Risk and Reliability Methods MSc

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					                                   Programme Specification

                                 Risk and Reliability Methods

Please note: 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 full advantage is taken of the learning opportunities that are
provided. More detailed information on the learning outcomes, content and teaching,
learning and assessment methods of each module can be found in Module Specifications
and other programme documentation and online at http://www.lboro.ac.uk/
The accuracy of the information in this document is reviewed by the University and may be
checked by the Quality Assurance Agency for Higher Education.

Awarding body/institution;             Loughborough University

Teaching institution (if different);

Details of accreditation by a          The Institution of Mechanical Engineers
professional/statutory body;

Name of the final award;               M.Sc, Diploma or Certificate

Programme title;                       Risk and Reliability Methods

UCAS code;                             N/A

Date at which the programme            October 2006
specification was written or
revised.

1. Aims of the programme:

To supply safety critical industries with postgraduates having a good grounding in the
relevant engineering principles and the subsequent practical application to system
assessment.

To provide a broad-based and sound education in advanced topics of relevance to the risk
and reliability modelling of safety critical systems via in-depth study and an understanding of
selected engineering and mathematical methods and their application to the design,
development and assessment of engineering systems.

To develop an integrated systems engineering viewpoint for safety critical system design,
manufacture and operation, with specific skills assessing the engineering systems in
accordance to their reliability to perform the function intended in the event of a potential
hazard.


2. Relevant subject benchmark statements and other external and internal reference
points used to inform programme outcomes:
QAA Benchmark statements for Engineering
QAA for HE National Qualifications Framework
EC (UK) Specification for Professional Engineering Competence (UK-SPEC)
I.Mech.E Educational Base




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3. Intended Learning Outcomes

      Knowledge and Understanding:
      On successful completion of the programme, students should be able to demonstrate
      knowledge and understanding of methodologies capable of assessing the reliability of
      safety critical systems and the risk their failure will pose to the general public and the
      workforce. The knowledge will be appropriate for the level of the course (certificate,
      diploma or MSc) at which the student has studied.

      Teaching, learning and assessment strategies to enable outcomes to be
      achieved and demonstrated:
      Taught modules are delivered as week-long courses in Burleigh Court followed by
      extensive coursework carried out away from the university. A variety of teaching
      methods are employed, such as: taught lectures, workshops, group work and
      computer laboratory work. The modules are delivered by teaching teams that include
      external presenters, who are practising experts in the subject matter. Modules are
      assessed by a combination of examinations and coursework.

      Skills and other attributes:

      a. Subject-specific cognitive skills:
      On successful completion of this programme, students should be able to:
      identify potential hazards posed by industrial activities, identify appropriate modelling
      techniques and make predictions on the likelihood of failure of protective safety
      systems, determine a risk profile which accounts for the system failure consequences
      used to determine acceptability.

      Teaching, learning and assessment strategies to enable outcomes to be
      achieved and demonstrated:
      These are achieved through substantial coursework assignments which are assessed
      through written coursework reports and in the case of the five taught core modules,
      examinations are also held.

      b. Subject-specific practical skills:
      On successful completion of this programme, students should be able to
      demonstrate essential skills, appropriate model identification and system analysis
      capabilities commensurate with the level of competence achieved (certificate,
      diploma or masters), interpretation of results to indicate the system design
      acceptability.



      Teaching, learning and assessment strategies to enable outcomes to be
      achieved and demonstrated:
      Students undertake individual projects whilst undertaking either the certificate and the
      diploma options. The diploma project is a substantial project. The development from
      diploma to masters requires a major project requiring an element of research. All
      projects incorporate an investigation of aspects of a real-life system design or
      analysis usually carried out at their place of work. Students undertake the project at
      the end of the taught period of the programme in order to utilise aspects of the taught
      material in its execution. It is assessed by written report, oral presentation and
      judgement on diligence and ability to plan and perform the work.

      c. Key/transferable skills:
      On successful completion of this programme, students should be able to
      generate and analyse data to solve complex engineering risk and reliability problems.
      Their transferable skills will be enhanced in their capacity to learn, IT, project

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       management, effective presentation, numerical ability, critical appraisal, problem
       solving and report writing.

       Teaching, learning and assessment strategies to enable outcomes to be
       achieved and demonstrated:
       Students will gain an insight into the practical, work-related aspects of the subjects
       studied through sharing experiences with their colleagues and presenters and by
       taking part in workshops and case studies. Part-time students in industry will have to
       manage their time effectively over an extended period.

4. Programme structures and requirements , levels, modules, credits and awards:

4.1    MODULES

               Code         Module Title                                         Weight

               TTP500:   Maintenance and Fault Detection                           15
               TTP501:   Fundamental Fault Tree and Event Tree Concepts            15
               TTP502:   Advanced Fault Tree and Event Tree Concepts               15
               TTP503:   Statistical Methods in Reliability Assessment             15
               TTP504:   Advanced Risk and Reliability Quantification              15
               TTP505:   Risk and Reliability Methods Project 1                    15
               TTP506:   Risk and Reliability Methods Project 2 (part-time)        45
               TTP806:   Risk and Reliability Methods Project 2 (full-time)        45
               TTP507:   Risk and Reliability Methods Project 3                    60

4.2     PROGRAMME STRUCTURE AND AWARDS:
       PGCert in Risk and Reliability Methods:
       TTP500, TTP501, TTP502, TTP505
       PGDip in Risk and Reliability Methods:
       TTP500, TTP501, TTP502, TTP503, TTP504, TTP506/806
       MSc in Risk and Reliability Methods:
       TTP500, TTP501, TTP502, TTP503, TTP504 , TTP506/806, TTP507.


5. Criteria for admission to the programme:

Full-time candidates should have a 1st or 2:1 engineering or physical science first degree or
equivalent

Part-time candidates should have an engineering or physical science first degree or
equivalent together with, preferably, 2 or more years company service and a company
management recommendation.

6. Information about assessment regulations:

The pass mark to achieve credit for a module is 50%. There is also a minimum performance
level, which is set at not less than 40% of the module assessment.

In order to be eligible for the award of MSc, candidates must have accumulated at least 150
credits and achieved 40% in the remaining elements of the programme.

In order to be eligible for the award of PGDip, candidates must have accumulated at least
100 credits and achieved 40% in the remaining elements of the programme.

In order to be eligible for the award of PGCert, candidates must have accumulated at least
60 credits.

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7. Indicators of quality:

An independent assessment of all university departments by the Higher Education Funding
Council for England (HEFCE) awarded 23 out of a possible 24 for teaching in the School.
The School was awarded a grade 5 (out of 5) in the latest Research Assessment Exercise,
covering the whole range of our activities.

8. Particular support for learning:

Careers Service
http://www.lboro.ac.uk/service/careers/section/careers_service/welcome.html
The Careers Service provides a continuous service for students seeking careers guidance
and help with job-search techniques, together with a library of careers resources. Careers
Service personnel visit departments to talk to student groups and are involved with students
and parents from recruitment and induction onwards. In the UK Graduate Careers Survey,
sponsored by the Times Newspaper, Loughborough University Careers Service was rated as
one of the most impressive with over 80% of students rating it as good or excellent.

Library:
http://www.lboro.ac.uk/library/
The University Library provides advanced support for student learning in a purpose-built
building and electronically via the web. It is open for upwards of 80 hours per week during
semester and holds a stock of more than half a million volumes and an extensive serials
collection. Numerous PC workstations (100+), networked printing facilities and self-service
photocopiers are also available. The Library is designated EDC (European Documentation
Centre). The Library catalogue is available on-line, as are electronic versions of reading
lists. Over 180 subject-specific electronic databases can be accessed by users both on
campus and elsewhere. The Library organises induction sessions for first year students and
librarians can provide flexible training for students and researchers throughout their time at
Loughborough. User support is also available from the Library information desks, via printed
and online guides and through a series of „Lunchtime in the Library‟ and other training
sessions. There are a variety of study environments in the Library, including individual and
group study desks, private carrels and group study rooms

Computing Services:
http://www.lboro.ac.uk/computing/index.html
Computing Services provides the University IT facilities and infrastructure. General purpose
computer resources across campus are open 24 hours and more specialist computer
laboratories are provided I partnership with departments. Students in halls of residence are
supported in connecting their computers to the high speed network. The University‟s virtual
learning environment “LEARN” provides on and off campus access to web-based teaching
materials provided by lecturing staff.

Professional Development:
http://www.lboro.ac.uk/service/pd
Professional Development (PD) provides continuing professional development and support in
teaching and a wide range of other areas. New lecturers attend a personalised programme
of PD courses and, in the final year of probation, PD assesses their teaching through direct
observation and a portfolio. Accreditation for this process has been awarded by the Higher
Education Academy (HEA). PD works directly with staff who wish to develop more effective
teaching and learning methods - including the area of learning technologies - and provides
resources to support the learning skills development of students. Other development
opportunities are provided in institutional strategic priority areas and in response to
discussions with departments in the context of their needs.

Counselling Service and English Language Study Unit:


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The Counselling Service and English Language Study Unit are able to support individual
students in resolving problems and in improving communication skills for international
students.

Mathematics Learning Support Centre
http://learn.lboro.ac.uk/sci/ma/mlsc/
The Centre, which is based in the Department of Mathematical Sciences, provides a range of
services designed to support any undergraduate student in the University in their learning of
mathematics. In particular it aims to help students in the earlier stages of their studies who
might benefit from resources and tuition over and above that normally provided as part of
their course.
Disabilities & Additional Needs Service:
http://www.lboro.ac.uk/disabilities/
The Disabilities and Additional Needs Service (DANS) offers support for students and staff
including: advice both on matters relating to the Special Educational Needs and Disabilities
Act (SENDA); adaptation of course materials into Braille/large print/tape/disk/other formats;
organising mobility training; BSL interpretation; provision of communication support workers;
note takers in lectures/tutorials; assessment of specific support, equipment and software
needs; individual/small group tuition for students who have dyslexia; representing students‟
needs to academic and other University departments; organising adapted accommodation to
meet individual needs; helping to organise carers to meet any personal care needs;
organising appropriate support for students who have a mental health problem.

DANS has links with the RNIB Vocational College, Derby College for Deaf People and the
National Autism Society to offer effective support to students at the University. It regularly
takes advice from other national and local organisations of and for disabled people.

Where a student has complex support or accommodation needs, contact with DANS is
strongly advised prior to application.

9. Methods for evaluating and improving the quality and standards of learning:

The University has a formal quality procedure and reporting structure laid out in its Academic
Quality Procedures handbook, available online at:

http://www.lboro.ac.uk/admin/ar/policy/aqp/index.htm

and directed by the Pro-Vice-Chancellor (Teaching).

Each Faculty has an Associate Dean for Teaching responsible for all learning and teaching
matters. For each Faculty there is a Directorate (responsible for the allocation of resources)
and a Board (responsible for monitoring quality issues within each department). Support is
provided by Professional Development.

Student feedback on modules and programmes is sought at regular intervals, individual
programmes are reviewed annually, and Departments review their full portfolio of
programmes as part of a Periodic Programme Review (every five years).

Minor changes to Module Specifications are approved by the Associate Dean (Teaching) on
behalf of the Faculty Board, and ratified by the University Curriculum Sub-Committee in
accordance with the University's quality procedures. Major changes are formally considered
by the University Curriculum Sub-Committee.

All staff participate in the University's staff appraisal scheme, which helps to identify any
needs for staff skills development. Both probationary staff and those seeking promotion to
Senior Lecturer are subject to a formal teaching evaluation scheme, administered by PD and
accredited by the Higher Education Academy.

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