handbook - university of bristol · wider systems community, as well as teaching and hot-desking...
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1
Industrial Doctorate Centre in Systems
The University of Bristol/University of Bath Engineering Doctorate (EngD)
Programme in Systems
HANDBOOK
2012-2013 Version 5
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Table of Contents Welcome and Introductions ...................................................................................................... 3
Contact Details .......................................................................................................................... 5
Overview ..................................................................................................................................... 6
EngD Qualification ................................................................................................................ 6
The IDC in Systems .............................................................................................................. 6
The Systems Centre ............................................................................................................. 7
The EngD in Systems .......................................................................................................... 7
Programme Details .................................................................................................................... 8 Overview ............................................................................................................................... 8
Planning, Time Management, Ownership ............................................................................. 9
The Research project ............................................................................................................ 9
Supervision .......................................................................................................................... 9
Supervisory Relationships ....................................................................................................11 Taught Master level Units ...................................................................................................11
Attendance and Assessment ..............................................................................................12
Mandatory Taught Units Submission of assignments Late Submission Individual Mitigating Circumstances Marking & Results Progression ...............................................................................................................................18 EngD progression monitoring .............................................................................................18 Publications ........................................................................................................................20 The EngD portfolio .............................................................................................................20 The EngD Dissertation (Thesis) .........................................................................................20 Professional Development .................................................................................................22 Guide Notes ...............................................................................................................................22 Annual EngD in Systems Conference ................................................................................22 Attendance of External Conferences ..................................................................................23 Peer Reviewed Publications and Authorship ......................................................................23 EngD in Systems Progress Review Process ......................................................................24 A Progress Report (2nd and 3rd Year) ..................................................................................26 Problem Resolution .............................................................................................................27 Administrative Details ..............................................................................................................27 Other Sources of Advice and Information ...............................................................................29 Annex 1 – University of Bristol Precinct Map Annex 2 – University of Bath Precinct Map Annex 3 – Core Units Annex 4 - Programme Specification (Bristol) Annex 5 – Summary of Roles and Responsibilities Annex 6- EngD in Systems Programme structure and Professional development programme structure
3 WELCOME AND INTRODUCTIONS We would like to extend a v ery warm welcome to all of you as you commence your studies on t he 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. I t 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.bris.ac.uk/postgraduates/#Rules_and_regulations http://www.bath.ac.uk/regulations/ The purpose of this handbook is to provide a P rogramme 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. N.B. This handbook is available in alternative formats if required.
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 t he 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 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.
5 CONTACT DETAILS For general enquiries please contact the Industrial Doctorate Centre in Systems http://www.bristol.ac.uk/eng-systems-centre/ 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 [email protected]
Professor John Davis
EngD in Systems Programme Director, Bristol
Tel: +44 (0) 117 331 5701 [email protected]
Professor Andrew Graves
EngD in Systems Director of Studies,
University of Bath Tel: +44 (0) 1225 386 689
Dr Mike Yearworth
Units Director: Research Methods 1&2; Advanced
Systems, Bristol Tel: +44 (0) 331 5723
Prof Chris McMahon Unit Director,
University of Bristol [email protected]
Dr. Steve Cayzer
Deputy Programme Director University of Bath
Tel: +44 (0)1225 386533 [email protected]
Dr. Theo Tryfonas
Unit Director: Introduction to Systems, Bristol
Tel: +44 (0) 117 331 5740 [email protected]
Dr Oksana Kasyutich Systems Centre Manager,
Deputy Programme Director, Bristol
Tel: +44 (0) 117 3351421 [email protected]
Mrs Lesa Cross
EngD Systems Programme Administrator,
University of Bath Tel: +44 (0) 1225 386 543
Dr David Barton 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 Janet Rumsey
Head of MBA and Graduate Division Operations, University of Bath,
[email protected] Tel: Tel: 01225 386211
Dr Anders Johansson Senior Lecturer in Systems
Engineering [email protected]
Ms Sarah Tauwhare IDC in Systems Coordinator
Tel: +44 (0) 117 331 5825 [email protected]
Dr Peter Ereaut Business Manager
Tel: +44 (0) 117 9289003 [email protected]
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OVERVIEW The 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 t he remainder on I ndustry based research. The EngD in Systems is one of the postgraduate programmes run by the Industrial Doctorate Centre in Systems. The Industrial Doctorate Centre in Systems The Industrial Doctorate Centre (IDC) in Systems is a p artnership between the Universities of Bristol and B ath and is supported by the Engineering and P hysical 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 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 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 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 calibre Research Engineers (RE) and to provide them 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 among prospective REs; to promote EngD programmes and to serve as a forum for Centres, REs and EngD Alumni to discuss emerging issues. All Research Engineers of the IDC in Systems are Associate members of the AEngD
7 The 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 pr ogramme of Systems research seminars, and Systems EngD conferences for all REs and t heir supervisors, and a s eries 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.
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 second 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
The Systems Centre Annual Dinner Late afternoon after the 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 partners and guests are in audience
EngD in Systems Exam Board and Annual Programme review
Mid June, annually All EngD in Systems Staff; external examiner, REs and Supervisors representative
Transferable skills training Summer School
Early July, annually 1st and 2nd Year REs, plus other REs as desired
University of Bath Programme Board July & December University of Bath Director of Studies, Programme Administrator, Assessment Officer, Graduate Division Manager.
The EngD in Systems The Systems EngD is a four-year full-time programme, comprising a doc toral 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 I ndustrial Supervisor from the Collaborating Company, a principal Academic Supervisor (an academic expert on the project topic) and a secondary Academic Supervisor (a Systems specialist) from either partner university.
8 The company normally identifies the research topic and agrees the project with the IDC, principal Academic supervisor and a recruited RE. The taught component (at Masters’ level) includes mandatory units on Systems, Mathematics for Systems and Business Management (further details are enclosed in Annex 4). 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. During the EngD programme, the RE will be m entored, where appropriate, to ensure progression towards CEng status and to develop transferable and personal skills. In general, all time spent on the EngD programme is fully recognised by the Engineering Institutions as counting towards CEng status. 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 di fferent to a PhD whilst the outputs expected are in fact greater. As a consequence of the additional skills and c ompetencies to be m astered, and t he applied nature of the research undertaken, the EngD is a br oader learning experience and q ualification. 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. PROGRAMME DETAILS Overview REs carry out their research in close collaboration with an industrial partner and with the University at which they are registered; the taught component of the programme is co-ordinated by the IDC and d elivered jointly by two Universities. The taught programme features four distinct streams: i) Systems Engineering, covering generic system engineering material; ii) Research Methods, covering generic and systems specific research methodology iii) Management and Enterprise, covering strategic business and planning material; iv) Specialist, covering material specific to the RE’s interests. For reference, the full Bristol Programme Specification is available from the Education Support Unit website:
9 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/ Note for Bath registered REs: there are differences in programme specification in Bristol and Bath:
• There is no Exit award for Bath programme • There no part time option for Bath programme
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.24). It is an ex pectation, 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 actitivites;
• Personal development through available transferable skills training programme;
• Satisfactory progress with the research;
• Regular contact with Supervisors
• A sufficient planning and t ime management should be dealt with to meet these responsibilities and facilitate the Ownership of EngD research.
The Research Project 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.
The Research Project is undertaken as a partnership between the Collaborating Company and the Systems Centre. The company will normally identify the research topic and will agree the project with the principal Academic Supervisor and the IDC Centre.
10 Supervision The RE is supervised by an Industrial Supervisor (from the Collaborating Company), a principal Academic Supervisor and a s econdary academic, or Systems Supervisor from either of the partner universities. The supervisors oversee 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. It is REs responsibility to maintain regular contact with your academic and industrial supervisors. The nature of this contact will vary, dependent on the practices of the individuals involved, and t he nature of the project work. 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 The Industrial Supervisor will provide the main point of contact with the Collaborating Company and w ill normally be t he 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 h elping and supporting an R E 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 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 The secondary Academic Supervisor will be a Systems specialist. The secondary Supervisor will review all research proposal documents, progress reports and the EngD
11 dissertation to ensure that Systems techniques are being applied to the Research Project. An analysis of supervisory roles is given in Annex 5. Supervisory Relationships The supervisory relationship is one of the most crucial ingredients underpinning successful research studies. The relationship is two-sided, with obligations on b oth 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 EPSRC provide advice on good supervisory practice on their website as an annex to the Studentship Handbook (http://www.epsrc.ac.uk/). Although orientated to the PhD most of the messages are valid for EngD. There is also 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 ag reed action plans to include objectives (academic/industrial/personal) and deliverables which will demonstrate that the objectives are being met. Taught Master Level Units 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. 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 t aken in each of the first two years. However, to provide flexibility, the RE may take more units in any year and m ove units into year 3 i f necessary. Details of core units are given in Annex 3. It is recommended that the core units are taken in the order shown below:
Research Methods I Introduction to Systems Mathematics for Systems Commercialisation of New Technology
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.
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Research Methods II Advanced Systems Technology Strategy and Organisation Integrating Engineering and Management Systems
A “roadmap” of the taught units is shown in Annex 5.
Elective Unit One elective unit should be t aken at Masters level. The elective unit can be taken at either Bristol or Bath universities or at other universities and es tablishments that have education agreements with Bristol or Bath University. The choice of elective should be discussed and agreed with the RE’s Supervisors and the Programme Director. The RE is responsible for registering for their elective units with the department/school/establishment delivering that unit and for establishing unit timetables. REs should contact the Programme Administrator at their university of registration for further advice. 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 aw arded an E ngD 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 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 specification requires completion of 9 CoreUnits (one Bristol Unit - IEMS- is a double Unit) and 1 Optional Unit -Annex 5.
13 Attendance and Assessment Note: A 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 REs should 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. Mandatory Taught Units Taught units will be as sessed using a variety of methods including coursework assignments, examination, reflective learning logs and peer review as well as the final dissertation. Specific details can be found in Annex 4 and in the relevant Programme Specification. The RE should be aware that the Universities operate different marking systems. The pass mark for the University of Bristol Units is 50%; for the University of Bath – 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.
Submission of Assignments All University of Bristol and Bath coursework assignments will have a specified date for submission which will be a dvised during the unit and subsequently published on Blackboard/Moodle for reference. University of Bristol Units Assignments The assignment must be s ubmitted 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 (Research Methods 1). 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
14 � 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%. 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 M oodle, 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. 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 buf fer of up t o 10% over the word limit. I f 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. Y ou are then required to amend it and re-submit. The re-submitted script will not gain more than the pass mark. 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.
15 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 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 pi ece of work after the submission date (and no extension has been granted), the maximum mark possible will be the pass mark. I f you submit work more than five days after the submission date, you will normally receive a mark zero, unless you have been g ranted an ex tension 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. www.bath.ac.uk/learningandteaching/cop/qastatements/QAX/QA16form1.doc 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:
16 For dealing with REs Extenuating Circumstances (or IMC), which affected either their assignment submission or resulted in the assignment failure (assignment mark is below 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 Programmes 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.
17 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 . 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 www.bathstudents.com/welfare/contact/ Marking & Results Note: Programme specific details are presented in this section. For full details on t he 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/cop/ 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. 15 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
18 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 assessments are marked by the lecturer(s) who taught the unit and are then moderated by a staff member within the department. O nce this has been done, all assessments or a s election of assessments are sent to an ex ternal 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)
Progression EngD Progression Monitoring
The EngD is intended to be a w ider learning experience and qualification than the traditional PhD due both to the additional skills and competencies to be mastered and the applied nature of the research undertaken. The number of taught modules is comparable with an M Sc but the overall load is greater and t he level of intellectual challenge deliberately higher. EngD students must also recognize that they have a responsibility to their Sponsoring Company. 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 progression “check points” are:
� 6th months - REs and all supervisors are required initially to hold a formal meeting after the first six months to review the RE’s progress and to
19
discuss the Research Project and submit the 6 month review form to the IDC Coordinator within a month of the review meeting.
� End of the 1st Year - On the first anniversary of registration the RE is required to prepare a pr ogress report for review and t o give oral presentations on their research. REs must take responsibility for arranging a review meeting and will be expected to provide notes of this meeting to the supervisors. The 1st Year Annual Review form then needs to be submitted to the IDC Coordinator.
� End of the 2nd Year - 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 par t 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 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. This review will be organised by the Centre. Preparation guide notes for the review are available on Blackboard and the 3rd Year Annual Review form needs to be completed with the supervisors taking into account the feedback from the Independent Reviewer, and submitted to the IDC Coordinator.
� All REs will be ex pected to participate in the Annual EngD in Systems Research Conference, where final year Res - 4th year - will present their research in a form of an oral contribution and a research paper (3 pages of A4). All other REs will present a poster at the Conference with up to date research goals and results and an Abstract (1 page, A4). These Papers and Abstracts will be pu blished in the Conference programme and proceedings. Oral presentations will be evaluated by Conference delegates and a panel of Academics and Industry representatives. Their feedback will be supplemented by a video recording of the presentation to provide further learning.
� If the EngD thesis is not submitted at the end of the 5th Year (end of University registration) and the target submission date is beyond 6 months after the end of 5th year, the RE will be required to go through Independent review before the extension of registration can be granted.
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,
20 the “at risk” procedure at the University where the RE is registered will be i nvoked. Details of this procedure can be found in the CoP of the relevant university. 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. 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 s eparate 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 di sseminated 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. The EngD Portfolio Throughout the programme the RE must maintain a portfolio comprising inter alia copies of assignments for the taught component, the progress reports, research papers, articles and publications written by the RE, reports on r esearch and development project(s) completed during the period of registration and any other documents that support the RE’s case for becoming a Doctor of Engineering, annual progress reports. 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 t o date records of their progression reflected in the portfolio content lies with an RE. The EngD Dissertation (Thesis) At the end of the research programme, the RE is required to submit a dissertation on their 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. An RE should aim to submit their EngD thesis by the end of the 4-year funding period, or within 5th Year of registration with the University.
21 If there are extenuating circumstances, a further extension may be granted on application to the Programme Director and a pproved by the Head of the graduate school. If extension is required for more than 6 months beyond the end of 5th year, then the RE will be required to undertake an independent review. The role of independent reviewer is to provide a guidance to successful submission of the thesis and to provide an independent opinion to the HoGS to support the extension request.
For up t o date information on current University guidance on Post-Graduate research please see the University websites: Regulations for the Degree of Engineering Doctorate (EngD) http://www.bristol.ac.uk/esu/pg/pgrcop11-12.pdf Criteria for assessment of research degrees http://www.bristol.ac.uk/esu/pg/pgrcop11-12.pdf Format of the dissertation for research degrees http://www.bris.ac.uk/esu/pg/pgr2010-11annex6.html University of Bath specifications for higher degree thesis. http://www.bath.ac.uk/student-records/pgresources/Thesis%20Specification.pdf The information from both Universities includes guidance on how to submit your EngD thesis, recommendation on format, style, how to appoint examiners. The dissertation is the culmination of any doctoral degree and the basis upon which the final award is made. It should be a w ork of scholarship in its own right and m ake 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 c ontribution to knowledge. In this respect the EngD is no different to a t raditional 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”. In many instances, particularly where EngD research is focused on a s ingle technical problem, the resulting dissertation may be very similar to a PhD in engineering or applied science. In other cases, the research may be s trongly interdisciplinary and i nvolve 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. 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 more than simply 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
22 material on w hich the dissertation is based. Whilst a n umber of discrete (although related) sub-projects may be und ertaken in the course of placement periods with the Collaborating Company, the final dissertation must read as a c oherent work of scholarship. The dissertation and the candidate’s performance at a viva voce exam will be evaluated by at least one ex ternal 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. A “roadmap” showing the journey to the dissertation via the reflective log learning, progression stages and the portfolio is shown in Annex 8. Professional Development Programme at the IDC in Systems During the EngD programme, the RE will be m entored to ensure progression towards CEng status and to develop leadership skills. In the last few years the centre has developed an extended bespoke professional development programme, which is a combination of mandatory Skills training summer school - Facilitative leadership capability and personal effectiveness, and v arious opportunities for Public engagement and Outreach activities – to practice various skills and t o engage with communities outside of academia and industry. T he flyer of the PD programme at the IDC in Systems is attached in the Annex 6. 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/research/pgskills/ www.bath.ac.uk/students/support/. GUIDE NOTES Annual EngD in Systems Research Conference Aims The Industrial Doctorate Centre in Systems holds an Annual Conference, which alternates in venue between Bristol and Bath Universities and is usually held over two days. The main aim is to provide an opportunity for REs to present and defend their work to a diverse and knowledgeable audience. This involves all REs, in their final year, presenting a c onference paper for the proceedings. All other REs are asked to prepare a pos ter presentation for the Conference. The Conference provides an excellent introduction to the Programme for new REs and their supervisors. It provides an invaluable opportunity for networking. It also allows REs
23 to hear about the research their peers are involved with, which should allow them to identify people who may be able to provide additional support during their research. Annual Conference Publication Policy Normally, all papers, posters and presentation slides submitted to the Annual Conference are published in a Yearbook. 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 submission, please contact the Systems Centre Manager in the first instance. Content and Format of Submissions Papers submitted to the proceedings and poster presentations are generally focussed 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. The format and layout of the papers can be found on Blackboard. 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 must discusses this feedback with their supervisors, in order to make best use of it in planning their research and evaluating their communication skills. Attendance of External Conferences REs are encouraged to attend and present their research at least at one external conference during the 4 years of the Programme. 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 s ubmitted 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.
Peer Reviewed Publications and Authorship
24 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 intellectual contributions to a presented 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 t he research work by RE and/or Supervisors should be discussed as an agenda item at progress meetings and di sputes resolved before publication.
Appropriate Recognition for funding of the EngD Programme It is important to the EPSRC, as well as being a p art 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 a suitable endnote explaining that the RE “is registered on an Engineering Doctorate Programme at the Industrial Doctorate Centre in Systems, at the University of Bristol or the University of Bath”.
An Example of 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).” This must be quoted in any publication, as well as on presentation slides. Each RE must also make sure that they have a reference to their Collaborating Company on their slides. 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”.
Please report and copy all publications (including press cuttings) to the Systems Centre office at Bristol.
25 EngD in Systems –Progress Review Process 6 months - meeting with supervisors
• Submit report to supervisors
• Meet with Industrial and Academic supervisors,
• Complete “6th months” progress review form at the meeting, submit to Centre
• The reporting form will be r eviewed by the programme progression panel and signed off by the HoGS (Bristol)
• Centre will follow up any actions
1styear - meeting with supervisors, plus poster at the Annual Research Conference (May)
• Submit report to supervisors
• Meet with industrial and academic supervisors
• Complete 1st Year form at the meeting, submit to Centre
• The reporting form will be r eviewed by the programme progression panel and signed off by the HoGS (Bristol)
• Centre will follow up any actions
2nd year – Present at EngD Systems “end of 2nd Year” Conference (October) plus poster at the Annual Research Conference (May)
• Submit report to supervisors, to include Impact Statement.
• Give presentation at the October conference during Induction Week
• A panel of academics will provide evaluation and feedback
• Meet with 3 supervisors to review the feedback from the conference; to discuss the report
• Complete 2nd Year form at the meeting, submit to Centre
• The reporting form will be r eviewed by the programme progression panel and signed off by the HoGS (Bristol)
• Centre will follow up any actions
3rd year – Independent Review - plus poster at the Annual Conference • An independent reviewer will be recommended by the Academic Supervisor
• The reviewer CANNOT be anyone who might later be an examiner at the final viva
• Submit report to supervisors and Independent Reviewer
26
• Meet reviewer: short presentation plus aural viva (max 1 hour)
• Meet supervisors to review the feedback from the reviewer, plan actions
• Complete form at the meeting and submit to the Centre
• The reporting form will be r eviewed by the programme progression panel and signed off by the HoGS (Bristol)
• Centre will follow up any actions
4th year – Present at the Annual Research conference and voluntary practice viva • Present at May conference, submit abstract and r esearch paper for the
Conference proceedings
• Review Impact Statement - to be included into EngD thesis
• All 4th years REs will be o ffered the opportunity to have a practise viva after submission
At the end of 5th Year (end of University registration) and if the target submission date is beyond 6 months after the end of 5th year, the RE will be required to go through Independent review before an extension of registration can be granted. A Progress Report – End of 1st, 2nd and 3rd Years Prepare a r eport of no more than ~3,000 - 5,000 words (~ 8-10 A4 pages). The components of this report must include and to be clearly outlined: Introduction - Give an introduction to your research topic and reasons for its evolution if appropriate and the report. Summary of the 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.
For 2nd Year report - Impact statement (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.
27 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 come up with a s olution; here is an i ntuitive example of how and w hy this will work', rather than 'I will solve problem Y').
• Provide an ev aluation 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.
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. These reports must be submitted to Supervisors and to the IDC at least 1-2 weeks prior to the EngD Systems Conference during the Induction week (every October) –for end of 2nd Year, and prior to the interview with independent. 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. The Research Engineers are also represented on t he Annual Programme Review meeting and REs Representatives from each cohort are nominated each year. I f 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 sits on the Centre Management committee. Res rep is collating 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 news letter is distributed via mailing list and published on the website.
28 If you wish to raise any issues at a management-level meeting, please feedback to the nominated REs representative. ADMINISTRATIVE DETAILS 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 w hich University’s regulations and procedures the RE must comply with during the course of their studies. Note: Bath REs must follow the University of Bath regulations on Writing Up Fees and will be charged accordingly, when in Year 5 of registration. Please see more on the University of Bath website: http://www.bath.ac.uk/study/pg/fees/researchfees/other-fees/index.html 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. Complaints/appeals at unit level will be deal t 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 s uitable computer. Some units may require the use of particular software packages, e.g. MATLAB. I nformation 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 c ompleted by the IDC Coordinator prior to Induction.
29 Induction Programme
At the start of the first year of the programme, REs will be ex pected 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/
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 l imit 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).
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 t he 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 g iven for
30 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 5. 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.
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 S chool 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 t he 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.bristol.ac.uk/university/maps/
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. Research Methods I
Unit Director Dr Mike Yearworth
Unit Venue University of Bristol, Systems Centre
Aims
This unit will introduce students to the basic principles of research methods and their application in research projects across the pure, applied and social sciences to enable research at Doctoral Level. 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 literature review. 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 and give them a broad understanding of the purpose and application of research methods. The unit also provides the basic prerequisite knowledge, skills and building blocks to enable EngD Research Engineers to undertake the Research Methods 2 Unit, which further covers and deepens understanding of research philosophy, strategy and design in relation to complex systems. For research activities which involve a portfolio of individual projects and are likely to be aimed at creating major change and benefits in an organisational setting, an introduction to the principles of programme management will also be covered.
Description
This unit aims to give students in depth knowledge, understanding and skills in generic research methods and research design strategies. This will enable them to successfully design, justify and manage research projects at Doctoral Level in a variety of fields involving combinations of pure, applied and social science traditions.
It also forms the basis for EngD Research Engineers addressing research philosophy and methodology in relation to complex engineering systems in the Research Methods (2) unit. Furthermore, the unit also aims to introduce students to the principles of programme management. Programme management is relevant when designing and managing a portfolio of research projects aimed at creating major change and benefits in an organisational setting.
In terms of learning styles and generic skills, the unit also introduces REs to the concept of reflective learning logs and gives in depth guidance on the use of such logs and reflective writing.
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Teaching
The teaching and learning strategy is based on, flexible and student-centred learning approaches. It will involve a mixture of lectures, case studies, syndicate work and plenary discussions, with opportunities for students to focus on their own projects - individually and in groups. 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.
Lectures, case studies, discussion sessions/seminars and a workshop on literature searching. The fundamental principles of writing reflective logs will also be covered.
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 (word count – to be discussed and agreed with the tutor). 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: • basic research paradigms and philosophical positions underlying different traditions in research, • exploration of problem fields and investigation and definition of problems • scoping and conducting literature review • articulating research questions and hypotheses • research design strategies and combined qualitative/quantitative approaches • justification of research design including considerations of reliability, validity and
generalisability and the need to incorporate ethical considerations • conducting rigorous qualitative and quantitative data collection and analysis • presentation and reporting of findings in peer-reviewed publication • application of programme management techniques in the design and execution of research portfolios • reflective learning skills
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Introduction to Systems
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 materialhave developed skills in writing technical documentation.
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Mathematics for Systems
Unit Director Dr. David Barton
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 (6x 5% of the overall assessment each; the “information from data” topic has two worksheets). 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.
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Commercialisation of New Technology
Unit Director Professor Andrew Graves/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
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Research Methods II
Unit Director Dr Mike Yearworth
Unit Venue University of Bristol, Systems Centre
Aims
This unit aims to: 1) Develop further understanding of different system archetypes, methods of
categorising these and the various purposes and aims of systems research which could be relevant in such cases
2) Advance knowledge and develop a deeper understanding of different philosophical perspectives and assumptions which may be brought to bear in planning research in or on systems, including holistic and reductionist viewpoints
3) Build upon Research Methods 1 and other taught units to further develop understanding of systems modelling, systems level research strategies, methods and techniques for data collection and analysis which bridge traditional research disciplines and can be applied in complex, hierarchical systems involving hard and soft aspects
4) Prepare REs for planning and conducting an independent Doctoral Level systems research project relevant to their organisations by providing an opportunity to develop a preliminary proposal and obtain formative feedback on this from peers, supervisors and other experts.
5) Build on Research Methods 1, to generate an understanding of strategies and methods required to deliver a dissertation. This will include: abstraction of research questions from the needs of the industrial research project, visioning the dissertation, integration of different research methods/paradigms and addressing examiners expectations.
Description
This unit will build on Research Methods 1 (CENGM0006), giving Research Engineers (REs) a deeper understanding of the purposes of research, research design strategies and application of research methods when conducting research on complex systems of various kinds. On this basis, students will be required to develop a formal systems research plan for a given EngD project to demonstrate an overall grasp of the ideas presented in both Research Methods 1 and Research Methods 2 – the “EngD in a day” workshop on Day 4 of the unit. This plan, in stages, is to be presented to peers and supervisors during the day in order to obtain formative feedback. The assessment requires a similar plan to be developed for the RE‟s project which is assessed by the lecturers on Research Methods 2 and feedback is made available to the RE‟s supervisory team.
Teaching
This is a pivotal unit in the EngD programme – supporting REs in developing their plans for their Systems Research Project. It builds on the earlier Research Methods 1 Unit. The teaching and learning strategy is based on flexible, learner centred approaches.
There will be an element of pre-work required from all REs before the unit to summarise the status of their research idea and submit preliminary systems identification mappings and boundary examinations for discussion with peers.
The unit will involve a mixture of lectures, case studies, syndicate work, plenary discussions and presentations. REs will be exposed to fundamental principles and concepts of systems research and links with material in other taught units in the EngD programme will be explored. They will have the opportunity to employ these ideas and concepts to discuss and examine their own EngD topics - both individually and in groups. Through this approach it is aimed to provide a productive learning experience consistent with the needs of mature, work-based learners at Level 7, in an area where the knowledge base is still developing and different opinions exist among experts. There will be ample space for exploring, questioning, and debating issues of particular interest and for exercising rational argumentation.
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Assessment
Assessment comprises 3 elements: 1) The first morning of RM2 will be devoted to a session where each RE will give a
10 minute presentation to the rest of the group on their „research journey‟ so far. In other words, an overview of the progress made since RM1 in visualising and describing the engineering system, formally defining the „problem‟ and designing and planning the research from an overall philosophical and methodological viewpoint. Also, any progress made in operational planning and actual execution of the work [10%]
2) The REs will be asked to work in groups to critically review a key paper and then present their review back to the class on the Friday morning [20%]
3) An assignment submitted after the unit which requires the RE to develop a research plan for their project which will i) provide a foundation towards a research methodology chapter in their thesis, and ii) provide critical feedback to the supervisory team on research methods [70%] (word count ~ 3500 plus reflection on the process steps used ~ 500 words)
The entry assessment for RM2 concerns progress subsequent to the assessment on CENGM0006 (RM1) by the reflective log. RM2 provides the second part of developing research methods skills for systems practice in engineering and also provides means for the RE to consolidate their understanding through the opportunity to develop a preliminary proposal and obtain formative feedback on this. Thus the assignment for RM2 assesses the progress using the knowledge and understanding from both RM1 and RM2 (and any other inputs from other units ) when applied to their project. This was not assessed in RM1.
Learning outcomes
After the completion of the unit the RE should be able to: 1) Understand the different system archetypes which can exist, ways of
categorising these and the characteristics of their own system which they plan to research
2) Understand the range of potential objectives and purposes of carrying out research at systems level and define the essential purpose(s) in their case
3) Identify and discuss different philosophical perspectives and assumptions in systems research; identify, reflect on and justify the particular perspective(s) chosen in their work
4) Undertake appropriate systems modelling for their project; identify, describe and justify applicable research approaches, methodologies, methods and techniques they plan to use
5) Understand the meanings of and the relationships between theory and methodology in systems research and be able to address the concepts of reliability, validity and generalisability of research findings in their planned research;
6) Develop and present a draft systems research proposal of relevance to their organisation utilising the above outcomes and any earlier agreements; based on feedback received for assessment expand this into a formal proposal for assessment and to guide their future EngD systems research.
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Advanced Systems
Unit Director Dr Mike Yearworth
Unit Venue University of Bristol, Systems Centre
Aims
1 To develop a “softer” systems perspective of complex engineering problems and in particular develop an appreciation for a subjective viewpoint (Checkland‟s “process of inquiry is systemic”)
2 To appreciate the range of systems interventions and Problem Structuring Methods (PSMs) in the systems literature and where they can be applied, understand their philosophical underpinnings in functionalist and interpretive stances and the implications of plural and coercive contexts
3 To understand the relationship between research methods and systems interventions and PSMs; for example the relationship between Soft Systems Methodology and Action Research
4 To prepare engineers to lead and manage change in industry including an understanding of negotiation techniques and the need for an ethics based approach
Description
This unit is at the heart of the Systems EngD and is integrated with Research Methods 1 (CENGM0006) and Research Methods 2 (CENGM0007). It develops understanding and awareness and deals with specific generic tools in the softer aspects of systems that have been introduced in Research Methods 1 and 2, such as grounded theory, ethnography, and action research; together with qualitative data gathering and analysis approaches. It builds further on, and deepens and widens, the philosophical underpinnings of systems and systems thinking research introduced in Research Methods 1, deals with the personal skills required to provide leadership and manage change and introduces Problem Structuring Methods, Hierarchical Process Modelling (e.g. PeriMeta) and System Dynamics. Advanced 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 Research Methods 2.
Teaching
Interactive lectures (engineers relate their own experience in dealing with issues that arise), seminars from outside experts, and workshops and team exercises.
Assessment
A pre-module essay on selected books from the reading list reflecting on the ideas presented, identifying common themes that run through the different views of the world presented, and a critical view on what the RE agrees with, and disagrees with. (10%). Word count = ~1500
An assignment based on, and with reference to, the frameworks and meta-methodologies presented and debated in Advanced Systems that discusses how the methods, models, tools, and techniques of systems thinking can be applied to the RE‟s EngD project. The assessment is expected to develop the RE‟s research plan produced in the prior Research Method 2 unit and reconsider soft systems aspects in the light of material discussed in the unit. (90%, word count ~3000 )
For both assessments the RE is expected to take a critical and well-referenced approach at a level expected in a doctoral level thesis.
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Learning outcomes
On successful completion of the unit the student will be able to: 1. describe and apply a systems approach to technical and managerial
thinking 2. identify modelling issues including world views 3. describe and map out organisational processes using problem
structuring methods and visualisation 4. build relevant causal loop diagrams and system dynamics models 5. describe and use tools for the measurement of the performance of
processes 6. begin to lead change 7. identify the ethical dilemmas encountered in business, and with respect
to their research use the ideas of principled negotiation
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Technology, Strategy and Organisation Unit Director Professor Andrew Graves/Professor Mike Lewis
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 technological evolution (S-curves) and historical/socio-economic perspectives.
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.
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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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 (scenario planning, real options, etc.) can be
used to develop practical technology
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Integrating Engineering and Management Systems
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 results.
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
Annex 5 – 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 and 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
CENGM0006 AENGM0008 MN50416 EMATM0005 various
Research Methods 1 Introduction to Systems 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
CENGM0007 MN50420 CENGM0001 CENGM0002
Research Methods 2 Commercialisation of New Technology (Bath Advanced 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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Programme Specification for EngD Systems - 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/EngD/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 2012/13 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 ‘informed 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-University-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 5a– Summary of roles and responsibilities
Industrial 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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6 months
•Written report
•Oral presentation to Supervisors
1st Year
•as 6mth +
•Poster at the Annual Research conference
2nd Year
•as 6mth +
•Conference - Impact Statement & Thesis Plan
•Poster at the Annual Conference
3rd Year
•as 6mth +
•Independent review
•Poster at the Annual Conference
4th Year
•Oral presentation at Annual Research Conf
•Viva practice
Reports
•Purpose
•Process
Presentations
•Action
•Reflection
Posters
•Success
•Delight
Assignments
•Success
•Delight
Papers
•Success
•Delight
Reflective Learning Logs Supervisors guide the REs learning by
reflecting on the reflections; the supervisors gain insight and all learn together
Portfolio Everything which may be of use at
some time. Photos, slides, logs
etc
Thesis
The review process
Other expected Outputs
Abstraction from
Portfolio, Critical data
analysis, Impact
statement and
contribution to
knowledge
Entr
y R
ese
arch
To
pic
Ind
uct
ion
Res
ear
ch M
eth
od
s (1
)
Intr
od
uct
ion
to
Sys
tem
s
Mat
hs
for
Syst
ems
Co
mm
erc
ialis
atio
n o
f N
ew
Te
chn
olo
gy
Op
tio
nal
un
it
Res
ear
ch M
eth
od
s (2
)
Ad
van
ced
Sys
tem
s
Tech
no
logy
, Str
ateg
y an
d
Org
anis
atio
n
Inte
grat
ing
Engi
nee
rin
g an
d M
anag
emen
t Sy
stem
s
Introductory Taught Units Advanced Taught Units
Year 1 Year 2
EngD - Activities
1. Ongoing Literature review 2. Ongoing learning (Units assessment) 3. Discussions with Supervisors 4. Portfolio building 5. Exploring a wider scope of company
systems 6. Monitoring company environment
GO
RE’s research activities in the Company
Reflective log learning
A Systems model for Taught Units
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. 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. 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 placement periods with the Collaborating Company, the final dissertation must read as a coherent work of scholarship.
Induction
Research Methods 1 10 cp Advanced Systems 10 cp
Introduction to Systems 10 cp Technology strategy and organisation 10 cp
Commercialization of new technology 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
Research Methods 2 10 cp
3. Professional Development Programme: Facilitative leadership and personal effectiveness skills training; Extra curriculum activities : Out reach and Public engagement
Taught Units and learning outcomes Research Methods 1 •Awareness of different traditions on research and research paradigms and philosophical positions underlying different traditions in research, •exploration of problem fields and investigation and definition of problems •scoping and conducting literature review •articulating research questions and hypotheses •research design strategies and combined qualitative/quantitative approaches •justification of research design including considerations of reliability, validity and generalisability and the need to incorporate ethical considerations •conducting rigorous qualitative and quantitative data collection and analysis •presentation and reporting of findings in peer-reviewed publication •application of programme management techniques in the design and execution of research portfolios •reflective learning skills
Introduction to Systems
•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 skills in writing technical documentation
Commercialisation of new technology
•Appreciate the range of mechanisms via which a variety of technologies can generate commercial value. •Understand the role of intellectual property regimes/complementary assets in determining appropriate commercialisation strategies (e.g. licensing, standard setting, co-operation, new business start-up). •Understand traditional/contemporary marketing tools and techniques for analysis of technology markets.
Mathematics for Systems
•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 •be able to phrase optimal design problems in mathematical language •be able to list real-world case studies in which there are emergent phenomena from many simple interacting subsystems, •have an appreciation of the manifold possibilities in the application of modern applied mathematics to real-world
problems.
Research Methods 2 •Understand the different system archetypes which can exist •Understand the range of potential objectives and purposes of carrying out research at systems level •Identify and discuss different philosophical perspectives and assumptions in systems research; •Undertake appropriate systems modelling for their project •Develop and present a draft systems research proposal of relevance to their organisation
Advanced Systems •describe and apply a systems approach to technical and managerial thinking •identify modelling issues including world views •describe and map out organisational processes using problem structuring methods and visualisation •build relevant causal loop diagrams and system dynamics models •describe and use tools for the measurement of the performance of processes •begin to lead change •identify the ethical dilemmas encountered in business, and with respect to their research use the ideas of principled negotiation
Technology strategy and organisations •How an effective technology strategy creates and captures value. •The co-evolution of technologies and industries - and how competitive forces are modified over the life-cycle. •How technology can destroy or enhance organisational capabilities. •The role of entrepreneurial action in technology strategy: from start-up firms to multi-national organisations. •The role of standards and their impact on competition. •How political and cultural forces profoundly influence the creation and execution of technological options. •How a range of practical tools (scenario planning, real options, etc.) can be used to develop practical technology strategies.
Integrated engineering and management systems • Knowing how to formulate and present a systems engineering problem • Facilitating a team approach to problem solving and strategy formation •Understood the value of peer review as a reviewer and reviewed •Used a reflective diary to establish learning during delivery of the problem solution or resolution •Produced and present a conference quality paper that adds to the body of knowledge of systems engineering
Industrial Doctorate Centre in Systems: Professional Development Programme content
Outreach
•Facilitative Leadership Capability and personal effectiveness–(bespoke Summer School) •Media Training •Writing Courses •Presentation Skills •Engineering Communication
Skills Training
•Facilitating a School Visits with a local Bristol Secondary Schools •Participating in the Envision school mentoring programme
Public Engagement • 2011 -2012 examples: • DISCOVER: University of Bristol Research Exhibition • See no Evil: Street Art Festival • Bright Club Stand Up Comedy Training and performance • Arts Challenge
• More information: http://www.bristol.ac.uk/eng-systems-centre/idc/latest/latest-2011-12/index.html
EngD in Systems programme Outcomes
Knowledge and understanding of: 1. The impact of systems thinking on engineering 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. Research methods to be able to plan and bring to successful fruition a piece of research relevant to the chosen field
Intellectual skills/attributes
Able to: 1. Apply appropriate
mathematical, management and generic systems tools to their specialist engineering programme
2. Plan and performance manage a complex research programme to a successful conclusion with all that implies in terms of context, critical evaluation and communication
Practical/professional/transferable skills & attributes
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. Listen
On completion of the EngD in Systems a Research Engineer will have: 1. A Masters level understanding of generic systems engineering 2. A training in core management and enterprise skills at Masters level 3. A specialised training at Masters level in subjects related to the research activity 4. A high level of competence in transferable skills (teamwork, leadership and communication) 5. Knowing applied the systems model to a major research programme, with novel content beyond the
boundaries of current knowledge 6. developed substantive contacts with the systems engineering community.
A
B C D