Cranfield Course Handbook
Cranfield Course Handbook
Cranfield Course Handbook
Students are asked to note that you should not contact the External Examiners at any time
regarding the assessment process, but are requested to co-operate with any requests that
may come from them. If you know an external examiner in a personal capacity, please
raise this with your Course Director.
Disclaimer:
Table of Contents
General Services A-10
HOW DO I USE THIS HANDBOOK? 4
The Student Advice Centre A-11
Section A 4
Immigration Advice and Services A-11
Section B 4
Barrington Library Support A-11
Section C 5
Learning Services A-12
WELCOME TO CRANFIELD 6 IT and Flexible Learning Support A-12
SECTION A A-1 Getting Help A-12
ADDITIONAL INFORMATION
RELEVANT TO YOUR COURSE B-47
SECTION C C-1
Contact list and links C-1
Glossary C-4
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This Course Handbook should be used throughout your course as a guide to help you
through the University’s regulations and the expectations placed on you as a student. You
should read this in conjunction with the General Student Handbook which you have already
received and which covers in detail: Student Representation; General Conduct and
Behaviour; Medical and Welfare Services; Data Protection and Privacy; Financial and Legal
Matters; Health, Safety, Security and the Environment; Transport and Travelling; Equality
and Diversity; and Academic Matters.
Section A
This section outlines some general processes and procedures, rules and regulations; for
example, how to submit assignments and how to present yourself for an examination. It
also outlines the penalties that will be applied for late submission of coursework, failure to
turn up for an examination, plagiarism and cheating. Section A includes information on how
you will receive feedback on your work, how to submit an MSc Thesis and details of the
support offered to you by a variety of services, such as the Library and Learning Support.
It is important that you familiarise yourself with this section of the Course Handbook to
understand your rights and responsibilities.
In addition this section covers how the University will communicate with you, how your
voice is heard and how to complain or make an appeal should things go wrong.
Section B
This covers course specific information and is extremely important in helping you to plan
your programme of study. You are expected to familiarise yourself with Section B as it is
your responsibility to know when to turn up for classes and examinations and to plan when
you are taking modules so that you can complete your target award during the permitted
registration period.
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• Grading Assessment Scale - this will help you understand your marks and what
you might usefully do to improve marks for your next assignment or examination.
You should read this in conjunction with any specific feedback on assignments.
• Additional information relevant to your course, for example, specific (additional)
attendance requirements, prizes, field trips and course visits.
Section C
• This gives you a list of useful contacts and links to the University intranet or
internet.
• Glossary.
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MSc Systems Engineering for Defence Capability – Course Handbook: September 2014
Whether your course is based at our campus in Bedfordshire, at the Defence Academy of
the United Kingdom in Shrivenham, or whether you study away from the University through
a blended learning course, we are delighted that you have decided to join our global
network of professionals in your chosen discipline.
Your time at Cranfield is likely to be different to your previous higher education experience.
Our courses are deliberately intense, and you can expect to take more responsibility for
directing your own learning: the lectures, classes and seminars are the starting point of
your learning journey, and I strongly encourage you to focus also on developing
relationships across the University to support your own learning and enhance your future
employability.
Being a university close to business, you will find our staff and students encourage you to
study and live in a professional way. You will likely work in teams, engage with a diverse
range of people at the forefront of research, and have access to our industrial partners. I
believe the learning you will undertake while at Cranfield will prepare you for whatever
future you choose, and I hope that you will remain part of the Cranfield community long
after you hand in your final piece of work.
Succeeding in a postgraduate course involves partnering with a number of colleagues,
including your immediate course team, your fellow professional learners, and a wide
network of academic and professional staff across the University. Our Pro-Vice-Chancellor
for Education, Professor Lynette Ryals, and our Academic Registrar, Dr Matthew Russell
lead on the University’s efforts to provide you with a premier learning experience, making
use of practical and relevant teaching, high quality learning and research facilities, and a
number of on-line learning resources.
I wish you every success in your continuing journey with us.
Professor Sir Peter Gregson
Chief Executive and Vice-Chancellor
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SECTION A:
Conduct and administration of all courses
GENERAL CONDUCT AND BEHAVIOUR
Fuller details on student conduct and behaviour are available in the General Student
Handbook issued to you before you enrolled.
You are encouraged to read the Student Charter “Working Together”, available at:
http://www.cranfield.ac.uk/about/governance/quality-assurance/cranfield-university-student-
charter.pdf. This document details the roles, rights and responsibilities of both students and
the University and was developed by the Cranfield Students’ Association in conjunction
with key staff of the University.
Points of a more general nature are noted below.
Professional Conduct
Professional conduct is built upon the idea of mutual respect and entails, but is not
necessarily limited to, the following:
Attendance Compulsory classes are there for a reason and each class benefits from
at classes: the attendance and participation of all students. Your mark for class
participation or group work (where applicable) will be affected by
absences.
Arrival at Late arrivals are disruptive to both lectures and class discussion. Please
classes: ensure you arrive on time.
Disruption Please keep disruption to a minimum during classes; all mobile phones
during and other electronic devices should be turned off rather than put on silent
classes: and you should not leave and re-enter the class to take a call.
Focussing on Please do not use laptop computers or hand-held devices during classes
the class: for anything other than class tasks. This will prevent you from interacting
and contributing to the learning experience. Net-surfing, day trading and
responding to emails is both impolite and disruptive to neighbouring
students and the class in general.
Preparation A number of modules or specific classes issue pre-reading or directed
for classes: study tasks to enable you to contribute to, and benefit from, the discussion
in the class. Please ensure you allow sufficient time to complete these
tasks before the class begins.
Dress Code The University does not have a dress code, except in cases where health
for Civilians: and safety law requires specific items of clothing or personal and
protective equipment to be worn. Casual dress is therefore allowed during
classes. However, students at the Defence Academy are reminded that
there is a dress code for the Officers’ Mess which roughly equates to no
jeans or trainers, no scruffs or sports kit, no shorts, no flip flops or similar
and dresses or skirts should be a respectable length. Bare midriffs (male
and female) are not permissible with the exception of those in national
dress. Students not appropriately dressed in the Mess will be asked to
leave. Further details on the dress code can be found through the link in
the last paragraph below.
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Dress Code Serving military personnel sponsored by their respective service (UK and
for Military International) are expected to wear military dress during the ‘working’ day
Personnel: as if at work. The exception to this is where your course includes a visit
outside of the United Kingdom and in these cases you are expected to
wear civilian clothing
Additional At the Defence Academy all students and faculty personnel are bound by
conduct Shrivenham Station Standing Orders, Routine Orders, the Cranfield
information University Code of Conduct and, for military personnel, Queen’s
for Regulations and the Armed Forces Act. In most cases a breach of the
Shrivenham: Cranfield University Code of Conduct will also constitute a breach of
Queen’s Regulations and/or the Armed Forces Act. In particular, students
and faculty personnel are to be aware that breaches of Shrivenham
Station Standing Orders, Routine Orders, Queen’s Regulations, the Armed
Forces Act or the Cranfield University Code of Conduct (as applicable)
may result in exclusion from the establishment. Further detail can be found
at http://dais/Pages/DAIS.aspx. Please note you can only access the
Defence Academy intranet from a networked computer on site.
ATTENDANCE REQUIREMENTS
Attendance is expected at all the face-to-face elements of all modules. Some courses
operate policies where if a minimum attendance throughout the module has not been
achieved students cannot submit coursework or present for examination. In such cases
students will be required to attend the module at a future date and this may, or may not,
involve an additional module fee. If applicable, details of this are included elsewhere in this
handbook.
For students attending courses as part of the Academic Provider Contract with the UK
Ministry of Defence (MOD), you should note MOD policy is that attendance at all modules
is compulsory and it is not permissible to take an assessment without first attending the
module.
Elements of a course, for example, Introductory Studies or Research Methodology are not
necessarily counted towards the overall course mark in every course. However, where
such elements are designated as compulsory in the Course Structure students are
required to attend and complete any formative assessment or coursework set by the
Course Team. Failure to do so will result in failure to complete the course. Specific
attendance requirements are set out elsewhere in this Handbook.
TERM DATES
All courses are timetabled separately within each School and therefore we do not publish
set term dates for the University. It is the responsibility of all students to check the dates of
modules and their associated hand-in dates or examination dates, including those for re-
assessment (where appropriate) to ensure you are available.
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EXAMINATION DATES
Examination dates are provided in Section B of this handbook and the examination timetable is
published on the Virtual Learning Environment (VLE) (under the section entitled Assessment) or on
the University’s Intranet. It is your responsibility to check for changes and updates.
CLOSURE DATES
The University is closed on the following dates:
• Friday 3rd April 2015
• Monday 6th April 2015
• Tuesday 24th December 2015 and re-opens on Monday 4th January 2016
Additionally there are two Bank Holidays in May (listed below) but please note that if you
have a module scheduled to start in either of these weeks teaching will begin on the
Monday. It is your responsibility to check your timetable carefully.
• Monday 4th May 2015
• Monday 25th May 2015
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ASSESSMENT RULES
The specific pass criteria for your course is detailed in Section B of this handbook and you
should refer to this in conjunction with the information below. The University has also
produced a Senate Handbook on Assessment Rules which will give you more detailed
information.
Exceptional Circumstances
In recognising that life isn’t always straightforward the University has in place a number of
procedures to assist you if you find that you cannot submit a particular assignment on time
or be present for an examination. It is possible to request an extension or to defer the
assessment until a later date provided that you have good reason to do so. The procedure
is fully outlined in the Senate Handbook on Assessment Rules under the section on
Exceptional Circumstances and the forms are available on the VLE and the University’s
Intranet. In brief however you must notify the University at the earliest opportunity if you
believe you cannot submit an assessment on time or be available for an examination and
you will have to complete a form outlining your case and provide evidence to support this
where appropriate.
Where real emergencies occur on or near deadlines you can put in a claim after the
deadline, but if the occurrence was known about in advance (e.g., major project at work)
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and you did not put the request in beforehand, a request after the deadline will almost
certainly be turned down and you will receive a mark of zero for that assessment.
Pass Criteria
The Senate Handbook on Assessment Rules provides the details of the University’s
Assessment Policy. On a course by course basis, what you actually need to do is detailed
in the Course Structure document in Section B. You should make sure that you are fully
aware of what is expected of you. If there is anything you do not understand please speak
with your Course Director or Module Leader in the first instance. However in brief, the main
points of the assessment policy are highlighted below.
Please note this is only a guide to assessment; the official version is in the Senate
Handbook on Assessment Rules and that, along with the Course Structure
document, is what will be used by the Board of Examiners to determine your results.
• the pass mark for each piece of assessment is 50%
• the pass mark for the award (MSc/PgDip/PgCert) is an average of 50% or above
• you must pass ALL the assessments for 75% of your modules first time
• if an assessment is a ‘key’ assessment you will be offered one reassessment
opportunity, but if you fail on the second attempt you will have failed the module
(and most likely the course, unless Exceptional Circumstances have been
approved)
• if an assessment is a ‘general’ assessment there will be no reassessment
opportunity but the mark can be compensated by higher marks elsewhere
provided that overall your average is 50% and subject to you passing
assessments for 75% of your modules first time around
• all pieces of assessment for parts of your course that are more than 20 credits
are deemed as ‘key’
• it is NOT permissible for you to fail an elective module and then proceed to take
a different elective module in its place.
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• If you fail a module that has a general assessment you will not be offered a re-
assessment but the mark will be compensated against higher marks on your
other modules, provided the overall average is at least 50% across all 6
modules.
• If a module has 2 or more assessments and you fail one of those assessments,
this is counted as failing the whole module (10 credits) at the first attempt. If the
assessment failed was a key assessment you will be offered a re-assessment
and you must pass that reassessment otherwise you will have failed the
Postgraduate Certificate; if the assessment failed was a general assessment
you will not be offered a re-assessment and the mark will be compensated
against the marks for the other piece(s) of assessment. Provided the weighted
average mark for the module is 50% or more you will be deemed to have passed
the module (but not at the first attempt).
Postgraduate Certificate from a mix of 10 and 20 credit modules
• if you should fail a 10 credit module the above examples will apply
• if you fail a 20 credit module that means you have failed the award, irrespective
of whether the assessment is key or general; this is because you will have failed
assessments for more than 25% of the award at the first attempt
Postgraduate Certificate from a mix of 5 and 10 credit modules
• if a course offers 5 and 10 credit modules it is permissible to fail up to 15 credits
on the first attempt (as this is within the 75% rule)
• the rules outlined above regarding key and general assessments still apply
the other piece of assessment. Provided the weighted average mark for the
module is 50% or more you will be deemed to have passed the module.
• Where a student fails to achieve a Postgraduate Diploma the Board of
Examiners may, at its discretion, award a Postgraduate Certificate if the
appropriate credits in the appropriate combination for the course have been
achieved and if a Postgraduate Certificate exists as an exit route for your course.
Postgraduate Diploma from a mix of 10 and 20 credit modules
• if you should fail a 10 credit module the above examples will apply
• if you should fail one 20 credit and one 10 credit module the above examples will
apply
• if you fail 2 x 20 credit modules you have failed the Postgraduate Diploma,
irrespective of whether the assessment is key or general; this is because you will
have failed assessments for more than 25% of the Postgraduate Diploma at the
first attempt
• where a student fails to achieve a Postgraduate Diploma the Board of Examiners
may, at its discretion, award a Postgraduate Certificate if the appropriate credits
in the appropriate combination for the course have been achieved, and if a
Postgraduate Certificate exists as an exit route for your course
Postgraduate Diplomas with 30 and 40 credit modules
• Assessments for modules >20 credits have different rules to those modules with
≤ 20 credits. Assessments for 30 and 40 credit modules are automatically
classed as key assessments and therefore if you fail a 30 or 40 credit module
you will have failed the Postgraduate Diploma.
• In the event of a narrow failure and dependant on your performance in other
modules you may be offered a re-assessment opportunity only at the discretion
of the Board of Examiners. If you are offered the reassessment you must pass
this otherwise you will have failed the Postgraduate Diploma.
ASSIGNMENT PROCEDURES
All assignments must be submitted on the VLE and through Turnitin (with the exception of
‘Official - Sensitive’ (or above)). Your course team will advise of any variations to this
requirement. Assignments with mathematical equations should be scanned and the
resulting PDF document submitted to Turnitin.
Assignments marked as ‘Official - Sensitive’ (or above) should be submitted to Slim
Building Reception on an appropriate Protectively Marked CD. (NB details of how to submit
such assignments or theses will be provided during your course.)
Students may approach the Module Leader for advice on assignments but draft
assignments cannot be submitted for marking.
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THESIS SUBMISSION
Details of “The Prescribed Form for the Presentation of Taught Thesis” is available on
the intranet. All (non-restricted) theses/projects/dissertations must be submitted on the VLE
and through Turnitin. All submissions must be in PDF format, either saved as PDF from
Office, or converted through Acrobat or PDF Converter.
Thesis/projects/dissertations marked as ‘Official - Sensitive’ (or above) should be submitted
to Slim Building Reception on an appropriate Protectively Marked CD. (NB details of how to
submit such thesis/projects/dissertations will be provided during your course and may
include electronic transfer from a Defence Academy (DA) account to a specified DA
account.) You should also complete the appropriate template form for restriction of public
access to a student’s thesis in conjunction with your project supervisor.
As with all other coursework, you will be given a deadline for submission of your thesis and
there will be an appropriate process to follow should you require an extension. Penalties
are in place for late submission and these are detailed in the Senate Handbook on
Assessment Rules.
Students submitting theses should note that whilst a supervisor may advise on the quality
of early drafts, he or she may not assist to the extent that the work becomes, at least in
part, that of the supervisor, rather than the student. The supervisor is not in a position to
give a definitive judgement on the overall acceptability of a thesis, as the thesis will be
subject to the University's double marking procedures and the final mark will be agreed by
the examiners.
At the Board of Examiners, the options available to the Board following submission of a
thesis are:
• award the MSc
• award the MSc subject to corrections to the thesis (to be completed within up to
6 months as determined by the Board)
• not to award the MSc but to give an opportunity for the candidate to revise and
represent the thesis (to be completed within up to 12 months as determined by
the Board)
• to award the postgraduate diploma
• to award the postgraduate certificate
• no qualification of the University be awarded.
If you are asked to make corrections or revise and represent, you will be required to submit
a final version of your thesis.
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participating in studies, the researchers conducting them, project sponsors, and the
University itself.
All research undertaken by Cranfield staff or students which involves human participants
and the collection and/or study of data derived from human participants requires ethical
approval to ensure that the research conforms to general ethical principles and standards.
This applies to research conducted either on the University premises and/or elsewhere.
The University has a Research Ethics Committee and three subject-related committees to
monitor the ethical conduct of research conducted by staff and students. The three
committees broadly cover the subject areas of health, management, and science and
engineering. Details of how to apply for ethical approval can be found using these links.
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LEARNER SUPPORT
The information below supplements the information on Learner Support provided in
the General Student Handbook issued to you before you enrolled.
Education Services
Location:
Education Services is based in building 45 on the Cranfield campus, and in the Slim
Building at the Defence Academy, Shrivenham (where it is also referred to as Academic
Registry). Most of the services offered by Education Services are also offered on-line
through the intranet (see under “Academic Matters”…), so you don’t need to visit the offices
for most of your needs.
General services:
Any matters relating to changes to your registration and studies are normally managed
directly with your academic advisers in the School. Education Services is usually involved
in communicating to you the formal outcomes and decisions of the University, in much the
same way that your offer was confirmed: this includes changes to your registration, and
confirmation of your final award and graduation details.
Generally, Education Services also provides, on request, official confirmation of your
studies and other official documentation you or your sponsors may need. This includes:
• confirmation statements of your status with the University
• letters for local councils, to apply for council tax exemption
• letters for banks, to assist in creating a new bank account
• other letters for specific purposes on request
Staff in Education Services also:
• provide you with confirmation for on-site security services, to renew or replace
your ID cards
• manage formal student complaints and academic appeals;
• communicate with you about your final award, and provide you with the official
academic record (transcript);
• communicate with you about graduation, and provide you with the official award
certificate;
• provide confirmation of your studies directly to your current or future employers.
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online training resources, accessible 24/7 from any computer. Help is available online via
an Ask a Librarian service.
The Barrington Library offers a comfortable working environment with access to the
physical library resources, computers and group study space supported by knowledgeable
and helpful library staff.
Library Contact details: +44 (0) 1793 785743
http://barrington.cranfield.ac.uk/
library.barrington@cranfield.ac.uk
Learning Services
Based in Building 70, the Flexible Learning Support Centre (FLSC) in Learning Services is
available to help you make the most of the CDS Virtual Learning Environment (CDS VLE).
Any calls relating to the CDS VLE which cannot be resolved by the IT Service Desk are
referred to the FLSC who will be in touch with you to help.
Learning Services also provides user induction and technical support to the Global
Classroom, sited in Building 70. This facility helps to bring together users from around the
world for teaching and research collaboration. For more information or to arrange a
demonstration or induction, visit the Global Classroom intranet page at
https://intranet.cranfield.ac.uk/cds/llshome/Pages/GlobalClassroom.aspx.
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Careers Service
Information on the Careers Service can be found on the University Careers Service intranet
pages or at http://www.cranfield.ac.uk/careers/. Careers resources are located within the
Barrington Library.
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Counselling Service
The University provides a confidential counselling service for students based at the
Defence Academy. Full details are available on the Virtual Learning Environment (VLE) in
the ‘General’ folder listed in ‘My Courses’.
appropriately. It may also include circumstances where minor amendments are made to
disguise the original source, or to pass off an idea as your own simply because you have
changed the way that idea is expressed.
Note: A common excuse for plagiarism of this type is not having enough time to complete
the work: tight deadlines will not be considered a reasonable defence against plagiarism.
Self-plagiarism/duplication
Self-plagiarism or duplication is the submission, in whole or part, of your own work that you
have previously submitted for a different assignment (either at Cranfield or elsewhere).
Whilst it is acceptable for you to make brief reference to your own studies and findings, it is
unacceptable to resubmit material that has already been assessed unless this has been
expressly permitted.
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be used to re-write or restructure your work. All work submitted for assessment by you
should be written by you, and you often have to confirm this on submission.
Further guidance on what is and is not acceptable help from others is available on the
intranet.
Note: You may also be investigated for academic misconduct if you write assignments on
behalf of another student. The impersonation of others is therefore considered a form of
academic misconduct.
Collusion
Collusion includes circumstances where two or more candidates work or plan jointly to
cheat in any of the above ways. Collusion also involves working with others on tasks that
should be carried out on an individual basis. Unless advised otherwise, any work which is
submitted for assessment must be produced by individual students.
Note: There is a difference between collaboration and collusion. You should have been advised
by academic staff when and how you may collaborate with other students (especially in group
assignments or projects, where you will often work with others to collect data, prepare reports
and presentations and discuss your work). Generally, it is considered helpful and appropriate
for students to collaborate, through discussing topics and rehearsing various arguments and
propositions, but any formal assessment of you as an individual should normally be produced
independently and submitted as your own work. If you are in doubt, ask for guidance.
COMMUNICATIONS
Further details about how the University communicates with you can be found in the
General Student Handbook issued to you before you enrolled. However some of the key
points are noted below.
It is your responsibility to ensure that Education Services are kept appraised of all changes
to your name and contact details subsequent to initial registration and at least until you
leave the University at the end of your studies or at graduation.
You should update your details through the EVE Portal. The central University authorities
will communicate with you through the following:
• General information and guidance on the intranet
• Student announcements on the intranet
• Student tasks and activities through the EVE Portal
• Email communications through your @cranfield.ac.uk account.
It is therefore important that you regularly access these facilities. Please take care to visit
the University intranet and access your @cranfield.ac.uk email account (or ensure mail is
forwarded on to you). Failure to maintain regular communication can result in termination of
registration as outlined in the Senate Handbook on Changes to Registration (Student
Handbook Interruptions to Study).
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Appeals
There are appeals procedures that may be used against decisions made by examiners
whose effect is that the University degree or other distinction sought cannot be awarded
and no opportunity is given for re-examination.
An intention to appeal must be submitted in writing to the Academic Registrar within four
weeks of the notification giving rise to the appeal. Notification of intent to appeal can be
submitted in letter format or by email to appeals@cranfield.ac.uk. Details of the procedures
can be found in the Senate Handbook: Student Handbook Academic Appeals (Taught
Courses).Because procedures for complaint and redress during the study period (which
should normally be dealt with as and when they arise) exist, alleged inadequacy of tuition,
supervisory or other arrangements during the period of study will not constitute grounds for
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appeal unless there are exceptional reasons for the matter that do not emerge until after
the examination.
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SECTION B:
About your course
Welcome
The Twenty-First Century has been called “The Systems Century”; we all live and work in an
increasingly complex, joined-up and rapidly changing world. This requires individuals and integrated
teams to think in different, innovative ways by applying a whole-system, through- life approach to
solving problems. Our Systems Engineering (SE) programmes are aimed at equipping people so that
they can understand and deal head-on with these challenges.
Our students often say that the Systems Engineering education that they gain with us changes the way
they look at the world and gives them vastly improved insight into the issues that they meet in their daily
work, thus helping them to avoid the damaging and costly mistakes that are often made!
Studying Systems Engineering with us at Shrivenham is a very rich, wide-ranging and thought
provoking experience, exciting and fun yet directly applicable and relevant to the real world. No two
days will be the same: you may be deep in discussion on the complexities of modern systems and the
causes of time and cost overruns in real-world case studies; or leading a team developing a product
with challenging time, cost and performance requirements; or building a Synthetic Environment
simulation; or using the latest Requirements Management tools; or visiting experts in world-class
organisations; or climbing over and into armoured vehicles in some of our extensive equipment halls.
We offer a unique blend of innovative systems expertise and extensive real-world experience that will
fire your imagination and also help you to deal with real-world situations. Systems Engineering is one of
the most exciting and relevant disciplines that you can study because it relates directly to the
challenges we face today and in the future.
Studying Systems Engineering at Shrivenham is, we strongly believe, the best way to gain the
education you need to make a real difference now and in your future career. Our programmes will help
you gain real benefit from our experience and have some fun in the process! I look forward to meeting
you.
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Accreditation
This course is accredited formally by the IMechE and IET up to 2018.
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B. Postgraduate Diploma
In addition to the intended learning outcomes outlined above, a diligent student would also be expected
to achieve:
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C. MSc
In addition to the intended learning outcomes outlined above, a diligent student would also be expected
to achieve:
Intended learning outcomes Teaching methods
Knowledge • Individual research thesis, with
• Recognise a complex Systems academic supervision
Engineering problem which can be
solved using knowledge acquired during The balance of the above methods will
the taught phase of the course depend on the combination of modules
• assess evidence gathered through self- selected by the student.
directed research Types of assessment
• defend the validity of their conclusions in
• thesis
relation to their chosen complex Systems
Engineering problem
Skills Students are advised to keep a Personal
Development Plan and work diaries for
• assemble evidence to support their line specific modules.
of reasoning and conclusions for their
chosen complex Systems Engineering
problem in conjunction with dependent
and independent learning abilities
• write a thesis to convey their problem,
assessment, defence and conclusions
associated with their identified complex
Systems Engineering problem
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• three elements of assessment by Group presentation and Group Portfolio (during Applied
Systems Thinking, Systems Engineering Workshop and Advanced Systems Engineering
Workshop).
The breadth of assessment methods are intended to cater for differing learning styles ensuring
inclusion across the student cohort and minimising any potential disadvantage from limiting
assessment types. For students completing the MSc, the individual thesis also requires students to be
assessed on their written presentation skills. The thesis assessment can include a viva voce requested
at the discretion of the Examination Board.
The course is also offered on a part-time basis. Part-time students are expected to complete their
study as follows:
• MSc course within 5 years
• PgDip within 4 years
• PgCert within 3 years
A 10 credit module is taught over a period of one week with 5 credit and 20 credit modules pro-rata.
A. Postgraduate Certificate
The accumulation of 60 credits through the assessment of taught modules. The details are
contained within the Course Structure document.
B. Postgraduate Diploma
Students need to successfully pass the taught modules (120 credits). Full details are contained
within the Course Structure document.
C. MSc
In addition to the requirement for the Postgraduate Diploma outlined above, students must
successfully complete the project which is worth 80 credits.
If a student does not meet the required standards for the award, the examiners for the programme may
decide to offer a lower award associated with the programme, providing that a lower exit award exists
and the student meets the requirements of that lower award.
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MSc Systems Engineering for Defence Capability – Course Handbook: January 2015 Section B
• All of our industrial students are sponsored by their employers, who provide direct support to the
course in the form of informal input to theses and provision of information to support coursework
and projects.
The University has in place regular monitoring procedures for quality assurance including an Annual
Reflective Review for each course and an in depth 5 year review of each School’s (total) educational
provision known as the Senate Review. For collaborative partnerships, in addition to the Annual
Reflective Review, there is a 5 year review known as a Focussed Review which looks at each course
in depth, an Annual Operating Statement and occasional site inspection visits.
Each course has at least one External Examiner who monitors all aspects of the assessment process.
This is in line with the guidance provided by the QAA particularly in Chapter B7 (External Examining)
which emphasises that external examining is one of the principal means for maintaining UK threshold
academic standards within autonomous higher education institutions. External Examiners reports are
sent directly to Vice Chancellors as part of this process.
Each course has a formally constituted Examination Board, which includes the External Examiner, and
which is responsible for ensuring that awards are made within the regulations of the University and that
students are made awards on the basis of meeting the specified Intended Learning Outcomes of a
course at the appropriate standard.
Each course has a formally constituted Course Committee which meets at least twice a year to
discuss, inter alia, programme design and planning, the student experience (including feedback) and
student progress.
Each course has an Industry Advisory Panel (or similar) which meets at least once a year to engage
with external stakeholders on curriculum design and currency of course content.
Student feedback both qualitative and quantitative is collected for each module studied. In addition
students are invited to participate in the University’s annual New Student Survey and Student
Satisfaction Survey along with the annual national Postgraduate Taught Student Experience Survey.
The results of all feedback are considered by the Course Committee and additionally, in respect of the
University and national surveys, issues of quality are considered by and acted on where appropriate by
the Education Committee, Senate, School and University Executives.
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10. What opportunities are graduates likely to have on completing the course?
Invariably, industrial and overseas students are sponsored on the course by their employer. The main
reason for the sponsor providing this support is to ensure that their employees are equipped to
undertake senior positions in the companies within procurement teams or through-life capability
projects.The UK MOD has initiated a more formal career management process through which staff will
be identified and developed into identified Systems Engineering roles. The PgCert, PgDip and MSc,
along with other courses run by the Centre for Systems Engineering, at Shrivenham, are part of this
process.
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COURSE STRUCTURE
Course information
Pass Criteria
The University operates standard pass criteria which can be found in the Senate Handbook on
Assessment Rules.
Specific rules of combination for each award, where appropriate, are provided in the course elements
library and the exit routes section which follow.
Where Public, Statutory or Regulatory Body (PSRB) accreditation requires additional or higher levels of
assessment the PSRB requirements will take precedence.
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MSc Systems Engineering for Defence Capability – Course Handbook: January 2015 Section B
COURSE ELEMENTS LIBRARY (including taught modules, project modules and larger pieces of individual work)
# Calendar Assessment
Submission and/or
Pre-course task)
Weighting within
Contact hours*
(G) = General
Assessment
module (%)
exam date
(K) = Key
Credits
Type
Module code Title Module Manager
0 Admissions (Included as Mrs Bronwen Holden 37 0 01/09/14 01/09/14 12/09/14
part of the SAE module) 12/01/15 12/01/15 23/-1/15
1 R-SEDC-SAE Systems Approach to Dr Steve Barker 20 10 01/09/14 01/09/14 12/09/14 CW (K) 50 22/09/14FT
Engineering 13/10/14PT
EX (K) 50 16/12/14
12/01/15 12/01/15 23/01/15 02/03/15PT
13/04/15
2 R-SEDC-LPI Lifecycle Processes Introduction Mr Rick Adcock 20 10 25/08/14 29/09/14 03/10/14 CW (K) 100 13/10/14FT
10/11/14PT
13/10/14 17/11/14 21/11/14 02/01/15PT
16/03/15 20/04/15 24/04/15 03/06/15PT
3 R-SEDC-LPA Lifecycle Processes Advanced Mr Matt Summers 20 10 15/09/14 20/10/14 24/10/14 EX (K) 100 16/12/14
19/01/15 23/02/15 27/02/15 13/04/15
4 R-SEDC-CC Capability Context Mr Rick Adcock 20 10 27/10/14 01/12/14 5/12/14 CW (K) 100 15/12/14FT
15/01/15PT
01/06/15 06/07/14 10/07/14 02/01/15PT
5 R-SEDC-AST Applied Systems Thinking Mr Paul Adams 20 10 06/10/14 10/11/14 14/11/14 CW (K) 70 24/11/14FT
22/12/14PT
PRAC (K) 30 14/11/14
06/04/15 11/05/15 15/05/15 CW (K) 70 22/06/15PT
PRAC (K) 30 15/05/15
6 R-SEDC-SEWN Systems Engineering Workshop Mr Paul Adams 12 10 10/11/14 15/12/14 19/12/14 GPREP (G) 30 19/12/14
CW (G) 70 13/10/14FT
10/11/14PT
04/05/15 08/06/15 12/06/15 GPREP (G) 30 12/06/15
CW (G) 70 20/07/15
7 R-SEDC-ASEW Advanced Systems Engineering Mr Jeremy Smith 26 20 29/09/14 03/11/14 14/11/14 GPREP (K) 25 14/11/14
Workshop GPRES (K) 25 14/11/14
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CW (K) 50 22/12/14PT
09/03/15 13/04/15 24/04/15 GPREP (K) 25 24/04/15
GPRES (K) 25 24/04/15
CW (K) 50 03/06/15PT
06/05/15FT
8 R-SEDC-ARMSS Availability, Reliability, Miss Laura Lacey 35 10 18/08/14 22/09/14 26/09/14 CW (G) 100 03/11/14PT
Maintainability& Support
Strategy 29/12/14 02/02/15 06/02/15 13/04/15FT
16/03/15PT
9 R-SEDC-DAMS Decision Analysis, Modelling Dr Ken McNaught 30 10 01/09/14 06/10/14 10/10/14 CW (G) 100 17/11/14PT
and Support 05/01/15 09/02/15 13/02/15 20/04/15FT
23/03/15PT
10 R-SEDC-HF Human Factors Integration Professor Karen Carr 35 10 22/09/14 27/10/14 31/10/14 CW (G) 100 10/11/14PT
19/01/15 23/02/15 27/02/15 29/04/15FT
09/04/15PT
11 R-SEDC-IDC Introduction to Defence Lt Col (Retd) Tony 35 10 15/12/14 19/01/15 23/01/15 CW (G) 100 30/03/15FT
Capability Thornburn 02/03/15PT
13/04/15 18/05/15 22/05/15 29/06/15PT
12 R-SEDC-MBSE Model Based Systems Mr Paul Adams 20 10 09/02/15 16/03/15 20/03/15 CW (G) 100 29/04/15FT
Engineering 29/04/15PT
11/05/15 15/06/15 19/06/15 27/07/15PT
13 R-AMOR-NDS Networked Distributed Mr Jonathan Searle 30 10 16/02/15 23/03/15 27/03/15 CW (G) 40 29/04/15FT
Simulation 07/05/15PT
EX (G) 60 15/05/15
14 R-SEDC-SOSE System of Systems Engineering Dr Steve Barker 20 10 03/11/14 08/12/14 12/12/14 CW (G) 100 08/01/15PT
26/01/15 02/03/15 06/03/15 29/04/15FT
15/04/15PT
15 R-SEDC-SSE Simulation and Synthetic Mr John Hoggard 35 10 04/08/14 08/09/14 12/09/14 CW (G) 100 20/10/14PT
Environments 12/01/15 16/02/15 20/02/15 29/04/15FT
30/03/15PT
16 R-SEDC-PSW Thesis Selection Workshop Mrs Bronwen Holden 20 0
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Please list all course elements that you consider to be the primary responsibility of another course (i.e. that this
course/option borrows from or shares with another existing course).
Please list all course elements that you consider to be your primary responsibility which you share with another
course/programme.
CROSS-MODULAR ASSESSMENT (including any assessment which rests outside an individual module)
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EXIT ROUTES
Compulsory Modules
Systems Approach to Engineering 10 5 5
Lifecycle Processes Introduction 10 5 5
Lifecycle processes Advanced 10 5 5
Capability Context 10 5 5
Applied Systems Thinking 10 5 5
Advanced Systems Engineering Workshop 20 10 10
Thesis 80 40 40
Elective Modules
Modules to the value of 50 credits selected from:
Availability, Reliability, Maintainability and Support
Strategy 10 5
Decision Analysis, Modelling and Support 5% for a 10-credit
Human Factors Integration 10 5 module
Introduction to Defence Capability 10 5
Model Based Systems Engineering 10 5
Networked and Distributed Simulation 10 5
Systems of Systems Engineering 10 5
Simulation and Synthetic Environments 10 5
Systems Engineering Workshop 10 5
10 5
TOTAL: 200 100
Compulsory Modules
Systems Approach to Engineering 10 8.3 8.3
Lifecycle Processes Introduction 10 8.3 8.3
Lifecycle processes Advanced 10 8.3 8.3
Capability Context 10 8.3 8.3
Applied Systems Thinking 10 8.3 8.3
Advanced Systems Engineering Workshop 20 16.7 16.7
Elective Modules
Modules to the value of 50 credits selected from:
Availability, Reliability, Maintainability and Support
Strategy 10 8.3
Decision Analysis, Modelling and Support 8.3% for a 10-credit
Human Factors Integration 10 8.3 module
Introduction to Defence Capability 10 8.3
Model Based Systems Engineering 10 8.3
Networked and Distributed Simulation 10 8.3
Systems of Systems Engineering 10 8.3
Simulation and Synthetic Environments 10 8.3
Systems Engineering Workshop 10 8.3
10 8.3
TOTAL: 120 100
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Compulsory Modules
Systems Approach to Engineering 10 16.7% 16.7%
Lifecycle Processes Introduction 10 16.7% 16.7%
Lifecycle processes Advanced 10 16.7% 16.7%
Applied Systems Thinking 10 16.7% 16.7%
Elective Modules
Modules to the value of 20 credits selected from:
Availability, Reliability, Maintainability and Support
Strategy 10 16.7
Decision Analysis, Modelling and Support 16.7% for a 10-credit
Human Factors Integration 10 16.7 module
Introduction to Defence Capability 10 16.7
Model Based Systems Engineering 10 16.7
Networked and Distributed Simulation 10 16.7
Systems of Systems Engineering 10 16.7
Simulation and Synthetic Environments 10 16.7
Systems Engineering Workshop 10 16.7
10 16.7
TOTAL: 60 100
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Intended learning On successful completion of the module a diligent student will be able to:
outcomes Knowledge
• Explain Personality types through MBTI.
• Outline the nature of Systems Philosophy.
• Interpret and Apply a Systemic Research Process.
• Interpret alternative ways and approaches to considering a problem.
• Differentiate between Systems Concepts.
• Illustrate a suitable approach to assessment/examination.
• Express principles of systems, viewpoints, lifecycles, and processes within the
context of Systems Engineering
Skills
• Apply theory of Systems Approach to an appropriate defence example.
• Demonstrate use of correctly referenced literature.
Core texts and/or Further 1. Buede, D. (2009) “The Engineering Design of Systems: models and methods”,
Reading [e-book] Chichester: Wiley, available from EBL as an e-book
2. Hitchins, D. (1992) “Putting Systems to Work”, Chichester: Wiley
3. Haskins, C. (ed.) (2007) “INCOSE Systems Engineering Handbook v.3.1”,
INCOSE
4. Martin, J. (1997) “Systems Engineering Guidebook”, London: CRC Press
5. MoD Acquisition Handbook, latest version (currently v.6, October 2005)
6. Sage A.P. and Rouse W.B. (eds.) (2009) “Handbook of Systems Engineering
and Management”, 2nd ed. [e-book] John Wiley and sons, available via Knovel
as an e-book
7. British Standards Institute (2008) BS ISO/IEC15288:2008 Systems Engineering
Lifecycle Processes, London:BSI
8. Waring, A. (1996) “Practical Systems Thinking”, London: International Thomson
Business Press
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Requirements
• Intelligent Customers – how it effects
• Nature (Stakeholder , system)
• Structuring (Anatomy)
• Relationships (Requirement Architecture)
• Facilitation(writing pitfalls)
• Measure of Effectiveness
• Trade-off
• Managing
• Worked Example – Case Study Thread
Lifecycle Approaches
• Lifecycle Models and approaches
• Systems Engineering Technical Processes
• Systems Engineering Through Life Decisions
• CADMID
SE Management
• Standards
• ISO 15288
• INCOSE Competencies
• Tailoring Process
• Systems Engineering Lifecycle Model Framework
• Architecture
Acquisition
• Systems in Defence
• Projects and Programmes Definitions
• Real Lifecycle Application
• Risks, disruptive technologies
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Aim The aim of this module is to examine the application of Systems Engineering Processes
in detail.
Syllabus/curriculum This module provides further depth on lifecycle processes from the Lifecycle Processes
Introductory module (LPI) and expands to look at dependability and the challenges of
specialist domains from a lifecycle processes perspective.
Consideration of Lifecycle Processes for Specialist Domains
• Define the dependability topics and their interrelationships.
• Discuss when the dependability topics should be considered within a lifecycle.
• Explain the principles of requirements, architecture, integration, verification and
validation and trade-offs in the context of the specialist domains.
• Discuss the principles and practices which underpin lifecycle tailoring for
specialist domains
Problem Solving
• Applying Lifecycle tailoring and requirement capture to defence example from a
specialist domain perspective.
Intended learning On successful completion of the module a diligent student will be able to:
outcomes Knowledge
• Define the dependability topics and their interrelationships.
• Discuss when the dependability topics should be considered within a lifecycle.
• Explain the principles of requirements, architecture, integration, verification and
validation and trade-offs in the context of the specialist domains.
• Discuss the principles and practices which underpin lifecycle tailoring for
specialist domains.
Skills
• Choose lifecycle process tailoring appropriate to specialist domains.
• Evaluate trade-offs across the Lines of development with awareness of
dependability topics.
• Defend the selection of suitable verification and validation methods used
throughout a lifecycle.
• Develop a test and evaluation plan for the dependability topic requirements.
Core texts and/or Further 1. Buede, D., (2000). The engineering design of systems: models and methods.
Reading Chichester: Wiley.
2. Buede, D., (2009). The engineering design of systems: models and methods.
2nd ed. [e-book] Chichester: Wiley. Available via EBL as an e-Book.
3. Blanchard, B.S., (2004). Logistics Engineering and Management. 6th ed. Upper
Saddle River, NJ: Pearson Education International
4. Hitchins, D.K., (2007), Systems Engineering; a 21st century systems
methodology. Chichester: John Wiley & Sons Ltd.
5. Martin, J.N., (1997). Systems Engineering Guidebook. CRC Press
6. Oberkampf, W.L. and Roy, C.J., (2010) Verification and validation in scientific
computing. [e-book] New York: Cambridge University Press. Available via:
Barrington Digital Library
7. Reynolds M.T., (1996). Test and Evaluation of Complex Systems. Wiley.
8. Sage, A.P., (1992). Systems Engineering. Wiley-Interscience Publication
9. Sage, A.P. and Rouse, W.B., eds., (2009). Handbook of Systems Engineering
and Management. 2nd ed. [e-book] John Wiley & Sons. Available via Knovel as
an e-Book
10. Watkins, J. and Mills, S., (2010), Testing IT - An off-the-shelf software testing
process. 2nd ed. [e-book] New York: Cambridge University Press. Available via:
Barrington Digital Library
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11. Haskins C., ed., (2011) INCOSE Systems Engineering handbook, V3.2.2, San
Diego: INCOSE. [online] Available via: Barrington Digital Library
12. NASA (2007) NASA Systems Engineering handbook NASA/SP-2007-6105 Rev1
[online] Hanover, MD: NASA. Available via:
Rev1.http://ntrs.nasa.gov/archive/nasa/casi.ntrs.nasa.
gov/20080008301_2008008500.pdf
13. The Acquisition Operating Framework. http://www.aof.mod.uk
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Syllabus/curriculum This module explores complex adaptive systems, such as organisations and large-scale
engineered solutions, and provides concepts, methods and ways of thinking that can deal
with such complexity. In particular it will present different ways of looking at the Systems
Engineering requirements of defence and will consider the characteristics of
methodologies appropriate for modelling defence problems and capability needs.
Systems Thinking
• Why Systems Thinking
• The philosophy behind Systems Thinking
• Unravelling complexity
• Map of methods
• Systems challenges
Systems methods and techniques
• Types of Systems
• Representing systems with models
• Overview of a relevant set of Systems Methods & techniques
• Use of multiple methods
Application of Systems Methods
• Practical application of methods and techniques
• Discussion on systems, methods and techniques.
Intended learning On successful completion of the module a diligent student will be able to:
outcomes Knowledge
• Differentiate systems concepts
• Assess the underlying principles of systems methods
• Consider how Systems Engineering information may be elicited using soft and
hard systems methods.
Skills
• Demonstrate the ability to think systemically and conceptually
• Apply a set of systems methods and techniques
• Construct relevant models of systems problems and analyse them appropriately
to propose viable solutions
• Judge the practical application of systems methods and techniques.
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Core texts and/or Further 1. Meadows, D.H., (2009), Thinking in Systems; a primer, earthscan, London
Reading 2. Hitchins, D.K., (2007), Systems Engineering; a 21st Century Systems
Methodology, John Wiley & Sons Ltd, Chichester
3. Ramage, M. and Shipp, K., (2009), Systems Thinkers, Springer, London
4. Wilson, B., (2001), Soft Systems Methodology; Conceptual Model Building and
its Contribution, John Wiley & Sons Ltd, Chichester
5. Checkland, P., (1981), Systems Thinking, Systems Practice, John Wiley & Sons
Ltd, Chichester
6. Chapman, J., (2004), System Failure; Why governments must learn to think
differently, 2nd Ed, DEMOS
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Intended learning On successful completion of the module a diligent student will be able to:
outcomes Knowledge
• Demonstrate a systematic and critical knowledge and appropriate use of
advanced Systems Engineering techniques.
Skills
• Analyse a real-world problem using Systems Engineering approaches and tools
as part of a through-life acquisition approach.
• Evaluate the application of advanced Systems Engineering techniques to real-
world systems problems.
• Demonstrate the ability to work as part of a team in tackling a realistic systems
problem.
Core texts and/or Further Revision of all previous module material.
Reading
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Practical Exercises
• Model building and analysis using decision tree software.
• Model building and analysis using Bayesian network and decision network software.
• Questionnaire-based judgment elicitation exercise.
• Model building and analysis using MCDA software.
• Game theory exercise.
Intended learning outcomes On successful completion of the module a diligent student will be able to:
Knowledge
• explain the need for different types of decisions across the system lifecycle
• demonstrate how decisions are made under conditions of risk and uncertainty and
where conflicting objectives must be dealt with
• describe cognitive biases which are relevant to decision making and their effects
Skills
• construct a range of models to represent decision situations and support decision
making
• analyse a range of models to represent decision situations and support decision
making
• organise preferences and trade-offs to arrive at an objective decision
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Intended learning On successful completion of the module a diligent student will be able to:
outcomes Knowledge
• Define the scope and content of Human Factors Integration (HFI)
• Apprise the role of HFI in delivering Capability
• Show how HFI works within Systems Engineering, including organisation,
processes, documentation, reviews, risk management and acceptance.
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Skills
• Apply methodology, specific tools, techniques and expertise to carry out the
management and coordination of HFI across a broad spectrum of projects
• Assess the risks and challenges to the effective implementation of HFI in
Defence
• Develop effective communication for a broad range of stakeholders about the
principles and issues of HFI, and produce convincing HFI business cases.
Core texts and/or Further Core Texts
Reading • Defence Standard 00250 Part 0
• Sandom, C. and Harvey, R. (Eds) Human Factors for Engineers London: IEE
2004
• Stanton, N. Human factors methods: a practical guide for engineering and
design. Aldershot: Ashgate Pub. Co, 2005.
• Booher, H. R. Handbook of human systems integration. New Jersey: John Wiley
and Sons, 2003.
Other Key Texts
• Charlton, S.G., O’Brien, T.G. (Eds) 2008, Handbook of Human Factors Testing
and Evaluation Taylor & Francis
• Salvendy, G., 2012, Handbook of Human Factors and Ergonomics, 4th Edition,
John Wiley and Sons.
• Hobbs, A. Adelstein, B., O’Hara, J., Null, C., Three principles of Human-System
Integration, Proceedings of the 8th Australian Aviation Psychology Symposium.
Sydney, Australia, April 8-11, 2008
Additional Texts
• HFI Supplier Competency
Framework http://www.ukceb.org/rw/CatViewLeafPublic.php?&dx=1&ob=3&rpn=
sitemap&cat=307
• The People in Systems TLCM handbook http://www.hfidtc.com/pdf-
downloads/revised-tlcm-handbook.pdfHuman Systems Integration is worth the
money and effort! The argument for the implementation of Human Systems
Integration Processes in Defence capability acquisition. Australian Department
of Defence.
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6. Pidd, M. (2009). Tools for thinking: modelling in management science. 3rd ed.
Chichester: John Wiley & Sons Ltd.
7. Nicol, J (2011). Fundamentals of Real-time Distributed Simulation: The Primal Soup
Media (Chapters 1 and 8)
8. Handbook of Real-World applications in Modelling and Simulation, John A. Sokolwski
& Catherine M. Banks: Wiley. (Introduction and Chapter 1)
9. Engineering Principles of Combat Modelling and Distributed Simulation, Ed: Andreas
Tolk: Wiley. (Chapters 1, 4, 11 and 13).
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All taught courses leading to awards at Cranfield University are delivered at Master’s level
(level 7 in the national Framework for Higher Education Qualifications outlined by the
Quality Assurance Agency for Higher Education (QAA)).
The QAA descriptors for Masters’ provision 1 are:
Masters’ degrees are awarded to students who have demonstrated:
• a systematic understanding of knowledge, and a critical awareness of current
problems and/or new insights, much of which is at, or informed by, the forefront
of their academic discipline, field of study or area of professional practice
• a comprehensive understanding of techniques applicable to their own research
or advanced scholarship
• originality in the application of knowledge, together with a practical understanding
of how established techniques of research and enquiry are used to create and
interpret knowledge in the discipline
• conceptual understanding that enables the student
• to evaluate critically current research and advanced scholarship in the
discipline
• to evaluate methodologies and develop critiques of them and, where
appropriate, to propose new hypotheses.
Typically, holders of the qualification will be able to:
• deal with complex issues both systematically and creatively, make sound
judgements in the absence of complete data, and communicate their conclusions
clearly to specialist and non-specialist audiences
• demonstrate self-direction and originality in tackling and solving problems, and
act autonomously in planning and implementing tasks at a professional or
equivalent level
• continue to advance their knowledge and understanding, and to develop new
skills to a high level
and holders will have the qualities and transferable skills necessary for employment
requiring:
• the exercise of initiative and personal responsibility
• decision-making in complex and unpredictable situations
• the independent learning ability required for continuing professional
development.
1
extracted from the QAA Framework for Higher Education Qualifications:
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(c) How does Masters’ level study differ from undergraduate (honours) provision?
All Cranfield courses should provide students with a clearly-structured education in one or
more subjects directly related to the University’s mainstream research activities. The
learning experience of students should build on a first degree or equivalent prior knowledge
and/or training and/or learning through employment.
Some examples of where Masters’ provision builds on honours provision include:
Knowledge and understanding:
• Masters’ graduates should expect to have a full and comprehensive knowledge
of their subject area (rather than just key aspects)
• Masters’ graduates should have a critical awareness of current issues and new
developments (rather than just being aware of them)
• a significant proportion of the teaching material should be at the forefront of the
discipline (rather than just one or two examples to illustrate current trends)
• Masters’ graduates should be able to discern and select appropriate techniques
to apply to a given problem (rather than just being able to apply one that has
been highlighted to them), and be fully aware of the limitations of the variety of
research techniques available to them
• Masters’ graduates should have a practical understanding of how established
research techniques can be applied to create knowledge or advance
understanding
• Masters’ graduates should therefore be contributing to the body of knowledge in
the field through original research or new insights and/or application of existing
knowledge (rather than just reviewing and summarising existing knowledge)
• Masters’ graduates should be able to identify and evaluate critically current
research and advanced scholarship (rather than just describe and comment on
articles and items presented to them)
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MSc Systems Engineering for Defence Capability – Course Handbook: January 2015 Section B
This is Appendix E of the Senate Handbook on Managing Taught Courses. It will help you
understand your marks and what you might usefully do to improve marks for your next
assignment or examination. You should read this in conjunction with any specific feedback
on assignments.
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MSc Systems Engineering for Defence Capability – Course Handbook: January 2015 Section B
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MSc Systems Engineering for Defence Capability – Course Handbook: January 2015 Section B
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MSc Systems Engineering for Defence Capability – Course Handbook: January 2015 Section B
Additional Information
Relevant to Your Course
ADMINISTRATION OF YOUR COURSE
Your course is the responsibility of a Course Committee, led by the Course or Programme
Director. The Course Committee’s responsibilities include the detailed planning and running
of the course, the maintenance of quality and the arrangements for student project
supervision and assessment. The Course Committee membership normally includes a
student representative but as it is not always possible for the student representative to
attend meetings in person, particularly for part-time students, other methods of liaison with
students will be used to gather student views. (See section on Student Representation and
Feedback.)
Courses are also supported by a Board of Examiners to oversee the assessment process
and an Industry Advisory Panel (or similar) with leading edge academic or professional staff
external to the University to advise on industry sector standard expectations of academic
courses at Master’s level.
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MSc Systems Engineering for Defence Capability – Course Handbook: January 2015 Section B
SEDC Structure
SAE, LPI, LPA and AST are compulsory for all variants of the course. If taking the PgDip or
MSc both CC and ASEW are also compulsory as shown in following figure. Remaining
credits can be gained from electives, or for the PgCert from CC and SEW depending on the
needs of the student. The structure has been devised to give the maximum amount of
flexibility for students to create his/her own learning pathway whilst ensuring that the
fundamental tenets of Systems Engineering are compulsory.
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MSc Systems Engineering for Defence Capability – Course Handbook: January 2015 Section B
The thesis
The thesis is an essential part of the MSc course. It is designed to confirm the students’
understanding of the course material and his/her ability to apply it to a real-world problem. It
also allows the student to undertake an in depth study of an area of particular interest to
them or his/ her sponsor.
• Approved topics and detailed areas of study will be agreed after discussion between
students, academic staff and sponsors. The thesis will represent 800 hours of individual
student effort, and is worth 80 credits. The full requirement can be found in the relevant
section later in the handbook.
• A full-time student will be expected to commence his/her thesis no later than December
by attending the Thesis Selection Workshop. A part-time student will be expected to
register his/her Thesis by no later than the start of year 4 after attendance at the Thesis
Selection Workshop, and to submit an individual written thesis within 18 months.
Students may be required to attend a viva voce examination on the thesis and work
conducted before the end of his/ her period of registration.
Study path
There are a few restrictions and interdependencies which affect the study path. Within these
restrictions the choice of modules will be affected by availability of time for study, the
interests of the student and sponsor and the tempo of study sought. The Flexible Education
Coordinator (FEC) or the Academic Mentor will be able to offer with advice regarding these
matters.
Specific constraints: Full-time students will complete the modules in timetabled order. All
other students will have the following constraints:
• SAE must be taken first and is a pre- requisite for all the other modules.
• LPI must be taken before LPA.
• If opting for SEW this must be taken after completing SAE, LPI, LPA and, AST
modules.
• Students will also normally be expected to take the module examination during the
academic year they attended the modules.
• The electives can be studied in any order, subject to specific restrictions at the
module level.
• SSE must be taken before NDS
• Students will normally be required to complete all taught modules before ASEW.
• It is strongly recommended that students complete the Thesis Selection Workshop
before commencing their Thesis.
The following terms used above are defined as follows:
• Must: a firm restriction which cannot be avoided.
• Normally: a strong restriction which applies to all students except by agreement with
the Course Director.
• Strongly recommended: an advisory restriction which will be waived upon request
unless the Course Director insists upon its application.
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MSc Systems Engineering for Defence Capability – Course Handbook: January 2015 Section B
• Complete: have attended at least the taught phase of the module, and would
normally be expected to have completed and submitted the relevant coursework.
Where a request is made to waive a restriction the Course Director will make a judgement
based upon the prior knowledge and experience of the specific student. This mechanism is
intended to allow exceptions to be made to help facilitate a student’s programme of study in
specific circumstances, and should not be used to circumvent the logical structure of the
course.
Study Modes In general, modules will employ a range of learning styles. They will involve
interaction with staff, face- to-face contact and distance learning via the Virtual Learning
Environment (VLE). A typical module will consist of a taught period, including pre-reading if
needed; plus all supervised and directed study. This will be followed by a private study
period to complete any assessment plus reflection and consolidation. The delivery modes for
a 10-credit (halve all durations for 5-credits) are listed below:
• For full-time students each module is spread over a three-week period; including a
week of directed study in the form of pre-reading, followed by one-week of face-to-
face tuition and a one-week private study period in which to complete the
assignment.
• For part-time students each module has a five-week pre-study period, followed by a
five-day taught residential period. Up to five weeks is then allowed to complete any
assignments. Other self-directed study is at each student’s discretion.
• The SEW residential workshop will require a week’s study at the Shrivenham campus
for all students and will involve group activities facilitated by face-to-face contact with
staff. ASEW will require two week’s residential study. Both workshops have a period
of directed study, in the form of pre-reading normally consisting of previous module
material, prior to attending the taught phase.
Full-time students are restricted to full-time modules. Other students may apply to attend any
of the module variants.
Group Working. In many ways the specialist skill of a Systems Engineer is the ability to work
effectively as part of a group on a complex Project. The course will hence develop group-
working skills through a series of group exercises and practicals and the use of Myers-Briggs
Type Indicator (MBTI). These will be interspersed throughout the course during the
workshops.
The thesis
General Description
The Thesis is a vital element of the programme of study and offers the opportunity for
students to develop and apply their skills as Systems Engineers. It represents the
culmination of the MSc course and allows students to consolidate their learning and apply an
appropriate selection of the course material to a real- world Systems Engineering problem. It
reflects 800 hours of student effort, or 40% of the course, and as such is a substantial piece
of work. Therefore, prior to commencing their thesis, all students will be expected to attend
the Thesis Selection Workshop during which they will be taught research methods and have
access to staff with whom they can discuss possible topics. A contemporary topic will be
chosen by students in consultation with academic staff and, where possible, their sponsor.
Upon completion of the thesis, students may be required to undergo a viva voce
examination.
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Aim
The aim of the thesis is to give students experience of applying the principles, practices and
processes developed in the course to a real-world problem of interest to them. Students will
normally conduct the thesis in the second half of their period of registration.
Where possible, the title will be chosen in consultation with the sponsor to ensure that a
topic of interest and relevance is selected. The student, in consultation with their Workplace
Mentor, FEC and the Academic Mentor should select a thesis during the first half of the
period of study. However, students will not normally start the thesis until they have
completed the taught phase and at a minimum all compulsory modules have been
successfully completed. Part-time students may produce their thesis over more than one
academic year.
Learning Outcomes
On completion of the thesis students will be able to:
Knowledge
• Demonstrate an ability to acquire, organise, discuss, and assess knowledge
associated with complex problems.
• Apply acquired knowledge which is appropriate to the subject of the thesis.
Skills
• Plan, organise and undertake an individual, open-ended research activity with
appropriate supervision.
• Work individually to agreed milestones, establishing clear objectives and
specifications.
• Demonstrate an ability to gather and critically appraise data, and to utilise it within the
appropriate academic and practical context.
• Critically apply appropriate methods, tools, techniques, processes and knowledge to
a complex problem.
• Communicate findings in the form of a written dissertation and oral presentation.
Indicative Reading
Bjork, L. and Raisanen, C. (1997), Academic Writing: A University Writing Course, 2nd Ed,
Lund: Studentlitteratur.
Greenfield, T. ed. (2002). Research Methods: Guidance for Postgraduates, 2nd ed. London:
Arnold.
Murray, R, (2006). How to Write a Thesis.
Buckingham: Open University Press.
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Responsibility
It is the student’s responsibility to ensure that:
• A Thesis topic is identified and agreed in good time;
• All relevant forms are completed;
• The Thesis is completed in line with the deadlines set by the Course Director.
Failure to complete the above could preclude the award of an MSc.
Selection of title
The Thesis forms a vital element of the programme of study and offers the opportunity for
students to develop and apply their skills as Systems Engineers. The identification and
completion of a suitable Thesis is central to the successful outcome of the course.
Student Thesis topics may be selected from current programmes in the MOD and/or industry
acquisition community, and students are encouraged to suggest possible topics which are in
line with their career interests and/or personal experiences. However, a topic which is
relevant to a student’s career will only be chosen when supervising staff are satisfied that it
is academically suitable.
Assessment
The thesis carries 40% of the total marks awarded for the course. Successful completion of
the thesis represents 800 hours of full-time study, i.e. 80 credit points.
A student’s thesis is assessed on:
• Conduct of the task;
• An examination of the thesis itself;
• A viva voce examination of the student when required.
Students will only require a viva voce at the Examiners discretion.
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Course Prizes
The following prizes may be awarded where merited.
Awards are conferred annually on a day approved by the Cranfield University Senate,
normally in July in the year following the successful completion of the course by the student.
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Dr Emma Sparks
01793 785729 Course Director
e.sparks@cranfield.ac.uk
Mrs Bronwen Holden Flexible Education Coordinator (FEC) Module Leader of:
01793 785289
b.a.holden@cranfield.ac.uk Thesis Selection Workshop
Ms Mandy Smith
01793 785487 Library Representative for SEDC
m.j.smith@cranfield.ac.uk
Mr James Kidd
01793 785704 Examination Co-ordinator
j.kidd@cranfield.ac.uk
Staff will endeavour to be available to deal with student queries promptly. However, in order
to ensure quick resolution of any queries it may be better to organise an appointment with
the member of staff involved. This can be done through the FEC or the group administrator.
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MSc Systems Engineering for Defence Capability – Course Handbook: January 2015 Section C
SECTION C:
Contact list, links and glossary
Academic Registry
Queries about changes to student registration, visas, student status
letters academicreg@cranfield.ac.uk
Queries about examinations, assessments and
transcripts. cdsassessment@cranfield.ac.uk
Queries about appeals, complaints, academic misconduct and dignity at
study: l.porter@cranfield.ac.uk
Accommodation
Any queries with regards to Mess Accommodation, Full Time Accommodation, Short
Courses and MSc Modules please contact Course Administration & Student Support
on +44 (0) 1793 785810
Full time Civilian or Overseas students searching for accommodation can
contact accommodation.shrivenham@cranfield.ac.uk
Barrington Library
Tel: +44 (0) 1793 785743
library.barrington@cranfield.ac.uk
http://barrington.cranfield.ac.uk/
Cranfield Defence and Security (CDS) Reception: +44 (0) 1793 785810
Cranfield IT Services
Queries about access to, or training in the use of, Cranfield IT Services including
Cranfield user account settings, email, file storage, CDS VLE, EVE, Barrington
Library, University Intranet and timetables:
Cranfield IT Service Desk, Tel: +44 (0)1234 754199 (#6199)
Email: servicedesk@cranfield.ac.uk
Opening times: Monday - Friday, 08.00 - 20.00 hrs
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E-mail https://outlookanywhere.cranfield.ac.uk
EVE https://eve.cranfield.ac.uk
Extranet https://extranet.cranfield.ac.uk
Learning Services
Learning Services – Building 70, email: learningservices@cranfield.ac.uk
Tel: +44 (0) 1793 785060
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Glossary
CASS Course Administration and Student Support
CDS Cranfield Defence and Security
Compensation Where a fail mark of <50% may be allowed to stand without a referral for
a general assessment
Compulsory A module that you must take, either because it is seen as an expectation
Module of the named award or due to timetabling constraints
To postpone the attendance at a module and/or a piece of assessment to
Defer the next time the module runs
EVE The student portal for accessing your personal details and examination
results
Elective Module A module which you can select to take as part of your course
Exceptional An event that is unexpected and outside of your control which prevents
Circumstance you from submitting an assessment on time or presenting for an
examination on the scheduled date
FLSC Flexible Learning Support Centre
Formative An activity or task that is marked in order to develop your skills in
Assessment assessment, the mark does not count towards your overall mark
General An assessment which if not passed first time (at 50% or above) can be
Assessment compensated by higher marks in other modules provided that the overall
mark for the award is 50% or more and that the assessments in 75% of
the modules must have been passed first time. No reassessment
opportunity will be offered for marks under 50%
ILOs Intended Learning Outcomes
Key Assessment An assessment which if not passed first time (at 50% or above) cannot
be compensated by higher marks in other modules. A reassessment
opportunity will be offered and the assessment must be passed on the
second attempt. In addition assessments in 75% of the modules must
have been passed first time.
MOD Ministry of Defence
MSc Master of Science
‘Official – Classifications used by the MOD
Sensitive’,
‘Secret’ and
‘Top – Secret’
PgCert Postgraduate Certificate
PgDip Postgraduate Diploma
Plagiarism A form of cheating
QAA Quality Assurance Agency for Higher Education
Reassessment Also known as ‘referrals’ – see below
Referrals Submission of a new piece of coursework for a key assessment following
(Coursework) a mark of < 50% in the first attempt
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Application process
If you require more information about this course or wish to apply, please contact:
Course Administration and Student Support, Cranfield University, Shrivenham, Swindon, SN6 8LA, UK
Email: courses.shrivenham@cranfield.ac.uk Tel: +44 (0)1793 785810
www.cranfield.ac.uk/cds
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