Communications Security in Greece; Complexity Science International Summer School
in France; Complex Systems International Winter School in USA). Feedback indicates
that the experience and learning gained has been profoundly important to REs and their
research.
Credit Arrangements:
There are two different credit points (cp) accumulation systems in operation in two
Universities: CATS (Credits Accumulation and Transfer System) in the University of
Bristol and ESTC (European System of Transfer Credits) in the University of Bath.
In brief, 10 cp CATS = 5 cp ESTC.
REs will be awarded an EngD by the University at which they are registered on
successful completion of the taught and research elements. As explained above, REs
may elect to take units provided by other universities or establishments as part of their
programme. Such units will be counted as accredited learning; the number of credits that
can be accrued in this way will be determined by the University of registration.
Exemptions for accredited prior learning (APL) must be approved by the Programme
Director/Director of Studies (Bristol or Bath, depending on registration) and the
Postgraduate Studies Committee (PGSC)/ Programme Board (University of Bath)
REs transcripts will be adjusted to reflect the credit system of their home institution
University of Bristol REs RE must complete a total of 100 credits of taught coursework to satisfy the taught
element of the programme. All Units, except IEMS, are at M-level (Masters) and require
~ 100 hours of work. IEMS is a 20 cp Unit with requirement of ~200 hours of work. It is
15 expected that RE will spend ~1000 hours of work over 2 years, completing the Taught
component of the programme.
University of Bath REs University of Bath EngD in Systems Programme requires completion of 9 Core Units (one Bristol Unit- IEMS – is a double Unit) and one Optional Unit – Annex 5. 2.3 Personal and Professional Development Programme at the IDC in Systems
EngD in Systems programme imparts a formative experience from which ‘T-shaped’4
individuals emerge - engineers who possess deep knowledge in core engineering
disciplines while also understanding and having the skills to work and integrate within
and across boundaries. Such individuals are needed to meet the challenges we have
described and as called for by the Royal Academy of Engineering (RAEng)17
The PPDP at the IDC in Systems is a range of skills training activities (a week long -
Summer school and 4 additional top up courses through the year), focused on areas of
creative problem solving, facilitative leadership, conflict management and resolution skills
and skills for qualitative research. This bespoke
Programme was developed at the Systems Centre
and launched in 2012. It is delivered in
collaboration with Thales UK and professional
facilitators and trainers. Largely built through
ongoing interaction with current cohorts of REs
and their sponsoring companies and through
engagement and understanding of REs’ EngD experiences, the PPDP addresses the
skills training needs which are essential for a successful EngD and development of future
leaders.
It also includes a range of creative extra curriculum activities in outreach and public
engagement. These activities are delivered with support from professional facilitators
with expertise in media training, drama and creative arts to unlock emotional intelligence
and enable creative talents and to channel REs’ creativity to develop and communicate
complex ideas and the concepts of engineering design and research to diverse
demographic and non-specialist audiences.
The annual schedule of training courses, as well as details of past events, are
published online: http://www.bristol.ac.uk/eng-systems-centre/current/ppdp/
All REs are encouraged to participate! In 2012-13 the EngD in Systems was academically accredited by Engineering Council
and Engineering Accreditation Board jointly with the ICE, IMechE and IET. This has
established a solid foundation for the formally accredited Initial Professional
Development (IPD) scheme. The IPD scheme is a monitoring framework for high-
4 Elliott C, Deasley P, “Creating Systems that work” Royal Academy of Engineering, http://bit.ly/13ugPVe
The professional skills training courses are essential for successful EngD and the
Summer school and top up courses attendance is
obligatory for all new Cohorts.
16 calibre REs, in collaboration with Industrial partners, to develop professional engineer
competencies in accordance with UK SPEC5 and to achieve Chartered Engineer (CEng)
registration in parallel with the EngD. The IDC in Systems offers a complete (academic
and professional) package to REs. Our IPD scheme is approved by the Institution of Civil
Engineers, and is on track to be approved by IMechE and IET. We maintain the Register
of Mentors and Supervising Engineers, as well as coordinate all communications with
PEIs.
Key IDC in Systems PPDP contacts: Dr Oksana Kasyutich – PPDP Director - oversees the development of all PPD activities, courses structure and content, IPD approval processes Ms Sarah Tauwhare - In charge of the Outreach and Public Engagement training and events; IPD framework administration Ms Sophie Causon-Wood – Wellbeing programme Additionally, REs are advised to attend courses at the University, provided to all PGR
students: on communication, writing research proposals, technical papers, an EngD
dissertation, media training, etc
More details are available at the Centre and can be found on the following websites
Bristol University: http://www.bris.ac.uk/studentskills/
Bath University:
http://www.bath.ac.uk/learningandteaching/rdu/courses/pgskills/
and (for a broader range of support)
www.bath.ac.uk/students/support/
3. Attendance and Assessment Note: Programme-specific details are presented in this section. For full details on the University regulations for a Taught component of the EngD in Systems, please refer to:
University of Bristol Code of Practice for Post Graduate Taught Programmes
http://www.bris.ac.uk/esu/assessment/ University of Bath Graduate School resources:
http://www.bath.ac.uk/regulations/ (further information is available at http://www.bath.ac.uk/student-records/pgresources/docs.html)
REs must attend all lectures, workshops, seminars and classes delivered as part of the
taught programme. This provides REs with the opportunity to network with Systems
Engineers from other disciplines and companies and to discuss their research with their
academic supervisors.
3.1 Mandatory Taught Units assessment
5 UK Standard for Professional Engineering Competence, http://bit.ly/kTgbyQ
17 Taught units will be assessed using a variety of methods including coursework
assignments, examination, reflective learning logs and peer reviewed papers. Specific
details can be found in Annex 3 and in the relevant Programme Specification. The RE
should be aware that the Universities operate different marking systems.
It is important to note that while the pass mark for the University of Bristol units is
50%, for the University of Bath units it is 40%.
The RE is responsible for ascertaining the assessment method for all core and
elective units and times of all unit examinations, where appropriate.
The RE is responsible for bringing any clashes in examination times to the attention of
the IDC Coordinator and Programme Director at the University at which they are
registered so that any issues can be resolved.
3.2 Submission of Assignments All University of Bristol and Bath coursework assignments will have a specified date for
submission which will be advised during the unit and subsequently published on
Blackboard/Moodle for reference.
University of Bristol Units Assignments
The assignment must be submitted to the Blackboard by the stipulated date/time. By
submitting the assignment you are accepting the Plagiarism Declaration and confirming
that the work is original and does not contain any plagiarised material. Instructions on
how to submit will be provided in detail at the first unit (Problem structuring & Research
Methods).
Each assignment report should be typed in 10 to 12 point font, guidelines for the format
and presentation of assignments and reports can be found on Blackboard.
Please include a title page with the following information clearly laid out:
Module title and Code
Title of assignment
Name and your student number
Date of submission
Word count (excluding appendices)
Please name your assignment document in this way:
Your Name -its.doc Introduction to Systems
Your Name-mfs-daily assign.doc or Smith-mfs-mainassign.doc Mathematics for
Systems
Your Name- rm1.doc Research Methods1
All coursework assignments will normally have a specified word limit. The word limit will
refer to the main body of the text and so will not include appendices or bibliographies
unless specifically stated. You may exceed this word limit only by a maximum of 20%.
18 Coursework assignment results will normally be returned to the REs within 6 weeks of
the submission date. It must be noted that these results remain provisional until
confirmed by the Engineering Faculty Examination Board.
University of Bath Units Assignments
Assignments are submitted via Moodle and guidelines for the format and presentations of
assignments and other work will be found on Moodle, under the individual units, or
supplied by the Unit leaders during the week of the unit. By submitting an assignment on
Moodle, you are accepting the Plagiarism Declaration and confirming that the work is
original and does not contain any plagiarized material.
With regards to plagiarism, it is strongly advised that you visit:
http://www.bath.ac.uk/students/support/academic/academic-integrity/index.html
Here you will find further information, including an online tutorial.
You will be advised during induction about the University of Bath requirements to
undertake the ‘academic integrity’ test. This test is required to be taken prior to the
submission of your first University of Bath unit assignment, but it is advisable that you
undertake this prior to any assignment submission on the EngD programme (whether for
a Bath or Bristol unit)
REs should keep a copy of all assignments for yourself as a precautionary measure.
All assignments will have a defined word limit which refers to the main body of the text
(i.e. not including appendices or bibliographies). You are expected to keep to this word
limit. You must indicate the number of words in your assignment on the front cover.
Individual unit director may allow a buffer of up to 10% over the word limit. If the
assignment is one where it is difficult to count words, you MUST confirm that this is the
case with the unit director.
If the assignment is judged to exceed the word limit excessively, then the script will be
returned to you. You are then required to amend it and re-submit. The re-submitted
script will not gain more than the pass mark (i.e. 40% for Bath units).
3.3 Late Submission University of Bristol Units It is important to meet the submission dead line, this is to ensure equity amongst
REs and also to enable staff to mark efficiently. However where there are valid
circumstances affecting your ability to meet the deadline the Unit Director may grant an
extension. You need to email your request, with reasons, directly to the Unit Director, and
copy in the IDC Coordinator, at least 5 days before the deadline. Attach any evidence
e.g. medical certificate or other document, so a decision can be made.
Submission of an extension request does not guarantee agreement to an extension. The
Unit Director will reply, and if the request is confirmed, set a new deadline date which will
be recorded by the IDC Coordinator. Late submissions without a confirmed extension
19 will be capped at the pass mark (50%), however we expect all REs to make early contact
with the Unit Director if there are any difficulties in meeting the deadline. It is then
possible to resolve the situation, and REs should raise any issues in good time to allow
this.
University of Bath Units If you submit a piece of work after the submission date (and no extension has been
granted), the maximum mark possible will be the pass mark (i.e. 40% for Bath units). If
you submit work more than five days after the submission date, you will normally receive
a mark zero, unless you have been granted an extension or a panel has agreed that
there are Individual Mitigating Circumstances (IMCs), as outlined below. You do not need
to submit an IMC claim if you have already had an extension approved.
Extension Requests
The University of Bath will only grant extensions to assessments in exceptional
circumstances. It is the responsibility of RE to liaise with the Unit Director in advance of
the deadline date. Requests must be submitted on form QA16 and forwarded to the Bath
Programme Administrator providing full details of the circumstances and where possible
providing substantiating documentation to support the request.
http://www.bath.ac.uk/quality/assessment/index.html (for QA16 form, click on ‘submission of late coursework’) 3.4 Individual Mitigating Circumstances Individual Mitigating Circumstances (IMCs) refer to conditions or circumstances that
either temporarily prevent an RE from undertaking assessment or significantly impair
a RE’s performance in assessment. Note that the criterion for IMCs is the impact on the
assessment, rather than the impact on the RE.
IMCs are distinct from longer-term conditions or circumstances that affect your ability to
study, of the type that might be better supported through, for instance, disability support
or special assessment arrangements.
Definitions of IMCs can be found:
University of Bristol Code of Practice for Post Graduate Taught programmes 2011-12,
http://www.bristol.ac.uk/esu/assessment/codeonline.html#extcircs
University of Bath: “What are Individual Mitigating Circumstances” - http://www.bath.ac.uk/registry/imc/documents/what-are-imcs.pdf You should make yourself familiar with these definitions, in addition to any IMC guidance
offered by the Universities/Schools and support and guidance offered through the
Student Disability Advice Team or the Student’s Union Advice and Representation
Centre, so that you are prepared should such circumstances arise.
University of Bristol REs:
For dealing with REs Extenuating Circumstances (or IMC), which affected either their
assignment submission or resulted in the assignment failure (assignment mark is below
20 50% pass), the following procedure is established to ensure that judgments as
consistent and robust as possible, in year and year-on-year, as well as to provide REs
with necessary guidance and support in difficult circumstances.
The IDC in Systems (Bristol) Special Circumstances Committee (SCC) is formed and
consists of:
1. EngD in Systems Programme Director; 2. EngD in Systems Deputy Programme Director; 3. IDC in Systems Coordinator
The committee considers the cases of REs, whose performance in any summative
assessment may have been affected by illness or other extenuating circumstances
(IMC).
SCC follows University regulations on Data protection and ensures that all personal
and sensitive information provided by an RE in support of their IMC case, will be treated
in confidence at all times!;
If you are having difficulty in following the course due to IMC, such as illness,
bereavement etc, and this affects your overall performance, please do not delay and
communicate to the SCC.
Dealing with Failed Unit (mark is <50%): Based on information and supporting evidence,
provided by RE, the SCC will assess the situation and prepare anonymous case report to
the Faculty Exam board. This report includes a summary of overall performance on the
programme, including research component and other evidence of successful
progression.
The Faculty Exam board will make a decision, which could be either Pass Not
Withstanding or Re-submit. This decision will be made in accordance with the CoP for
Taught PG Programmes.
Further information:
Students’ Union http://www.ubu.org.uk/support
ACCESS unit for Deaf and Disabled Students
http://www.bristol.ac.uk/accessunit/currentstudents/
Code of Practice for Research Degrees
http://www.bristol.ac.uk/esu/pg/cop-research-degrees.html
Faculty of Engineering Research Postgraduate Handbook
https://www.bris.ac.uk/engineering/currentstudents/handbooks/pgrhandbook/index.html
Faculty of Engineering Taught Postgraduate Handbook
https://www.bris.ac.uk/engineering/currentstudents/handbooks/pgthandbook/index.html
University of Bath REs: Should you wish any IMCs to be taken into account by the Board of Examiners for
Programmes, notify the Director of Studies within three days of completion of the
relevant assessment.
The form you should use to do this is available from the Programme Administrator or
from:
www.bath.ac.uk/registry/imc/documents/imc-report-form.doc .
21
You will need to submit evidence of your claim – for example, in the case of illness or
injury, a medical certificate.
If you know of an IMC before you begin an assessment period, please notify the
Programme Administrator in advance.
The information given here is a summary for your general guidance. Full information and
guidance on the University’s principles governing Individual Mitigating Circumstances
and Assessment is available at www.bath.ac.uk/registry/imc
Further Information: Students’ Union Advice and Representation Centre
http://www.bathstudent.com/advice/#
3.5 Marking & Results Note: Programme specific details are presented in this section. For full details on the
University regulations for a Taught component of the EngD in Systems, please refer to:
University of Bristol Code of Practice for Post Graduate Taught programmes 2011-12:
http://www.bristol.ac.uk/esu/assessment/codeonline.html#extcircs
University of Bath Graduate school resources:
http://www.bath.ac.uk/student-records/pgresources/docs.html
http://www.bath.ac.uk/learningandteaching/
University of Bristol Units The Unit Directors will indicate the expected date for the release of marks during the unit,
which will be 6-8 weeks following the submission date. The IDC Co-ordinator will usually
email the marks and feedback sheets to each RE directly, however for some units the
marks will be uploaded into Blackboard with feedback – the IDC Co-ordinator will inform
you where the marks are. If you have any queries on your feedback and mark, you can
contact the Unit Director.
If you received a mark 48% and below you will be asked to resubmit. The Unit Director
will discuss your feedback with you, and set a new submission date. It is our experience
that REs who resubmit make very good learning progress.
Note: If you received a mark <50% (failed) and have IMC, please follow the procedure on p. 20 Taught unit results The EngD in Systems Examination Board, which meets annually, is comprised of
members from both Universities and the External examiner. The Board will consider REs
under the regulations of the University at which they are registered. The Board will make
22 recommendations to the appropriate committee of the faculty in which the degree is
awarded following the regulations of the awarding University.
Re-assessment/re-sit, Compensated or Pass-Not-withstanding REs will be allowed one resit/re-assessment per unit up to a maximum of 50% of their
total taught credit points. Compensated pass up to a maximum of 20 credit points
can be applied after a resit has been taken.
University of Bath Units
All assessments go through a formal marking procedure. Normally RE assignments are
marked by the lecturer(s) who taught the unit and are then moderated by a staff member
within the department. Once this has been done, all assessments or a selection of
assessments are sent to an external examiner for final review. After the external
examiners have reviewed the assessments, the final results are presented to the Board
of Examiners and finally to the Board of Studies for approval.
Marks are not official until they have been approved by the Board of Studies.
Marks will initially be made available for you to view on SAMIS on the web.
Note: Please familiarize yourself with all aspects of Code of Practice for PG Taught
Programmes at the University of Bath, applicable to a taught component of EngD in
Systems. These aspects are:
Referencing, Plagiarism and Cheating.
Feedback on assessment
Supplementary assessment
Procedures for the Review of a Board of Studies decision (Appeals)
3.6 Penalties
Both Universities, Bristol and Bath, have a very
strict rules for academic misconduct and
associated penalties. All REs MUST read Code
of Practice for Taught and Research
Programmes to appreciate the full extent of
consequences, for example for plagiarism (as
noted above, for the University of Bath, please
visit:
http://www.bath.ac.uk/students/support/academi
c/academic-integrity/index.html).
Examples of plagiarism include:
Quoting another’s work “word for word” without placing the phrase(s), sentence(s) or paragraph(s) in quotation marks and providing a reference for the source.
Using statistics, tables, figures, formulae, data, diagrams, questionnaires, images, musical notation, computer code, etc., created by others without
Plagiarism is the unacknowledged inclusion in a student’s work of material
derived from the published or unpublished work of another. This constitutes plagiarism whether it is intentional or
unintentional. “Work” includes internet sources as
well as printed material.
23
acknowledging and referencing the original source. This list is not intended to be exhaustive.
Summarising, or paraphrasing the work or ideas of another without acknowledging and referencing the original source. “Paraphrasing” means re-stating another author’s ideas, meaning or information in a student’s own words.
Copying the work of another student, with or without that student’s agreement.
Collaborating with another student, even where the initial collaboration is legitimate, e.g., joint project work, and then presenting the resulting work as one’s own. If students are unclear about the extent of collaboration which is permitted in joint work they should consult the relevant tutor.
Submitting, in whole or in part, work which has previously been submitted at the University of Bristol or elsewhere, without fully referencing the earlier work. This includes unacknowledged re-use of the student’s own submitted work.
Buying or commissioning an essay or other piece of work and presenting it as a student’s own.
University of Bristol, Rules and regulations for Students
http://www.bristol.ac.uk/secretary/studentrulesregs/ University of Bath, Regulations for Students
http://www.bath.ac.uk/regulations/
4. Supervision
The RE is supervised by a Supervisory Team:
- an Industrial Supervisor (from the Collaborating Company),
- a principal Academic Supervisor from the University of registration.
- a secondary Academic (or Systems) Supervisor can be from either of the partner
universities or even from any other University in the UK. For example, we have EngD
projects with academics from the University of Hull, Durham collaborating on EngD
projects as 2nd academic supervisors.
The Supervisory Team oversees the development of the RE and provide advice and
support for the Research Project. Together with the
RE, they identify the knowledge and skills that the
RE should develop and they advise on appropriate
units, ensuring that the optional element of the
taught programme and professional development is
tailored to the RE’s needs.
As a guide, RE should ensure that you make contact with both supervisors at least once
a fortnight – this may be in the form of a face-to-face meeting, telephone meeting, or e-
mail correspondence.
Industrial Supervisor Role
It is REs responsibility to maintain regular contact with your academic and industrial
supervisors.
24 The Industrial Supervisor will provide the main point of contact with the Collaborating
Company and will normally be the line manager directing the Research Project. The
Industrial Supervisor will help progress the project within the company, ensuring the
project remains pertinent to the company’s needs and that the RE has the opportunity to
apply the knowledge gained from the taught EngD units.
The Industrial Supervisor of a fully funded RE (Stipend) will ensure that the Company is
demonstrably committed to the EngD objectives and helping and supporting an RE to
deliver a high standard industrial needs driven doctoral research.
The responsibility of the Industrial supervisor of the Employed REs is to manage the
conflicts between the pressure of the day to day company work and the time required for
in depth research at Doctoral level.
The Industrial Supervisor will have experience of professional and career development
and have technical or managerial knowledge of the industrial problem to be addressed
by the RE.
Principal Academic Supervisor Role The principal Academic Supervisor will be an expert in the field of the Research Project
and will ensure that the academic content and standard of the project work meet the
requirements of the doctorate degree. The principal Academic Supervisor will also
ensure that the RE has a wide awareness of the subject area of the research and that
there is sufficient depth of understanding and analysis within the RE’s project reports and
EngD dissertation. The principal Academic Supervisor will provide adequate guidance to
support all academic activities of the RE, specific to postgraduate education –
conference attendance, publications in peer reviewed journals, presentations of research
etc.
Secondary Academic Supervisor Role The Secondary Academic Supervisor will be a Systems or a domain specialist. The
secondary Supervisor will review all research proposal documents, progress reports and
the EngD dissertation, and participate in all progress review meetings.
We have identified three main areas of Systems input into EngD projects. In the ideal
situation, when either 1st or 2nd academic supervisor is an expert in Systems, all three
areas are covered in one supervisory role.
However, the number of EngD projects is much higher than the availability of Systems
experts to supervise every project, both as 1st or 2nd academic supervisor.
The delivery of Systems input is ensured through the following channels (Table 2):
Table 2 Systems input and how its delivered into EngD projects
What Systems input is needed How its delivered
Promoting a way of thinking and hence an appropriate structuring of the research project.
Covered through the project focus of Problem Structuring & Research Methods Unit teaching and learning
25
Assistance in the use of applicable systems tools and techniques
REs are encouraged to meet with Systems experts (advisors), who ‘own’ specific Systems tools, as and when required.
Watching for generic advances in systems thinking coming from the project, which have value in themselves and are publishable.
This is the role of the conventional or nominal systems supervisor. This activity would normally take place at review stages.
In addition to that suggested in Table 2, and in the case where neither supervisor (1st or
2nd) is a Systems supervisor, the master-class IEMS Unit at the end of the 2nd year pays
special attention to the consequent issues, and the second year review conference panel
is checking that context of EngD research is being taken into account sufficiently.
A summary of supervisory roles is given in Annex 8. 4.1 The Project Team Relationships
The Project Team is an RE and all three Supervisors. The Project Team relationship
is one of the most crucial ingredients underpinning successful research studies. The
relationship is two-sided, with obligations on both supervisors as well as the RE. Like any
relationship, it has to be worked at and nurtured. It is therefore important to establish
clear and explicit mutual expectations in order to minimise the risks and possible
difficulties of personality clashes.
The IDC in Systems runs introductory Project Team sessions during the Induction week,
and follow up sessions annually – to address any ongoing issues with regards to EngD
requirements , expectations and experience.
There is guidance available from each of the Universities in their Code of Practice for
research students and their supervisors. If further guidance or advice is required, the
Programme Director at the relevant University should be contacted in the first instance.
It is suggested that the programme of meetings is drawn up well in advance and that
supervisors/REs avoid rescheduling.
Normally the industrial and academic supervisors should meet together with the RE
every 2 to 3 months. Meetings should be organised by the RE who should provide an
agenda and chair the meeting. One of the results of these meetings should be agreed
action plans to include objectives (academic/industrial/personal) and deliverables which
will demonstrate that the objectives are being met.
5. Progression
5.1 Planning, Time Management and Ownership
An important part of EngD project work is planning and the monitoring of progress
with respect to these plans. REs plans should project at least one year ahead,
including deliverables, milestones, and plans for dissemination. These plans should be
agreed with all your supervisors, academic and industrial, and recorded in the Annual
Progress Review Form (see guidance on p.27).
26
It is an expectation, built into the EngD concept that every Research Engineer is
responsible for:
Core Units attendance;
Timely assignments submission;
Participation in the IDC conferences and other collaborative activities;
Personal development through available transferable skills training programme;
Satisfactory progress with the research;
Regular contact with Supervisors
All REs must put in place sufficient and effective planning and time management
to meet these responsibilities and to facilitate the Ownership of their EngD
research programmes.
5. 2 Annual Progress Review Process
The EngD is intended to be a wider learning experience and qualification than the
traditional PhD due both the additional skills and competencies to be mastered and the
applied nature of the research undertaken. EngD students must also recognize that they
have a responsibility to their Sponsoring Company.
Annex 6 - EngD in Systems Timeline:
Milestones, Requirements and Key
Performance Indicators - shows key
information and serves as guidance only, all
specific details must be consulted and
agreed with the supervisory team. This
information is relevant to all REs, regardless
of the University of registration, Bristol and
Bath.
The specific progress monitoring ‘check points’ and reporting requirements are different
in Bristol and Bath. For additional information please consult the support team in the
University of registration.
To ensure achievement of the ongoing research objectives, REs
are required to participate in regular formal progress monitoring.
Progression and continued payment of both the EPSRC core stipend and any top-up from the Collaborating
Company, is subject to REs achieving the required standard at
each stage in their studies.
The Annual Progress Review monitoring framework is put
in place to enable a successful progression towards the final goal (EngD Thesis and viva) in
4 years!
27
Bristol REs - 6th month, 1st, 2nd, 3rd, 4th Year - Each ‘check point’ requires the following:
RE submits the Report to all Supervisors prior to the review meeting;
The reporting Form (the master- template for each reporting period is
available on the Black Board) MUST be completed and signed at the
review meeting
RE submits these two documents (The Report and the reporting Form)
to the Centre’ office straight after the review meeting
The IDC support team uploads these documents to the faculty PGR
reporting system SAFE
Programme staff (deputy PD) reviews all reports and reporting forms
and creates and overview for the IDC management meetings and
Annual programme review, notes any issues, identifies necessary
actions, follows up with the project team (RE + all Supervisors)
6th months - REs and all supervisors hold a formal review meeting after the first six
months to review the RE’s progress and to discuss the Research Project and goals
for the next 6 months. The REs is required to submit the 6 months Progress Report
(see p. ** for Guidance on the Progress Report writing) prior to this meeting to all
Supervisors.
End of the 1st Year - On the first anniversary of registration the RE is required to
prepare a Progress Report for review and to give oral presentations on their
research at the review meeting with all Supervisors. REs must take responsibility
for arranging a review meeting and is expected to keep record (notes) of all review
meetings.
End of the 2nd Year (Bristol & Bath) - At the end of the second anniversary of
registration, REs are required to submit an extended plan for their EngD project
approved by their supervisors. In addition, the RE will, with the support and
endorsement of the Industrial Supervisor, make a statement concerning the overall
impact of the Project on the Company’s business. These will be presented by
each RE during a one day Conference as a part of the Induction week at the start of
the academic year to the conference delegates and to a panel of Academics who
will provide feedback. The RE should meet with their supervisors after the
Conference to discuss this feedback, and submit the Report and the 2nd Year
Annual Review form to the IDC Coordinator.
End of the 3rd Year - At the end of the third anniversary of registration, to ensure
sustainable academic/research progress, all REs will be reviewed by an
Independent Academic Reviewer. The Principal academic supervisor will advise
28
and invite the Independent Reviewer; an REs schedules the meeting – ~1 hour
mini viva style discussion of the Extended Thesis plan and the Action plan with a
timeline, including clear milestones and deliverables. It is strongly advisable to
prepare a One-page Abstract of your work - a crisp and clear statement of the
following: (i) Why this research was needed? (ii) What has been done and how? (iii)
Contributions to knowledge. Discuss all these papers with the Independent reviewer
and your Supervisory team – to ensure that you have a good plan and direction to
complete in the Final 4th year! You may review and amend these documents in your
Final year, but it really helps to make a start on them at the end of 3rd year.
All REs (all Cohorts, Bristol and Bath Registered) are expected to participate in the
Annual EngD in Systems Research Conference.
All Cohorts submit the Abstract (1xA4) and the Poster:
1xA4 Abstract (to be published in the Proceedings, the template is provided on the
Black Board (/EngD in Systems/General Information/Templates) : a very brief
summary of your research in terms of academic (research questions – contribution
to knowledge) and industrial (impact/significance of your research to your
company/industry) contexts.
For the Final year REs – review your end of 3rd year Abstract, amend as necessary, to make a clear statements as above.
A Poster – to engage with the Conference’ delegates on the topics, which are not
necessarily covered in the paper or presentation, and with people, who REs would
not be able to engage otherwise. The Posters are peer reviewed and the display
of Best Posters is set up in the Centre - a great way of demonstrating REs
achievements in research and communicating EngD topics to visitors and all REs
at the centre.
In addition to the Abstract and the Poster, all Final year REs (End of 4th Year) are
presenting and submitting the following:
Extended abstract of the EngD Thesis or the Thesis plan (not to be published in
the Proceedings) - a part of the 4th Annual review Report and independent
progress review by the Conference panel; The Thesis plan has to include the
Timeline (a one page chart with key milestones & deliverables) towards Thesis
submission and will be reviewed and commented on by the Conference panel.
REs will receive a written feedback from the independent panel, which adds value
to REs in their final stages of EngD. There is an example of the Thesis plan on the
Black Board, provided by Dr Paul Gibbons (EngD in Systems Alumnus). The
length of this document can vary, to fit the purpose, but must be no more than
10xA4 pages to be submitted to the conference panel by set deadline, usually 2
weeks prior to the Conference date. Please seek advice from your Supervisors
how best to prepare this written work.
3xA4 Paper (to be published in the Proceedings) – with a focus on Industrial
context/value/significance of EngD research. It is advisable to use a reflective
29
style of writing such short paper, which requires a greater appreciation of the
overall project rather than the specific details of your research.
Please use the same formatting template
for the Paper as per Abstract, i.e. font,
margins, title, authorship, allowing for 5 key
References. Please include your short biog
paragraph at the end of your paper (page
4), and attach (do not embed into Word
doc) jpg photo. This will be included into the
Conference proceedings.
~20 mins oral presentation. The main purpose of the Conference talk is to give the
Final Year REs an opportunity to expose their research to an independent panel
(Academic and Industrial researchers, EngD in Systems Alumni’
representatives).The Final Year presentations at the Annual conference are
treated as EngD independent review and preparation for the viva. The
presentation has to demonstrate that RE is at the final stages of EngD research
and that the RE has a good plan for EngD thesis and has clear points on:
Problem definition and the need for this research, combined with stakeholders analysis; research questions and research methods used;
Results - impact in industry, contribution to knowledge (published work) Clear conclusions
Bath REs – Progression – this process is under review in Bath, all updates will be
communicated and published on the IDC Systems web- NoticeBoard
It is an expectation that all Research Engineers will complete as a minimum the written
first draft of their thesis by the end of 4th Year, when the EPSRC funding (Stipend and
Fees) stops.
During the 5th Year, when REs are moved into a full time employment either with the
company sponsor or elsewhere, the remaining EngD tasks are to finalise the Thesis and
submit, and then to go through examination (viva).
If there are extenuating circumstances and the EngD thesis is not submitted at the end
of the 5th Year (end of University registration) the RE will be required to apply for an
Extension of registration. With the support from the Principle academic supervisor, an
extension may be granted on application to the Programme Director and approved by
the Dean of the Graduate school. The request for extension of the University registration
beyond 5th Year will require an approval of the Pro-Vice Chancellor of the University and
has to be grounded on a very serious, evidence based case to be approved (e.g. IMC).
5.3 How to submit the Request for Extension
Bristol REs:
Contact IDC coordinator as soon as possible, or no later than ~ month in advance
of the End of Registration date
An RE MUST aim to submit their EngD thesis by the end of
the 4-year funding period, or no later that within 5th Year of
registration with the University.
30
Discuss your Action plan with the Academic supervisor as soon as possible. The
request for extension is not approved without academic supervisor’ support. The
academic supervisor evaluates the current status of the Thesis. The RE has to
demonstrate a good progress by submitting these written documents to the
academic supervisor: (1) 1xA4 Abstract of the Thesis – a very short document
summarizing the whole Thesis in terms of aims of research, contribution to
knowledge and value to the industry; (2) Extended Thesis plan with detailed
Timeline (Action plan), covering work plans for the period of extension to final
submission.
IDC coordinator will provide the necessary Form, that needs to be completed and
signed by the RE, supported by Academic supervisor (a written email note from
the supervisor will be attached to the Form), and signed by the Programme
director. If necessary attach all medical documents.
The signed and completed Request for Extension form with the Action plan
(timeline with tasks), supported by the academic supervisor, goes for approval to
the Graduate Dean.
Bath REs :
Contact IDC coordinator as soon as possible, or no later than ~ month in advance
of the End of Registration date
Discuss with your Academic supervisor as soon as possible. Any discussion
concerning an extension should also include a discussion of a plan of action for
completion. Remember - the request for an extension can not be approved without
the support of your academic supervisor.
Complete form PGR6 (or PGR5 for suspension requests). Both forms can be found
at http://www.bath.ac.uk/student-records/pgresources/docs.html (scroll down the
screen to the section on ‘Research students – Progression forms’, and below this
you will see links to the PGR6 and PGR5 forms). This form needs to be signed off
by your academic supervisor and the Bath EngD Director of Studies, which will be
reviewed by the Bath School of Management Research Student Committee.
See regulations, and 16.1 (e) [and (d) with regard to suspensions] in particular at:
http://www.bath.ac.uk/regulations/Regulation16.pdf
“Extension Of Registration For All Higher Degrees By Research” The Regulation for each particular Degree sets out the scope for extension of registration
for that degree. Provided the request is made no later than 6 months before the
registration expiry date, significant data loss or unforeseeable difficulties with data
gathering which have not completely prevented the student from working on the
research, and which were beyond the candidate’s control, will normally be acceptable as
a basis for an extension. These may include, but not be limited to, difficulties in
conducting fieldwork, or equipment failure.
31
The following will not normally be acceptable as grounds for permitting an extension
of registration:
i) Conduct of research, such as fieldwork, away from the University.
ii) Issues more properly addressed by means of suspension (see Regulation 16.1(d)).
iii) Lack of progress/attendance on the part of the student.”
5.4 Process for dealing with unsatisfactory progress
Bristol REs : If at any stage of the programme, an RE’s progress is recognised to be
unsatisfactory and there is recorded concern about the possible achievement of a
doctoral level degree, the “at risk” procedure at the University where the RE is registered
will be invoked. Details of this procedure can be found in the CoP of the relevant
university.
UoBristol: http://www.bristol.ac.uk/esu/pg/pgracademicprogress201213v2.pdf
and the summary of this procedure is presented in the Annex 7a
Bath REs – Process for dealing with unsatisfactory performance - Annex 7b
Exit awards
Subject to having sufficient credits, Exit Awards are available for all Bristol University
registered REs, if for any reason they are unable to complete the full programme.
There is No Exit Award for Bath programme.
6. GUIDE NOTES
6.1 Annual EngD in Systems Research Conference
Aims The Industrial Doctorate Centre in Systems holds an Annual Conference, with the main
aim to provide an opportunity for REs to present and defend their work to a diverse and
knowledgeable audience. Although requirements for the Final Year REs are quite
demanding for this event (p.29), the value adding aspect of it to REs is in the extensive
feedback (written and oral), provided by the Conference panel of experts: academic,
industrial and EngD in Systems Alumni. In particular, the written feedback on the Thesis
plan from the independent panel provides significant input to enhance the Thesis
structure and to identify any gaps in research.
Additionally, the Conference provides an excellent introduction to the Programme for new
REs and their supervisors; an invaluable opportunity for networking and establishing new
collaborations between academic and industrial communities. It also allows REs to hear
about the research their peers are involved with, enhances peer-to-peer learning
experience and cross cohort fertilisation of ideas.
Annual Conference Publication Policy
32 All papers, posters and presentation slides submitted to the Annual Conference are
published in the Conference proceeding and/or online (website). This has a number of
consequences, as follows:
REs must ensure that their supervisors have approved the content of their papers,
posters and presentation slides before they are submitted;
REs must ensure that any difficulties with confidentiality relating to the research they
wish to present have been discussed and resolved with their industrial Collaborating
Company before submission. In the event that this cannot be resolved satisfactorily and
there are problems with the submission, please contact the Systems Centre Manager in
the first instance.
Content and Format of Submissions
From 2013 the requirements for the content of the
Conference paper has been changed to align with
the University regulations for EngD dissertation.
The Conference paper is to demonstrate the value
and significance of the EngD research for industry,
society and the company-sponsor. It is a short,
reflective piece of writing, about the project overall,
rather than a specific details of research.
In difference, the Conference Poster presentations
can be focused on a particular aspect of the RE’s
work. This should be chosen to be of interest to the
audience and therefore may not necessarily
describe the complete research to date.
There are templates for Abstract (Paper), Poster and presentation slides available on the
Black Board.
Feedback
REs should expect to receive challenging questions following their presentations. It is
recommended that the REs discuss this with their supervisors and agree the best means
of preparation (e.g. a dry run, etc).
The academic and industry panel is evaluating each presentation in accordance with
criteria: quality of content in terms of purpose of research, stakeholders needs analysis,
research question clarity, research methodology choice; and quality of delivery.
The panel provides a written summary with recommendations and offers a one-to-one
feedback session after presentation.
RE should discuss this feedback with their supervisors, in order to make best use of it in
planning their research and evaluating their presentations & communication skills.
REs must follow submission requirements for Abstract and Paper’ templates and comply
with set submission deadlines. These requirements were
created to enable a high quality production of Conference’
materials (Proceedings, website publication), accessible by
broad audiences (internal and external) and representing the
quality of the Programme overall
33 6.2 Attendance at External Conferences
All REs attend international conferences and disseminate their research through peer
reviewed research publications. To date (July 2013), REs have presented their research
at around 60 national and international conferences, including highly regarded
international Systems and Engineering Design forums. All REs participate in two annual
conferences, which include formal peer reviewed feedback from academic, alumni and
industrial partners (see Table 1 with Key events at the IDC in Systems).
REs are encouraged to attend and present their research at one external conference
during the 4 years of the Programme, at least. For presentations at conferences of
international stature, where the papers are refereed and where the RE is the principal
author, the Centre will provide financial assistance. REs are also encouraged to seek
sponsorship from their Collaborating Company, their University and from professional
bodies and associations. To apply for assistance, REs should present their case in
writing (supported by their supervisors) to the Centre. This should be submitted for
approval well in advance of the conference dates. A guide note on How to apply for
Conference funding can be found on the Blackboard.
6.3 Peer Reviewed Publications and Authorship
IDC in Systems Authorship guidance is inline with a general principle on Authorship: it
has to be based upon contribution to work. For example, an author is generally
considered to be an individual who has made a substantial contribution to intellectual
content of the paper, i.e an author will contribute significantly to the conception, design,
execution, and/or analysis and interpretation of data and participate in drafting,
reviewing, and/or revising the manuscript for intellectual content.
Proposed publications on the research work by RE and/or Supervisors should be
discussed as an agenda item at progress meetings and
disputes resolved before publication.
6.4 Appropriate Recognition for funding of the EngD Programme It is important to the EPSRC, as well as being a part of
academic ethics, that the funding/sponsorship support
for the research is acknowledged.
All REs (sponsored and employed) should show their
joint affiliation (i.e. Collaborating Company or Employer
Company/IDC in Systems at the University of Bristol or
Bath) on published papers. There should be suitable
acknowledgement, as described in red and a similar statement on the slides you use in
presenting the paper.
Each RE must also make sure that they have a reference to their Collaborating Company
on their slides.
This must be quoted in any publication, as well as on
presentation slides- Acknowledgement - a small
paragraph, placed before References: “This work was supported by the Systems
Centre and the EPSRC funded Industrial Doctorate Centre in
Systems (Grant EP/G037353/1) and ***** (Collaborating
Company name).”
34 6.5 Generating Publicity for the EngD Qualification
All REs benefit from the wider dissemination of
knowledge about the EngD Programme. For
example, if more employers are aware of the
qualification, this will make the task of explaining
the skills acquired on the Programme far easier in
looking for a suitable post after graduation. To this end, it would be an advantage to
include some information about the Programme in papers/media references where
possible. A presentation slide with information about the IDC and EngD in Systems
programme is available on Blackboard, to be included into the RE’s external
presentations whenever appropriate.
REs should make use of their Collaborating Company's PR department if available. The
correct name of the Programme is "The University of Bristol/University of Bath
Engineering Doctorate (EngD) Programme in Systems”.
6.6 Progress Report – 6th months, 1st, 2nd, 3rd, 4th Years Prepare a report of no more than ~3,000 - 5,000 words (~ 8-10 A4 pages).
The components of the Report must include:
Introduction - Give an introduction to your research topic and reasons for its
evolution if appropriate
A summary of or update on key findings from your literature review – Provide
an extract of the main concepts/conclusions derived from a critical evaluation and
analysis of papers read and concepts encountered (based upon, but not equal to, a
whole literature review for your EngD thesis, which is assumed as already
prepared).
Progress to date. – describe any novel work to date other than reading, e.g.
development of theory, implementation of prototype, experimental set up etc., as
appropriate to your research. Include reflection on objectives set in the last year’s
report and provide evidence based comments on progression since your last report.
Impact statement (for 2nd and 4th years) (one A4 page) - with the support and endorsement of the Industrial Supervisor make a statement concerning the overall impact of the Project on the Company’s business – i.e. contribution to or development of new processes, products, tools, with equivalent of £*** to the business.
Plan – Describe what directions you intend to take on your further research, with some
detail as to how this will be achieved (e.g. 'I will apply theory X to problem Y to
Please report and copy all publications (including press
cuttings) to the Systems Centre office at Bristol.
35
come up with a solution; here is an intuitive example of how and why this will
work', rather than 'I will solve problem Y').
Clearly identify issues that are inhibiting progress or could if attended to accelerate
progress or quality. Avoid personalizing these issues. Keep them focused on
purpose.
Provide an evaluation of the probability of success for each direction, fall-back work
to do if the original directions do not work out;
Provide a current version of your EngD thesis outline (Thesis Plan for 3rd and 4th
years).
Appendices - (no more than a few pages) – Provide brief statements of all EngD
related activities undertaken so far, such as academic and personal development courses attended, conferences attended, presentations given, papers submitted/accepted and rejected (together with review comments), etc.
The 4th Year Report must include:
A One page Abstract (submitted to the Final year conference) – a clear statement
of the following: (i) Why this research was needed? (ii) What problems (research
questions) were addressed and how (methodology)? (iii) What are Contributions
to knowledge?
The Thesis plan (submitted to the Final year Conference) - to be reviewed and
commented on by the conference panel; Dr Paul Gibbons’ (EngD in Systems
Alumnus) kindly provided an example of his Thesis plan, which we published on
the Black Board: EngD in Systems/EngD in Systems Theses Examples/Example
of Extended Thesis plan. The length of this paper can vary, to fit the purpose, but
must not be more than 10xA4 pages to be submitted to the conference panel.
Please seek advice from your Supervisors how best to prepare this written work.
The timeline towards Thesis submission.
These reports must be submitted to Supervisors at least 1-2 weeks prior to the review
meeting , and after the review meeting – to the IDC in Systems office, along with
completed and signed Reporting Form (templates are on the Black Board).
6.7 Problem Resolution
If problems arise with your project work during your time as a Research Engineer, you
should normally contact your academic and industrial supervisors in the first instance.
However, if resolution is not possible by this route, you should contact the Centre Team:
Centre/Programme Director & Deputy, IDC Coordinator/administrator, or a Special
Circumstances Committee (SCC, p.15).
Problems related to coursework should be referred directly to the Unit Director, and
copied to the Administrator/Coordinator.
36 The Research Engineers are also represented on the Annual Programme Review
meeting and REs Representatives from each cohort are nominated each year. If
you wish to nominate yourself for this responsibility, please advise the Centre
Coordinator/Administrator. REs representative will contact all REs prior to the scheduled
meetings regarding any issues you may have with re to the programme delivery, quality,
communication, and he/she will raise any issues that have not been resolved by the
Centre support team.
REs representatives sit on the Centre Management committee and Strategic Advisory
Board meetings, as well as contribute to the Feedback session with the EngD in Systems
External Examiner at the end of each academic year.
The role of the REs rep is to collate all comments and “burning issues” from REs to
represent them at the IDC management meeting. REs rep will produce a News letter, to
inform all cohorts about actions taken and issues addressed. This Newsletter is
distributed via mailing list and published on the website.
If you wish to raise any issues at a management-level meeting, please feedback to the
nominated REs representative.
7. Administrative Details
Collaboration Agreement
The Collaboration Agreement is a key contractual document between the Company-
Sponsor and the Universities (Bristol & Bath). This document outlines the commitments
of these parties to REs specific EngD programme, including such matters as IP
ownership and publication arrangements. Other aspects covered, for instance, reporting
requirements, access to resources and procedure for termination of EngD project. All
REs and Supervisors are required to sign this Agreement that they have read and
understood and will comply with this agreement. This ensures that expectations are
clearly agreed from the outset of the project. REs are referred to this document when
require information about IP, project resources and other.
Registration
The RE must register as a postgraduate research student, at either of the Universities of
Bristol or Bath depending on where the RE’s principal Academic Supervisor is based.
REs will retain full access and privileges offered by the Systems Centre regardless of the
University at which they are registered.
Registration determines both the final award that the RE will receive and which
University’s regulations and procedures the RE must comply with during the course of
their studies.
Complaints and Appeals
Complaints/appeals at programme level will be dealt with by the University at which the
RE is registered according to that University’s procedures.
37
Complaints/appeals at unit level will be dealt with by the University awarding credit for
that unit according to that University’s procedures.
Laptop Computers
The RE may be required to use a laptop computer whilst attending the core units and we
expect the Collaborating Company to provide the RE with a suitable computer. Some
units may require the use of particular software packages, e.g. MATLAB. Information
about software and its accessibility will be supplied well in advance of a Unit.
Library and network arrangements for REs
The RE will have library access and campus network access, at both Universities.
REs registered at Bristol will automatically receive access to the University’s network,
electronic library resources and borrowing libraries. To access equivalent resources at
Bath the RE will have to register as a ‘Visiting Student’. This must be done in person via
the library at Bath.
REs registered at Bath will automatically receive access to the University’s library and IT
facilities, as above. To access equivalent resources at Bristol the RE must register as an
‘Occasional Student’. Registration will be completed by the IDC Coordinator prior to
Induction.
Induction Programme
At the start of the first year of the programme, REs will be expected to attend an
“Induction Course” to which Supervisors (Academic and Industrial) are invited and
expected to attend. Financial Arrangements
REs should contact the relevant finance office for information and advice about financial
arrangements while they are studying:
The Student Funding Office at Bristol: http://www.bris.ac.uk/studentfunding/
The Graduate Office at Bath: http://www.bath.ac.uk/finance/student/
Income Tax Status
Stipend payments to REs, issued by the Universities, should not be subject to income tax
provided the top up awarded by the Collaborating Company is not excessive. For this
reason, the IDC puts a limit on the level of stipend top up administered through the
Centre. Any earnings over and above the stipend payments issued by the Universities
will most certainly be subject to income tax and the advice of the Centre is to declare
them when required to do so.
Absence Due to Ill-Health
For absence due to ill health, REs should inform their Collaborating Company and
Academic Supervisor. For absences of one week or longer the IDC office should also be
informed so that a record may be kept for use by the Board of Examiners. This should be
accompanied by the appropriate supporting evidence (e.g. note from the RE’s doctor).
38 Facilities
As REs are based with their Collaborating Company it is a requirement of the
Programme that an adequate workspace, including personal computer facilities, is
provided by the Collaborating Company. The Systems Centre is based in the Merchant
Venturers Building (formerly the KES Suite) where a dedicated REs Office is available.
Any REs who are visiting the University of Bristol are very welcome to drop in, and to use
the flexible accommodation as needed, either for occasional study or social gatherings,
to practise presentations, hold informal discussions, debating sessions or for self-run
study days.
Holiday Entitlement
RE's holiday entitlements are governed by EPSRC regulations which allow up to 8 weeks
per year (including Bank Holidays). However, REs need to be sensitive to the culture of
the Collaborating Company’s organisation when deciding on the length and timing of
holidays.
Normally it is expected that REs should take a similar holiday entitlement to “staff” at a
similar level in the organisation. It is advised that plenty of notice should be given for
longer holidays and these should be agreed and factored into the RE's project
management plan.
RE Entitlements and Responsibilities
REs are full-time Post Graduate students of either Bristol or Bath and will be made aware
of their entitlements and responsibilities by the relevant University once they have
accepted their place. This information will also form part of the RE’s initial meeting with
their principal Academic Supervisor. REs should refer to the CoP of the University at
which they are registered.
A summary of roles and responsibilities of the RE and other members of the programme
is provided at Annex 8.
Other sources of advice and information University of Bristol BristolThe Access Centre for deaf and disabled students: http://www.bris.ac.uk/depts/AccessUnit/
The Student Help site which provides advice for all students on all aspects of University life including study, personal and practical problems: http://www.bris.ac.uk/studenthelp/
University of Bath Student Support Services: www.bath.ac.uk/students/support/services RE representation Student representatives at Bristol attend the Faculty Board, various Faculty committees
and Senate. REs are eligible to stand for election as student representatives. Please
contact your departmental office for details of your student representative.
39 At Bath, the School of Management has two School Staff Student Liaison Committees
(often abbreviated as SSLC) – one for undergraduate students and one for post-graduate
students. Each has six or more elected student members known as Student Academic
Representatives (or ‘Academic Reps’) and an equal or smaller number of staff members.
SSLC and School representatives are elected at the beginning of every year through
online elections. Their role involves attending School meetings and also gathering
information which is passed on to various University committees and departments.
The School SSLC notice-board, where details of the Student Representatives and
minutes of meetings are displayed, is located on the first floor of the Wessex House
building. Contact details for your representatives are also available at
http://www.bathstudent.com
Annex 1 – University of Bristol Precinct Map
For further details and directions, please view the University of Bristol website:
http://www.bris.ac.uk/media-library/sites/maps/migrated/documents/precinct-key.pdf
The Systems Centre
Annex 2 – University of Bath Precinct Map
For further details and directions, please view the University of Bath website: http://www.bath.ac.uk/maps/campusmap.html
1
Annex 3- Core Units
Please note that core unit content may change to suit the requirements of Industry, in response to feedback from REs and to reflect developments in the fields of each of the units. Problem Structuring and Research Methods
Unit Director
Dr Mike Yearworth
Unit Venue
University of Bristol, Systems Centre
Aims
This unit will introduce students to the basic principles of problem structuring and research methods and their application in research projects across the pure, applied and social sciences to enable engineering systems research at Doctoral Level.
Description
The unit will cover the basic research assumptions, paradigms and philosophical positions underlying different traditions in research, review approaches to exploration and definition of problem fields, consider different research design strategies and outline approaches for conducting the literature review. These will be positioned within an approach to systemic problem structuring methods so that there is a clear understanding of the relationship between a systems approach and research methods typical of business and management.
Techniques for gathering and rigorously analysing data of both quantitative and qualitative types and reporting of research results in peer reviewed publications will also be covered. Emphasis will be placed on the need to combine different philosophical research positions and quantitative and qualitative approaches when addressing real-world problems in engineering systems which bridge traditional research disciplines. This will enable students to successfully design, conduct and supervise various types of research in an ethical manner and give them a broad understanding of the purpose and application of problem structuring and research methods. This unit aims to give students in depth knowledge, understanding and skills in generic research methods and research design strategies. In terms of learning styles and generic skills, the unit also introduces students to the concept of reflective learning logs and gives guidance on the use of such logs and reflective writing.
2
RAF
Teaching
The teaching and learning strategy is based on flexible and student-centred learning approaches. It will involve a mixture of lectures, case studies, group work, plenary discussions, and a workshop on research design. The principles of writing reflective logs will also be covered. Through this approach it is aimed to provide an enjoyable learning experience consistent with the principles of adult education with ample space for exploring, questioning, and debating issues of particular interest and for exercising rational argumentation. A Visiting Lecturer will be engaged for part of the delivery of the unit covering qualitative research methods. The unit will also draw on support from other members of the Systems Research Group including Lecturers, Research Assistants and Research Associates to help facilitate the delivery of the day-long research design workshop.
Assessment
The end of unit assignment is a reflective log in which students are required to reflect on their new learning in the unit, map this against the requirements of their nominated EngD research project and design an action plan to progress their research methodology planning (indicative word count of 5,000 words). The reflective log is structured precisely to align with the learning outcomes stated here; i.e. we stipulate this structure. The knowledge and skills identified in the learning outcomes are demonstrated in the assignment by the three aspects which the learning log addresses for each outcome - a) description of learning session associated with the outcome, b) reflection of new knowledge skills against previous experience/demands of their project, and c) action planning in relation to applying the learning outcome to their project.
Learning outcomes
This unit provides opportunities for students to develop and demonstrate in depth knowledge, understanding and skills in research in the following areas: • Exploration of wicked and messy problems • Systemic problem structuring methods • Basic research paradigms and philosophical positions underlying different traditions in research • Integrating research methods into systemic problem structuring methods • Articulating research questions and hypotheses • Scoping and conducting a literature review • Critical reading of primary research literature • Research design strategies and combined qualitative/quantitative approaches • Justification of research design including considerations of reliability, validity and
generalisability • Ethical considerations in research • Conducting rigorous qualitative and quantitative data collection and analysis • Presentation and reporting of findings in peer-reviewed publication • Reflective learning skills
3
Systems Engineering
Unit Director
Dr Theo Tryfonas
Unit Venue
University of Bristol, Systems Centre Aims
This unit is the first taught element in the EngD in Systems and introduces the student to the basics of traditional “hard” systems engineering with a product based emphasis.
Description
Wider aspects are introduced to highlight that the material is a starting point rather than a complete coverage of Systems Engineering. Students will be of high graduate standard so that although the topic is new to them they will be learning at Masters level.
Teaching
Lectures, group workshops, practical sessions
Assessment
In-class test, administered on-line via the Virtual Learning Environment 10%) Coursework, in the form of an individual essay related to some aspect of the
unit‟s material and activities (90%, word count ~ 2500)
Learning Outcomes
To provide an introduction to Systems Engineering and relate it to the student‟s industrial background
On successful completion of the unit the student will: • possess an elementary and mostly qualitative knowledge of systems engineering theory, modelling techniques and industrial conventions and practice • have an increased practical understanding and some experience in implementing the requirements generation and other key lifecycle processes • have an awareness of and ability to evaluate a wider range of systems engineering concepts beyond the scope of the unit material • have developed further skills in writing technical documentation.
4
Mathematics for Systems
Unit Director
Professor Eddie Wilson
Unit Venue
University of Bristol, Systems Centre
Aims
This unit will acquaint students with modern applied mathematics topics, which build upon and span beyond material traditionally taught to undergraduate engineers. The style of the course will be one of raising broad awareness of the mathematical tools that are available, rather than traditional didactic teaching in narrow topics.
Description
This unit will give an introduction to some topics in modern applied mathematics, which are applicable to systems engineering methods. The teaching will be delivered in one week, with different topics each day. Typical titles of the topics are: Complex Networks; Information from Data; Optimisation and Linear Programming; Handling Uncertainty; Nonlinear Dynamics.
Teaching
One week full-time course. Small group interactive lectures plus break-out into discussion groups. Break-out into small computer demo classes. Follow-on support by email contact with postgrads / postdocs.
Assessment
• Each of the unit's topics will have a short worksheet to be completed within two weeks after the teaching (30% of the overall assessment).
• Each of the unit's topics will also have a suggested list of ideas/applications for future study.
• Each student will pick one idea/application, investigate it more fully and provide a written report (70% of the overall assessment, the assignment length will be max of 10 pages)
Learning Outcomes
At the end of this course, students will: - be comfortable with the Matlab interface and basic programming constructs; and be able to apply Matlab to solve basic problems in simulation and in data analysis. - be able to identify the hallmarks of real-world nonlinear behaviour, and be able to re-count and apply some of the basic mathematical terminology and results (e.g. bifurcations) - be able to phrase optimal design problems in mathematical language and be able to identify which of several broad families they apply to, and hence make an informed choice about the solution method; this section will also include use of parameter continuation techniques. - understand the difference between data and knowledge and be able to list some standard techniques for extracting the latter from the former, and be able to implement these techniques in Matlab. - be able to list real-world case studies in which there are emergent phenomena from many simple interacting subsystems, and be able to investigate this emergence by using simple simulation techniques. - have an appreciation of the manifold possibilities in the application of modern applied mathematics to real-world problems.
5
Commercialisation of New Technology
Unit Director Professor Mike Lewis
Unit Venue School of Management, University of Bath
Aims The aim of this unit is to examine how products and services can best be commercialised through an understanding of markets and marketing
Course Content The ability to rapidly deliver new products or services to the marketplace is increasingly seen as a core competitive advantage for the modern organisation. This module serves as a introduction to the processes by which organisations in the public and private sector bring new products and services to the marketplace. Students will consider the strategic process to the marketplace: This will include customer analysis, conducting a marketing audit, integrating marketing with the broader business, mapping out the strategic pathway to the market/marketing planning process, implementin and monitoring marketing strategy.
Skills Intellectual Skills:
• the facility to apply subject-specific knowledge into a range of complex situations, taking into account the overall implications for the other areas of the business (TF/A)
• a critical awareness of current issues and frameworks in commercialisation (T/F/A) • the ability to acquire and analyse data, information and situations; to evaluate
relevance and validity, and to synthesise it in the context of topical business problems (A)
Professional Practical Skills:
• evaluate the current standing of an organization and practically contribute to the attainment of the company‟s commercialisation strategies and objectives (T, F)
• operate effectively both independently as well as within teams and assume leadership roles where appropriate (F)
Transferable/Key Skills:
• an openness and capacity to continue learning with the ability to reflect on earlier knowledge and practice and integrate the new with past experience and effectively apply it to the present situations (T/F)
Personal/Interpersonal:
• (an ability to manage and work in international teams with an awareness of issues such as culture and gender, to identify learning/working styles and to use these to the benefit of the individual and the team (F)
the facility to communicate, especially through written and oral presentations,
preparation and production of effective business reports (T/F/A)
Learning Outcomes
At the end of the course students will be able to: • Appreciate the way in which products and services are taken to the
marketplace. • Understand contemporary marketing tools and techniques for market
analysis. • Integrate market-defined needs with organisational process to usefully
commercialise new products and services
6
Complex Systems Design
Unit Director
Professor Chris McMahon
Unit Venue
University of Bristol, Systems Centre
Aims
The technologies of the modern world have led to a proliferation of complex systems that serve all manner of societal needs, including transportation, energy supply, healthcare, industrial production and communications. The design and development of such systems and of the components and sub-systems that make them up are enormously challenging, and require that knowledge and expertise from a number of perspectives be brought together in an integrated manner to consider a wide range of technical, social and environmental issues. The aim of this unit is to introduce design thinking, theories, methods and tools in the context of such complex systems.
Description
The unit will begin with an exploration of the nature of design and of design thinking, drawing on recent research into design theory and methodology. This will be followed by an exploration of the nature of complex systems and of the design challenges that they pose. From these foundations the course will develop four strands, all illustrated by engineering examples:
1. Design for the Systems Lifecycle. This strand will introduce the stages of the
systems life cycle and will describe and illustrate life cycle models and
techniques for the development and evaluation of life cycle properties and
impacts.
2. Systems Architecture, Modelling and Analysis. This strand will build on the
material presented in the Introduction to Systems module to consider the
structure, arrangements or configuration of system elements and their
internal relationships necessary to satisfy customer requirements and
technical constraints. It will present methods for system analysis, modelling
and simulation, for interface design and for system decomposition and
structuring in the context of design.
3. Managing Complex Systems Design. Management of the design of
complex systems is extraordinarily demanding. In this strand students will
learn about project management approaches for systems design, including
project modelling techniques, planning and scheduling methods for project
management, modelling and managing risk and uncertainty in systems
design, project monitoring and scheduling and cultural and man-
management issues.
4. Human Behaviour in Design. Human behaviour considerations pervade
systems design, from the creative behaviour of designers, through the team-
working considerations of the distributed and often multi-cultural design
teams to the behaviour including the emotional response of users and other
stakeholders. This strand will explore all of these issues. It will link to strand
3 through consideration of socio-technical aspects of risk including risk
perception.
Teaching
Interactive lectures (engineers relate their own experience in dealing with issues that arise), seminars from outside experts, and workshops and team exercises.
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Assessment
• Pre-module reading and data collection on product/systems design context in the RE’s company (20%, word count = ~1000)
• An assignment done in groups of REs to develop comparative studies of systems design issues and approaches in different engineering contexts, exploring in particular the issues presented and discussed in the unit. This will be assessed by means of a presentation of initial findings in class (30%) together with a group report (2000 words each) (50%)
For both assessments the RE is expected to take a critical and well-referenced approach at a level expected in a doctoral level thesis.
Learning outcomes
On successful completion of the unit the student will be able to: • Outline the nature of design thinking as applied to complex systems design • Describe the phases of the systems life cycle • Outline and understand the application of techniques for system architecture design. • Apply original thought to the development of practical solutions for products, systems,
components or processes • Describe and understand the application of techniques for systems modelling and
simulation in a design context. • Understand, critically evaluate and apply concepts in the management of complex
systems design, and describe and apply management techniques that can be applied in that context.
• Describe and apply techniques for modelling and managing risk and uncertainty in systems design, including the ability to assess the limitations of particular approaches.
• Make general evaluations of risks through some understanding of the basis of such risks, including an understand of socio-technical issues in design risk management.
Describe human behaviour issues in design, both in design activities in the use of the designed artefact.
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RAF
Socio Technical Systems
Unit Director
Dr Mike Yearworth
Unit Venue
University of Bristol, Systems Centre
Aims
This unit is at the heart of the Systems EngD and is integrated with Problem Structuring and Research Methods (CENGM0006). It develops understanding and awareness and deals with specific tools in the softer aspects of systems, building on the use of methods such as such as grounded theory, ethnography, and action research together with qualitative data gathering and analysis approaches that have been introduced in Problem Structuring and Research Methods. It builds further on, and deepens and widens, the philosophical underpinnings of systems and systems thinking research introduced in Problem Structuring and Research Methods. The unit takes as its primary assumption that social and technical systems are interacting and interdependent and cannot be analysed or understood reductively in isolation, hence leading to a working definition of socio-technical systems.
Description
The unit introduces the use of specific systems modelling approaches that can be used as Problem Structuring Methods (PSMs) including i) Hierarchical Process Modelling (HPM) (e.g. using the PeriMeta software tool), ii) Causal Loop Diagramming (CLD) and System Dynamics (SD) Modelling, and iii) Agent Based Modelling (ABM). These systems modelling approaches each have strengths and weaknesses and these are addressed by taking a philosophical approach to understanding the value of each method with respect to how they provide better understanding of risk, uncertainty, dynamic and emergent behaviour in complex socio-technical systems. The unit also enables Research Engineers (REs) to appreciate the value of multimethodology, argumentation and Issue Based Information Systems (IBIS), and group model building. Socio-Technical Systems presents new and in-depth material to soft systems that allows REs to reconsider/update/enhance and bring additional rigour to soft systems aspects of the initial research plan developed in Problem Structuring and Research Methods by:
1. Developing a “softer” systems perspective of complex engineering problems and in particular a better appreciation that problems are constructs of an individual’s mind and therefore do not exist independently of human thought. Also that these constructs are defined by an individual’s “world view” and that different but equally valid interpretations of the real world can exist among individuals
2. Appreciating that the problem field is invariably messy – many potentially related problems and sub-problems can interact in any given system and that solutions to problems are also intellectual constructs and that no problem exists in isolation
3. Understanding that improvements and beneficial interventions in any system problem are most likely to come through sharing of perceptions, persuasion and debate, and the importance of taking an ethical approach at all times
4. Appreciating the range of systems interventions/problem structuring methods in the systems literature and where they can be applied in engineering systems, and understand their philosophical underpinnings in functionalist and interpretive stances and the implications of plural and coercive contexts
Teaching
Interactive lectures (engineers relate their own experience in dealing with issues that arise), seminars from outside experts, and workshops and team exercises.
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Assessment
An assignment based on, and with reference to, the problem structuring and systems modelling approaches presented and debated in Socio-Technical Systems that discusses how they can be selected and applied to the Research Engineer’s EngD project. The assessment is expected to contribute to the development of research planning and reconsider soft systems aspects in the light of material discussed in the unit. The RE will be expected to take a critical and well-referenced approach at a level expected in a doctoral level dissertation. (100%, indicative word count ~3000 words).
Learning outcomes
On successful completion of the unit the Research Engineer will be able to: • Describe and apply a systems approach in a socio-technical systems
context • Recognise that dealing with messy problems requires working with a
plurality of world views • Describe and map out organisational processes and use systemic problem
structuring methods • Build relevant causal loop diagrams, system dynamics models, hierarchical
process models, and agent based models • Begin to intervene in a given systems context • Identify the ethical dilemmas encountered in business and use problem
structuring methods in an appropriate and ethical manner
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Technology, Strategy and Organisation
Unit Director Dr Steve Conway
Unit Venue School of Management, University of Bath
Aims The unit aims to examine the nature and role of technology strategy in creating value for the innovative organisation
Course Content Although some organisations are obviously „high-tech‟ or „technology intensive‟, it is increasingly difficult to find any organisation whose core mission is not dependent upon the effective use of some form of technology. In other words, far from being an „add on‟ component, technology needs to be addressed as an integral part of strategic and organisational processes.
After briefly covering the fundamentals of strategic management, the course introduces a range of perspectives on technology strategy. The pragmatic emphasis throughout is on applying conceptual models to help students explore the interactions between broad patterns of technological and market change, specific competitive forces and internal firm resources.
This unit will be based upon three broadly thematic sections. The first will cover the
nature and content of technology strategy. It will make explicit connections to broader business strategy concepts and delineate the key dimensions of a technology strategy. This section will also cover patterns of technology.
The second section will cover the organisational and industrial context for technology
strategy. Industrial themes will include appropriability, IPR issues, the emergence of standards, etc. Organisational themes will include the impact of structural, cultural and political factors on adaptation, selection, development and deployment of technological capabilities.
The final section will address the enactment of technology strategy. It will use a range
of case studies to understand the practical aspects of translating policy into appropriate resource commitments and managing corresponding change processes.
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Assessment In-class group presentation: 20% 1 x 2 hours: 80%
Learning Outcomes
At the end of the course students will understand:
1. How an effective technology strategy creates and captures value. 2. The co-evolution of technologies and industries - and how competitive forces are
modified over the life-cycle. 3. How technology can destroy or enhance organisational capabilities. 4. The role of entrepreneurial action in technology strategy: from start-up firms to
multi-national organisations. 5. The role of standards and their impact on competition. 6. How political and cultural forces profoundly influence the creation and
execution of technological options. 7. How a range of practical tools can be used to develop practical technology
Skills Intellectual Skills: • a systematic understanding of the macro and micro-economic factors that
determine technology strategy. (T/F/A) • the ability to apply subject-specific knowledge into a range of practical and
complex situations. (T/F/A) • the ability to interpret and make critical judgements on academic research and
apply to practical situations. (T/F/A) • the ability to rapidly acquire, synthesise and analyse data, information and
situations; to evaluate relevance and validity, and to synthesise it in the context of topical business problems. (T/F/A)
Professional Practical Skills: • evaluate the current technological status of an organization and/or industry and
conclude meaningful implications for specific organisational objectives (F) • operate effectively both independently as well as within teams and assume
leadership roles where appropriate (F) Transferable/Key Skills: • an openness and capacity to continue learning with the ability to reflect on earlier
knowledge and practice and integrate the new with past experience and effectively apply it to the present situations (T/F)
Personal/Interpersonal: - an ability to manage and work in international teams with an awareness of
issues such as culture and gender, to identify learning/working styles and to use these to the benefit of the individual and the team (T/F/A)
- the facility to communicate, especially through written and oral presentations, preparation and production of effective business reports (A/T/F/)
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Unit Director
Prof Patrick Godfrey
Unit Venue
University of Bristol, Systems Centre
Aims
This unit is the final mandatory module in support of the Research Engineers EngD research project. It takes the form of a “master class in two sessions” to address key challenges in systems engineering that have emerged from the first 18 months of their EngD research work. Each RE will identify a real challenge and submit it at start of the module. The RE will facilitate a team of about 5 peers (Other EngD REs) to identify and assess strategies to meet the challenge. The RE will then implement the strategy whilst maintaining a reflective diary and then produce a conference quality paper on implementation and learning achieved. This will be presented to and be peer reviewed by the rest of the EngD cohort and supervisors and after completion logged as part of the body of knowledge accumulated by the Systems Centre.
Description
On successful completion of the module the student will have demonstrated that they can plan and deliver a systems thinking approach to solving a practical systems problem and used the process to add to the body of knowledge in the subject. They will learn how to produce a conference quality paper which they will be encouraged to publish externally. They will also learn from peer review of their colleagues, approaches and reults
Teaching
The module will be taught as a “master class” with a Tutor acting as coach in breakout groups of about 5 people with plenary feed back of learning and performance measurement.
Assessment
Assessment will be of the following submitted on completion of the work: 1. Statement of the problem and strategy for solution or resolution. (10%) 2. Reflective diary - no more than 5 pages A4 (10%) 3. Conference quality paper presented and submitted to add to the body of
knowledge in solving systems engineering problems (80%, 3-6 pages).
Learning outcomes
On completion of the module the RE will have: 1. Demonstrated they know how to formulate and present a systems
engineering problem 2. Facilitated a team approach to problem solving and strategy formation 3. Understood the value of peer review as a reviewer and reviewee 4. Used a reflective diary to establish learning during delivery of the problem
solution or resolution 5. Produced and present a conference quality paper that adds to the body of
knowledge of systems engineering
Integrating Engineering and Management Systems
Annex 4a – Programme Specification, University of Bristol
There are two components to this programme: (a) a taught component at Masters level, shown below as Stage 1and 2, which will normally take 2
years to complete; (b) a research component at doctoral level, shown below as Stage 4.
The student will complete the taught component of the doctorate and may exit with a PG Certificate (60cp)), if they do not wish, or are not permitted, to proceed to the research component.
The normal expectation is that the student will then continue from the taught component (100cp) to complete a doctoral research project in order to graduate with an EngD. If this is not possible, the student may exit with an MRes in Systems after taking 80cps from the taught units and completing an MREs dissertation for 100cps.
Level
Unit code
Unit title
Credit points (Bristol)
Mandatory (M) Optional (O) or Open
Progression/award requirements
M M M M M
CENGM0015 CENGM0016 MN50416 EMATM0005 various
Problem Structure and Research Methods Systems Engineering Technology Strategy and Organisation (Bath) Mathematics for Systems Bristol/Bath Optional Unit
10 10 10 10 10
M M M M O
Unit pass mark: 50%(Bristol) Unit pass mark: 40%(Bath Exit award available: Postgraduate Certificate: 60 credits (Bristol only)
M M M M
CENGM0013 MN50420 CENGM0014 CENGM0011
Complex Systems Design Commercialisation of New Technology (Bath) Socio Technical Systems IEMS
10 10 10 20
M M M M
Minimum of 50% overall to pass(Bristol) Minimum of 40% overall to pass (Bath) Exit award available: at Bristol only: MRes in Systems (180 cp) including dissertation (100 cp)
Total taught component 100
D EngD Research Project 440 M
EngD Award 540
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Annex 4b – Programme Specification, University of Bath
GENERAL INFORMATION
Awarding Institution/Body:
University of Bath
Teaching Institution:
University of Bath
Programme accredited by: (inc. date of accreditation)
N/A
Programme approved by: (inc. date & min. no. of Dept, BoS, Panel, Senate)
School of Management Teaching and Quality Committee 14 July 2006 min 120 Teaching and Quality Committee 14 Sept 2006 min 004 Board of Studies 18 Sept 2006 min 176 Faculty of Engineering and Design Teaching and Quality Committee 4 October 2006 min 458 Programme Approval Panel 2 November 2006
Exemption to credit framework granted PAPAC 27 October 2011
Final Award: Doctor of Engineering (EngD)
Programme Title: Systems – Managing for enhanced performance
UCAS Code (if applicable):
N/A
Subject Benchmark Statement:
N/A EPSRC have provided a definition of the EngD which can be found at: http://www.epsrc.ac.uk/PostgraduateTraining/Centres/E ngD/default.htm
Intended level of completed programme: (in line with FHEQ)
D - Doctorate
Duration of programme and mode of study:
4 Years – Industrially based and in accordance with Regulation 16.15d and e
Date of Specification preparation/ revision:
22 May 2009: 18 September 2012
Applicable to cohorts:
Students commencing in 2013/14 onwards
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SYNOPSIS AND ACADEMIC COHERENCE OF PROGRAMME:
This programme will be managed by the EngD Centre in Systems, a joint venture between the Universities of Bristol and Bath, which was awarded a further £5.2m funding in January 2009 by the EPSRC in addition to the original funding of £3.4m. (For details of the Centre go to http://www.bristol.ac.uk/eng-systems-centre/index.html ) Each research student (called a Research Engineer in line with EPSRC guidelines) will be registered at either Bristol or Bath, depending on where their principal academic research supervisor is based, and will carry out their research in close collaboration with an industrial partner. The taught component will be delivered jointly by the two universities.
The teaching will normally be provided early in the programme (all/the majority in the first two years), to enable the student to apply the knowledge and insights gained to the research programme. A wide range of options will be available, from both Bath and Bristol and, if appropriate, from other sources using transferable credits on a case-by-case basis. The teaching programme is divided into three streams: i) Systems Engineering, covering generic system engineering material; ii) Management and Enterprise, covering business and planning material; iii) Specialist, covering material specific to the student’s interests.
The programme has the overall aim of graduating people who will be capable of leading innovation in the field of systems engineering. The theme of the EngD, ‘Management of Systems for Enhanced Performance’, echoes the research themes in the engineering and management disciplines at Bristol and Bath and places the emphasis on expanding and enhancing the use of the system model in an industry context. The programme will significantly improve the level of practitioner performance and provide leadership for the application of the approach in industry. It aims to create competitive advantage by enhancing synergy - the whole is greater than the sum of its parts.
REs register at the start of the programme at the University whose specialist areas match their needs most closely. The final award is conferred solely by the University at which the RE is registered. There are no joint registrations and no joint awards. At Bath, all REs are registered from the beginning of their studies on the EngD. The REs are expected to spend approximately 75% of the time in the sponsoring company and remainder attending taught units, attending meetings with supervisors and carrying out research at their university.
The EngD in Systems is a four-year research programme with REs undertaking taught units normally in the first two years. REs undertake core training units delivered jointly by the Universities of Bath and Bristol. REs also undertake specialist units as appropriate. Each unit is registered by the providing University and subject to the quality assurance mechanisms of that University.
In addition each RE submits a portfolio of work. This portfolio consists of a minimum of three papers of publishable quality, annual progress reports, significant deliverables and a discourse of not more than 20,000 words which summarises the key findings of the research programme.
The EngD in Systems is designed to effectively integrate the training and research elements of the EngD programme. Both the planning and the timing of the taught element of the EngD are such that it is fully integrated with the RE’s research activity. The need to deliver early taught core material must be met to optimise the RE’s immediate skill and knowledge requirements. Teaching material is set against the industrial business context, as is the RE’s research activity.
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EDUCATIONAL AIMS OF THE PROGRAMME:
The EngD scheme provides candidates with an intensive broadly based training programme undertaken in collaboration with industry. This provides graduates with the technical, business and personal development competencies needed by the senior research managers of the future, with the ability to innovate and implement new ideas in practice.
The EngD is at least equivalent to the intellectual challenge of a PhD, but enhanced by the provision of taught material in both management and technical areas. It is designed to increase those skills and competencies required by industry.
On completion of the EngD a student will have: Expert knowledge of systems and systems engineering. An appreciation of industrial engineering and enterprise culture including: The role of research,
product development, marketing awareness, minimisation of environmental impact. Project and programme management skills - financial planning and control. A high level of competence in transferable skills: teamwork, leadership and communication skills
– oral, written, technical, non-technical. The ability to apply skills/knowledge to new and unusual situations. The ability to seek optimal solutions to complex or multifaceted problems. Specialised training in subjects related to the research activity; Ability to apply the systems model to a major research programme, with novel content beyond the
boundaries of current knowledge; Develop substantive contacts with the systems engineering community.
It is understood that sometimes a RE will not be able to complete the whole programme. In this case it may be possible to leave the programme with an alternative award. The individual University can give more information on when this might be feasible.
This programme provides opportunities for students to develop and demonstrate knowledge and understanding, qualities, skills and other attributes in the following areas:
A. Knowledge and Understanding Knowledge and Understanding of: 1. The impact on engineering of systems thinking in terms of purpose, people, process, perceptions patterns
and performance 2. The nature and role of both uncertainty and complexity in engineering 3. The range of mathematical, management and generic systems tools applicable to their engineering problem 4. The philosophical underpinnings of the systems approach and some applicable social science methods 5. The application of professional and ethical issues to research and practice 6. How data is collected, analysed and used to form new hypotheses 7. How to design, plan, and execute a standalone piece of research relevant to the chosen field of study and
bring it to successful fruition 8. How to design, plan, and execute a sustained programme of research relevant to the chosen field of study
and bring it to successful fruition
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B. Intellectual Skills /Attributes Able to:
1. Systematically apply appropriate mathematical, management and generic systems tools to their specialist engineering programme
2. Deal with complex issues both systematically and creatively, make sound judgements in the absence of complete data, and communicate conclusions to specialist and non-specialist audiences
3. Continue to advance their knowledge and understanding, and to develop new skills to a high level 4. Demonstrate self-direction and originality in tackling and solving problems, and act autonomously in
planning and implementing tasks at a professional or equivalent level 5. Plan and performance manage a complex research programme to a successful conclusion with all that
implies in terms of context, critical evaluation and communication
C. Other Skills /Attributes (Practical/Professional/Transferable) Able to:
1. Manage projects and programmes to success 2. Set up and manage and participate successfully in high performing teams 3. Manage change in an organisation 4. Debate and argue a case coherently 5. Exercise leadership 6. Negotiate win-win outcomes 7. Collect, interpret, and analyse data 8. Critically evaluate research
Learning/teaching methods and strategies: Guided reading Lectures Seminars Workshops and Master Classes Presentations and practical activities VLE learning and community support
Types/methods of Assessment: Examination, Written coursework, Reflective learning logs, Team exercises and presentations, Peer review, EngD Portfolio.
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Units are studied through a mixture of methods, as specified in the unit templates. The teaching method will primarily consist of lectures but will also include: student-led seminars; workshops; exercises; electronic communications and guest lecturers. Assessment is by a variety of forms including: individual assignments, group assignments, presentations, exercises, and closed- and open- book examinations.
Students gaining an award of the EngD in Systems will have pursued a major research project at doctoral level in collaboration with the industrial partner. This project will build on the specialised knowledge gained through the options in the taught component and will involve novel content beyond the boundaries of current knowledge. The student will present work in progress at appropriate intervals to both academic and industrial audiences, and will present a portfolio for an oral examination at the end of the programme.
The student, the industrial partner and the University will normally identify the project before the student starts on the programme, and the student will start to read relevant literature and develop their ideas and methodology during the first two years. Students who are registered at one of the partner institutions are regarded as visiting students when they attend the University of Bath for taught units.
STRUCTURE AND CONTENT OF THE PROGRAMME (inc. potential stopping off points):
The normal expectation is that the students complete and pass the mandatory taught units and one optional unit, to ensure completion of the equivalent to 10 units, and then will continue with the doctoral research portfolio in order to graduate with an EngD
It is permissible for a RE to achieve more than the minimum requirement of 270 credits on completion of the EngD programme.
Different systems of credit rating are used at the partner institutions. Credits at the University of Bath are based on the ECTS system, on the basis of a 6-credit unit. A simple adjustment formula will be adopted to reflect acquired credits in the institution they have visited, in the transcript provided by the University at which they are registered. See separate table for programme structure.
DETAILS OF WORK PLACEMENTS/WORK BASED LEARNING/INDUSTRIAL TRAINING/STUDY ABROAD REQUIREMENTS:
There are two features of this EngD programme that are unusual : 1) There are two universities involved in the delivery of this programme; the University of Bristol and the University of Bath. The Research Engineer (postgraduate research student) will graduate from the University where the research project is based.
2) It is a requirement that research projects have a supporting industrial company and a designated Industrial Advisor in the company. Research projects may also have a Systems Engineering Advisor from the academic institution in which the research is based. These two advisors are in addition to the normal Research Advisor - thus the research engineer has access to three potential sources of advice which will include competence in industrial relevance and systems engineering technique.
The RE will normally spend 75% of their time in industry and 25% at the university.
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DETAILS OF THE SUPPORT AVAILABLE TO STUDENTS (e.g. induction programmes, programme information, resources):
Introduction Support and guidance for students on the EngD is provided within the framework of the School of Management’s and Faculty of Engineering and Design’s overall strategy and is underpinned by the University’s Quality Assurance Guidelines. The University provides support and guidance to students from first enquiries to graduation and is the first point of contact for students requiring support. Staff also recommend students to the appropriate part of the University's central support network when necessary. Students are also made aware of this central support network through the University’s Postgraduate Handbook, and other centrally-produced guides. The Director of Studies for the programme will act as the main source of guidance and support for students. Via the University website students and prospective students can obtain detailed information related to academic matters, learning support, and careers advice. An EngD centre, with computer access, tea & coffee etc., will be available for students to interact with their colleagues.
Students will be made aware of: Admissions and Induction Arrangements The Director of Studies and the designated Support Staff are available to provide information and advice to potential students whether local or overseas. Advice may be provided at this stage for students whose first language is not English on the most appropriate and convenient way in which they can test for the required IELTS or TOEFL score and on the language support available within the University. The Induction process follows Guidelines set down centrally by the University and specific arrangements are made at the commencement of Semester 1 for the induction of students. During this time they are: familiarised with the physical layout of the School and the campus; inducted into the Library/Learning Centre; familiarised with wider University support relating to finances and welfare; made aware of opportunities in creative arts, and recreational services and facilities. They are also given the opportunity to meet academic and support staff on a social basis. Students are also given the opportunity to attend short presentations by staff on all units being taught during that Semester. Induction arrangement will take place at both Bristol & Bath
Academic Guidance and Tutorial Support All students will receive a Student Handbook at the commencement of their studies. The handbook provides an essential source of reference for students, particularly in relation to assessment criteria, procedures for submitting work and obtaining feedback, contacting relevant lecturers, and accessing School and University facilities. In addition, the handbook provides useful practical information about facilities available on campus. During each unit students have the opportunity of receiving feedback on their progress via exercises and/or seminar work. Students will also receive detailed feedback from their supervisor at various stages of their work on the portfolio. This support takes place, for example, when the students present their portfolio outline and when draft portfolio chapters are submitted. Continuous improvement in the provision of academic support and guidance is assured through formal discussions at the postgraduate Staff Student Liaison Committee. This committee has student representatives as part of the formal membership. In addition any suggestions from the appointed external examiner will be acted upon. Students are asked to evaluate each unit; this information is used in planning changes to the programme.
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Pastoral and Welfare Support The Director of Studies will act as a source of guidance and pastoral support for the students on the programme. Requests from students for extensions to deadlines for the completion of work are considered by the Director of Studies, and each case is decided in a consistent manner on its own merits. The University offers comprehensive support facilities for students. These include a Disability Advice service and a counselling service. There is also an International Office that provides support for students from overseas. A Head of Student Services is responsible for the co-ordination and effectiveness of student support services. Within the Student’s Union there is a Post-Graduate Association which was set up specifically to represent and support postgraduate students.
Careers Information and Guidance The University’s Careers Advisory Service provides central student support.
University Equal Opportunities Policy and Policy on Harassment The University operates an equal opportunities policy whose stated aim is to treat all potential and registered students fairly on the basis of merit regardless of age, special needs, family responsibilities, gender, marital status, nationality, race, religious or political views or affiliations, sexual orientation, socio-economic background or the level of non-academic support which a student may require. The University also operates a policy on harassment whose stated aim is the prevention of unlawful discrimination in its working and learning environment and the encouragement of a culture where harassment and bullying are unable to thrive. Consistent with this the School also has an Equal Opportunities Policy.
Receiving Examination Results Students will receive feedback on assessment undertaken at the end of each semester of study.
ADMISSIONS CRITERIA (inc. arrangements for APL/APEL):
The entry requirements for students enrolling on the EngD in Systems will normally consist of:
• A first class or upper second degree from a UK academic institution (or overseas equivalent from a recognised University) in an engineering or numerate degree, or
• An MSc from a recognised university in an engineering or numerate topic, or
• Candidates without the above qualifications must show clear evidence of substantial industrial experience e.g. chartered status, achieved a senior role in an industrial organisation. In such cases approval of the Board of Studies in accordance with regulation 16.15a(ii) will be required
For students whose first language is not English a minimum of TOEFL 600 (250 computer based) or IELTS 7 with no less than 6.5 in all parts or equivalent One academic reference
Selection for the programme is based on a formal application and interview involving members of the Centre management committee, Director of Studies and the the sponsoring organisation. Successful candidates will be presented to the relevant university student research committees for approval and registration.
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Specific credit may be awarded in the form of an exemption from an individual taught unit where the APL procedure has produced evidence that the student has successfully achieved the learning outcomes of that unit through a previous formal course of education. Specific credit may be awarded against core units or against specialist units. The minimum threshold for the application of APL procedures is a single unit. The maximum threshold for exemption is normally 50% of the total taught credits required for the programme.
REs seeking APL are normally required to submit a portfolio of evidence in order to demonstrate that they have successfully achieved the learning outcomes for the unit(s) for which they are seeking exemption. The evidence is considered by the EngD Systems Centre Management Group. The Management Group is responsible for developing and approving specific assessment criteria and producing guidance on the content of portfolios appropriate to the Systems Engineering EngD programme. The recommendations of the Management Group are forwarded to the appropriate Board of Studies for confirmation. In some cases, the RE might be invited to complete the summative assessments normally associated with the unit to demonstrate his/her achievement of its learning outcomes.
The portfolio of evidence normally contains a transcript of the subjects studied; a description of the content of the course of education undertaken and a certificate confirming the student’s successful completion of the course. Responsibility for producing the evidence and demonstrating its relevance rests with the RE.
The APL process applies to candidates applying to the EngD programme and to REs transferring their EngD registration between one university and another.
ASSESSMENT AND PROGRESSION REGULATIONS:
All Assessment and Progression Regulations are in accordance with Regulation 16.12.
Stage 1 comprises 8 core units (1 Bristol unit is a double unit) and optional units. The pass mark for the units is, 40% for Bath units and 50% for Bristol units. In order to pass the taught stage, an RE student must have passed all the core units in stage 1 and one optional unit, with the exception that failure of one unit in the range 35-39% in Bath units or 45-49% in Bristol units may be condoned at the discretion of the Board of Examiners. Students who fail units worth up to 12 ECTS credits may pass Stage 1 subject to satisfactory completion of supplementary assessment. Students are allowed one attempt at retrieving failed units. Should an RE not retrieve a failed unit, they may be deemed to have failed the programme and be required to withdraw from the EngD programme
Stage 2: The Research Portfolio in addition to the successful completion of Stage 1.
In order to be eligible for the award of the EngD, REs must complete Stage 1 (taught stage) and a portfolio
which:
(a) demonstrates evidence of innovation and a contribution to knowledge via research.
(b) demonstrates an understanding of the context of the research: this must include the scientific context and where appropriate should include the commercial and social contexts.
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(c) demonstrates the ability to apply project management skills. (d) demonstrates the ability to present effectively their research work both orally and in written reports. (e) demonstrates knowledge of the application of financial planning and control of engineering projects. (f) demonstrates the ability to work within and lead teams.
They must also satisfy examiners in a viva voce examination.
INDICATORS OF QUALITY AND STANDARDS (eg professional accreditation, QAA Subject Review results):
To assure continuing excellence in its quality and standards, the University of Bath has a quality management framework including: For more general information on each part of the framework, click on the links.
1. A Quality Assurance Code of Practice, and associated regulations and policies :
http://www.bath.ac.uk/learningandteaching/cop/index.php 2. A learning, teaching and quality committee structure which monitors quality and standards and
instigates action for enhancement. 3. Staff development arrangements that assist staff in enhancing their own performance as educators,
as researchers or as professional support services staff. Students are involved in many of these processes, whereby their key perspectives and participation as citizens in the academic community are engaged in the ‘infor med Student Voice’.
For a fuller overview of the University’s Quality Management framework see this summary document.
The Quality Assurance Agency (QAA) periodically reviews the quality of the University of Bath’s Learning and Teaching performance. At the last review by the QAA in November 2008, the University was given the highest grading available, that of ‘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. The QAA’s report can be seen at http://www.qaa.ac.uk/InstitutionReports/Reports/Pages/inst-audit -Universit y-of-Bath-08.aspx
The RE is registered from the beginning of the programme as an EngD student at either Bath (at the School of Management or Faculty of Engineering and Design) or Bristol. REs registered at Bath EngD in Systems are subject to the University of Bath’s quality assurance processes and procedures. However, the Bath EngD award will be based on accepting the Bristol units as credit transfers.
The Director of the Systems Centre oversees and takes overall responsibility of the educational quality.
The RE meets their industrial supervisor at least once a month and with both supervisors together at least four times a year. Meetings involving the Director of the Systems Doctorate Centre, the industrial supervisors, and the academic supervisors will be held every six months to ensure that an appropriate balance is maintained between industrial relevance and academic rigour. The REs would
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not normally attend these meetings. The quality of the taught elements of the EngD scheme will be assured through strict adherence to existing QA procedures already in place for the universities’ taught courses.
All the unit marks are considered by Boards of Examiners and approved by the Board of Studies at Bath. The Board of examiners shall consist of, at a minimum, a Chair from the University of Bath, the External Examiner for the EngD (appointed by Bath), Director of Studies for the EngD, the External Examiner or a representative from Bristol EngD, and subject examiners.
The examiners assessing the portfolio will also review the marks of the taught elements and may consult the appointed external for the programme as necessary.
The RE is required to submit an annual progress report as part of the EngD programme. These are copied to the Director who may review them to ensure satisfactory progress and training in industrial research. Each RE is subject to the same monitoring and evaluation procedures as other postgraduate research students at the University of Bath.
On completion of the final progress report at the end of year 4, there is the final EngD assessment, which will be by portfolio. This will include an oral examination (viva voce) conducted in accordance with the EngD and university regulations.
EXAMPLES OF OPPORTUNITIES AVAILABLE TO STUDENTS ON COMPLETION OF PROGRAMME:
A market survey (2006) commissioned by the EPSRC, suggests that RE’s completing the EngDs have better job offers and starting salaries than those carrying out more traditional Phds or MScs. Systems thinking is a core competence required by industry, government and service providers. Managing Systems for enhanced performance is a matter of competitive necessity for the UK.
SOURCES OF OTHER INFORMATION: A web page dedicated to the programme is available at http://www.bristol.ac.uk/eng-systems-centre/idc/engprogramme/
Full details of the EngD programme will be available on the University website, or on request from the School of Management. This programme, sits alongside other doctoral level programmes offered by the school, eg DBA in Higher Education Strategy.
The School of Management’s web page at http://www.bath.ac.uk/management/courses/ will provide a regularly updated source of information about the programme.
………………………………………………………… Dean
Annex 5 - Structure of the EngD in Systems Programme- accredited by EngC & IET, IMechE, ICE in 2013
EngD in Systems Research Programme: based in industry and set in a context of real industrial problem – 440 credit points, Level 8 - Doctorate
Taught Master-level Programme (100 credit points, Level 7 –Masters)
Personal & Professional Development Programme
Three integrated areas of training:
Wel
lbei
ng p
rogr
amm
e
Coac
hing
pro
gram
me
for R
Es &
Sup
ervi
sors
PERSONAL RESILIENCE
Structure of the EngD in Systems Programme Year 1 Year 2 Year 3 Year 4
1. EngD in Systems Research project: based in industry and set in a context of real industrial problem – 440 credit points, Level 8 - Doctorate)
2. Compulsory Taught element (100 credit points, Level 7 –Masters)
The research project work forms the major part of the EngD qualification. At the end of the research programme, the Research Engineer is required to submit a dissertation on their Research Project. The dissertation should reflect a state-of-the-art understanding of the field of research and its application in an industrial or commercial context. REs are expected to demonstrate originality of thought, innovation, creativity and a contribution to knowledge. In this respect the EngD is no different to a traditional PhD, although the scope will normally be broader to reflect the diversity of research (both technical and non-technical) typically involved. In many instances, particularly where EngD research is focused on a single technical problem, the resulting dissertation may be very similar to a PhD in engineering or applied science. In other cases, the research may be strongly interdisciplinary and involve a number of related sub-projects encompassing, perhaps, economics, management or the environmental or social impact of technology. The work compiled in the RE’s portfolio over the duration of the EngD provides the material on which the dissertation is based. Whilst a number of discrete (although related) sub-projects may be undertaken in the course of working with the Collaborating Company, the final dissertation must read as a coherent work of scholarship.
Induction
Problem Structuring & Research Methods 10 cp Socio- Technical Systems 10 cp
Systems Engineering 10 cp Commercialisation of New technology (Bath) 10 cp
Technology Strategy and Organisation (Bath) 10 cp
Integrating Engineering and Management systems 20 cp
Mathematics for Systems 10 cp
Optional (focused on technical or socio-technical aspect of the research project) 10 cp
Complex Systems Design 10 cp
3. Personal & Professional Development Programme: Skills development and training: Facilitative leadership and personal effectiveness skills training Summer School with Adrian Terry (Thales Training Consultancy) and Dr J. Wilmshurts; short skills training courses: Project management skills, Skills for qualitative research; Negotiation and conflict resolution; Elucidating stakeholders requirements. Public Engagement and Outreach skills training courses: working with creative medium; presence, performance and non -verbal communication; media training, complemented with extra curriculum activities – working with school’s groups, participating in local and national public engagement events (e.g. Discover @ Bristol, See No Evil Street Art festival) and University’ Open Days. Initial Professional Development Scheme (IET, IMechE, ICE) – monitoring, mentoring and coaching framework towards CEng registration.
KPIs
EngD Milestones
Taug
ht
Prog
ram
me
Requ
irem
ents
- Literature reviewing - Problem definition & structuring; - Scoping EngD Research - Managing company &
Supervisors relationships; - Engaging stakeholders
- 5-6 Units completed - 6 months and 1st Year
Report: reflections & analysis of read literature , problem definition & structuring ; research methods and initial research questions for testing;
- Research programme management plan
- 9 (all) Units completed - 2nd Year Report:
reflections & analysis of read literature , research questions and methodologies;
- First publications - Present research
progress and Impact statement at the 2nd Year Conference
• EngD in Systems Induction • Problem Structuring &
Research Methods • Systems Engineering • Techn Strat & Organisations
(Bath) • Maths for Systems
• Complex Systems Design • Socio-Techn Systems • Commer of New Techn
(Bath) • Interg Eng and
Management Systems • Elective unit
EngD in Systems Research Programme
- Clear understanding of research scope
- Demonstrable academic writing (Literature review, reports, papers)
- Dissemination of research
- Adding value to the Company
- Extended 3rd Year Report with Thesis Plan, Abstract and Timeline to completion
- Mini viva with Indep. Reviewer;
- Publications and conferences
- Annual Conference: Presenting Extended Thesis Plan, Impact Paper, Poster & Abstract
- Contribution to knowledge (papers)
- End of 4th Year: EngD Thesis submission.
- 100% Research mode- fully executing research programme
- Developing thesis plan and Time line to completion
- Dissemination of research (conference, journal papers)
- 100% Research mode- fully executing research programme
- ~ 3 moths before the end of funding date- 100% writing up thesis ;
- Dissemination of research
EngD
The
sis S
ubm
issi
on –
end
of 4
th y
ear
Annex 6 EngD in Systems Programme timeline, requirements and KPIs
Annex 7a - Procedure for dealing with Unsatisfactory academic progress
University of Bristol CoP for PGRs http://www.bristol.ac.uk/esu/pg/pgracademicprogress201213v2.pdf
Progress review meeting with all
Supervisors
Satisfactory progress Progress to the next
stage
Progress concerns or Unsatisfactory progress (recorded in the Progress review Form)
OPTIONS Progress review meeting with all
Supervisors Voluntary withdrawal
Progress concern ( academic supervisor informs student in writing)
Exit award (if any)
Withdrawal procedure
Recorded Plan of Actions for the next 3 months
Exit award (if any)
Progress to the next stage
After 3 months -Progress review with
recorded minutes
Satisfactory progress
Voluntary Withdrawal procedure
At Risk stage: meeting with all supervisors
and the Grad Dean or nominated person
Academic Supervisor notifies Grad Dean; Student is informed in writing and procedure is explained
Recorded Plan of Actions with deadlines for the next 3 months; Company-sponsor is informed and notice period in the company is initiated
Progress back on track Progress as
normal
Recommendation to UoBristol Registration review panel – letter from Grad dean
Voluntary Withdrawal procedure Exit award
(if any)
Reg Review panel procedure
Annex 7b- Procedure for dealing with Unsatisfactory academic progress
University of Bath
Formal progress
review
Progress concerns / unsatisfactory
progress is recorded in the Progress Review Form
completed by student and supervisors.
Progress Review Form
reviewed by EngD Director of Studies
then sent to Research Student Committee.
Satisfactory progress Progress to the next stage
Voluntary withdrawal
Progress concern formally raised.
Associate Dean of Research informs student in writing.
Exit (no exit award)
Exit (no exit award)
Back on track - progress to the
next stage
Satisfactory progress
Back on track - progress to the
next stage
Registration termination
process initiated
Unsatisfactory progress
OPTIONS
Associate Dean of Research and supervisors (academic and industrial) meet with student to discuss progress and set plan of action - typically for next 3-6 months
(meeting minuted)
Progress review against plan of action (minuted)
At Risk stage. Associate Dean of
Research, supervisors (academic and
industrial) and student set plan of action for the
next 3 months (minuted)
Company-sponsor is informed and notice
period in the company is initiated.
Unsatisfactory progress
Voluntary withdrawal OPTIONS
Progress review against plan of
action (minuted)
Satisfactory progress
OPTIONS
Unsatisfactory progress
Annex 8– Summary of roles and responsibilitiesIndustrial Doctorate Centre in Systems - Main responsibilities of the Research Engineer, the Academic and Industrial Supervisors and the Systems Centre Staff
Research Engineer(research
student) Academic Supervisor 1-
Principal Academic Supervisor 2-
Systems Industrial Supervisor IDC Coordinator
(Bristol) and Administrator (Bath)
Programme Director(Bristol/Bath)
Systems Centre manager
Systems Centre Director
To register each year with the relevant University.
To provide expert advice and guidance to the RE in the project domain area.
To provide advice and guidance to the RE in the
systems domain.
To provide the main point of contact with the
Collaborating Company.
To provide the first point of contact for all queries.
To approve offers to candidates.
Overall responsible for all operations (academic and
administrative)
To lead and manage the joint Centre.
To comply with all relevant regulations at the University where they are
registered and in the company workplace.
To meet regularly with the RE – at least once a
month.
To meet with the student at least once every 3
months.
To progress the project within the company and
ensure the project remains pertinent to the
company’s needs.
To provide support for all the academic processes,
including admissions, teaching and assessment.
To monitor the overall programme in terms of
academic content, coherence and quality.
Ensuring best practice: Duty of Care to all REs, adequate spending of
public funds, all processes are fit-for-purpose, and
continuous improvement
To liaise between the Universities of Bristol
and Bath and to report to them as required.
To take prime responsibility for the
progress of their research.
To liaise with the other supervisors and to meet them and the student at
least once every 3 months.
To liaise with the other supervisors.
To provide technical and/or managerial advice on the industrial problem being addressed through
the Research Project.
To provide administrative support for the Systems
Centre.
To deliver the overall programme and monitor
communication and feedback between staff
and students.
Liaising with other IDC/DTC Centres, on
strategic issues,
To liaise with all the industrial partners and
to report to the Strategic Advisory
Board.
To maintain effective working relationships with
their supervisory team.
To make sure the student is aware of the academic standards required for the
award of an EngD.
To comment on written work as required and to
provide prompt feedback.
To ensure that the RE has the opportunity to apply the knowledge gained from the taught EngD
units.
To produce publicity and update all programme
information.
To oversee all assessment processes.
Managing Bristol-Bath relationship,
To report to EPSRC as required.
To meet regularly with their supervisory team
and to keep appropriate records of these
meetings.
To comment on written work and to provide prompt feedback.
To provide a second source of general
academic support if required.
To provide professional and career development
advice to the RE.
Responsible for REs academic progress
monitoring
To review the overall progress at the end of
each academic year and advise on development.
Preparing reports/reviews for EPSRC
To complete taught units as required and to submit work for assessment in a
timely fashion.
To offer guidance on preparing the dissertation,
up to final draft stage.
To liaise with the academic supervisors and to meet with them and the RE at least once every 3
months.; to provide coherent supervision in
line with doctorate degree training and research
Setting up and maintaining databases,
e.g. students, academics and industry contacts;
REs portfolios overviews
Overall responsibility for client relations, i.e.
companies, students Tracking & progressing collaborations from start to signing agreements
To keep appropriate records of their research
and their personal development(Transferable
and personal skill s training)
To advise the RE on other sources of support at the
University.
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