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					School of Engineering, Science and Design

BA/BA (Hons) Integrated Product Design


          SEPTEMBER 2004
GLASGOW CALEDONIAN UNIVERSITY                                         PS1

Programme Specification
BA/BA (Hons) Integrated Product Design

1.    Programme Title:                    Integrated Product Design
2.    Final Award:                        BA, BA (Hons)
3.    Exit Awards:                        Direct entry to year 3 2+2 programme
4.    Awarding Body:                      Glasgow Caledonian University
5.    Approval Date:                      August 1998
6.    School:                             Engineering, Science and Design
7.    Host Division:                      Creative Technologies
8.    UCAS Code:                          H772
9.    PSB Involvement:                    In consultation with IIE and CSD
10.   Place of Delivery:                  Glasgow, normally
11.   Subject Benchmark Statement:        QAA Engineering Benchmark Statement
12.   Dates of PS Preparation/Revision:   August 1998, April 2003

This programme was originally conceived as a 2+2 with the Glasgow College of Building and
Printing. Two years ago, in response to demand, the University Diploma in Multimedia Visualisation
with Product Design was validated and provides an alternative route to the third year of this
programme. Alternatively the students will have studied for an equivalent HND at another FE College,
in product design.

The programme has been designed to provide an up-to-date academic experience that is related to the
workplace. The student will develop generic skills in product design that are also suitable for the
whole spectrum of the “design” employment available. A strong emphasis has been placed on student
choice by creating the modules in such a way that the “product” may be realised in a variety of ways,
all of which are equally valid and by the addition of options.

BA Programme
   To provide an appropriate learning environment, which will equip students with the necessary
      skills to function effectively within the product design industry.
   Form and function. To develop analysis and discernment of products in using the design
      process to justify the choice of systems and sub-systems to resolve design problems.
   Client and form. To create an understanding of product aesthetics as being a critical issue when
      considering specific target markets.
   Integrated design. To understand how the different elements of a business must collaborate in
      order to properly develop new products.
   To provide opportunities for the integration of skills through project work.
   To develop a range of transferable skills through individual and group projects.

BA Honours Programme
   Resolving real world product briefs. To exercise the necessary technical skills to create design
     solutions for real problems and to present the results to a variety of clients
   The client interface. To utilise different ways to present a design solution and to decide what
     strategy to adopt in a given circumstance.
   Produce real world products. To employ advanced design and realisation skills to a level that
     products of a commercial quality may be produced.
   Synthesis of innovative solutions. To exhibit an ability to work independently on open-ended
     problems and to get a result.
   Independence of thought. To provide the students with an opportunity to apply their skills and
     knowledge to problems out with the range of taught material
   Professional portfolio. To provide the students with an opportunity to enhance their personal

The programme provides opportunities for students to develop and demonstrate knowledge &
understanding, intellectual abilities, practical skills and general transferable skills in the following
areas. These are based on the ”Art and Design” and “Engineering” QAA subject benchmark
3A Knowledge and Understanding
A1. Sound understanding of relevant design and technology issues and their significance in relation to
     the design process.
A2. Knowledge of the materials, technologies and processes involved in the creation and visualisation
     of a design solution.
A3. Knowledge and understanding of the design process by using quantitative and simulation tools.
A4. Understanding of the relationship between the aesthetic and utilitarian dimensions (form and
A5. Knowledge of production processes used to generate products and suitable strategies for their
A6. An understanding of the application of digital technology and its influence on design solutions.
A7. The significance of the works of other practitioners
Teaching, learning and assessment methods used to enable outcomes to be achieved and

Problem based learning, lectures, tutorials, tutor and student led seminars, workshop based activities,
industrial visits, individual and group projects, computer applications activities, self and directed

Coursework, class tests, critiques, poster displays, student oral presentations, vivas, computer based
exercises, log books, portfolios, reports, dissertation, project
3B Intellectual Skills:
B1. to think clearly and creatively.
B2. to take an integrative approach to business/design problems.
B3. to analyse information and experiences, formulate independent judgements and articulate
       reasoned arguments through reflection, review and evaluation.
B4. to employ both convergent and divergent thinking in the processes of observation, investigation,
      speculative enquiry, visualisation and/or making.
B5. to formulate reasoned responses to the critical judgements of others.
Teaching, learning and assessment methods used to enable outcomes to be achieved and

See above


See above
3C Professional/ Practical Skills
C1. to utilise a range of analytical methods for use in design/business applications.
C2. to anticipate and accommodate change and work within contexts of ambiguity, uncertainty and
C3. to gain a broad understanding of the interactions in design through the study of vocational and
     academic disciplines, highlighting the integration with business.
C4. to generate ideas, concepts, proposals, solutions or arguments independently and/or
     collaboratively in response to set briefs and/or as self initiated activity.
C5. to develop fully abilities in the us of computer-aided design and relevant aspects of information
C6. to develop ideas through to material outcomes, for example images, artefacts, products, systems
     and processes, or texts.
C7. to apply resourcefulness and entrepreneurial skills to support their own practice and/or the
     practice of others.
Teaching and learning methods used to enable outcomes to be achieved and demonstrated:-

See above


See above
3D Transferable/Key Skills:-
D1.      Study independently, set goals, manage their own workloads and meet deadlines.
D2.      Independent working and taking responsibility for individual learning, laying the basis for
         continuing professional development.
D3.      Communication skills including listening, written and oral skills, and use of computer based
         presentation packages.
D4.      Extension of communication skills in D3 to the presentation of knowledge, ideas or an
         argument in a way which is comprehensible to others not expert in the field and which is
         directed at their concerns.
D5.      Interpersonal skills relating to the ability to interact with other people as evidenced by
         effective team performance.
D6.      Problem solving skills relating to familiar and standard problem types.
D7.      Extension of problem solving skills in D6 to novel and unfamiliar problems and situations
         where evaluations have to be made on the basis of limited information.
D8.      Numeracy and computational skills.
D9.      Digital skills such as effective use of 2D & 3D visualisation related packages.
D10.     Information retrieval skills in relation to primary and secondary sources.

Teaching and learning methods used to enable outcomes to be achieved and demonstrated:-

Transferable/keys skills are incorporated within modules and related to relevant assessments as
Learning, Teaching and Assessment Strategy for the Programme
The program focuses on the development and application of creative design skills, both practical and
theoretical. The use of student-centred problem-based project work organised around concepts and
trends in current design practice. Each project will be supported by an event to set the base level for
practical competency and to allow the student to engage with and develop a strategy to tackle the
design problem. At this point staff will act as facilitators to learning rather than solely delivering

Formative assessments will take the form of interim critiques within the projects. At a set time, agreed
targets will have been met as set out in the project brief. The work in progress will be presented by the
student to staff and/or peers. In this informal setting the project and the ideas and concepts
surrounding it will be discussed and tested. The result will be used as a guide in the continuing
development and support of the student.

Summative assessments will be in two parts both of which are tested during a formal viva
presentation. The first will be the delivery of a design solution. Specifications set out in the brief as
well as those negotiated by the student will have to be met, the level of which must be at or above
those delivered in any tutorial or workshop for the project. With this part of the assessment there is an
obvious right and wrong situation, will it do what you say?

The second part of summative assessment within the viva is the examination of the thought process
and decision-making used throughout the project. Here the student can show evidence of further
learning and research they have conducted and the ideas and concepts this generated. Staff will have a
number of question types to assess the application, analysis, synthesis and evaluation of these ideas
and concepts. Beyond the questions, a directed discussion seeks to establish the level and depth of
understanding of these issues. This allows staff to further refine the overall mark. To achieve this staff,
for example, may subject the design solution to a real world examination where plausible but
unsuitable alternatives will be offered for aspects of the design.

In addition use will be made of computer-assisted learning, individual text-based learning packages,
structured tutorials involving student presentation of prescribed topics or group laboratory work.
Employers have clear expectations that students will bring specific knowledge and skills from their
programmes, but what is even more important is that the students have learned how to learn and that
they are self-motivated. Diversity in module delivery and assessment encourages students to develop
their own individual strengths and to identify gaps in their knowledge or in their learning strategies.
Assessment methods for coursework elements complement each other, allowing students to enhance
their abilities to discuss, interpret, analyse and evaluate information progressively as the programme

Support is provided from the outset to enable students to acquire the necessary practical and study
skills to complete the programme. During their introduction to the university students are able to
participate in both university and divisional induction activities. Individual module leaders provide
further and continuing support in the context of their specific modules.

The learning and teaching strategy adopted aims to assist students to make the transition from
dependent learners, in the early stages of their degree experience, to independent learners by the time
they complete their Honours Programme.

The programme provides years 3 and 4 of a 2+2 format and follows the standard Glasgow Caledonian
University structure for undergraduate awards, where each level consists of the equivalent of six full
modules of 20 SCOTCAT credit points each. An academic year consists of two semesters, with 3 full
modules or equivalent offered. A semester is 15 weeks in length, comprising 12 teaching weeks
followed by 3 revision/exam weeks. The University is moving towards a system of “long thin” modules,
which is being suggested by the 2010 VISION Student Experience Group. We have taken on board this
strategy and extended it to “long thick” modules. This, to us, has great advantages in helping to manage
and even reduce the assessment burden whilst allowing a longer gestation period for material to be
A strong emphasis has been placed on student choice. The modules have been written in such a way that
the “product” may be realised in a variety of forms, all of which are equally valid. Four optional
modules have been introduced in the third year to enable students to pursue their own lines of interest
within the broad framework of the course. They have been specially selected to provide the students
with a wide choice, ranging from purely virtual to engineering content with shades of both in between.
The course content is broadly the same as before but has been redistributed in a more logical and
coherent fashion.

                             Entry to level 3 with equivalent of 240 credits

   SHE Level 3

   Module Code            Module Title                              Credit       Potential Awards
      ESDT304         Product Detailing                         40
      ESDT301         Product Simulation                       40
      ESDT303         Integrated Product Design 3              20
      ENGM402         Computer Aided Engineering (Option)      20
      ESDD301         Human Computer Interface Design (Option) 20
      ENGE344         Multimedia Technology 1 (Option)         20
      ENGM101         Engineering Applications 1 (Option)      20
                                                                                       BA (360 credits)

SHE Level 4

   Module Code            Module Title                              Credit       Potential Awards
      ESDT402           Product Realisation                           40
      ESDT401           Major Project                                 40
      ESDT403           Integrated Product Design                     40
                                                                               BA (Hons) (480 credits)

   Interview process
   Induction programme specially designed for direct entry students
   Information gathered from admission interview and portfolio will inform induction and tutor
   Student handbook and module descriptors
   Study skills packages
   A personal tutor to assist with academic/personal issues
   Year tutors
   Student e-mail
   Open access to IT facilities
   Open access to tutorial staff including the Programme Organiser
   Access to Student Services Department which provides assistance and guidance
   Programme of Seminars and Visiting lecturer presentations
   Computer Assisted Learning facilities
   Industrial links
   Industrial visits
   Student representatives on the Programme Board
   Student Staff Consultative Group
   GCU module in Basic ICT Competency

Candidates must be able to satisfy the general admissions requirements of Glasgow Caledonian
University in one of the following ways:

When considering an applicant for a programme of study, the University must assess the applicant’s
ability to fulfil the objectives of the programme. The University generally makes its assessment by
reference to nationally recognised qualifications, by reference to other information provided by the
applicant in the application form and sometimes by interview. The Entry Requirements for Admission to
Levels 3 and 4 are shown in Fig 6.1, Criteria for Admission, and qualifications equivalent to those given
will be also be considered, where guidance on equivalence will be taken from the National Academic
Recognition Information Centre (NARIC).

     Glasgow Caledonian University Award      General Minimum Entrance Requirement

     Bachelors Degree                         Level 3

                                              University Diploma in Multimedia Visualisation with
                                              Product Design
                                              HND in Product Design
                                              HND in an equivalent Design subject


                                              Successful interview and/or portfolio, normally, to
                                              gauge creative ability, motivation and understanding
                                              of career path

                        Fig 6.1- Minimum General Entrance Requirements to Level 3

Equal Opportunities:

The University will seek at all times equality of opportunity for all applicants and seeks not to
discriminate on any grounds irrelevant to the above general principle of admission.

Applicants with a Disability:

All applicants for admission to a programme of study who reveal a disability will be invited to a
meeting with the Disability Adviser in order that the specific needs of the applicant can be assessed.
This is not part of the selection process but students may be advised at this stage if the nature of their
disability means that they might be unable to fulfil the academic or professional requirements of the
programme. Equally it may not be possible for the University to make reasonable adaptations to enable
an applicant to undertake a particular programme. Should this be the case, the University will respond
positively and advice on alternative courses and options will be offered.
Mature and overseas students:
Other qualifications, experience or evidence of prior learning, which demonstrate that the applicant
possesses appropriate knowledge and skill equivalent to the specified entrance requirements or can be
deemed to have a reasonable expectation of fulfilling the objectives of the programme, may be accepted
for admission.
Additional requirements:

Successful interview and/or portfolio, normally

Mechanisms for review and evaluation of teaching, learning, assessment, the curriculum and outcome

    Module review
    Annual module monitoring
    Development events and review events involving external panel members
    Annual Monitoring Statement/Annual Programme Analysis
    External Assessor reports
    Peer Support for Teaching
    Staff Development and Performance Review
    Student / Staff Consultations
    Accreditation/Review Panels

Committees with responsibility for monitoring and evaluating quality and standards:

    Programme Board
    School Board and School APC
    Assessment Board
    Divisional Subject Groups
    University Academic Practice Committee
    Student/Staff Consultative Group

Mechanisms for gaining student feedback on the quality of teaching and their learning experience:

    Student / Staff Consultative Group
    Module Evaluation Questionnaires
    Student representation on Programme Board
    Student representation on Senate Standing Committees
    Open access to module leaders, programme organiser and personal tutor
    Longitudinal Survey

Staff development priorities include:

    Discipline-based Continuous Professional Development
    Peer support for teaching
    Membership of Committees
    Seminar programme with visiting lecturers
    Conference presentations
    Membership of professional body
    LTAS Staff Development Opportunities

The programme has adopted the University Assessment Regulations, October 2002.

Assessment rules and Honours classification :- [Please refer to the University's most up-to-date
assessment regulations and to Appendix 5 of the GCU Qualifications Framework]

   Minimum pass mark is 40% for each module
   Overview of assessment details are provided in the Student/Programme Handbook) and a full
    assessment regulations are available from University Assessment Regulations and Appendices,
   To qualify for a BA (Hons) in Integrated Product Design, students must complete all the programme
    requirements and obtain 480 credits

Summary of classifications, marks and their interpretation for honours degree classification

Classification     Marks              Interpretation
1st                70% - 100%         Excellent: Marks represent a first class performance
2nd/Upper          60% - 69%          Very Good: Marks represent an upper second class performance
2nd/Lower          50% - 59%          Good: Marks represent a lower second class performance
3rd                40% - 49%          Satisfactory: Marks represent a third class performance

Regulations for distinction

Paragraph 33 reads

"When the Assessment Board is satisfied that a candidate has shown special merit in the final level
assessment at the first diet, it may recommend that the award be granted 'with Distinction'. The
Assessment Board shall normally recommend that an award be granted 'with Distinction' to a candidate
who has passed all elements and achieved an overall average of 70% or more and no mark below 55%
in any module at the appropriate level. Additionally, in the case of postgraduate awards, which have a
project/dissertation component, a minimum mark of 70% will be required in the project/dissertation
module for the award 'with Distinction'.      Appendix 5 of the Glasgow Caledonian Qualification
Framework contains the mechanism for the awarding of distinctions and Honours degree classification.

Distinction will only be considered on the basis of a candidate's performance in their first attempt in all
Role of External Assessor:

The duties of an External Assessor will include the following:
 to moderate the work of the Internal Assessors in respect of the assessments under his/her
 to attend Assessment Boards at which the results of a final stage assessment will be determined
 to satisfy himself/herself that the work and decisions of the Assessment Board(s) are consistent with
   the policies and regulations of the University and best practice in higher education
 to ensure that students are assessed within the regulations approved by the University for the
   programme and to inform the University on any matter which, in his/her view, militates against the
   maintenance of proper academic standards
 to report annually to the University on the standards attained by students on the programme and on
   any other matters which may seem appropriate for report
 to inform the Clerk to Senate if he / she decides to resign over a matter of principle in order that this
   may be brought to the attention of Senate as a matter of urgency

   Details of internal approval, review and audit
   Annual monitoring statements for modules and programmes
   QAA subject reviews or equivalent
   External Assessor Reports
   The Dinardo Partnership Prize for Excellence in Product Design
   Prizes available to students awarded by The Incorporation of Hammermen of Glasgow, The Prince
    Philip Prize, the Kelvin Consultants Prize and RSA competition prize
   Accreditation by PSB
This specification provides a concise summary of the main features of the programme and the learning outcomes
that a typical student might reasonably be expected to achieve and demonstrate if he/she takes full advantage of
the learning opportunities that are provided. More detailed information on the learning outcomes, content and
teaching, learning assessment methods of each module can be found in the individual module descriptors in the
University’s module catalogue accessible from the University web site. The accuracy of the information in this
document is reviewed by the University and may be checked by the Quality Assurance Agency for Higher

Key information about the programme can be found in:

Student Handbook
GCU Web Site
GCU Prospectus
Module Catalogue
School publications

A curriculum map is attached (Appendix D), showing how the outcomes are being developed and
assessed within the programme. This relates the modules from Section 4 to the outcomes in
Section 3.

REF:    JA/PBO/Prog spec//undergradblank
DATE:   6 March 2001- update 1 November 2002/January 2003