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Systems Engineering for Defence Capability

MSc I PgDip I PgCert

Systems Engineering for Defence Capability


Course Handbook MSc I PgDip I PgCert
January 2015
MSc Systems Engineering for Defence Capability – Course Handbook: January 2015

Course Director: External Examiners:


Dr Emma Sparks
Professor Michael Henshaw
Loughborough University
Chair of the Board of Examiners:
Professor Mark Richardson Dr Andy Low
Consultant

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:

Our programme of courses is subject to continuing development and changed


circumstances may necessitate cancellation or alteration to the programme of courses. We
reserve the right to make variations if such action is considered necessary and in such
circumstances will take all reasonable steps to minimise any resultant disruption, but we do
not accept any liability arising out of or in connection with any such changes.
MSc Systems Engineering for Defence Capability – Course Handbook: January 2015

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

CONDUCT AND ADMINISTRATION Learning Support for Cranfield


OF ALL COURSES A-1 Students A-13
Careers Service A-13
GENERAL CONDUCT AND
BEHAVIOUR A-1 Counselling Service A-14
Professional Conduct A-1 PLAGIARISM, CHEATING AND
COLLUSION A-14
ATTENDANCE REQUIREMENTS A-2
What is academic misconduct? A-14
TERM DATES A-2
Plagiarism: not acknowledging your
EXAMINATION DATES A-3 sources A-14
Plagiarism: improper or incomplete
CLOSURE DATES A-3 referencing A-15
CHOOSING YOUR MODULES A-3 Self-plagiarism/duplication A-15
ASSESSMENT RULES A-4 Intending to deceive the examiners A-15
Changes to courses during your period of Cheating under test conditions A-15
registration A-4 Falsification of experimental or
‘Fit to Sit’ Policy A-4 other investigative results A-15
Exceptional Circumstances A-4 Using another person to produce or
complete an assessment A-15
Pass Criteria A-5
Theft of another student’s work A-16
ASSIGNMENT PROCEDURES A-7
Collusion A-16
THESIS SUBMISSION A-8
COMMUNICATIONS A-16
ETHICAL APPROVAL OF
STUDENT REPRESENTATION
RESEARCH PROJECTS A-8
AND FEEDBACK A-17
FORMS OF ASSESSED WORK AND
COMPLAINTS AND APPEALS A-17
STUDENT FEEDBACK A-9
Comments and Complaints
THE ROLE OF THE EXTERNAL by Students A-17
EXAMINER A-9
Appeals A-17
RESULTS AND GRADUATION A-10
SECTION B B-1
LEARNER SUPPORT A-10
WELCOME COURSE LETTER B-1
Education Services A-10
COURSE SUMMARY B-2
Location A-10
MSc Systems Engineering for Defence Capability – Course Handbook: January 2015

Institutions delivering the course B-2


Accreditation B-2
What are the aims of Cranfield
University in providing the course? B-3
What should students expect to
achieve in completing the course? B-3
How is the course taught? B-5
How are students assessed? B-5
How is the course structured? B-6
What do students need to achieve in
order to graduate? B-6
Does the course have any academic or
industrial partners? B-6
How will the University assure the
quality of provision? B-7
What opportunities are graduates
likely to have on completing
the course? B-8

COURSE STRUCTURE B-9


Course elements Library B-10
Exit Routes B-13

MODULE DESCRIPTORS B-15

MASTERS’ LEVEL DESCRIPTORS B-41

GRADING ASSESSMENT SCALE B-44

ADDITIONAL INFORMATION
RELEVANT TO YOUR COURSE B-47

SECTION C C-1
Contact list and links C-1
Glossary C-4
MSc Systems Engineering for Defence Capability – Course Handbook: September 2014

How Do I Use This Handbook?

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.

Section B includes the following:


• Course Summary - detailing what the course is about (i.e., its aims), how you
will be taught and assessed, any professional accreditation associated with the
course and what you are expected to achieve in completing the course.
• Course Structure - detailing how the course is structured, which modules are
compulsory or electives, calendar of delivery and the assessment type and
weighting. This document helps you to plan your programme of study for this
academic year. New handbooks for each year of study and/or updates
throughout the year will be available on the Virtual Learning Environment (VLE).
Detailed Course or Module Timetables will be posted on the VLE.
• Module Descriptors - detailing the content, learning outcomes, assessment
details and reading lists for each module. These will help you gain an
understanding of what it is you are going to study and will be of assistance when
it comes to choosing elective (or optional) modules, where applicable.
• Masters Level Descriptors - this section should help you understand what is
expected of you in order to achieve your award and will help you understand the
difference between postgraduate and undergraduate level education.

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MSc Systems Engineering for Defence Capability – Course Handbook: September 2014

• 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

Welcome to Cranfield University

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

Professor Sir Peter Gregson Professor Lynette Ryals Dr Matthew Russell


Chief Executive and Pro-Vice-Chancellor Academic Registrar
Vice-Chancellor (Education)

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MSc Systems Engineering for Defence Capability – Course Handbook: January 2015 Section A

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

CHOOSING YOUR MODULES


The University is required to make a number of annual returns to a variety of government
agencies on the volume of student learning activity. This means that the University is
required to hold information about your intended studies for each 12 month period following
initial registration and your completed studies at the end of each 12 month period.
Therefore within four weeks of registering you are required to indicate which modules
(including electives) you are intending to study during the year. You may make changes to
your intended programme throughout the year as necessary but you must state your
original intentions.
If you are studying part-time this is a particularly important exercise as it helps you plan to
complete your qualification during your period of registration - you should not be leaving it
all to the last year or two.
Early notification will also assist Course Administration and Student Support with the
allocation of on-site accommodation (if required and subject to availability).
If you are studying full-time this gives both staff and students an early indication of which
electives will run during the year (electives are offered on the basis of a minimum number
of students choosing to study them).
If you are studying part-time you will repeat this exercise every year.

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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.

Changes to courses during your period of registration


If you are studying full-time it is generally expected that you will be awarded a qualification
when you have completed the award as laid out in the Course Handbook applicable to your
year of entry. However circumstances may mean that some changes to individual modules
are necessary during the year. In this event you will be consulted about the proposed
changes but it is ultimately the University’s decision to authorise such changes. If you
suspend or extend your period of registration you should anticipate that changes to the
course may occur.
If you are studying part-time you should be aware that all courses undergo an annual
‘refresh’ and it is inevitable that, in keeping abreast with the latest research and
professional practice, individual modules will change over time. You should therefore
expect that your course will change as it is updated during your time with us. As with full-
time students, you will be consulted on proposed changes but it is ultimately the
University’s decision to authorise such changes.

‘Fit to Sit’ Policy


The University expects all students to take responsibility for your own learning and to
ensure for yourself that you are prepared for, and able to, undertake the assessment
requirements of each element of the taught programme of study at the scheduled time. The
University is robust in its approach to absences from examination, or lateness in the
submission of, or failure to submit, work for assessment.
You should ensure that you have read and understood the requirements of each module in
terms of pre-reading or directed study before the taught part of the module, the dates of the
taught parts of the module and the submission date for assessments and/or examination
dates. By registering for any module you are indicating that you have read and understood
the requirements of the module and are able to meet all the relevant dates. This is
particularly important for part-time students where other commitments can impact on
available study time. Failure to submit assessments or present for an examination without
good cause and without prior notification can have serious consequences in terms of your
ability to complete your course.

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.

What does this mean in practice?


The examples below are a guide to how the pass criteria works in practice; the list is not
exhaustive and if you have specific queries about your own programme please speak to
your Course Director or Module Leader in the first instance.

For Postgraduate Certificate students:


If you have registered for a Postgraduate Certificate you will be required to achieve a
minimum of 60 credits in order to be awarded the Postgraduate Certificate. Module sizes
vary and courses may offer modules that are 5, 10 or 20 credits. The examples below
show what would happen in these cases
Postgraduate Certificate from 6 x 10 credit modules
• In this case you will be required to pass all the assessments for 5 of the 6
modules at the first attempt (in order to meet the 75% rule above). In other
words you can only fail one module at the first attempt.
• If you fail a module that has a key assessment you will be offered a re-
assessment and you must pass that reassessment. If you fail the reassessment
you will have failed the Postgraduate Certificate.

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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

For Postgraduate Diploma students:


If you have registered for a Postgraduate Diploma you will be required to achieve a
minimum of 120 credits in order to be awarded the Postgraduate Diploma depending on the
criteria for your particular course. Module sizes vary and courses may offer modules that
are 5, 10, 15, 20, 30 or 40 credits. The examples below show a number of scenarios for
120 credit diplomas. The situation is basically the same for those diplomas with a higher
requirement, but the number of credits to be passed first time will be scaled up
appropriately.
Postgraduate Diploma from 12 x 10 credit modules
• In this case you will be required to pass all the assessments for 9 of the 12
modules at the first attempt (in order to meet the 75% rule above). In other
words you can fail a maximum of three modules at the first attempt.
• If you fail a module that has a key assessment you will be offered a re-
assessment and you must pass that reassessment. If you fail the reassessment
you will have failed the Postgraduate Diploma.
• 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 12
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 fail the Postgraduate
Diploma; 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
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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.

For MSc students


• You must successfully complete the Postgraduate Diploma under the rules
above plus the thesis, which is normally 70 - 80 credits. The thesis is
automatically assessed as a key assessment and therefore must be passed at
50% or above. If you achieve less than 50% you may be offered a re-
assessment opportunity only at the discretion of the Board of Examiners.

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.

ETHICAL APPROVAL OF RESEARCH PROJECTS (link)


Demands for greater public scrutiny and accountability of science practice mean that
research studies involving human participants are widely expected to be formally reviewed
by individuals who are independent of the research. Research ethics review procedures are
designed to ensure that the dignity, rights, safety, inclusivity and well-being of all
participants are given primary consideration.
Ethical review is an essential aspect of research activities in all sectors. Whilst research is
central to the long term economic and social wellbeing of our societies, it must be carried
out with due regard for the safety, dignity, and rights of everyone involved, including those

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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.

FORMS OF ASSESSED WORK AND STUDENT FEEDBACK


Assessed work generally falls into two distinct types: formative (which is aimed to develop
your skills in assessment and does not count towards your overall mark) and summative
(which does count towards your overall mark).
Assessed work can take a variety of forms, including essays, projects, group work,
presentations, practical or laboratory work and examinations to name but a few. The
Course Structure document and the Module Descriptors give you the details of assessment
for your course.
For formative assessment the feedback tends to be given quickly as these are informal
assessments designed to prepare you for the more formal summative assessment. As
such, there are no specified time limits on the return of feedback for formative assessment.
For summative assessments feedback is provided to you within 20 working days of the
submission date. However, where an extension has been requested it is not always
possible to provide feedback within the 20 working day period and therefore feedback will
be provided no later than 40 working days after the agreed submission date.

THE ROLE OF THE EXTERNAL EXAMINER


In the UK's system of higher education, all taught courses and their assessment include
one or more examiners from outside the University, to provide confidence that the quality
and standards of the degree are appropriate and consistent across the UK. Such people
are called “external examiners”.
External examiners do not hold any special authority in the decisions about award
outcomes, but work alongside the other examiners to ensure fairness and conformity to the
published assessment criteria. In the course of the assessment, students may be asked to
meet the external examiners, to help them understand both the individual’s performance
and the provision as a whole.
The current external examiners for this course are detailed at the front of this course
handbook.
As part of their duties, all external examiners produce an annual report for the University,
outlining their views on the standards and quality of the course and its assessment. These
reports are available on request to students from the Course Director or from Education
Services. Please note that these reports are not written directly to benefit the students and
that any reports that are held will usually relate to previous years of the course, and not to
your own year of provision.

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RESULTS AND GRADUATION


The results are released as soon as possible after the Board of Examiners has met.
Qualifications are awarded by Cranfield University. Distinctions are not given in any of the
awards and degrees are not classified.
Graduation ceremonies are normally held in June (Cranfield Campus) and July
(Shrivenham). Details will be sent to those eligible to graduate.
Awards are conferred at Graduation by the Chancellor, after which you will receive your
certificate.

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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The Student Advice Centre


During your time at Cranfield you will have access to a wide range of support services. The
Student Advice Centre is a central point of contact offering professional and confidential
advice to help you navigate student life and access the appropriate resources.
The Student Advisers offer information, advice and guidance on a wide range of academic
and personal issues including; how to meet academic challenges, specific support needs
(e.g. childcare, disability), complaints and appeals, networking with other students and
general advice on managing day-to-day finances. Free telephone and face-to-face
counselling services are also available.
The Student Advice Centre is based in Education Services, building 45 on the Cranfield
campus, but is available to all students whether they are based on the Cranfield campus, or
elsewhere, either full-time or part-time. For further information on drop in times, scheduled
appointments and ways to contact the Student Advice Centre, please see the intranet.
Alternatively, contact studentadvice@cranfield.ac.uk

Immigration Advice and Services


Advice and guidance to international students, and particularly students on Tier 4 or
student visas, is provided by the International Office, based in Education Services on the
Cranfield campus. International students must adhere to the immigration rules for their
particular visa.
It is your responsibility to ensure that you have the correct immigration status which
enables you to study in the UK for the full duration of the course. Under the Tier 4 (General)
rules of the Points Based System of immigration, Cranfield University is required to report
changes in circumstance to the UK Government.
Students registered with the University on a Tier 4 visa must comply with all of their
conditions of entry into the UK. The University will maintain regular oversight of your
studies, to review whether you are complying with those conditions. Students from
overseas who withdraw or suspend their registration are usually required by the UK
Government to return to their home country.
Further information, including a booklet that outlines your responsibilities as a student, can
be found on the intranet.
Please note that the immigration rules change regularly and you should always seek
advice from the International Office in Education Services if you have concerns
about your current or future immigration status. Alternatively,
contact internationaloffice@cranfield.ac.uk

Barrington Library Support


Students are encouraged to make full use of the Barrington Library at the Defence
Academy. The Library provides access to a comprehensive range of subject databases,
full-text electronic journals and electronic books. Where possible, all electronic resources
are accessible and searchable online from anywhere. The Library also holds a core
collection of books and journals; supported by a unique collection of research and technical
reports from industry, the MOD, DSTL, Qinetiq, and overseas defence research agencies.
Subject areas have a dedicated Information Specialist who will be the main point of contact
for you within the Library. Each Information Specialist understands the course information
needs and has close links with the academic staff in the area they specialise in. They offer
group and one-to-one training tailored to your particular needs to help you get the most out
of the library services and resources available to you. These are supported by a number of

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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.

IT and Flexible Learning Support


To assist you in your studies, Cranfield University provides you with access to and training
in the use of a suite of IT services, which includes an email account, filestore, intranet,
library services and Virtual Learning Environment.
These services are accessible from any computer in any location, provided that you are
connected to the Internet. You will need your Cranfield username and password in order to
login.
Getting help:
During induction you will meet the Shrivenham-based support team from CDS Service
Desk and the Learning Services Flexible Learning Support Team. You will be offered
training in the University’s IT services and learning applications such as Moodle and
Turnitin, as required.
If you experience any problems accessing or using the Cranfield IT Services during the
course of your studies, you should contact the Cranfield IT Service Desk, located on the
Cranfield campus. If you are working from the Defence Academy, you can also visit the
local Service Desk who will log your query with the Cranfield IT Service Desk. You will be
contacted by the appropriate member of support staff as soon as possible to help resolve
any issues.
Contact the Cranfield IT Service Desk
Tel: +44 (0)1234 754199 or # 6199 from Shrivenham
Email: servicedesk@cranfield.ac.uk
Opening times: Monday - Friday, 08.00 - 20.00
*A guide to the services on offer can be found here:
https://intranet.cranfield.ac.uk/IT/Pages/InformationForcds.aspx?selectedTab=1

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The CDS VLE can be found here:


https://vle.cds.cranfield.ac.uk/

Learning Support for Cranfield Students


The University has Learning Support Officers in each School to act as the initial point of
contact within the School to provide support for disabled students. The Learning Support
Officers in each School work closely with the University Diversity Manager, to provide
advice and guidance to students and academic staff on all aspects of disability and learning
support.
Students who declared a disability on their application form will be contacted by the School
Learning Support Officer at or before registration to arrange a meeting to discuss any
support required. If you believe you should have been contacted by a Learning Support
Officer but have not been, please try and make contact as soon as possible. Contact
details are listed below.
If you require support but omitted to declare a disability on your application form, or if you
become disabled during your course, please contact your School Learning Support Officer
as soon as practicable to arrange a meeting.
If you believe you are eligible for extra time in examinations, you MUST meet with your
School Learning Support Officer to complete the necessary paperwork and provide
evidence of why additional time is required. If this paperwork is not completed before your
examinations then you will not be allowed the additional time.
The support offered by the Learning Support Officers includes:
• advice and guidance to both current and prospective students on support
available
• organising dyslexia screening tests, assessments and support with needs
assessment appointments
• for UK students who are entitled to the funding, help with completing Disabled
Students Allowance application forms
• arranging specific examination and other academic adjustments (upon receipt of
medical evidence e.g. a dyslexia report).
The Learning Support Officer at Shrivenham is TBC
Email: learningsupportofficers@cranfield.ac.uk
The University Diversity Manager is:
Hiran Odedra, h.odedra@cranfield.ac.uk
Tel: 01234 754113

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’.

PLAGIARISM, CHEATING AND COLLUSION


Plagiarism is the most frequent cause of cheating encountered in Universities and in a
number of cases it is done unintentionally. Whether intentional or not the penalties are the
same and can lead to your exclusion from your course. Ignorance is no excuse in
plagiarism cases as this is brought to your attention in a number of publications (including
this handbook) and during your course. Advice and guidance is available through the
University’s intranet and at Shrivenham further advice is available through the Barrington
Library and Learning Services.
Make sure you understand what plagiarism is and how to avoid it.
Further information on this can be found in the Senate Handbook on Academic Misconduct.
Serving Military personnel studying at the Defence Academy should note that in addition to
academic penalties imposed by the University for plagiarism, further Administrative Action
may be taken by the MOD against you, up to and including termination of your
employment.

What is academic misconduct?


Cranfield University awards academic qualifications to students on the basis of their
achievements in accordance with the criteria laid down for particular assessments.
Academic integrity is fundamental to the values promoted by the University, and
assessments are designed so that you are assessed on your knowledge, skills and
abilities.
Plagiarising the work of others, or cheating in other ways is judged as academic
misconduct. The University, along with the rest of the UK higher education sector, takes a
serious view of academic misconduct and you are expected to be aware of the
categories of academic misconduct and how to avoid them.
The University identifies a number of practices it considers to be academic misconduct,
and these are outlined in the sections below. This list is not exhaustive, and academic
judgement may be used to identify other instances of academic misconduct.

Plagiarism: not acknowledging your sources


Plagiarism is the use, without acknowledgement, of the intellectual work of other people,
and the act of representing the ideas or discoveries of others as your own in submitted
assessments and publications. The University reviews the majority of assessments
submitted by you using an external plagiarism detection service (Turnitin UK).
The use of other people’s research, written works, or phrasing without proper
acknowledgement is considered to be plagiarism, whether or not you intended to
deceive the examiners. You are strongly advised to avoid copying and/or “cutting and
pasting” the work of others, unless you reference those sources properly.
The unattributed use of internet sources and documents is plagiarism. Material from the
internet is generally not considered to be a good source of material for academic work,
unless it has proven credibility through other routes. Care should be taken at all times to
ensure that you are using credible sources for your work, and that you acknowledge them
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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.

Plagiarism: improper or incomplete referencing


Improper or incomplete referencing is plagiarism. If text is copied directly from another
source, it should be placed in quotation marks or another suitable identifier. All other
source material should be accompanied by clear references in the text where the
material is utilised. The Library, and your academic advisers, advise you on how to
reference properly for your academic discipline.

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.

Intending to deceive the examiners


When considering cases of plagiarism, academic staff may receive evidence to prove that
you have deliberately set out to pass someone else’s work off as your own. In such
cases, where evidence of cheating and plagiarism is present, this may result in a more
serious penalty.

Cheating under test conditions


Examples of cheating under test conditions include:
• having access or attempting to gain access, during a formal examination, to any
unauthorised material, electronic devices or calculators
• copying from another examination candidate
• aiding, or attempting to aid, another examination candidate
• communicating, or attempting to communicate, with others during a formal
examination
• allowing another person to impersonate you in a formal examination.

Falsification of experimental or other investigative results


This includes either changing data in order to support a hypothesis, or inventing data (e.g.
experimental results, interview questions or answers, survey results), which are then
reported as genuine observations or measurements.

Using another person to produce or complete an assessment


This involves any means where you submit work for assessment which has been produced
- in part or in full - by someone else (e.g. another student, someone from outside the
University, or internet “cheat sites” or “essay banks”).
It is considered reasonable for students to allow others to proof-read their work, but this
should be limited to comments on style, spelling and grammar. Proof-readers should not

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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.

Theft of another student’s work


The theft of another student’s work is viewed as a very serious offence and any student
found committing such an act of academic misconduct will be liable to the most severe
penalties. In addition, if you are found to have put pressure on other students through
harassment, slander or bullying, you will be subject to an additional disciplinary
investigation.

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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STUDENT REPRESENTATION AND FEEDBACK


Fuller details of student representation and feedback are available in the General Student
Handbook issued to you before you enrolled. However some key points are noted below.
The University warmly welcomes all feedback from and engagement with you regarding the
content and administration of your course. Normally Course Committees include 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. You may however be asked at the start of
your course to elect a student to represent you on the Course Committee.
The University gathers feedback from you through a number of different means including
(internally) through module feedback forms, the New Student Survey and the Student
Satisfaction Survey and (externally) through the Postgraduate Taught Experience Survey
and the Destination of Leavers in Higher Education. From time to time individual courses,
the School or the Cranfield Students’ Association may run focus groups or surveys on
specific themes to gather your views.

COMPLAINTS AND APPEALS


Comments and Complaints by Students
If you feel that your studies, or general activities as a member of the University, are not
proceeding satisfactorily you should discuss the matter in the first instance with the
members of staff directly concerned. The University is committed to resolving concerns at
the earliest opportunity and at the local level wherever possible.
Where concerns are not resolved locally, the University has established mechanisms for
complaints to be managed more formally. The University’s procedures for the submission
and consideration of complaints by students can be found in the Senate Handbook:
Student Handbook Complaints on the intranet. Further guidance on submitting formal
complaints can also be obtained from staff in Academic Registry and the Cranfield Student
Association. In particular, problems relating to academic progress must be raised at the
time they occur, so they can be investigated and appropriate action taken. University
examiners will not normally be in a position to take account of problems that were not
notified by you at the time that they occurred.
If you feel your complaint relates to a diversity or equality issue each School has one or
more Dignity at Study Advisors who are able to support you through the process. Details of
the School’s Dignity at Study Advisors may be found in Section C of this this handbook.

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.

Professor Mark Richardson


Examination Board Chair

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Cranfield University: Course summaries


Course summaries (programme specifications) outline the content and structure of a course leading to
an award of Cranfield University. This version of the course summary has been approved by the
University and every effort has been made to ensure the accuracy of the information. Courses are
under constant review, however, and the University reserves the right, without notice, to withdraw,
update or amend this course summary at any time.

Date of publication August 2014


Last Reviewed April 2014

Systems Engineering for Defence Capability


1. What is the course?
Course information
Course title Systems Engineering for Defence Capability
Awards and exit routes MSc, PgDip, PgCert, Short course for credit
(options)
Mode of delivery Full-time and/or Part-time
School(s) Cranfield Defence and Security
Course Director Dr Emma Sparks
Awarding Body Cranfield University
Teaching Institution Cranfield University
Admissions body Cranfield University
Entry requirements Standard University entry requirements
UK Qualifications Framework QAA FHEQ level 7 (Masters)
Level
Benchmark Statement(s) Not applicable

Institutions delivering the course


This course is delivered by the Centre for Systems Engineering within Cranfield Defence and Security.
The research interests here include systems analysis and development, systems thinking, architecture
and test and evaluation.
Cranfield University remains fully responsible for the quality of delivery of the course.

Accreditation
This course is accredited formally by the IMechE and IET up to 2018.

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2. What are the aims of Cranfield University in providing the course?


Cranfield University offers this course in order to teach graduates the principles, procedures and
practices of Systems Engineering in the defence context. It offers some choice and specialisation to
students having different backgrounds, interests or specific requirements.
The Postgraduate Diploma (PgDip) and Postgraduate Certificate (PgCert) exit routes are provided for
students who wish to access only parts of the course provided.
The programme(s) is/are intended for the following range of students:
• recent graduates wishing to extend their knowledge and skills in the above areas
• experienced and or qualified engineers and scientists wishing to apply their skills in new areas
• the courses are targeted at people who will be able to add real value to the delivery of through-
life defence capability in general and to their subsequent appointments in defence ministries,
procurement and logistics agencies, defence science and technology organisations or defence
industry in particular.

3. What should students expect to achieve in completing the course?


A. Postgraduate Certificate
In completing this course, and achieving the associated award, a diligent student should be able to:
Intended learning outcomes Teaching methods
Knowledge
• distinguish between systems and complex • lectures from Cranfield staff and
systems visiting speakers
• recognise complex systems and their • participative sessions, including
associated problems tutorials and workshops
• design cost-effective, timely and effective • learning activities facilitated by the
complex systems Virtual Learning Environment
• defend adopting a systems approach over
other methods of solving complex systems The balance of the above methods will
problems depend on the combination of modules
• analyse the principal influences and selected by the student.
constraints on the modern defence
environment
• use Systems Engineering methods to
explore defence lifecycle issues
Skills
• apply systems knowledge and systems
thinking to the decision making process in Types of assessment
relation to systems’ problems in a constantly • written assignment
changing defence environment comprising • written examination
people, doctrine, technology, time and • group portfolio
budget • group presentations
• formulate a Systems Engineering approach
to Through Life Management Planning,
Students are advised to keep a Personal
Requirements Engineering, System Design,
Development Plan and work diaries for
Trade- offs, Verification, Validation and
specific modules.
Integrated Test and Evaluation
• assemble stakeholder needs and
constraints, making appropriate use of
requirements management techniques

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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:

Intended learning outcomes Teaching methods


Skills • lectures from Cranfield staff and
• analyse realistic problems which occur in a visiting speakers
constantly changing defence environment • participative sessions, including
(comprising people, doctrine, technology, tutorials and workshops
time and budget) and may be solved using • learning activities facilitated by the
complex decision-making processes Virtual Learning Environment
• organise a tailored, whole system, through-
life approach to explore a complex problem, The balance of the above methods will
using appropriate methods and tools depend on the combination of modules
• judge the quality of Systems Engineering selected by the student.
practices applied by industry and Types of assessment
government in the defence environment
• written assignment
• propose a practical systems approach to
accommodate both industrial and • group presentations
governmental ideology • group portfolio
• assess risk and uncertainty in complex
systems
• propose suitable resources to mitigate risk Students are advised to keep a Personal
and uncertainty in complex systems Development Plan and work diaries for
• construct simple models, using modern specific modules.
techniques, tools and processes such as
Synthetic Environments, to facilitate
Defence Acquisition
• appraise Systems Engineering published
work to justify and support their line of
reasoning
• express effectively, through oral and written
communication, their justified line of
reasoning.
• critically analyse practical situations
requiring complex decision-making to solve
dynamic systems problems involving
people, doctrine, technology, time and cost
• organise a balanced, whole system, through
life approach and exploit appropriate
methods and tools
• critically compare and contrast industrial
best practices in Systems Engineering with
Defence Acquisition and propose how to
achieve a practical systems approach

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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

4. How is the course taught?


In addition to the teaching methods outlined above, students will be supported in their learning and
personal development by:
• use of the ‘Virtual Learning Environment’ (VLE) to deliver additional resources such as on-line
questionnaires, forums and quizzes will be added to supplement and augment those used in
classroom based learning
• use of group exercises where students investigate topics while undertaking certain modules
and then presenting their findings back to their peers and academics. Such group research
would typically utilise on-site library facilities and the digital library
• access to the Defence Capability Centre, where military equipment is available and used for
some modules
• discussion sessions regarding Systems Engineering theory and practice used in defence
environments
• participation in the course by a range of students from serving Military Officers, civilian MOD
employees and students from defence companies, both UK and Foreign, so providing a forum
to raise current issues and comment on the latest developments from different perspectives
• the Systems Engineering for Defence Capability suite of courses benefit from having the
provision of a Flexible Education Coordinator who provides guidance and support to students
undertaking the different routes.

5. How are students assessed?


The course uses a range of assessment methods. Students can expect to have:
• two written examinations, (Systems Approach to Engineering and Lifecycle Processes Advanced).
• Assessed coursework for all modules except Lifecycle Processes Advanced which is exam only.

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MSc Systems Engineering for Defence Capability – Course Handbook: January 2015 Section B

• 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.

6. How is the course structured?


Please see the course structure document for details on the individual elements of the course.
• MSc course within 13 months
• PgDip within 1 year
• PgCert within 1 year

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.

7. What do students need to achieve in order to graduate?


Notwithstanding University Regulations and the authorities and powers exercised by examiners,
students will normally need to demonstrate achievement in the elements of the course, as laid out in
the course structure document. Courses are structured through the accumulation of credit, where 1
credit represents 10 notional learning hours.
In brief, however, students will normally need to achieve the following in order to be awarded the
qualifications:

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.

8. Does the course have any academic or industrial partners?


Cranfield University interacts with the following institutions and in the following ways:
• As the course is delivered at the Defence Academy, students have access to the facilities on-site
and to current serving MOD military and civilian staff.

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MSc Systems Engineering for Defence Capability – Course Handbook: January 2015 Section B

• Students can arrange to make visits to a number of military venues.

• 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.

9. How will the University assure the quality of the provision?


New course proposals are reviewed by an Initial Review Panel, comprising at least the following
membership: one subject matter expert external to the School or University, 3 other members of
academic staff from the School but not associated with the proposal and 1 member of academic
support staff. Panels are supported by an appropriately qualified Secretary who acts as advisor to the
Panel. Proposals are reviewed in line with the Quality Assurance Agency for Higher Education (QAA)
Quality Code, in particular Chapter B1 (Programme Design and Approval) and in the case of
partnership arrangements in accordance with Chapter B10 (Managing Higher Education with Others).
New courses are ultimately approved by the University’s Education Committee, on behalf of Senate.
Course changes are approved by the School’s Director of Education on behalf of the Education
Committee and Senate.

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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MSc Systems Engineering for Defence Capability – Course Handbook: January 2015 Section B

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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MSc Systems Engineering for Defence Capability – Course Handbook: January 2015 Section B

COURSE STRUCTURE

Course information

Course title Systems Engineering for Defence Capability


MSSECFTR – PCSECFTR – PDSECFTR – MSSECPTR –
PCSECPTR – PDSECPTR - SPSECPTR
Year 2014-15
Valid entry routes (options) MSc, PgDip, PgCert
Awards
Mode of delivery Full-time & Part-time
School(s) Cranfield Defence and Security
Course Director Dr Emma Sparks
Other Useful Contacts Flexible Education Co-ordinator (FEC)
Mrs Bronwen Holden

Pass Criteria
The University operates standard pass criteria which can be found in the Senate Handbook on
Assessment Rules.

In order to achieve your award, you are required to achieve:


• An overall mark of ≥50%
• An average mark of ≥50% across the taught modules
• All substantial pieces of assessment (corresponding to >20 credits) need to be passed with a
mark of ≥50%
• All key assessments need to be passed with a mark of ≥50%
• At least 75% of the learning credits associated with taught assessments (both key and general)
need to be passed with a mark of ≥50% on the first attempt.4 (Where exceptional
circumstances have been approved this may allow you to take an assessment as a first attempt
within these rules.) It is not permissible for you to fail an elective module and then proceed to
take a different elective module in its place.

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

‘Residential’ Start Date

‘Residential’ End Date


Module Start Date (eg

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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MSc Systems Engineering for Defence Capability – Course Handbook: January 2015 Section B

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

17 R-SEDC-DISS Thesis 20 80 THESIS (K) 100 End of


Registration
∞ Visiting Lecturer = a member of staff not on a permanent contract with RTS (does not include those acting as occasional guest speakers)
Assessment Types: CW – Coursework; EX – Examination; GPRES – Group Presentation; OR- Viva Voce examination; PRAC – practical; ICT – In-class test;
GPREP report on group exercise; THESIS - thesis
* Please note that all contact hours are indicative and represent scheduled teaching, which is subject to minor changes and variation at short notice.

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MSc Systems Engineering for Defence Capability – Course Handbook: January 2015 Section B

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).

Module code Module title Course/programme that the


module is borrowed from
R-AMOR-NDS Networked and Distributed Defence Simulation and Modelling
Simulation

Please list all course elements that you consider to be your primary responsibility which you share with another
course/programme.

Module code Module title Course/programme that you


have shared this module with

CROSS-MODULAR ASSESSMENT (including any assessment which rests outside an individual module)

# Title Modules Covered Assessment


Type Weight (%)

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MSc Systems Engineering for Defence Capability – Course Handbook: January 2015 Section B

EXIT ROUTES

MSc in Systems Engineering for Defence Capability


Description Credits Exam weighting of Modular exam
set (%, 1dp) weighting (%)

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

PgDip in Systems Engineering for Defence Capability


Description Credits Exam weighting of Modular exam
set (%, 1dp) weighting (%)

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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MSc Systems Engineering for Defence Capability – Course Handbook: January 2015 Section B

PgCert in Systems Engineering for Defence Capability


Description Credits Exam weighting of Modular exam
set (%, 1dp) weighting (%)

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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MSc Systems Engineering for Defence Capability – Course Handbook: January 2015 Section B

Module 1(R-SEDC-SAE) Module type


Systems Approach to Engineering Compulsory
Module Leader Credit rating
Dr Steve Barker 10
(a) class contact hours:20 (b) Interactive or (c) private study hours Total notional hours
(+35 unassessed admissions Directed Study
material) 40 40 100
Assessment method Individual written assignment 50% - Key assessment
Individual examination 50% - Key assessment
Prerequisites None
Aim Given the ever-changing nature of challenges facing defence procurement in the 21st
century, this module aims to define a Systems Approach, introducing Systems Thinking
and Systems Engineering, and illustrating their use across the acquisition lifecycle.
Syllabus/curriculum Admissions Programme
• Systems Engineering Professionalism (inc. Competency mapping)
Intro to IT
• Online Access
• Emails
• VLE etc
Student Experience
• Maximising value from study
• MBTI
The Philosophy of Thinking about Systems
• Rationale behind Approaches to problem solving
• Types of Problem
• Types of thinking and their application
Management of Defence
The Evolution of Systems Engineering
Academic Study Skills (1)
• Analysing the Research Question
• Understanding Systematic Research processes
• Approaches to research
• Reading & interpreting material
• Structured Writing
• Applying research process to a given case study
Introduction to Systems and Systems Concepts
• What is a System?
• Systems Concepts and their definition
• Applying Concepts to Problem Types
Library Study Skills
• Introduce library facilities
• Research Skills
• Critique case study example
Systems Methods and Techniques
• Modelling the Systems Context
• Problem Structuring Techniques
‘The Systems Lifecycle’
• Introducing the Systems Lifecycle
• Systems Engineering Technical Processes and their place within the lifecycle
• Systemic thinking applied to the acquisition lifecycle
Lifecycle Modelling Workshop
• Applying Systems Engineering across an example lifecycle
Academic Study Skills (2)
• Undertaking an assignment
• Preparing for an Examination
• Revision styles
• Approaching the Examination

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MSc Systems Engineering for Defence Capability – Course Handbook: January 2015 Section B

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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MSc Systems Engineering for Defence Capability – Course Handbook: January 2015 Section B

Module 2 (R-SEDC-LPI) Module type


Lifecycle Processes Introduction Compulsory
Module Leader Credit rating
Mr Rick Adcock 10
(a) class contact hours (b) Interactive or (c) private study hours Total notional hours
20 Directed Study
40 40 100
Assessment method An individual written assignment which contributes100% to the final module mark - Key
assessment
Prerequisites SEA module.
Aim To recognise how Systems Engineering processes can be used to support acquisition
through projects and programmes.
Syllabus/curriculum Systems
• Boundary, Context (models), Purpose, Relationships, Scenarios, with normal
extended and exceptional
• UML – specifically Use Case Diagrams
• Functional diagrams
• Stakeholder identification
• Constraints (Risk, Legislation)

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

Basic SE Lifecycle Processes (ISO Models, Stages)


• Levels – Use of Generic Framework Diagram
• Process Models
• Process Ordering
• Process Relationships
• V-model
• Technical Review
• Systems people

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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MSc Systems Engineering for Defence Capability – Course Handbook: January 2015 Section B

Cyber etc Problem Solving


• Decision Making under conditions of uncertainty
• Trade-off
• Views – Detail at the Boundary (ownership)
Intended learning On successful completion of the module a diligent student will be able to:
outcomes Knowledge
• Systems understanding and a Systems Engineering approach
• Describe the relationship between lifecycle methods and approaches
and processes
• Explain the principles of requirements, architecture, integration, verification and
validation in a complex environment such as Defence Acquisition
• Discuss through-life management of Systems Engineering processes and
dependability topics in a complex environment such as Defence Acquisition
• Know the dependability topics and their interrelationships
• Recognise the applicability of Systems Engineering standards to Defence
Acquisition.
Skills
• Defend the selection of an appropriate lifecycle model and approach for complex
problems
• Write atomised requirements which are consistent with the system context which
can be verified and validated
• Appraise the suitability of different verification methods in relation to requirements
and the lifecycle
• Recognise dependability trade-offs during the system lifecycle.
• Propose options to ensure that dependability topics are addressed during the
system lifecycle
• Evaluate dependability topic trade-off decisions across whole system, whole life
issues including the impact of stakeholder viewpoints.
Core texts and/or Further 1. BS ISO/IEC 15288-2008. Systems and software engineering – System life cycle
Reading processes (British Standards Institute (2008) BS ISO/IEC15288:2008 Systems
Engineering Lifecycle Processes, London)
2. INCOSE Systems Engineering Handbook v.3.2, INCOSE
3. Hitchins, D. (1992) “Putting Systems to Work”, Chichester: Wiley
4. Hambleton, Kirkpatrick, Holder, Kimberley, Bragg, McInally, Weiss, Williams
(2005). Conquering Complexity: Lessons for defence systems acquisition. TSO
ISBN 0 11 773034 3
5. Martin, James N (1997). Systems Engineering Guidebook. Lucent Technologies.
ISBN 0-8493-7837-0
6. Pidd, Michael (2003). Second Edition. Tools for Thinking. Modelling in
Management Science. John Wiley & Sons. ISBN 0-96455-7
7. 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
8. Skyttner, Lars (2001). Reprinted 2002. General Systems Theory. Ideas and
Applications. World Scientific Co. Pte.Ltd. IBSN 981-02-4176-3.
9. Stevens, Brook, Jackson, Arnold (1998). Systems Engineering: Coping with
Complexity. Pearson Prentice Hall. ISBN 0-13-095085-8
10. Waring, A (1996). Reprint 2001. Practical Systems Thinking. Thomson Business
Press. ISBN 1-86152-614-8

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MSc Systems Engineering for Defence Capability – Course Handbook: January 2015 Section B

Module 3 (R-SEDC-LPA) Module type


Lifecycle Processes Advanced Compulsory
Module Leader Credit rating
Mr Matt Summers 10
(a) class contact hours (b) Interactive or (c) private study hours Total notional hours
20 Directed Study
40 40 100
Assessment method 100% Examination – Key assessment
Prerequisites SEA and LPI modules

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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Module 4 (R-SEDC-CC) Module type


Capability Context Compulsory for PgDip & MSc
Module Leader Credit rating
Mr Rick Adcock 10
(a) class contact hours (b) Interactive or (c) private study hours Total notional hours
20 Directed Study
40 40 100
Assessment method 100% Assignment – Key assessment
Prerequisites SEA module
Aim To enable students to develop potential solutions to capability level problems using
Systems Engineering methods and techniques.
Syllabus/curriculum Enterprise and capability
• Capability models
• Constraints, trade-off and boundaries System of System Engineering
• Characteristics
• Acquisition models
• V&V, ITEA
• Interoperability Capability solutions
• Requirements, constraints and legacy
• Functional to physical design Problem Solving
• Applying Systems Engineering methods to analyse capability issues and select
potentials solutions to address the identified capability gap.
Intended learning On successful completion of the module a diligent student will be able to:
outcomes Knowledge
• Interpret System Engineering Lifecycle in the context of capability
• Asses the trade-off and legacy issues which affect capability requirements
• Examine how capability requirements can be interpreted at the programme and
project level
• Consider the purpose of architectures in a capability context.
Skills
• Apply Systems Engineering methods to allocate capability functional views to
physical systems views
• Assess the implications for acquisition in using a system of systems approach to
capability.
Core texts and/or Further 1. On the Acquisition of Systems of Systems, Stephen Cook, INCOSE International
Reading Symposium, 2001
2. A Systems Approach to architecting coherent SoS Capabilities, Yeoh Lean
Weng INCOSE International Symposium, 2010
3. Capability engineering examples from Rail and Defence, D Kemp, INCOSE
International Symposium, 2012
4. Capability Engineering an analysis of perspectives, UK CWG, INCOSE
International Symposium, 2011
5. An incremental hybridisation of heterogeneous case studies to develop an
ontology for capability engineering, H Dogan, INCOSE International
Symposium, 2012
6. DOD (2008) System Engineering Guide for System of Systems.

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Module 5 (R-SEDC-AST) Module type


Applied Systems Thinking Compulsory
Module Leader Credit rating
Mr Paul Adams 10
a) class contact hours (b) Interactive or (c) private study hours Total notional hours
20 Directed Study
40 40 100
Assessment method 2 pieces of coursework:
essay 70% - Key assessment
practical exercise 30% - Key assessment
Prerequisites SEA module
Aim To differentiate between a range of systems approaches relevant to Systems Engineering
and their applicability across the Systems Engineering Lifecycle.

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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Module 6 (R-SEDC-SEWN) Module type


Systems Engineering Workshop Elective
Module Leader Credit rating
Mr Paul Adams 10
a) class contact hours (b) Interactive or (c) private study hours Total notional hours
12 Directed Study
38 50 100
Assessment method Individual written assignment which contributes 70% to the final module mark – General
assessment
Group submission which contributes to 30% of the final module mark – General
assessment
Aim The aim is to consolidate and further develop systems skills through the application of
Systems Engineering methods to a representative problem. Students will plan, design
and build real systems, in order to gain practical experience and understanding of the
impacts functional design, sub-system integration and through-life choices can have on
projects.
Syllabus/curriculum • Application of systems engineering principles and methods on a representative
problem in a group working scenario.
• The week will comprise aspects across the lifecycle, such as problem scoping,
requirements and V&V, system logical and physical design.
• Students will be expected to construct a real system and evaluate the impacts of their
analysis and decisions.
• Through-life trade-offs and dependency considerations will drive system design.
• The workshop will culminate in a final demonstration of the developed system.
• Practice in planning individual contributions and dividing effort amongst the members
of a team working on a systems problem.
Intended learning outcomes On successful completion of this module the students should be able to:
Knowledge
• Interpret a systems problem and context.
• Explain the relationship between systems models and constructed system
• Consider the external impacts upon a system performance and recognise constraints
on systems design.
• Defend selection of methods used to solve problems associated with complex
systems.
Skills
• Plan a logical systems engineering approach to a given problem and be able to
evaluate the selection of methods, tools and processes,
• Apply systems engineering methods and techniques to a given problem in order to
design and build a real system.
• Demonstrate the ability to work effectively as part of a systems engineering team.
• Critically evaluate the impacts of decisions on the performance and through-life
management of a real system.
Core texts and/or Further [Revision of all material associated with preceding modules]

nd
Reading Buede, D. (2009). The engineering design of systems: models and methods. 2 ed.
[e-book] Chichester: Wiley. Available via EBL as an e-Book.
• Sproles, N. (1999), Coming to Grips with Measures of Effectiveness. Published by
John Wiley & Sons, Inc. Available
at: http://citeseerx.ist.psu.edu/viewdoc/download?doi=10.1.1.195.1293&rep=rep1&type=p
df
• Read pp.137-147. Hitchins, D. (1992), Putting Systems to Work. Chichester, Wiley.

st
Hitchins, D. (2007), Systems Engineering; a 21 Century Systems
• Maier, M. and Rechtin, E. (2009). The art of systems architecting. 3rd ed. Boca
Raton, Fla: CRC Press.
• British Standards Institution, (2002). BS ISO/IEC 15288:2002 Systems Engineering
lifecycle processes. London: BSI.

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Module 7: (R-SEDC-ASEW) Module type:


Advanced Systems Engineering Workshop Compulsory for PgDip & MSc
Module Leader Credit rating
Mr J D Smith 20
(a) class contact hours (b) Interactive or (c) private study hours Total notional hours
26 Directed Study
74 100 200
Assessment method Compulsory assessment includes:
• Group presentation( 25%) – Key assessment
• Group portfolio (25%) – Key assessment
• Individual Assignment (50%) – Key assessment
Prerequisites Must have completed all the compulsory modules of the PgDip and normally have
completed 100 credits in total (to include electives).
Aim The aim of this workshop is to consolidate the material in the taught phase of the Systems
Engineering for Defence Capability, providing an opportunity to assess the student’s
ability to apply this knowledge to a realistic systems problem.
Syllabus/curriculum The module uses learning from all core and some optional modules to allow the
implementation, practice and use of learning together in an evolving, example case study.

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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Module 8 (R-SEDC-ARMSS) Module type


Availability, Reliability, Maintainability and Support Elective
Strategy
Module Leader Credit rating
Miss Laura Lacey 10
(a) class contact hours (b) Interactive or (c) private study hours Total notional hours
35 Directed Study
35 30 100
Assessment method 100% assignment – General assessment
Prerequisites SEA, LPI and LPA modules.
Aim The aim of this module is to enable students to understand the principles and application
of Availability, Reliability and Maintainability (A, R & M) and to understand the influence
and contribution of the strategies adopted for maintenance and logistic support on the
mission effectiveness and availability of equipment.
Syllabus/curriculum • The concepts of function, failure, fault and defect in the context of reliability,
maintenance, maintainability and availability.
• The relationship between A, R & M and Systems Engineering.
• Investigate Availability and the constituent parts that management can influence.
• Contracting strategies for Availability including Contractor Logistic Support,
• Contracting for Availability and for Capability.
• Current and novel measures of reliability and maintainability.
• Combining reliability and maintainability to achieve availability.
• Reliability Centred Maintenance (RCM) and its contribution to system effectiveness
during the design process and subsequently once equipment has entered service.
• Lifecycle reliability using e.g. the ‘bathtub’ curve.
• Estimating system reliability using tools such as Fault Tree Analysis.
• MOD’s methods and procedures for assured delivery of A,R & M.
• Analysing redundancy using tools such as reliability block diagrams.
• A brief introduction to design of maintenance and maintenance strategies – e.g.
corrective and preventative maintenance and impacts on A, R & M.
• Maintenance Strategies to provide equipment repair and overhaul and Through-Life
Support (TLS).
• Logistic Support and the Support Chain, including strategies and initiatives to
minimise delay.
• The Integrated Logistic Support (ILS) process.
• ILS tools: Failure Modes Effects and Criticality Analysis (FMECA) and Level of
Repair Analysis (LORA).
• Health and Usage Monitoring Systems (HUMS) and prognostics – the contribution
to maintenance and TLS.
Intended learning On successful completion of the module a diligent student will be able to:
outcomes Knowledge
• Demonstrate a systematic understanding of the knowledge associated with
A,R & M concepts, measurement and strategies, and how these can be applied
to real-world systems.
• Identify and appraise relevant A,R & M domain expertise and standards.
• Systematically comprehend the prime influences on Availability.
• Critically examine the maintenance and support strategies that can be applied to
defence equipment and their delivery of operational availability at minimum LCC.
• Assess the contribution to availability and Through-Life Support (TLS) provided
by Integrated Logistic Support, Reliability, Maintainability and Maintenance
strategies including Health and Usage Monitoring Systems (HUMS) and
Prognostics.
Skills
• Expose trade-offs between availability, reliability & maintainability and with other
system issues such as safety.
• Critically analyse current, relevant published procedures and guidance for MOD
processes and identify to what extent these procedures take a Systems
Engineering approach.
• Compare contracting strategies for Availability.
• Critically examine Logistic Support and Through-Life Support (TLS) strategies
and initiatives.
• Critically examine a range of Maintenance Strategies.
• Critically examine the Integrated Logistic Support (ILS) process.

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• Evaluate Reliability Centred Maintenance (RCM) and its contribution to system


effectiveness during design and in-service operation.
• Evaluate the processes of FMECA and LORA in the ILS process.
Core texts and/or Further 1. Blanchard, B.S. (2004). Logistics engineering and management. 6th ed. New
Reading Jersey: Pearson Education.
2. Jones, J.V. (2006). Integrated logistics support handbook, 3rd ed. New York:
McGraw-Hill.
3. MOD Acquisition Operating Framework (AOF) http://www.aof.mod.uk, Reliability
and Maintainability Area.
4. MOD, (2008). Defence Standard 00-40: Part 1. Issue 6 Reliability and
maintainability part 1: management responsibilities and requirements for
programmes and plans, [online] Glasgow: DPA MOD. Available
at: http://www.dstan.mod.uk/standards/ defstans/00/040/01000600.pdf
5. MOD, (2008). Defence Standard 00-42: Part 3. Issue 4 Reliability and
maintainability (R&M) assurance guidance part 3, the R&M case, [online]
Glasgow: DPA MOD. Available
at: http://www.dstan.mod.uk/standards/defstans/00/042/03000300.pdf.
6. MOD, (2010). Defence Standard 00-600 Issue 1 Integrated Logistic Support,
Requirements for MOD Projects. [online] Glasgow: DPA MOD. Available
at: http://www.dstan.mod.uk/standards/defstans/00/600/00000100.pdf.
7. MOD. (2011). Acquisition Operating Framework: Integrated Logistics Support.
[online] Available at http://www.aof.mod.uk/aofcontent/tactical/ils/index.htm.
8. Reliability & Maintainability - An Introduction for MOD Staff, 2009.
9. What is Reliability and
Maintainability? http://www.aof.mod.uk/aofcontent/tactical/randm/content/randm_
whatis.htm

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Module 9 (R-SEDC-DAMS) Module type


Decision Analysis Modelling and Support Elective
Module Leader Credit rating
Dr Ken McNaught 10
(a) class contact hours (b) Interactive or (c) private study hours Total notional hours
30 Directed Study
35 35 100
Assessment method An individual written assignment which contributes 100% to the final module mark. –
General assessment
Aim The aim of the module is to provide students with an awareness and understanding of a
wide range of modern analytical methods to support and enhance their decision making
for complex systems engineering problems.
Prerequisites (if any) Students must complete SAE before this module; and are strongly recommended to
complete LPI.
Syllabus/curriculum Dealing with Uncertainty and Risk
• Pay-off Matrices: Structuring decision problems using a pay-off matrix to represent
the value or utility of each option for each possible state of nature. Analysing the
pay-off matrix under conditions of uncertainty and risk. Sensitivity/robustness of
decisions to the inputs.
• Decision Trees: Structuring and analysing decision problems using a decision tree to
represent sequential decision making under conditions of risk and uncertainty. The
application of Bayes' Theorem to update probabilities in the light of new information.
The calculation of the value of perfect and imperfect information.
• Bayesian Networks and Influence Diagram Decision Networks: These modern tools
are examples of probabilistic graphical models which offer a powerful framework for
reasoning and decision-making under risk and uncertainty. Structuring and analysing
decision problems using Bayesian networks and decision networks.
• Game Theory: Application of classical zero-sum game theory and some of its
extensions to decision-making under conditions of competition or conflict.
• Judgmental Methods: Elicitation and analysis of individual judgments as part of the
decision-making process. Cognitive biases which affect human judgment, problems
of group decision-making.
Dealing with Conflicting Objectives and Trade-Offs
• Approaches used in multiple criteria decision analysis (MCDA) where several, often
conflicting, criteria are important to a decision-maker: structuring and analysing
MCDA problems using the Simple Multi-Attribute Rating Technique (SMART), the
Analytic Hierarchy Process and the portfolio optimization approach. The use of
scenario planning approaches.

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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Core texts and/or Core Text:



rd
Further Reading Goodwin, P and Wright, G (2004) Decision Analysis for Management Judgment, 3
ed. [e-book] Chichester: Wiley. Available through: EBL via Barrington Digital Library.
This will be supported by a number of journal papers and relevant articles and
chapters which will be made available to students via the Virtual Learning
Environment (VLE) and/or Barrington Library.
• Additional Texts

nd
Buede, D. (2009). The engineering design of systems: models and methods. 2 ed.
[e-book] Chichester: Wiley. Available via EBL as an e-Book.
• Parnell, GS; Driscoll, PJ; Henderson, DL. (2011). Decision Making in Systems
Engineering and Management. 2nd ed. [e-book] Chichester: Wiley. Available via EBL
as an e-Book.

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Module 10 (R-SEDC-HF) Module type


Human Factors Integration Elective
Module Leader Credit rating
Professor Karen Carr 10
a) class contact hours (b) Interactive or (c) private study hours Total notional hours
20 Directed Study
15 65 100
Assessment method Coursework contributing 100% to the final mark – General assessment
Prerequisites SAE module.
Aim This module aims to provide an understanding of Human Factors Integration (HFI) and
develop the ability to carry out HFI management particularly in the context of Systems
Engineering for Defence Capability.
Syllabus/curriculum Introduction:
• Group discussion on Human Capability in the context of acquisition, engineering
and capability management.
• How does HFI contribute to the development of Human Capability?
Taught session 1: Context
• HFI in Customer and Supplier organisations
• HFI within Systems Engineering teams
• HFI Strategy
• Planning and Adapting HFI for Projects
• HFI contribution to Project and System level documentation
• Defence Lines of Development and HFI Domains
• HFI Stakeholders
• HFI and Safety Cases
• Learning from Experience
• Group exercise: Map stakeholders, issues and interdependencies
Taught session 2: HFI processes
• CONOPS
• HFI Documentation
• Target Audiences
• EHFA
• HFI Issues – Identifying, Assessing and Trade-offs
• Developing HFI Requirements and Acceptance
• Risk Assessment and Management
• Communication and reporting
• Project Reviews
• Case Studies
• Group exercise: Identify Issues and Requirements for a Case Study
Taught session 3: Managing Human Factors Engineering
• Providing information for bids
• Understanding evidence
• Human Performance and Behaviour
• Understanding Human Engineering tools (e.g. task analysis, mental workload,
situational awareness, usability, human reliability, allocation of function,
workspace design, training needs analysis, anthropometry)
• Group exercise: develop a Human Factors acceptance assessment for a Case
Study
• Individual exercise (assessed): develop a Human Factors Integration Strategy
and Plan for a Case Study

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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Module 11 (R-SEDC-IDC) Module type:


Introduction to Defence Capability Elective
Module Leader Credit rating
Lt Col (Retd) Tony Thornburn 10
a) class contact hours (b) Interactive or (c) private study hours Total notional hours
35 Directed Study
10 55 100
Assessment method 100% Individual Assignment – General assessment
Prerequisites SAE and LPI modules
Aim The aim of this module is to review the Department’s use of Systems Engineering in its
drive to assist the “development and management of military capability … supporting the
‘whole force’ which delivers Defence outputs”.
Syllabus/curriculum The module will cover the latest initiatives in relation to:
• Defence Policy, the MOD structure and purpose, Defence Acquisition and
Defence Reform.
• The drivers lying behind current and future needs for Defence Capability,
exploring the Maritime, Land, Air and Space, and Joint Components.
• Key technologies and the approach by which Defence Capability is enabled.
• Defence Case Studies, including: International Collaborative programmes, and
evidence gained from sources such as the National Audit Office (NAO) will be
used to offer an insight into common recurring challenges within the Defence
environment.
• The Department’s use of Systems Engineering will be initially considered in the
taught phase and further critical analysis conduct of this aspect in the
assignment.
Intended learning On successful completion of the module a diligent student will be able to:
outcomes Knowledge
• Explain how Defence Capability contributes to UK Defence and Security Policy.
• Describe the organisation of the Ministry of Defence (MOD) and Defence
Equipment and Support (DE&S) and its enterprise practices, in relation to
systems development and acquisition.
• Explain how technology contributes to acquiring of Defence Capability and how it
is managed.
• Explain the Department’s approach to Systems Engineering in Defence.
Skills
• Analyse critically the effectiveness of the Department’s organisation and
enterprise practices with respect to systems development and the acquisition of
Defence Capability.
• Judge the effectiveness of how Defence Acquisition is being executed, in terms
of both Systems Thinking and Systems Engineering, and compare with industrial
best practice.
Core texts and/or Further 1. British Defence Doctrine: JDP 0-01.
Reading 2. Future Maritime Operational Concept: JDP 0-10.
3. Future Land Operational Concept: JCN 2/12.
4. Future Air and Space Operational Concept 2009: JCN 3/12.
5. How Defence Works. Version 4.0 1 April 2014.
6. Acquisition Operating Framework (AOF).

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Module 12 (R-SEDC-MBSE) Module type


Model Based Systems Engineering Elective
Module Leader Credit rating
Mr Paul Adams 10
a) Class contact hours (b) Interactive or (c) private study hours Total notional hours
20 Directed Study
40 40 100
An individual written assignment which contributes 100% to the final module mark –
Assessment method
General assessment
The aim is to enable students to evaluate the role of MBSE within the defence context
Aim and to construct models within the framework of Model Based Systems Engineering
(MBSE). The module will build on the introduction provided in SAE.
Prerequisites (if any) Students must complete SAE before this module; and are strongly recommended to
complete LPI
Syllabus/curriculum MBSE Theory
• Value of MBSE
• Advanced MBSE concepts
• MBSE Ontology
• Links to Architectural Frameworks
• Competencies
• Processes, Practices & Methods
Analysis of Tools & Technology
• Tool evaluation and selection
• How to build support for using a tool.
• Tools for system design & simulation
Applied MBSE
• Scenario-based application of MBSE and model building techniques
• Systems of Systems MBSE
• Model Based Requirements
Intended learning outcomes On successful completion of this module the students should be able to:
Knowledge
• Explain the principles of MBSE and modelling concepts
• Explain the MBSE ontology, competencies and processes.
• Assess how MBSE could be appropriately applied to aid system design and
integration.
• Explain MBSE application to Systems of Systems problems
• Describe MBSE from different stakeholders value systems
• Describe the role MBSE has in through-life system design and development.
Skills
• Critically evaluate a number of modelling tools and select the most appropriate for a
given application.
• Defend tool selection for MBSE application.
• Construct a coherent systems model using multiple interacting and composite views,
using a representative case study.
Core texts and/or Further • Ramos, A. L., Ferreira, J. V. and Barcelo, J. (2012), "Model-Based Systems
Reading Engineering: An Emerging Approach for Modern Systems", IEEE Transactions on
Systems, Man, and Cybernetics, Part C: Applications and Reviews. Vol. 42. No.1. pp.
101-111
• Read pp.15-27 from: Friedenthal, S. & Moore, A. & Steiner, R. (2012), A Practical
Guide to SysML:The Systems Modeling Language. 1st Edition. Elsevier Inc. ISBN:
978-0-12-385206-9.
• Murray, J. (2012) Model Based Systems Engineering (MBSE) Media Study.
Published by INCOSE. Available at:
http://syse.pdx.edu/program/portfolios/julia/MBSE.pdf

nd
Read pp.73-88 from: Holt, J. & Perry, S. (2014), SysML for Systems Engineers. 2
Edition. Published by the Institute of Engineering and Technology.ISBN: 978-1-
84919-651-2.

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MSc Systems Engineering for Defence Capability – Course Handbook: January 2015 Section B

• Read pp.15-16. INCOSE. (2007), Systems Engineering Vision 2020. INCOSE-TP-


2004-004-02. Available at:
https://www.incose.org/ProductsPubs/pdf/SEVision2020_20071003_v2_03.pdf
• Read pp.707-718 from: Holt, J. & Perry, S. (2014), SysML for Systems Engineers.
nd
2 Edition. Published by the Institute of Engineering and Technology.ISBN: 978-1-
84919-651-2.
• Read pp.293-299 from: Guarino, N. (1997), “Understanding, building and using
ontologies”. Int . J . Human – Computer Studies (1997) 46 , pp.293-310. Available at:
http://ac.els-cdn.com/S1071581996900919/1-s2.0-S1071581996900919-
main.pdf?_tid=21809ad0-c4a8-11e3-8491-
00000aacb35f&acdnat=1397571400_5edac0831121a5bf5882103729cc6dfb

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Module 13 (R-AMOR-NDS) Module type


Networked and Distributed Simulation Elective
Module Leader Credit rating
Mr Jonathan Searle 10
(a) Class contact hours (b) Interactive or (c) Private study hours Total notional hours
30 Directed Study 35
35 100
Assessment method • Coursework, contributing a total of 40% to the final module mark
– General assessment
• Written examination of 1.5 hours contributing 60% to the final mark – General
assessment
Prerequisites (if any) Students must complete SAE and normally Simulation and Synthetic Environments
(SSE) before this module.
Aim To enable students to appreciate the main ways in which defence simulation systems
make use of networking technology. The emphasis of the module is on TCP/IP style
networking with particular reference to the emerging role of large scale networks of fully
distributed systems which form the basis of defence Synthetic Environments.
Syllabus/curriculum o Fundamentals of computer communications, networking, LANs and WANs;
o Main hardware components of computer networks;
o The ISO OSI Architecture and network protocols (eg TCP/IP);
o The features and facilities of TCP/IP and their relevance to simulation systems;
o Networked and distributed simulation architectures;
o Interoperability and composability;
o The design, management, configuration and testing of distributed simulation
systems and networks;
o Networking standards in defence simulation (eg DIS, HLA);
o Practical experiments and case studies

o Recognise and recommend network strategies and architectures appropriate to the


Intended learning needs of a particular simulation system;
outcomes o Carry out simple network configuration and testing functions using standard
network tools;
o Demonstrate an understanding of the issues and processes of simulation
interoperability;
o Appreciate and explain the issues in the design and application of Synthetic
Environments in the defence arena.

Core texts and/or Further


Reading

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Module title 14 (R-SEDC-SOSE) Module type


System of Systems Engineering Elective
Module Leader Credit rating
Dr Steve Barker 10
(a)Class contact hours (b) Interactive or Directed (c)Private Study Hours Total notional hours
20 Study Hours 40
40 100
Assessment method An individual written assignment which contributes 100% to the final module mark –
General assessment
Aim Given the ever-more complicated nature of challenges facing defence procurement in the
st
21 century, this module aims to explore systems-of-systems (SoS) and how their
understanding and application can benefit the defence environment
Prerequisites Students must complete SAE before this module; and are strongly recommended to
complete LPI and LPA.
Syllabus/curriculum Introduction to SOSE
• Systems vs Systems of Systems
• SoS Approach
• SoS Architecture
• Historical perspective on SOSE
Principles of SOSA
• Generic principles
• Adapting principles for the Defence Environment
• International perspectives on SOSA
Application of SOSE
• Mapping SoSA principles to a Situation of Interest
• Issues workshop
• Enterprise vs Organisation
The Philosophy of Thinking about Systems
• Rationale behind Approaches to problem solving
• Types of Problem
• Types of thinking and their application
System-of-Systems Through-Life
• Managing and Engineering S-0-S across the lifecycle
• Through-life considerations and issues
• Applying SOSE process to a worked example
SOSE case study workshop
• Student-led application of SOSE to a real-world case study
• Evaluation of issues, constraints, threats and opportunities
Intended learning On successful completion of this module the students should be able to:
outcomes Knowledge
• Summarise the key principles of SoSA
• Differentiate key benefits and disadvantages to the implementation of SOSE
• Consider different approaches to SOSE
• Critique suitable approaches for SOSE implementation within context
Skills
• Analyse complexities posed by the adoption of SOSE
• Evaluate impact of SOSE upon Defence Acquisition
• Develop SoSA principles for application to a representative example
Indicative Reading • Cocks, D. (2006) “How should we use the term ‘System of Systems’ and why should
we care?”, Lockheed Martin, INCOSE 2006 – 16 Annual Symposium Proceedings
• Maier, M. W. (1998) “Architecting principles for systems-of-systems”, Systems
Engineering, 1(4), pp.267-284
• Clark, J. O. (2008) “System of Systems Engineering and Family of Systems
Engineering from a Standards Perspective”, Northrop Grumman, published by
INCOSE

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• Jackson, M. C., & Keys, P. (1984). “Towards a system of systems methodologies”,


Journal of the operational research society, pp.473-486
• Ackoff, R. L. (1971) “Towards a system of systems concepts”, Management science,
17(11), pp.661-671
• Network Enabled Capability. Joint Service Publication 777, Ministry of Defence, 2005.
• Keller R, Atkinson S.R., and Clarkson, P.J. “Network Enabled Capability As A
Challenge For Design: A Change Management View”, International Design
Conference, Dubrovnik, Croatia
• System of Systems Approach, MOD Acquisition Operating Framework
(accessed April 2014)

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Module 15 (R-SEDC-SSE) Module type


Simulation and Synthetic Environments Elective
Module Leader Credit rating
Mr John Hoggard 10
(a) class contact hours (b) Interactive or (c) private study hours Total notional hours
35 Directed Study
35 30 100
Assessment method 100% Individual Assignment –General assessment
Prerequisites SAE
Aim To allow students to develop a critical but broad awareness of the roles, concepts, utility
and applications of modelling and simulation in defence Systems Engineering and to
understand how to construct simple models.
Syllabus/curriculum Modelling and Simulation
• Principles of modelling & simulation
• Simulation methods and tools
• Simulation technologies
• Distributed Simulation and Synthetic Environments
• Validation and Verification of simulations
• LVC - Live, Virtual and Constructive Simulations
Modelling and Simulation in Defence Systems Engineering
• Applications for modelling and simulation from analysis to training.
• Application of modelling and simulation through a system lifecycle
Defence Synthetic Environments and Systems Engineering based Acquisition.
Intended learning On successful completion of the module a diligent student will be able to:
outcomes Knowledge
• Demonstrate a systematic knowledge of the utility of modelling and simulation on
defence systems acquisition. Including:
• The verification and validation of defence models and simulations.
• The acquisition, operation and evolution of defence models and simulations.
• Hard and soft approaches to modelling.
• Deterministic and stochastic models.
• Monte Carlo simulation.
• The role of modelling and simulation in supporting defence decision-making.
Skills
• Critically evaluate the current research and applications for defence modelling and
simulation throughout a system lifecycle.
• Critically evaluate the advantages and limitation of simulations and synthetic
environments in a Systems Engineering approach and in support of Defence
Acquisition.
• Explain and apply the general principles of modelling and simulation and to
explain the importance of modelling and simulation in supporting defence
decision-making.
• Apply the ideas of verification and validation to defence models and explain the
issues involved.
• Design simple simulation models using different approaches.
• Explain the technologies of live, constructive and virtual simulation and their
defence applications.
Core texts and/or Further Indicative Reading
Reading 1. http://www.sedris.org/
2. King, T., Batini, C. and Bengtsson, K. (2007). EUROPA RTP 111.011 SIMBASE: a tri-
national initiative supporting PLCS and synthetic environments. [presentation online]
Available
at: http://cpf.s1000d.org/events/OSLO/Thursday/PLCS%20and%20Synthetic%20
Environments%20-%20Kjell%20Bengtsson.pdf
3. Dunnigan, J.F. (1992). The complete wargames handbook. 2nd ed. [e-book] Available
at: http://www.hyw.com/Books/WargamesHandbook/Contents.htm or through http://
www.strategypage.com/
4. Pew, R. and Mavor, A. (1998). Modeling human and organizational behavior:
application to military simulations. [e-book] United States: National Academies Press.
Available at
5. http://books.nap.edu/books/0309060966/html/index.html.

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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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Module 16 (R-SEDC-PSW) Module type


Thesis Selection Workshop Elective
Module Leader Credit rating
Mrs Bronwen Holden 0
(a) class contact hours (b) Interactive or (c) private study hours Total notional hours
16 Directed Study
19 10 45
Assessment method Not Assessed
Prerequisites Normally taught phase
Aim The aim of this module is to prepare students for their thesis by explaining the process,
rules and regulations and identifying key members of staff.

Syllabus/curriculum The module runs over a period of one week. It comprises


• Lectures and workshops.
• Preparation time.
• Completion of Thesis Proposal Form and the accompanying presentation.
Introduction to your thesis
The intent of this material is to:
• Introduce the administration required to complete a Thesis Proposal Form.
• Introduce the what, why and how of completing a thesis.
• Formatting your thesis
• This session, which is run by staff from the Academic Information Systems Group,
will introduce the handling of complex documents in Word to enable the write up of
the thesis with as few IT problems as possible. This session is highly
recommended.
Study Skills
The study skills material consists of lectures on how to use the library for research. The
intent of the material is to enable students to:
• Understand the need to reference and carry out sound research.
• Analyse and store the large amount of data collected during the research process.
Thesis Pitfalls
During this session you will be introduced to
• Possible pitfalls and issues that could be encountered during the thesis period.
• General errors when writing the thesis.
• Ethics awareness.
• Common mistakes when presenting your thesis to the examiners.
• Common mistakes with communication skills. This session will take the form of a
discussion.
Intended learning On successful completion of the module a diligent student will be able to:
outcomes Knowledge
• Explain the purpose of a Thesis.
• Discuss the desirable characteristics of self-directed research.
• State the University regulations and procedures which are applicable to their
Thesis.
Skills
• Write a thesis proposal.
• Identify the risks associated with undertaking a thesis.
• Locate information relevant to the creation of a thesis.
• Judge the value of information gathered in the course of research
Core texts and/or Further • Bjork, L. and Raisanen, C. (1997). Academic writing: a university writing course,
Reading 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.
• Online Writing Lab http://owl.english.purdue.edu/owl

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Masters’ Level Descriptors


Extracted from Senate Handbook: Setting up a New Taught Course. This should help you
understand what is expected of you in order to achieve your award and will help you
understand the difference between postgraduate and undergraduate level education.

(a) What is expected of a student taking a Masters’ degree?

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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MSc Systems Engineering for Defence Capability – Course Handbook: January 2015 Section B

(b) What is expected of a student taking a Postgraduate Diploma or Certificate?


The above descriptors should apply in full for any student graduating with a Master’s
degree, and are achieved on the basis of study equivalent to at least one full-time calendar
year. They are distinguished from other qualifications at this level (Postgraduate Diplomas
and Certificates) by an increased complexity and length of study. In particular, Masters’
degrees include individual research activity, which accounts for the learning outcomes
relating to the contribution to original knowledge above.
The Postgraduate Diploma and Postgraduate Certificate is usually awarded therefore to
students who have successfully completed an approved taught programme of study and
demonstrated all the above characteristics save those associated with completion of an
individual project or piece of research.
Postgraduate Diplomas and Certificates are awarded to students either where a student
has initially registered for an approved course leading to that award, or where a student has
initially registered for an MSc course, which has a legitimate PgDip or PgCert exit route
and has satisfied all the academic requirements associated with that specific award.

(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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• Masters’ graduates should be able to make confidently sound judgements in the


absence of complete data (rather than just be aware of the limitations and
ambiguity of knowledge)

Personal development skills:


• Masters’ graduates should be able to manage and expand their learning, without
continuous supervision (rather than just apply and consolidate)
• Masters’ graduates should be able to reflect upon the scope of research projects
and identify by themselves new avenues to explore (rather than just undertake a
defined project)
• Masters’ graduates should be able to communicate their conclusions, including
their assumptions and methodologies, to both specialist and non-specialist
audiences (rather than just communicating the outcomes of any research)
• Masters’ graduates should have advanced skills in furthering their own personal
development, and be able to identify their own strengths and weaknesses to a
sophisticated level (rather than just be able to continue to develop skills as
appropriate)
• Masters’ graduates should be able to make clear decisions in complex and
unpredictable situations (rather than just in situations where there are elements
of complexity or unpredictability)

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GRADING ASSESSMENT SCALE

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.

Mark Range & Criteria/Descriptor


Standard (N.B. not all may apply for each piece of work or type of assessment)

Demonstrating a comprehensive knowledge and understanding of the


80% - 100% subject and subfields.
Excellent All stated intended learning outcomes exceeded.
High capacity for critical evaluation.
Novel application of the subject matter to a specific context.
Requiring a student to have:
• undertaken extensive further reading
• produced a well-structured piece of work
• demonstrated excellent communication skills
• exercised a high level of original thought.

Demonstrating an extensive knowledge and understanding of the subject


70% - 79% and subfields.
Very Good Many stated intended learning outcomes exceeded.
Very good capacity for critical evaluation.
Effective application of the subject matter to a specific context.
Requiring a student to have:
• undertaken substantial further reading
• produced a well-structured piece of work
• demonstrated very good communication skills
• exercised a significant level of original thought.

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Demonstrating a good knowledge and understanding of the subject and


60% - 69% subfields.
Good All stated intended learning outcomes met, with some exceeded.
Good capacity for critical evaluation.
Competent application of the subject matter to a specific context.
Requiring a student to have:
• undertaken some further reading
• produced a well-structured piece of work
• demonstrated good communication skills.

Demonstrating a satisfactory knowledge and understanding of the subject


50% - 59% and subfields.
Satisfactory All stated intended learning outcomes met.
Standard critique of the subject matter.
Adequate application of the subject matter to a specific context.
Requiring a student to have:
• undertaken adequate further reading
• produced an adequately-structured piece of work
• demonstrated basic but satisfactory communication skills

Demonstrating an inadequate knowledge and understanding of the subject


40% - 49% and subfields.
Poor Most stated intended learning outcomes met.
Lacking critique of the subject matter.
Limited application of the subject matter to a specific context.
Requiring a student to have:
• undertaken some relevant reading
• produced a piece of work with a simple structure
• demonstrated marginal communication skills.

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Demonstrating a lack of knowledge and understanding of the subject and


0% - 39% subfields.
Very Poor Many stated intended learning outcomes not met.
Absence of critique of the subject matter.
Lacking application of the subject matter to a specific context.
Requiring a student to have:
• undertaken inadequate reading
• produced a poorly-structured piece of work
• demonstrated poor communication skills.

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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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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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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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• 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.

Supervision and management


Lectures on the selection of a Thesis topic and research techniques are given during the
Thesis Selection Workshop (which students are expected to attend). Each student will have
an internal supervisor, appointed by the Course Director, who will normally be a member of
the Centre for Systems Engineering. The supervisor will assist the student in the scoping of
the Thesis, agreeing terms of reference, overseeing the conduct of the activity, agreeing
milestones and advising on industrial contacts and visits. Both parties are expected to
adhere to the Student Supervisor Agreement that is available on the VLE.

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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MSc Systems Engineering for Defence Capability – Course Handbook: January 2015 Section B

Course Prizes
The following prizes may be awarded where merited.

SEDC Prize for Outstanding Student


The prize for Outstanding Student will be awarded for distinctive performance in all aspects
of the course.

SEDC Prize for Achievement


The prize for Achievement will be awarded for high marks or for a distinctive thesis
performance.

SEDC College Prize


The College Prize will be awarded for a performance which demonstrates an ability to
achieve despite difficult external circumstances.

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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MSc Systems Engineering for Defence Capability – Course Handbook: January 2015 Section B

Staff contact details


Professor Mark Richardson
01793 785656 Examination Board Chair
m.a.richardson@cranfield.ac.uk

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

Mr Paul Adams Module Leader of:


p.adams@cranfield.ac.uk 01793 785528 Applied Systems Thinking
Systems Engineering Workshop
Mr Richard Adcock Module Leader of: Capability Context
01793 314169
r.d.adcock@cranfield.ac.uk Lifecycle Processes Introduction

Module Leader of:


Dr Steve Barker
01793 314409 Systems Approach to Engineering
s.g.barker@cranfield.ac.uk
Systems of Systems Engineering
Professor Karen Carr Module Leader of:
01793 785644
k.carr@cranfield.ac.uk Human Factors Integration

Mr John Hoggard Module Leader of:


01793 785208
j.hoggard@cranfield.ac.uk Simulation & Synthetic Environments

Miss Laura Lacey Module Leader of


01793 785010
l.lacey@cranfield.ac.uk Availability, Reliability Maintainability and Support Strategy

Dr Ken McNaught Module Leader of:


01793 785288
k.r.mcnaught@cranfield.ac.uk Decision Analysis, Modelling and Support

Mr Jonathon Searle Module Leader of:


01793 785882
j.r.searle@cranfield.ac.uk Network Distributed Simulation

Mr Jeremy Smith Module Leader of:


01793 785915
j.d.smith@cranfield.ac.uk Advanced Systems Engineering Workshop

Mr Matt Summers Module Leader of:


01793 785370
m.summers@cranfield.ac.uk Lifecycle Processes Advanced

Lt Col (retd) Tony Thornburn Module leader of:


01793 314419
a.thornburn@cranfield.ac.uk Introduction to Defence Capability

Ms Mandy Smith
01793 785487 Library Representative for SEDC
m.j.smith@cranfield.ac.uk

Mrs Laura Whitebrook


01793 314890 Course Administration and Accommodation
l.f.whitebrook@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

CDS Timetables - https://timetable.cds.cranfield.ac.uk/

CDS VLE - https://vle.cds.cranfield.ac.uk/

CDS Website - http://www.cranfield.ac.uk/cds/

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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MSc Systems Engineering for Defence Capability – Course Handbook: January 2015 Section C

Cranfield Student Association


Slim Building Room 23
Tel: +44 (0) 1793 785444
Email: csa.shrivenham@cranfield.ac.uk
Web: http://www.mycsa.org.uk/

Cranfield University Website - http://www.cranfield.ac.uk/

Cranfield University Password Manager - https://webapps2.cranfield.ac.uk/pwman/

Defence Academy Main Gate


Tel: +44 (0) 1793 785615

Dignity at Study Officers


Laura Porter, Assistant Registrar, Slim Building Room 13
Tel: +44 (0) 1793 785156
Email l.porter@cranfield.ac.uk
Caro Khamkhami, Quality and Enhancement Officer, Slim Building Room 32
Tel: +44 (0) 1793 785984
Email: c.khamkhami@cranfield.ac.uk

E-mail https://outlookanywhere.cranfield.ac.uk

EVE https://eve.cranfield.ac.uk

Extranet https://extranet.cranfield.ac.uk

Global Classroom in Building 70, Learning Services


Find out how the Global Classroom might help your
studies: https://intranet.cranfield.ac.uk/cds/llshome/Pages/GlobalClassroom.aspx
To organise a demonstration or user induction, please
contact learningservices@cranfield.ac.uk
Global Classroom Bookings via teachingfacilities@cranfield.ac.uk

Learning Services
Learning Services – Building 70, email: learningservices@cranfield.ac.uk
Tel: +44 (0) 1793 785060

Learning Support Officer (first point of contact for disability-related queries)


Email: learningsupportofficers@cranfield.ac.uk

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MSc Systems Engineering for Defence Capability – Course Handbook: January 2015 Section C

Serco IT Service Desk


Queries about Defence Academy Accounts (including how to reactivate them),
access to Defence Academy file storage and Intranet, and general desktop and
printing/scanning issues:
Tel: +44 (0)1793 788444
Email: Sercoservicedesk@defenceacademy.mod.uk

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MSc Systems Engineering for Defence Capability – Course Handbook: January 2015 Section C

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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MSc Systems Engineering for Defence Capability – Course Handbook: January 2015 Section C

Referrals Sitting a different examination paper for a key assessment following a


(Examinations) mark of <50% in the first attempt
Summative An assessment that does count towards your overall mark
Assessment
Turnitin A plagiarism detection system
Viva Voce Oral examination of Thesis.
VLE Virtual Learning Environment (Moodle or Blackboard)

C-5
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

Course Administration and Student Support


Cranfield University
Defence Academy of the United Kingdom, Shrivenham, Swindon, SN6 8LA, UK
Email: courses.shrivenham@cranfield.ac.uk
Telephone: +44 (0)1793 785810
www.cranfield.ac.uk/cds

Designed by CDS Learning Services - Cranfield University 148DS1314 © Crown Copyright images from www.defenceimages.co.uk

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