INTEGRATED DESIGN PROJECT 3

SHE Level 3
SCQF Credit Points 20.00
ECTS Credit Points 10.00
Module Code M3H625241
Module Leader Jacqueline Riley
School School of Computing, Engineering and Built Environment
Subject Cyber Security and Networks
Trimester
  • C (May start)

Pre-Requisite Knowledge

Integrated Design Project 1, Integrated Design Project 2 (or equivalent)

Summary of Content

This is a work based project module concerned with the development of an engineering solution to a realistic work based problem relevant to the role and domain of the Graduate Apprentice's (GA's) programme of study. It will involve the utilisation of the knowledge and skills developed throughout the GA's role within the workplace and current level of study in producing an appropriate solution to a work based problem.The emphasis of this module is design innovation. The GA will work from a develop a project specification with the help of their The balance of analysis, design and implementation will depend on the specific objectives of the problem topic but the problem is intended to help further develop the GA's insight into the engineering profession, the roles of the engineer and the frameworks within which the modern engineer operates. The project should also have a positive impact on the organisation. The project will be undertaken on an individual basis, however, the work completed within the module may require the GA to work with groups of individuals within the organisation. Therefore, the GA can assume the role of a project leader or significant project member carrying out a role responsibility on the project. The GA on submission of a project specification and approval the project specification prior to the module commencing is expected to develop and follow a project plan with supervision from a work based supervisor and the guidance of a module tutor work towards an innovative, commercially viable solution to a designchallenge that is ethically and sustainably sound. GA's are expected to follow relevant professional, organisational and industry standards , follow their own organisation's guidelines in the development of documentation and management standards as well as demonstrate significant autonomy in planning, selection of resources and (within set guidelines) defining the deliverables that demonstrate their concept and evidence its viability. GA's require working in a self motivated way within collectively defined schedules and developing a confidence in their ability to work with others on analysing and creatively solving problems. GA's are expected to document working practices they have followed in support of evidencing their professionalism. The percentage of Work Based Learning for this module, as represented by the proportion of the Activity Types which take place off campus, is 81%. The percentage of Work Based Assessment for this module is 100%.

Syllabus

Idea generation and evaluation: sources of information, market characterisation, sales volume prediction; financial evaluation; technical evaluation; practicality of a concept from the viewpoint of functionality, manufacturability and cost; risk evaluation, writing business cases. New product development: product structuring, product design specifications, standards and compliance b7 Marketing: market research and its role in decision making, with particular emphasis on its contribution to product planning and development; marketing, planning and controlling; identifying target markets; selecting an appropriate market strategy. Costing: budgeting, standard costing, planning & reporting to management; behaviour of costs & analysis for decision making; investment appraisal techniques; pay back period, present value, discounted cash flow.

Learning Outcomes

Upon successful completion of this module students should be able to:1 - Synthesise and monitor a work based project plan either as an individual or for a team to carry out.2 - Select and use relevant technical, professional and entrepreneurial skills, techniques and practices throughout.3 - Demonstrate appropriate competence in, and an understanding of, the roles and transferable skills required in the project's development and reflect upon their own strengths and weaknesses and those of fellow team members4 - Demonstrate the ability to produce an innovative, complete and commercially viable solution.5 - Demonstrate information gathering and enquiry skills appropriate to their programme level.6 - Demonstrate the ability to report upon the project in a written and oral form.7 - Demonstrate the ability to evaluate and report upon the environmental impact.

Teaching / Learning Strategy

Work Based Education aims to maximise the direct and digitally mediated contact time with students by practicing teaching and learning strategies that use authentic work based scenarios and encourage action learning, enquiry based learning, problem based learning and peer learning. All these approaches aim to directly involve the students in the process of learning and to encourage sharing of learning between students. The module team will determine the level and accuracy of knowledge acquisition at key points in the delivery, inputting when necessary either directly or with the support of external experts who will add to the authenticity, the credibility and application of the education and learning in the workplace. The Learning and Teaching Strategy is informed by the University's Strategy for Learning. The course material will be introduced through online presentations as well as guided reading material made available on GCULearn. These are supported by practical exercises, and there will be seminars on campus which will allow students to discuss key concepts and issues with peers and tutors. Students will be expected to undertake a significant level of independent study within the workplace, including practical activities, and links will be provided to appropriate external material such as articles, podcasts and videos to supplement the module content. Students will be encouraged to reflect upon the theoretical learning within the workplace and the application of newly learned concepts to the work environment, and this will form part of the module assessment. Students will receive feedback on their performance throughout the module through undertaking the practical assignments and tutorial exercises and participating in the seminars.

Indicative Reading

Timmons J (1994), New Venture Creation: Entrepreneurship for the 21st Century, Irwin, USA Cisco Entrepreneur Institute learning resources <http://www.ciscoinstitute.net/> Kanrami A, Azimi M (2010), New Methods in Product Design (Engineering and Management Innovation), CRC Press Vinck D (2009), Everyday Engineering: and Ethnography of Design and Innovation, The MIT Press Brown T (2009), Change by Design: How Design Thinking Creates New Alternatives for Business and Society, Harper Collins Inc. Verganti R (2009), Design-Driven Innovation: Changing the Rules of Competition by Radically Innovating, Harvard Business School West M (2004) Effective Teamworking, BPS Blackwell Fleddermann C (2008) Engineering Ethics, Prentice Hall

Transferrable Skills

Specialist knowledge and application Critical thinking and problem solving. Critical analysis. Communication skills, written, oral and listening. Numeracy. Effective Information retrieval and research skills. Computer literacy. Self confidence, self discipline & self reliance (independent working). Awareness of strengths and weaknesses. Creativity, innovation & independent thinking. Knowledge of international affairs. Appreciating and desiring the need for continuing professional development. Reliability, integrity, honesty and ethical awareness Entrepreneurial, independence and risk-taking. Ability to prioritise tasks and time management (organising and planning work). Interpersonal skills, team working and leadership. Presentation skills. Commercial awareness Demonstrate self-confidence, self-discipline and self-reliance (independent working) Demonstrate an awareness of my strengths and weaknesses Demonstrate creativity, innovation and independent thinking. Demonstrate an appreciation and desire for the need to reflect, and plan for self-learning and improving performance as the foundation for CPD and life-long learning. Demonstrate reliability, integrity, honesty and ethical awareness. Demonstrate entrepreneurial, independence and risk taking. Demonstrate the ability to prioritise tasks and time management (organising and planning work). Demonstrate effective interpersonal skills, the ability to work as a member of a team (work with and relate effectively to others) recognising the different roles within a team and different ways of organising teams (leadership). Gain additional industry focussed competence in the application of the knowledge and practical skills obtained on this programme. Develop an understanding of the practical considerations that constrain the application of theory in the workplace. Communicate and interact effectively in a work place environment.

Module Structure

Activity Total Hours
Assessment (FT) 20.00
Independent Learning (FT) 144.00
Seminars (FT) 24.00
Lectures (FT) 12.00

Assessment Methods

Component Duration Weighting Threshold Description
Course Work 01 n/a 100.00 40% Project Artefact with accompanying documentation and presentation(s)