University home > Unit and programme catalogues in 2023/24 > Programme catalogue > Faculty of Arts > Centre for Innovation > Electrical and Electronic Engineering with Innovation (MEng) > Specification
Programme code | 1INOV007U |
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Programme type | Single Honours |
Programme director(s) |
Daniella Jenkins Programme Director (Innovation)
Francesco Fornetti Programme Director (Electrical and Electronic Engineering) |
Faculty | Faculty of Arts |
School/department | Centre for Innovation |
Second School/department | School of Electrical, Electronic and Mechanical Engineering |
Teaching institution | University of Bristol |
Awarding institution | University of Bristol |
Relevant QAA subject benchmark groups | Engineering (2023) (benchmark statement) |
Mode of study | Full Time |
Programme length | 4 years (full time) |
This section sets out why studying this programme is important, both in terms of inspiring you as an individual and in considering the challenges we face. It describes how this degree programme contributes to:
The digital and creative innovators of the 21st Century will bring together arts and humanities, design, science, engineering and enterprise to deliver new products, services and ways of working and living. This degree combines an in-depth subject specialism in Electrical and Electronic Engineering with interdisciplinary breadth, creative teamwork and entrepreneurial skills. Students undertaking this course will spend half their time studying Electrical and Electronic Engineering to gain a solid discipline strength whilst spending the other half of their time applying that knowledge to innovate and translate their ideas into plans for digital and creative enterprises, both social and commercial.
The MEng in Electrical & Electronic Engineering with Innovation aims to provide final-stage students with a range of advanced topics drawn from both the light- and heavy-current areas of the discipline whilst applying that specialism knowledge to innovate. Students taking this degree specialise in control engineering, industrial electronics power electronics and electrical AC and DC motor design.
This programme aims to:
Students studying across the different specialisms on the innovation degrees come together as a cohort to learn and apply design and systems thinking for digital and creative innovation and put it into practice their working in transdisciplinary project teams. Students will learn from past and present success and failure case studies to help students think about future opportunities. The transdisciplinary project work in the second year works with real world clients where students develop empathy for the people they are designing for, explore solutions, iterating to develop an unexpected range of possibilities, and create prototypes to take back to the client to test with real customers or users. In their third year students explore innovative and disruptive ideas, potentially designing things that people don’t yet know they want by exploring the potential of new technologies to enable disruptive innovation, changing the way people live and work. Students will learn about different ways to generate ideas, ranging from brainstorming to crowd-sourcing, exploring project opportunities and creating prototypes to test with real people. Alongside this students will learn about different kinds of enterprise that can be used to take forward their ideas supported by mentors and coaches. The final year pulls together all the students have learnt to create an enterprise which may be an innovative digital and creative product, service or social innovation.
The learning outcome statements shown below for your programme have been developed with reference to relevant national subject benchmarks (where they exist), national qualification descriptors (see the Framework for Higher Education Qualifications) and professional body requirements.
Teaching, learning and assessment strategies are listed to show how you will be able to achieve and demonstrate the learning outcomes.
This programme provides opportunities for you to develop and demonstrate knowledge and understanding, qualities, skills and other attributes in the following areas:
Programme Intended Learning Outcomes | Learning/teaching methods and strategies |
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1 and 2 are acquired through lectures, examples classes, and laboratory activities, mainly in the first three stages. 3 is acquired mainly in the final stage through lectures, and the individual project. 4 is acquired through the group design projects in the second and third stages, through the Visiting Professors' design seminars in stage 1, and through lectures in all four stages. 6 is acquired through the relevant lectures and laboratory activities in the first two stages. 7 and 8 are acquired through the Professional Studies lectures running throughout all stages. Acquisition of knowledge and understanding for innovation, design and entrepreneurship occurs through lectures, workshops, seminars and tutorials (9-12). Workshops and demonstration to develop student practical innovation skills acquisition (9, 12). Innovation challenges to develop students’ skills in practical innovation and entrepreneurship (9, 10 & 12). Innovation project supervision and design challenge mentoring meetings to provide formative feedback (9, 10 & 12). |
Methods of assessment (formative and summative) | |
Assessment comprises a combination of unseen written examinations (1-4, 7-8), together with assessed coursework (1-8) in the form of laboratory experiment write-ups (1-4, 6), written tests (1-3, 5), computer-based tests (1-3), essays (4, 8), presentations (3-5), oral examinations (3 [some subjects]), poster sessions (3, 5), and project theses (3, 5). Individual and group innovation coursework portfolios (including rapid prototyping and proof of concepts) and presentations (9-12) Reflective and critical accounts of practical work and learning (9-12) Iterative and agile practice based innovation and entrepreneurship challenges (9-12) |
Programme Intended Learning Outcomes | Learning/teaching methods and strategies |
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1 and 2 are acquired through lectures, examples classes, and laboratory activities, mainly in the first three stages. 3 is acquired mainly in the final stage through lectures, and the individual project. 4 is acquired through the group design projects in the second and third stages, through the Visiting Professors' design seminars in stage 1, and through lectures in all four stages. 6 is acquired through the relevant lectures and laboratory activities in the first two stages. 7 and 8 are acquired through the Professional Studies lectures running throughout all stages. Acquisition of skills to innovate, design and create enterprises occurs through lectures, workshops, seminars and tutorials (6-9). Workshops and demonstration to develop student practical innovation skills acquisition (6-9). Innovation challenges to develop students’ skills in practical innovation and entrepreneurship (6-9). Innovation project supervision and design challenge mentoring meetings to provide formative feedback (6-9). |
Methods of assessment (formative and summative) | |
Assessment comprises a combination of unseen written examinations (1-4, 7-8), together with assessed coursework (1-8) in the form of laboratory experiment write-ups (1-4, 6), written tests (1-3, 5), computer-based tests (1-3), essays (4, 8), presentations (3-5), oral examinations (3 [some subjects]), poster sessions (3, 5), and project theses (3, 5). Individual and group innovation coursework portfolios (including rapid prototyping and proof of concepts) and presentations (6-9) Reflective and critical accounts of practical work and learning (6-9) Iterative and agile practice based innovation and entrepreneurship challenges (6-9) |
Programme Intended Learning Outcomes | Learning/teaching methods and strategies |
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|
1 and 2 are acquired through lectures, examples classes, and laboratory activities, mainly in the first three stages. 3 is acquired mainly in the final stage through lectures, and the individual project. 4 is acquired through the group design projects in the second and third stages, through the Visiting Professors' design seminars in stage 1, and through lectures in all four stages. 6 is acquired through the relevant lectures and laboratory activities in the first two stages. 7 and 8 are acquired through the Professional Studies lectures running throughout all stages. Acquisition of skills to innovate, design and create enterprises occurs through lectures, workshops, seminars and tutorials (23-29). Workshops and demonstration to develop student practical innovation skills acquisition (23-29). Innovation challenges to develop students’ skills in practical innovation and entrepreneurship (23-29). Innovation project supervision and design challenge mentoring meetings to provide formative feedback (23-29). |
Methods of assessment (formative and summative) | |
Assessment comprises a combination of unseen written examinations (1-4, 7-8), together with assessed coursework (1-8) in the form of laboratory experiment write-ups (1-4, 6), written tests (1-3, 5), computer-based tests (1-3), essays (4, 8), presentations (3-5), oral examinations (3 [some subjects]), poster sessions (3, 5), and project theses (3, 5). Individual and group innovation coursework portfolios (including rapid prototyping and proof of concepts) and presentations (23-29) Reflective accounts of practical work and learning (23-29) Iterative and agile practice based innovation and entrepreneurship challenges (23-29) |
Embedded within the curriculum |
Our engineering programmes embed professional practice, both explicitly, and through the programme outcomes. |
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Co-curricular opportunities |
Every programme has a connected student society, which creates numerous opportunities for students to develop |
This section describes what is expected from you at each level of your programme. This illustrates increasing intellectual standards as you progress through the programme. These levels are mapped against the national level descriptors published by the Quality Assurance Agency.
Level C/4 - Certificate |
They will have a sound knowledge of the basic concepts of a subject, and will have learned how to take different approaches to solving problems. They will be able to communicate accurately, and will have the qualities needed for employment requiring the exercise of some personal responsibility. They will also have gained an understanding to how design and systems thinking can be applied to problems to innovate and unearth novel and creative solutions that may have been missed from undertaking a purely analytical approach whilst gaining experience in working in multidisciplinary teams. |
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Level I/5 - Intermediate |
They will have developed a sound understanding of the principles in their field of study, and will have learned to apply those principles more widely. Through this, they will have learned to evaluate the appropriateness of different approaches to solving problems. Their studies may well have had a vocational orientation, enabling them to perform effectively in their chosen field. They will have the qualities necessary for employment in situations requiring the exercise of personal responsibility and decision-making. Student will be expected to critically reflect on past and present case studies and develop further their transdisciplinary working to real world digital and creative client problems. Students will be encouraged to broaden their perspective beyond the subject provisions in Electrical and Electronic Engineering with Innovation and take either an open unit, learn how to program or design specifically for human computer interaction. |
Level H/6 - Honours |
They will have developed an understanding of a complex body of knowledge, some of it at the current boundaries of an academic discipline. Through this, the graduate will have developed analytical techniques and problem-solving skills that can be applied in many types of employment. The graduate will be able to evaluate evidence, arguments and assumptions, to reach sound judgements, and to communicate effectively. They should have the qualities needed for employment in situations requiring the exercise of personal responsibility, and decision-making in complex and unpredictable circumstances. Within the transdisciplinary group project the students will be expected to innovate for their own chosen problem by exploring the potential of new technologies to enable disruptive innovation to change the way people work and live. They will be supported by mentors and coaches to explore how their proposed solutions may be turned into an enterprise. |
Level M/7 - Masters |
At level M, students are expected to pull together all that they have learnt in prior years to create an enterprise; this may focus on an innovative digital and creative product or service, or a social innovation. Students will be required to assess the market, feasibility, IP, sustainability, finance and desirability of the proposition and create a proof of concept prototype to test with real world users. Much of the study undertaken at Masters level will have been at, or informed by, the forefront of an academic or professional discipline. Students will have shown originality in the application of knowledge, and they will understand how the boundaries of knowledge are advanced through research. They will be able to deal with complex issues both systematically and creatively, and they will show originality in tackling and solving problems. They will have the qualities needed for employment in circumstances requiring sound judgement, personal responsibility and initiative, in complex and unpredictable professional environments. |
For information on the admissions requirements for this programme please see details in the undergraduate prospectus at http://www.bristol.ac.uk/prospectus/undergraduate/ or contact the relevant academic department.
Undergraduate Students
Success as an undergraduate student depends on you being able to make the transition to self-motivated, independent learning. Programmes are designed to assist you in this development, in many cases by starting with units in which timetabled teaching, such as lectures and practical classes, provides the foundations of knowledge and skills in a subject, moving on to individual research-based work. Over time you will be expected to take increasing responsibility for your own learning, guided by the feedback on your work that you will receive.
Postgraduate Students
Taught postgraduate students are generally studying for one academic year. This is a longer year than for undergraduates, normally culminating in a research project. In a one-year full-time programme your workload will be distributed as evenly as possible, but this will depend on the precise arrangements for your programme. You will be expected to take responsibility for your own learning, guided by the feedback on your work that you will receive.
All students
At the heart of your studies at every level there must be regular and disciplined individual reading, reflection and writing and it is this skill of independent studies, above all others, that will serve you best when you leave the University.
Most programmes use credits and a 20-credit unit broadly equates to about 200 hours of student input. This includes all activities related to the teaching, learning and assessment of taught units.
A component of this is the time that you spend in class, in contact with the teaching staff, which includes activities such as lectures, laboratories, tutorials, problem-solving classes and fieldwork. Some of this activity may be online and could consist of activity that is synchronous (using real-time environments such as Blackboard Collaborate) or asynchronous (using tools such as tutor moderated discussion forums, blogs or wikis).
In some programmes there are field courses and/or placements that will take place in concentrated periods of time.
Outside scheduled activities you are expected to pursue your own independent learning to build your knowledge and understanding of the subjects you are studying. Such independent activities include, reviewing lecture material, reading textbooks, working on examples sheets, completing coursework, writing up laboratory notes, preparing for in-class progress tests and revising for examinations.
We recognise that many students undertake paid employment. To achieve a sensible balance between work and study, you are advised to undertake paid work for no more than 15 hours per week in term-time.
UG Professional Programmes in the Faculty of Health Sciences
For these professional programmes, full time attendance is compulsory unless absence is formally approved. Academic activities are timetabled throughout the 5-day week and student workload is around 40 hours per week on average. Where possible, students in the early years are permitted Wednesday afternoons for sport and extra-curricula activities. This is usually not available in later years of professional programmes as when a student progresses through their curriculum there is an increasing exposure to clinical and professional activities. Students in clinic or on placements may need to stay later than core times of 08.00 – 18.00 or even overnight to observe out-of-hours activities. There may also be an occasional need to work or travel to clinical placements at the weekend. This increasing exposure to clinical activities means that students on these professional programmes often have longer term dates than the University standard. Individual years within programmes are likely to vary in length (for example because of the timings of placements) and further information on this will be found in individual programme information. Another important point to note is that many of the assessments sit outside the standard University examination timetable and are likely to be more frequent, meaning that students will need to engage in revision activities and self-directed learning (including when on clinical placements).
Health Sciences Assessment Statement
Please select the following link for a statement about assessment in the Faculty of Health Sciences. This is University of Bristol access only.
https://www.bristol.ac.uk/media-library/sites/health-sciences/chse/documents/FHS%20Assessment%20and%20Feedback%20statement%202021.pdf
This integrated Masters programme has been designated as type III: Professional or Practice Masters in accordance with the QAA Degree Characteristics Statement. Please see the Regulations and Code of Practice for Taught Programmes for further information on this type of programme.
Unit Name | Unit Code | Credit Points | Status | ||
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Design and Systems Thinking for Innovation | INOV10001 | 20 | Mandatory | TB-1 | |
Design Futures | INOV10006 | 20 | Mandatory | TB-2 | |
Digital Circuits and Systems | EENG14000 | 20 | Mandatory | TB-4 | |
Engineering Mathematics 1 | EMAT10100 | 20 | Mandatory | TB-4 | |
Analysis and Design of Electrical & Electronic Systems | EENG10006 | 40 | Mandatory | TB-4 | |
Certificate of Higher Education | 120 |
This integrated Masters programme has been designated as type III: Professional or Practice Masters in accordance with the QAA Degree Characteristics Statement. Please see the Regulations and Code of Practice for Taught Programmes for further information on this type of programme.
Unit Name | Unit Code | Credit Points | Status | ||
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Transdisciplinary Group Project 2: Solving Someone's Problem | INOV20002 | 20 | Mandatory | TB-2 | |
Innovation at Work | INOV20004 | 20 | Mandatory | TB-1 | |
Signals and Communications | EEME20003 | 20 | Mandatory | TB-1 | |
Electrical and Electronic Engineering Practice | EEME20002 | 40 | Mandatory | TB-4 | |
Electromagnetics and Semiconductor Devices | EEME20001 | 20 | Mandatory | TB-2 | |
Diploma of Higher Education | 120 |
This integrated Masters programme has been designated as type III: Professional or Practice Masters in accordance with the QAA Degree Characteristics Statement. Please see the Regulations and Code of Practice for Taught Programmes for further information on this type of programme.
Unit Name | Unit Code | Credit Points | Status | ||
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New Creative Ventures | INOV30006 | 20 | Mandatory | TB-2 | |
Making Ideas Happen | INOV30007 | 20 | Mandatory | D | TB-2 |
Ideation for Innovation | INOV30008 | 20 | Mandatory | A | TB-1 |
Embedded Computing Systems | EEME30001 | 20 | Mandatory | TB-1 | |
Group Project 3 | EENG30006 | 40 | Mandatory | TB-4 | |
Electrical and Electronic Engineering with Innovation (BEng) | 120 |
This integrated Masters programme has been designated as type III: Professional or Practice Masters in accordance with the QAA Degree Characteristics Statement. Please see the Regulations and Code of Practice for Taught Programmes for further information on this type of programme.
INOVM0026 is a must pass unit. For the definition of must pass units please see the Glossary of Terms from Annex 1 to the Regulations and Code of Practice for Taught Programmes.
Minimum requirement of pass mark 50% in each unit
Unit Name | Unit Code | Credit Points | Status | ||
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In the Wild | INOVM0001 | 20 | Mandatory | TB-1 | |
Enterprise Case | INOVM0014 | 20 | Mandatory | A,D | TB-1 |
Transdisciplinary Project 4: Going Wild | INOVM0026 | 40 | Mandatory | A | TB-2 |
Select 40 credit points from the list below. You should select 20 credit points from Teaching Block 1 units and 20 credit points from Teaching Block 2 units | |||||
Future Connectivity: From Optical to Quantum | EEMEM0002 | 20 | Optional | TB-2 | |
Photonics | EEMEM0003 | 20 | Optional | TB-1 | |
VLSI Design and Emerging Technologies | EEMEM0005 | 20 | Optional | TB-2 | |
Analogue Integrated Circuits | EEMEM0006 | 20 | Optional | TB-1 | |
Digital Signal Processing | EEMEM0007 | 20 | Optional | TB-2 | |
Power Electronics Systems | EEMEM0008 | 20 | Optional | TB-2 | |
Energy Management | EEMEM0009 | 20 | Optional | TB-2 | |
Advanced Networks | EEMEM0010 | 20 | Optional | TB-2 | |
Computer Networks and the Internet | EEMEM0011 | 20 | Optional | TB-1 | |
Information Theory and Coding | EEMEM0012 | 20 | Optional | TB-1 | |
Electrical and Electronic Engineering with Innovation (MEng) | 120 |
Unit Pass Mark for Undergraduate Programmes:
For details on the weightings for classifying undergraduate degrees, please see the Agreed Weightings, by Faculty, to be applied for the Purposes of Calculating the Final Programme Mark and Degree Classification in Undergraduate Programmes.
For detailed rules on progression please see the Regulations and Code of Practice for Taught Programmes and the relevant faculty handbook.
Please refer to the specific progression/award requirements for programmes with a preliminary year of study, the Gateway programmes and International Foundation programmes.
All undergraduate degree programmes allow the opportunity for a student to exit from a programme with a Diploma or Certificate of Higher Education.
Integrated Master's degrees may also allow the opportunity for a student to exit from the programme with an equivalent Bachelor's degree where a student has achieved 360 credit points, of which 90 must be at level 6, and has successfully met any additional criteria as described in the programme specification.
The opportunities for a student to exit from one of the professional programmes in Veterinary Science, Medicine, and Dentistry with an Award is outlined in the relevant Programme Regulations (which are available as an annex in the Regulations and Code of Practice for Taught Programmes).
An Ordinary degree can be awarded if a student has successfully completed at least 300 credits with a minimum of 60 credits at Level 6.
The pass mark for the professional programmes in Veterinary Science, Medicine and Dentistry is 50 out of 100. The classification of a degree in the professional programmes in Veterinary Science, Medicine, and Dentistry is provided in the Regulations and Code of Practice for Taught Programmes.
The alternative classified honours degree of Arts (Electrical and Electronic Engineering with Innovation) (MEng) may be awarded on this programme. For further details please see the Regulations and Code of Practice for Taught Programmes
Please note: This specification provides a concise summary of the main features of the programme and the learning outcomes that a typical student might reasonably be expected to achieve and demonstrate if he/she takes full advantage of the learning opportunities that are provided.
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