Renewable Energy

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H804 - Renewable Energy Engineering (2021)

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1. Programme Title:

Renewable Energy Engineering

NQF Level:

7

2. Description of the Programme (as in the Business Approval Form)

The MEng in Renewable Energy Engineering offers you a unique opportunity to gain grounded and critical Engineering skills with a focus on clean energy systems and industries (solar, wind, marine, biomass etc).  You will emerge as fully skilled and qualified engineers, having had access to a unique programme, linking world-class and active research in clean energy to the teaching modules on offer. The spectacular study location of Cornwall offers coasts, harbours, topography and environment particularly suited to the practical application of clean energy expertise.

 

3. Educational Aims of the Programme

The MEng degree programme is designed to deliver all of the required learning outcomes as set out in UK-SPEC for an integrated MEng degree and hence contributes towards graduates becoming professionally qualified engineers in the UK, with international recognition.  This programme is accredited as fully satisfying the educational base for a Chartered Engineer (CEng). Graduates may apply for CEng registration through membership of an appropriate Professional Engineering Institution following an assessment of their subsequent professional development and experience

The UK SPEC output standards statement also serves as Subject Benchmark Statement for Engineering (QAA Subject Benchmark Statement for Engineering 2006).

This programme aims to produce graduates who can practice professionally in renewable energy engineering roles with a renewable energy focus.  This is dependent upon appropriate training: broad engineering principles, applied and environmental sciences, project management and energy policy; and exposure to the renewable energy industry.  This programme aims to provide core knowledge and understanding across all these areas, but also, through the options you select, the programme will provide you with the opportunity to acquire in-depth knowledge and understanding in specific areas of the discipline.  Whilst enrolling upon the programme you may regard it as a vocational degree, however, the scientific, engineering and socio-economic training received will facilitate careers in many fields outside the energy sector.  In addition, the programme aims to develop the transferable skills frequently sought by potential employers, such as those associated with verbal and written communication and teamwork.

This programme aims to develop:

- a pragmatic and rational outlook to design and problem solving

- that encourages and capitalises on the use of creativity and innovation, properly founded on engineering and scientific principles

- an ability to formulate the practical steps required for a concept to become a reality

- levels of numeracy and computer literacy commensurate with full command of state-of-the-art design and analysis tools

- cost, value and quality consciousness and understanding of business

- full commitment to social, cultural and environmental issues and a responsibility to deal with these both ethically and professionally

Through this programme, the College will provide you with: learning opportunities to match your abilities and aspirations, personal academic support and pastoral support through your university career, appropriate methods of teaching and assessment and a programme of study that you find demanding, interesting and intellectually stimulating, while allowing you to enjoy other aspects of university life.  The College will also seek to promote the role of industry and engineering institutions and the benefits that they can provide to you by promoting student membership of and active participation within said engineering institutions, and particularly the Energy Institute.

Through this, the programme aims to enable you to become:

a) flexible and autonomous renewable energy specialist equipped to adopt key roles within multi-disciplinary industrial teams, research and development groups, legislative and financial organisations.

b) sought after for your leadership contributions, capacity for analytical and original thought and discipline specific expertise. This includes a holistic understanding of the context within which you work, ability and innate desire to support the work of others and take full responsibility, demonstrating self-motivation for your own personal and professional development.

c) socially and personally responsible, reflective and accurate decision makers and problem solvers, whether working individually or as part of a group.

d) academically qualified to become chartered engineers within the appropriate engineering industry at the earliest opportunity.

e) aware of the environmental, economic, social and sustainability issues that are an integral part of the professional engineer's role in society.

You will have also benefited from employability skills acquired through participation in industrial visits, field trips and the work placements between Stage 2 and Stage 3, as well as stages 3 to 4.

A Bachelors degree with the same programme title is offered by the College.  In comparison with the Bachelors programme (NQF level 6), the MEng programme provides an increased breadth and depth of study and an increased emphasis on industrial relevance.  Project work within the MEng programme is much more extensive and includes both an individual research/design project with strong industrial involvement and a more wide-ranging group project.  At MEng level these projects will be more concerned with the development and application of new technologies, concepts, techniques and services, rather than concerned with the application and management of current technology.  The increased breadth is provided by study of additional technical subjects within key thematic areas and by study of, for example, business, management and industrial topics.  Increased depth can be provided by both specific study at Masters level and integrative study of work already undertaken at Level 6.  These components are distributed mostly in the last stages of the integrated programme.  The mode of study is also quite distinct from that engaged upon at Level 6.  There is additional emphasis on team/group working, an increase in the use of industrially-relevant applications of engineering analysis, and enhanced capacity for independent learning and work.

 

4. Programme Structure

Your MEng Renewable Energy Engineering programme is a 4 year programme of study at National Qualification Framework (NQF) level 7 (as confirmed against the FHEQ). This programme is divided into 4 ‘Stages’. Each Stage is normally equivalent to an academic year of full time study. The programme is also divided into units of study called ‘modules’ which are assigned a number of ‘credits’. The credit rating of a module is proportional to the total workload, with 1 credit being nominally equivalent to 10 hours of work. Part time study over a longer period is possible by negotiation with the College.

You will be located at the Cornwall Campus of the University of Exeter for the duration of your study.

In term 2 of Stage 3, all 5 of the modules are delivered and assessed sequentially, in 2 week blocks.  For each of these modules, the first week comprises of a lecturer led programme of lectures, tutorials, seminars, laboratories etc.  The second week comprises of a consolidation programme with integrated assessment using coursework devises.  Students will be issued the module materials in advance of delivery of the module such that any examination-like assessment methods, such as an end of module test, will be based on these materials.  The other 5 modules are taught over the whole of term 1 with any examination component in the end of Term 1 examination period.

In Stage 4, modules are either taught in a singular semester of taught over both terms.  Any examinations are at the beginning of the Summer term in the May examination period.

Field trips are associated with all stages of the programme, with a compulsory assessed field trip in Stage 3.  These have been designed as an essential component of the programme to provide exposure to practical case studies.  The compulsory Stage 3 field trip typically runs in May but may be run over the Easter Vacation.

During the Summer vacation between Stages 2 and 3 students may undertake a work placement.  To comply with the assessment requirements of the 10 credit work placement module the placement should be of a duration of no less than 6 weeks.  Students are primarily responsible for securing and organising the placement, with assistance from the College.  Wherever possible, students should take advantage of the additional support and kudos offered by operating the placements as part of the STEP programme, Unlocking Cornish Potential or the Graduate Placement Scheme.  A report on the work placement is prepared, submitted and assessed as part of the Stage 3 curriculum.

MEng students, during the summer vacation between Stages 3 and 4 must undertake project activity with an industry project placement provider, for a duration of no less than 6 weeks (however working throughout the vacation period is strongly recommended).  Students are primarily responsible for securing and organising the placement, with assistance from the College.  There will be greater intervention from the College in organisation of these placements to ensure that the employability activity is suited to the needs of the Industry Placement Project module.  Wherever possible, students should take advantage of the additional support and kudos offered by operating the placements as part of the STEP programme, Unlocking Cornish Potential or the Graduate Placement Scheme.  Students activity with the provider on the industry project extends through Term 1 of Stage 4 with a deadline for submission of assessment components around mid-February each academic year (2 to 3 weeks into Term 2).

If you have mobility or health disabilities that prevent you from undertaking intensive fieldwork and/or practical engineering exercises, reasonable adjustments and/or alternative assessment will be considered in agreement with the Director of Education.

 

5. Programme Modules

The following tables describe the programme and constituent modules. Constituent modules may be updated, deleted or replaced as a consequence of the annual programme review of this programme. Details of the modules currently offered may be obtained from the College web site

https://intranet.exeter.ac.uk/emps/

You may take Option Modules as long as any necessary prerequisites have been satisfied, where the timetable allows and if you have not already taken the module in question or an equivalent module. Descriptions of the individual modules are given in full on the College web site.

 

Stage 1

Code Title Credits Compulsory NonCondonable
CSM1032Renewable Energy Systems 115YesYes
CSM1037Science for Energy Engineering15YesYes
CSM1038Applied Computing for Energy Studies15YesYes
CSM1039Energy Policy, Markets and Law 15YesYes
CSM1040Mathematics for Energy Systems15YesYes
CSM1256Engineering Mechanics15YesYes
CSM1257Thermodynamics and Fluid Mechanics15YesYes
CSM1259Electrical and Electronic Principles15YesYes

Standard progression to Stage 2: Students will have passed all 120 credits of Stage 1 modules each with an overall mark of 40% or higher.

Stage 2

Code Title Credits Compulsory NonCondonable
CSM2045Energy Management15YesYes
CSM2177Electrical Energy Conversion and Transport15YesYes
CSM2178Fluids Mechanics15YesYes
CSM2181Renewable Energy Systems 215YesYes
CSM2187Project Management and Accounting15YesYes
CSM2188Mechanics of Materials15YesYes
CSM2318Applied Thermodynamics15YesYes
ECM2906Data, Signals and Systems15YesYes

Standard progression to Stage 3 of the MEng: Students will have passed all 120 credits of Stage 2 modules each with an overall mark of 40% or higher, and will normally have gained a stage average of 60% or higher.  MEng Students failing to meet this average mark, but satisfy the progression requirements for the BEng Energy Engineering programme will be considered  for transfer to the equivalent BEng programme.

Stage 3

Code Title Credits Compulsory NonCondonable
ENE3001Third Year Field Course (Group Project)15YesYes
ENE3002Network Engineering, Modelling and Management15YesYes
ENE3011Renewable Energy Dissertation 30YesYes
Select 60 credits:
ENE3003Marine Renewable Energy 15NoYes
ENE3004Life Cycle Analysis15NoYes
ENE3005Wind Energy15NoYes
ENE3006Low Carbon Heat15NoYes
ENE3007Energy Storage Technology15NoYes
ENE3008Work Placement Report15NoYes
ENE3009Solar Power15NoYes
ENE3010Sustainable Architecture15NoYes
ENE3013Computational Engineering for Renewable Energy Systems15NoYes

Stage 4

Code Title Credits Compulsory NonCondonable
CSMM401Professional Ethics, Competence and Commercial Awareness15YesYes
CSMM409Group Design Project15YesYes
Select 40 credits:
ENEM005Research Project40NoYes
CSMM402Industry Placement Project40NoYes
Select 45 credits:
CSMM403Further Electrical and Electronics Engineering15NoYes
CSMM404Advanced Marine Renewable Energy15NoYes
CSMM408Themes in Climate Change15NoYes
CSMM415Advanced Wind Energy15NoYes
CSMM427Solar Energy Research and Innovation15NoYes
ENEM105Low Carbon Vehicles and Transport15NoYes

6. Programme Outcomes Linked to Teaching, Learning & Assessment Methods

On successfully completing the programme you will be able to: Intended Learning Outcomes (ILOs) will be accommodated & facilitated by the following learning & teaching and evidenced by the following assessment methods:

A Specialised Subject Skills & Knowledge

On successfully completing the programme, a graduate will be able to demonstrate:

A. Subject Specific Skills:

1. Apply engineering science to general renewable energy issues, in particular to the autonomous design and development of renewable energy projects.

2. Understand the energy policy frameworks and their evolution or development as a result of socio-economic, environmental and legislative drivers.

3. Discuss and exemplify prior developments and research in renewable energy technologies.

4. Assess renewable energy resources and the issues leading to limitations on these resources for natural, technical, practical, accessible, financial and socially.

5. Understand management and business practices including project appraisal, financing, law, marketing and personnel.

6. Recognise ethical and social issues related to the energy sector and professional responsibilities.

 

Learning & Teaching Activities

Materials are introduced by lecturers and students will be directed to reading/research. Students are given very clear guidance on how to manage their learning.  Understanding is developed and consolidated in tutorials and by laboratory and private study exercises, carried out individually and in groups, which are both self-assessed and tutor marked to provide rapid feedback.  Project work is used extensively to integrate material and make knowledge functional.

ILO 1 is supported explicitly by dedicated modules in the first two stages for all students and then developed by use in other modules in later stages of the programme.  Autonomous design and development is also explicitly supported by the undergraduate dissertation/research paper in stage 3, the Individual Industry Placement Project and the Group Project in stage 4, and implicitly supported by several other modules.

ILO 2 is supported explicitly by specialist modules in stage 1 for all students.

ILO 3 is explicitly supported by the Renewable Energy Systems modules in stages 1 and 2 and developed through the specialist stage 3 modules on the programme, drawing upon knowledge and understanding developed in other stage 1 and stage 2 modules for the key areas of wind energy, marine renewable energy and electrical and electronics engineering, stage 4 modules explicitly afford opportunity for study of leading edge, innovative technologies in these areas.

ILO's 4 and 5 are supported explicitly by specialist modules in stage 2 and 3 of the programme.  Different elements of ILO 6 are supported by modules in stage 3, including ENE3005.

At stage 4, CSMM401 is presented to explicitly support ILO's 5 and 6. especially the management and business practices, ethical issues and professional responsibilities. CSMM404 focusses on ILO 4 for the marine environment context building on work for onshore resource assessments in a more challenging context and with complex simulation and regulatory environment. CSMM402 and ENEM005 develop  knowledge under ILO3 beyond their stage 3 research with the students linking their personal research activities to industrial partners or active research projects. ILO5 is also developed by these modules with students undertaking a compulsory work placement between stages 3 and 4 and working with their business partner to develop the project brief.


Detailed engineering analysis and simulation enables students to explore directly the latest innovations and research developments related to wind turbine design in CSMM415 and in low carbon vehicles in ENEM105.

Energy policy frameworks of ILO2, having been introduced broadly at stage 1 are developed by CSMM408 in stage 4 which is drawn from the MSc Energy Policy programme. The policy framework is a key element of ENEM105 as well.

 

Assessment Methods

Direct assessment is through a range of formal written examinations and marked coursework: in the form of problem sheets, laboratory reports, computer exercises, group or individual feasibility study reports, other reports or essays based on directed reading, research or field activities and poster and oral presentations including the preparation and use of visual aids.  Project work is assessed through a combination of supervisors report, self and peer assessment and formal assessment of final reports and presentations.

 

B Academic Discipline Core Skills & Knowledge

Intellectual (thinking) skills and able to:

7. Demonstrate an analytical, systematic and creative approach to problem solving.

8. Select and apply appropriate mathematical methods, scientific principles and computer based methods to the modelling and analysis of practical renewable energy engineering or energy management or development problems and apply them creatively and realistically in practical situations.

9. Create a complete design, product or service to meet a customer need, starting from negotiation of specifications, to a professional standard, showing creativity and justifying all decisions.

10. Take a holistic approach to design and problem solving.

11. Assess and manage a wide range of risks (eg commercial, safety, environmental etc).

12. Take personal responsibility for acting in a professional and ethical manner.

 Practical skills:

13. Select and use appropriate ICT based tools for analysis, design and communication of designs.

14. Select and use laboratory instrumentation appropriately and correctly.

15. Construct prototype services, products, systems, experimental apparatus etc.

16. Work safely in laboratory, workshop and other workplace environments and promote safe practice.

 

Learning & Teaching Activities

ILO's 7 and 8 are integrated into most modules and are developed steadily throughout the 4 stages.  Methods focusing on instruction feature in the early stages of the programme, with students being afforded greater autonomy in selection of their approaches and methods as they progress through the programme.  ILO 9 concepts are introduced in several modules during stage 1 and achieved in several modules in stage 2, including CSM2045 and CSM2187.  ILO 10 is introduced in stage 2 and developed systematically in stage 3 modules, thus enabling students to demonstrate attainment against UK-SPEC and QAA Engineering Benchmark specific learning outcomes in modules in stage 4.  ILO's 11 and 12 are introduced through industrial visits during stage 1, discussed in stage 2 modules CSM2187 and CSM2181 and developed during the summer vacation placements between stage 2 and 3. Mechanisms include engineering analysis, peer-review and reflective self-assessment within stage 3 modules and represent the strategy for extending ILO's 11 and 12.

At stage 4 ILO’s 11 and 12 skills are extended explicitly in module CSMM401 and practiced directly in the work placement element of CSMM402/ENEM005. Problem solving and design elements of ILO 7, 9, 10 and 11 are the key elements of CSMM409. ILO’s 8, 9 and 10 are key elements of the design exercise in CSMM415 with the students completing detailed engineering analysis of an innovation in wind turbine design and quantifying both the benefits and challenges to justify their conclusions.

 

Assessment Methods

Analytical skills are assessed within many modules through a range of formal written examinations and marked coursework in the form of problem sheets etc.  Attainment in all the intellectual skills listed, but particularly ILO's 7-10, are more readily identified in project work and assignments of a more open-ended nature, which feature strongly in stage 3 and 4 assessments.  Reflective essays supporting work placements identified above and CSMM401 explicitly permit assessment of attainment against ILO's 11 and 12 and guided self-assessment opportunities exist elsewhere within stages 3 and 4, for example, the field trip ENE3001.  The Work Placement Report and Stage 3 Dissertation are assessed on the basis of practical work/results and final report by a supervisor and second examiner against clearly set out assessment criteria.

 

C Personal / Transferable / Employment Skills & Knowledge

Practical skills and able to:

17. Communicate effectively using the full range of currently available methods.

18. Manage resources and time.

19. Work in a team, which may be multi-disciplinary, adopting any required role within that team, including leadership.

20. Evaluate the strengths and weaknesses of other team members and help them to contribute effectively

21. Learn independently, identifying own personal development needs and goals, reflecting on own performance and manage own personal development

22. Obtain and process information from a wide range of sources, analyse it critically and apply this information in engineering applications

23. Sort, manipulate and present data in a way that facilitates effective analysis and decision making.

 

Learning & Teaching Activities

The Skills developed in ILO 13 are central to many modules.  ICT based tools are specifically introduced in CSM1040 and developed in several modules at stage 1 and 2 with general, multi-purpose software tools (eg Office, AutoCAD and MathCAD in stage 1) or packages designed to promote learning (eg The Expert System for Thermodynamics in stage 2) and becomes increasingly directed towards bespoke, industry-standard software linked to module themes in stage 3 (eg MapInfo, IES Virtual Environment, IPSA+ in stage 3) and advanced software tools in stage 4 (eg P-SPICE, Bladed, Windfarmer).  ILO's 14 and 15 are introduced in stage 1 modules that have a practical element such as Renewable Energy Systems I, CSM1032.  These practical skills are then developed in laboratory work carried out as an integral part of modules across all stages of the programme, but particularly project work.  There is an opportunity to develop ILO 15 in our stage 2  group practical challenge. This and other modules will benefit directly from new workshop facilities recently completed and available to students from May 2018 onwards.
At stage 4 ILO 13 is developed through the use of advanced, industry leading software tools which are applied in CSMM415 for wind turbine design, in CSMM403 for control system modeling and in CSMM404 for hydrodynamic modeling of offshore renewable energy technologies. ILO15 and 16 are generally important elements of the group design work in CSMM409 although this can depend on the design brief for the particular project. ILO16 is often a key element of CSMM402 or ENEM005 depending on the nature of the placement and research project.

 

Assessment Methods

These practical skills are assessed in part through laboratory reports throughout Stages 1 and 2 and assessment of proficiency of use of IT products is primarily outcome based (e.g. quality of map produced in ENE3005), rather than classroom observation; this time is used to provide tutorial style support in use of IT.

 

 

7. Programme Regulations

Credit

The programme consists of 480 credits with 120 credits taken at each stage. Normally not more than 75 credits would be allowed in any one term. In total, students normally take no more than 150 credits at level 4, and must take at least 210 credits at level 6 or higher of which at least 120 must be at level 7.

The pass mark for award of credit in an individual module is 40% for modules taken at NQF Levels 4, 5 and 6 and 50% for modules taken at Level 7.

Progression

There are no condonable modules. All modules must achieve the pass mark to contribute credits, and to permit progression to the next stage or to classification of the award.

Assessment and Awards

Assessment at stage one does not contribute to the summative classification of the award. The award will normally be based on the degree mark formed from the credit-weighted average marks for stages 2, 3 and 4 combined in the ratio 2:3:4 respectively.

Interim Awards

If you do not complete the programme you may be able to exit with a lower qualification. If you have achieved a maximum of 120 credits at level 4 and a minimum of 90 credits at level 4 you may be awarded a Certificate of Higher Education (CertHE). If you have achieved a maximum of 150 credits at level 4 and a minimum of 90 credits at level 5 you may be awarded a Diploma in Higher Education (DipHE).

Classification

The marking of modules and the classification of awards broadly corresponds to the following percentage marks:

Undergraduate Degrees                                        

Class I    70% +                                                     

Class II   Division I 60-69%                                     

Class II   Division II 50-59%                                     

Class III  40-49%

Full details of assessment regulations for UG programmes can be found in the Teaching Quality Assurance Manual (TQA) on the University of Exeter website.  Generic marking criteria are also published here.

Please see the Teaching and Quality Assurance Manual for further guidance.

 

8. College Support for Students and Students' Learning

Academic and personal tutors. It is University policy that all Colleges should have in place a system of academic and personal tutors. The role of academic tutors is to support you on individual modules; the role of personal tutors is to provide you with academic advice and support for the duration of the programme and extends to providing you with details of how to obtain support and guidance on personal difficulties such as accommodation, financial difficulties and sickness. You can also make an appointment to see individual teaching staff.

Computing and library facilities. Students have access to good computing and library facilities on the Penryn campus. Computer-based exercises and web-based learning materials are a feature of the programme, which can be accessed via the internet. IT Services provide a range of central services, including open and training clusters of PCs (available on a 24/7 basis) within the Centre. Wireless network access is available from all rooms in the hall of residence on site. On the Penryn campus in Cornwall, the Learning Resource Centre contains a library of 70,000 volumes and some specialist collections. In addition, students have full access to the central University of Exeter library, including the electronic library resources.

Online study resources available through the University’s virtual learning environment, ELE, provide materials for modules that you are registered for, in addition to useful subject and IT resources. Generic study support resources, library and research skills, past exam papers, and the 'Academic Honesty and Plagiarism' module are also available through ELE (http://vle.exeter.ac.uk)

Engineering Teaching Laboratory (ETL). The ETL supports teaching in Energy Engineering is located on the top floor of the Du Maurier building at the Penryn campus. This has been designed to provide experimental rigs and demonstration space dedicated to support modules for the Engineering programmes at the Penryn campus including the Energy Engineering programmes. Undergraduate experiments on working fluids, power hydraulics, digital electronics, instrumentation, control, and electrical machines will be supported from this laboratory. Access to these facilities will be available to Energy Engineering undergraduates, particularly for projects.

Renewable Energy Field Station. The department has recently won funding for the provision of a subject specific field station for the RE programmes.  It is intended that larger scale pilot or prototype equipment that cannot be accommodated within the ETL will be located at the field station. The new facility will be located on the Penryn Campus and will provide a opportunity for students to get hands on experience studying the performance of Renewable Energy equipment in the real environment as well as energy efficiency analysis of the building itself. The aspiration is for the building to complete during the second quarter of 2016 and the Field Station would be fully integrated into the 2017 teaching activities.

Personal Development Planning The tutor assists their tutees by making use of the University’s computerised system of Personal Development Planning (e-PDP). PDP is a facility aiming to support students through their studies, to record their personal development with the aim of acting both as a record and as a tool to emphasise personal achievements. It is intended to provide added value to students alongside the tutorial system. All candidates are encouraged to participate in specially provided personal skills training provision (e.g. the group and team skills training offered during induction week to registering students).

Student/Staff Liaison Committee enables students & staff to jointly participate in the management and review of the teaching and learning provision.

 

10. Admission Criteria

All applications are considered individually on merit. The University is committed to an equal opportunities policy with respect to gender, age, race, sexual orientation and/or disability when dealing with applications. It is also committed to widening access to higher education to students from a diverse range of backgrounds and experience.

Students must satisfy the general admissions requirements of the University of Exeter.

Admissions criteria, in relation to academic qualifications are set by the Engineering Council in UK-SPEC.  Applicants are normally invited to attend an Admissions Day, which will include the opportunity to talk with and question members of the academic staff.

Students must satisfy the entrance requirements for this programme.  These are published in full in the University of Exeter Undergraduate Prospectus (see http://www.exeter.ac.uk/undergraduate/).  In addition to students offering GCE AS and A2, those offering International Baccalaureate and appropriate VCE A-Levels will also be considered, as well as mature candiates with evidence of appropriate alternative qualifications.  Direct entry to stage 2 of the programmes will also be considered for students who have successfully completed study equivalent to the core material in the first stage of the programme.

School and College Leavers: typical offers are a specified in the current University Prospectus http://www.exeter.ac.uk/undergraduate/.

Overseas students without English as a first language must show proficiency in English and have an appropriate qualification (eg IELTS, TOEFL or equivalent).

 

11. Regulation of Assessment and Academic Standards

Each academic programme in the University is subject to an agreed College assessment and marking strategy, underpinned by institution-wide assessment procedures.

The security of assessment and academic standards is further supported through the appointment of External Examiners for each programme. External Examiners have access to draft papers, course work and examination scripts. They are required to attend the Board of Examiners and to provide an annual report. Annual External Examiner reports are monitored at both College and University level. Their responsibilities are described in the University's code of practice.  See the University's TQA Manual for details.

 

12. Indicators of Quality and Standards

Certain programmes are subject to accreditation and/ or review by professional and statutory regulatory bodies (PSRBs).

The MEng Renewable Energy Engineering is accredited by the Energy Institute (EI) as fully meeting the academic requirement for registration as a Chartered Engineer (CEng). See www.energyinst.org for further information.

Accreditation is a mark of assurance that the degree meets the standards set by the Engineering Council in the UK Standard for Professional Engineering Competence (UK-SPEC).

Accreditation is awarded for a maximum of 5 years under each assessment exercise. The dates applicable to the current accreditation of this degree programme can be viewed on the Engineering Council list of accredited degrees: www.engc.org.uk.

 

14 Awarding Institution University of Exeter
15 Lead College / Teaching Institution College of Engineering, Mathematics and Physical Sciences
16 Partner College / Institution
17 Programme accredited/validated by Energy Institute
18 Final Award(s) MEng (Hons)
19 UCAS Code (UG programmes) H804
20 NQF Level of Final Awards(s): 7
21 Credit (CATS and ECTS) 480 (240 ECTS)
22 QAA Subject Benchmarking Group (UG and PGT programmes) Engineering
23 Origin Date August 25th 2021 Last Date of Revision: August 25th 2021