CORPORATE AND ACADEMIC SERVICES

MODULE SPECIFICATION

Part 1: Basic Data

Module Title Strategic Issues in Engineering

Module Code UBGMGR-15-3 Level 3 Version 1

Owning Faculty FET Field GEM

Contributes towards BEng (Hons) Civil and Environmental Engineering

UWE Credit Rating 15 ETCS Credit 7.5 Module Standard
Rating Type
Pre-requisites None Co- requisites None

Excluded None Module Entry 60 credits at Level 2

Combinations requirements
Valid From September 2013 Valid to September 2019
st
CAP Approval Date 21 May 2012

Part 2: Learning and Teaching

Learning Outcomes By the end of this module students should be able to:

1. Demonstrate your familiarity with contemporary debate in at least two

thematic areas relevant to engineering in society (Component A).

2. Evaluate current resources, data and technologies related to the selected

thematic areas (Component B).

3. Critically review contemporary policy and practice within the selected

thematic areas (Component B).

4. Identify strategic responses and research needs (Component B).

Syllabus Outline 1. The role of the engineer in society.

2. Organisation of professional learned societies and registration bodies.
3. The historical context of Civil Engineering and our heritage.
4. Responsibility, Codes of Conduct and Ethical Practice as a professional.
5. Strategic issues and major challenges facing the world in which
engineers can play a role.
6. A philosophical perspective – technology, health and safety, sustainability
and drivers for change in an international arena.
Contact
Hours/Scheduled Activity 15 credit module
Hours Notional hours
Lectures/seminars/tutorials 38
Preparation for Assessment – Exam 41
Preparation for Assessment – Essay/Report preparation 71
Total study time 150
Teaching and The learning philosophy underpinning the module is to provide students with an
Learning Methods opportunity to practice and enhance their research skills whilst at the same time
acquiring an in-depth understanding of aspects of the engineer in society. The
module also aims to provide opportunity to practice and develop information-
gathering, analytical skills and academic writing and presentation skills.

Students will be required to select two thematic areas from the strategic issues
facing engineers, with the agreement of the module leader/tutor. They will
prepare “position statements” on both themes, from which one will be selected
with the tutor’s guidance for oral presentation and preparation of a review paper.

Students will be encouraged to submit outlines of their presentation for formative

comment and drafts of their review paper.

Reading Strategy Essential Reading

Students will be provided with directed learning will be from textbooks, journal
articles and credible online resources (such as professional bodies,
government, Defra and Environment Agency websites).

Further Reading
Students will be encouraged to add depth and breadth through their own
independent study and research.

Access and Skills

Formal opportunities for students to develop their library and information skills
are provided within the induction period and the GDP. Additional support is
available through the Library Services web pages, including interactive
tutorials on finding books and journals, evaluating information and
referencing. Sign-up workshops are also offered by the Library.

Indicative Reading The following list is offered to provide validation panels/accrediting bodies with an
List indication of the type and level of information students may be expected to
consult. As such, its currency may wane during the life span of the module
specification. However, CURRENT advice on readings will be available via other
more frequently updated mechanisms.

Defra. 2005. Making Space for Water - Taking Forward a New Government S
trategy for Flood and Coastal Erosion Risk Management in England.
London: Department for Environment, Food and Rural Resources.

Defra. 2011. Understanding the risks, empowering communities, building

resilience – The national flood and coastal erosion risk management
strategy for England.

Fleming, G.(ed). 2002. Flood Risk Management. London: Thomas Telford.

Howarth, W. 2002. Flood Defence Law. Glasgow: Shaw and Sons.

Part 3: Assessment

Assessment Strategy Summative Assessment

Component A - Presentation and Oral Examination. Learning outcome 1

 Presentation and oral examination

 Answers will be assessed according to the following criteria:

1. Technical content.
2. Structure, organisation and clarity of analysis.
3. Presentation skills.
 4. Contribution to the discussion.

Component B – Position Paper . Learning outcomes2, 3 and 4

 Equivalent to 2000 words.

 Paper will be assessed according to the following criteria:

1. Technical content.
2. Clarity and depth of analysis.
3. Appropriateness of conclusions and recommendations.
4. Format, presentation and adherence to format standards.

Formative work

Students will be encouraged to submit drafts of their presentations and

position papers for comment and feedback.
Component B
Identify final assessment component and element
A: B:
% weighting between components A and B (Standard modules only) 40 60

First Sit

Component A (controlled conditions) Element weighting

Description of each element (as % of component)

Presentation and Oral Exam (2 hour) 100

Component B Element weighting
Description of each element (as % of component)

Position Paper (2000 words) 100

Resit (further attendance at taught classes is not required)

Component A (controlled conditions) Element weighting

Description of each element (as % of component)

1. Presentation and Oral Exam (2 hour) 100

Component B Element weighting
Description of each element (as % of component)

1. Essay or Report (2000 words) 100

If a student is permitted an EXCEPTIONAL RETAKE of the module the assessment will be that indicated
by the Module Description at the time that retake commences.