Programme Specification 2023-24
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Programme Information
Programme Title
Programme Code
HECoS Code
Design Engineering 28G3
For Registry Use
Only
Award Length of Study Mode of Study Entry Point(s)
Total Credits
ECTS
CATS
MEng 4 Calendar years Full time
Annually in
October
270 540
BEng (Hons)
N/A
N/A
* N/A
180
360
DipHE
N/A
N/A
* N/A
120
240
CertHE
N/A
N/A
* N/A
60
120
*The CertHE, DipHE and BEng are exit awards only and not accredited by any professional body. These exit awards may
be offered to students, in exceptional circumstances, at the discretion of the Board of Examiners.
Ownership
Awarding Institution
Imperial College
London
Faculty Faculty of Engineering
Teaching Institution
Imperial College
London
Department
Dyson School of Design
Engineering
Associateship
City and Guilds of
London Institute (ACGI)
Main Location(s) of
Study
South Kensington
Campus
External Reference
Relevant QAA Benchmark Statement(s) and/or other
external reference points
Engineering
FHEQ Level
7
EHEA Level
2nd Cycle
External Accreditor(s) (if applicable)
External Accreditor:
Institution of Engineering Designers
Accreditation received:
2017
Accreditation renewal:
2025
External Accreditor:
Institution of Engineering and Technology
Accreditation received:
2020
Accreditation renewal:
2025
External Accreditor:
Institution of Mechanical Engineers
Accreditation received:
2022
Accreditation renewal:
2026
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Collaborative Provision
Collaborative partner
Collaboration type
Agreement effective
date
Agreement expiry date
N/A
N/A
N/A
N/A
Specification Details
Programme Lead
Freddie Page, Director of Undergraduate Studies
Shayan Sharifi, Director of Undergraduate Studies
Student cohorts covered by specification
2023-24
Date of introduction of programme
2019
Date of programme specification/revision
July 2023
Programme Overview
The Dyson School of Design Engineering aims to deliver a programme that prepares new generations of
entrepreneurial design engineers for career outcomes across many sectors and scales of organisation. We
intentionally redefine the scope of conventional perceptions of engineering, design and design engineering.
The programme will provide students with a solid foundation in a wide range of engineering, design and
enterprise engineering disciplines. By combining modules in these disciplines with enterprise and a series of
multi-criteria project-based modules, including a 6 month on-site placement within industry with companies
such as Apple, 3M, Microsoft, Dyson, Rolls-Royce and Cambridge Consultants as well as start-ups and SMEs,
the programme will produce graduates who are able to solve diverse problems with creativity and the ability
take products from the first stages of design and innovation right through to the market. To this end, the
programme has a particularly strong focus on systemic solutions and the communication and translation of
design engineering into impact.
The degree programme balances theory with a strong emphasis on applying knowledge and understanding in
progressively more challenging project-based activities. Team working attributes are developed from the first
year. Consideration of broad employment contexts builds from the 2
nd
year. Initial choices of electives towards
the end of the 2
nd
year, together with targeted applications for placement roles, supports the students with
starting to develop a distinct professional identity, for example, as a creative engineering leader in a global
corporation, or a dynamic technology entrepreneur in a London start-up. The industry placement takes place
from the end of term 2 in the third year. The final year provides a basis for students to develop a highly
individual profile through the selection of 4 electives, a project to further develop enterprise expertise and a
final year Master’s project. As a complete 4 year experience the programme aims to create specialists with a
breadth of attributes associated with design engineering, combined with deep expertise in one or more areas
of individual focus and specialism.
The School staff, consisting of a balance of research academics, practitioners and teaching fellows, cover the
very broad range of curriculum content, for example from psychology to materials science. Through the
placement scheme and research activity the School maintains strong links with all scales of industry and
across many sectors. The distinctive Dyson Building of Design Engineering provides a consolidated home for
a very wide range of external engagement activities including an annual showcase of work to industry and the
public. The School is proud of nurturing a strong student-staff culture.
Objectives and outcomes for the three years of the programme are summarised below:
Year 1
Introducing Design Engineering & Key Knowledge: Introducing the core project-based design engineering
learning approach with a series of practical projects supported with introduction to all the key foundational
Design Engineering & analysis, knowledge, skills & attitudes.
Year 2
Embedding & Developing: Embedding & developing a wider set of key Design Engineering analysis,
understanding, skills and attitudes through significant practical outcomes from integrated projects.
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Year 3
Consolidation: Consolidation and further enhancement of design engineering and enterprise attributes through
challenging projects and professionally relevant outcomes to complete preparation for, and securing, an
industry placement in a chosen direction.
Year 4
Specialisation: Undertaking a major individual Design Engineering challenge supported with developing
enterprise expertise, a complimentary body of electives to align with a chosen direction and resulting in a final
exhibition of projects to an external audience.
Programme structure
The diagram below indicates the organisation of modules over the 4 years, the five interrelated Design
Engineering themes and the core project-based approach. Full module titles and weighting details are provided
in the Programme Structure section later in this document.
Learning Outcomes
Students should be able to meet the outcomes at an introductory level by the end of the first year and at a
development level at the end of the second year. Students will be able to demonstrate a combination of either
development or mastery of outcomes for all programme learning outcomes at the end of their third year (this also
applies in the exceptional case of any student leaving with an early exit award following completion of their first,
second or third year). At the end of fourth year of the programme students should be able to fully meet the
complete set of learning outcomes.
On completion of this programme, students will be able to:
Code
Primary theme
Programme level Learning outcomes
K1
Core engineering
Develop solutions to challenges in the engineering sciences of mechanics,
materials, thermodynamics, computing, and electrical & electronic systems.
K2
Creativity & design
Integrate principles and methodologies of creativity, human factors,
morphology, embodiment, user interaction, experience, and sustainability into
their projects.
K3
Enterprise
Apply methodologies and methods in innovation, business systems,
enterprise configuration and stakeholder experience in relation to design
engineering.
K4
Integrated design
engineering
Employ an integrated design engineering approach to systems design and
engineering, design for manufacture and design engineering processes
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S1
Skills in Design
Engineering
methods
Select appropriate concepts, methods, techniques, tools and technologies
associated with design engineering and apply with high levels of skill and
imagination.
S2
Contextual
Evaluation &
Impact analysis
Evaluate context and systems that are complex or ambiguous with
appropriate design engineering methods and approaches, assessing their
potential social, environmental, technological and economic impact.
S3
Prototyping
Build prototypes of innovative products, services, and systems that enable
effective evaluation, iteration, and communication at a range of scales and
levels of technical complexity.
S4
Design engineering
mindsets
Synthesise new knowledge understanding and skills in effective ways in the
contexts of design engineering practice, research and personal development
A1
Reflection
Reflect critically on own work and peer review, to identify strengths and areas
that need improvement
A2
Communications
Communicate effectively through oral presentations, graphical
representations, and written reports
A3
Team working
Demonstrate individual responsibilities of managing and contributing in
effective and diverse teams.
A4
Professional
Identity
Analyse global professional contexts to define an evolving individual
professional identity and environment in which they seek to operate.
Please refer to the Teaching Toolkit for advice on the role and purpose of Intended Learning Outcomes (ILO):
www.imperial.ac.uk/staff/educational-development/teaching-toolkit/intended-learning-outcomes
The Imperial Graduate Attributes are a set of core competencies which we expect students to achieve through
completion of any Imperial College degree programme. The Graduate Attributes are available at:
www.imperial.ac.uk/students/academic-support/graduate-attributes
Entry Requirements
Academic Requirement
A*AA overall, to include A* in Mathematics
Non-academic Requirements
None
English Language Requirement
Standard requirement
Please check for other Accepted English Qualifications
Admissions Test/Interview
Candidates meeting threshold selection criteria are invited to attend a
25-minute interview during an interview day. If the candidate is unable to
attend in person, for example if they are based abroad, a remote
interview is used. Candidates may present an example of their work in
interview but not a full portfolio. The interview consists of a standard set
of questions. Answers are graded and the results inform selection
decisions.
The programme’s competency standards documents can be found at:
www.imperial.ac.uk/design-engineering/study/meng/
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Learning & Teaching Approach
Learning and Teaching Delivery Methods
The Dyson School of Design Engineering places a strong emphasis on professionally relevant, project-based
learning. Students also attend lectures and access online learning resources to support knowledge acquisition.
Knowledge, intellectual and practical skills relating to our diverse curriculum are developed within a planned
sequence of modules and are always developed through a variety of learning formats. Primarily through
project-based learning, but supported with intensive skills development sessions in workshops, studios and
labs, group and individual tutorials, group working, and a variety of presentation and peer review formats.
The core Design Engineering project theme provides a basis for progressive development of project-based
learning experience from short, managed, focused projects in year 1, through to the significant, self-initiated
Master’s project in year 4. The physical engineering, engineering analysis, electromechanical engineering and
enterprise and professional practice themes are groupings of modules which span all 4 years of the
programme. Collectively the five themes provide a basis for detailed consideration of the vertical progression of
knowledge, understanding, skills and attitudes from 1
st
year to 4
th
year. They are also a basis for understanding
the (horizontal) integration across modules within a year into project-based learning (NB: also refer to the
Programme Structure diagram above).
Students’ ability to reflect on their own learning is developed onwards from a foundational Introduction to
Design Engineering module in the first year. A Working in Organisations module in the summer term of the
second year requires students to further reflect on their work to-date and how this relates to the world of work
and the process of securing a placement in a desired field of Design Engineering. The 6 month Placement
module provides a basis for deeper reflection on professional development in actual work-based contexts. This
in turn, further informs refinement of students’ orientation of project and elective choices in the final year.
Likewise design engineering research attributes develop progressively through to the final Master’s Project
module which, based on the student’s specialisation, may have a distinct research focus.
Learning and teaching methods are summarised as follows:
Learning and teaching method Application within Design Engineering
Authentic project-based
learning (APBL)
Progressively challenging projects based on core, industrially relevant,
Design Engineering process methodologies, increasing in length from 1st
to 4th year. Projects may be individual or team based.
Sprint projects
Complementing development of APBL, short 30-40 hrs intensive projects
to support learning of key themes, including commercial understanding.
Team based working
Typically in conjunction with APBL, team working attributes are developed
progressively from 1
st
to 3rd year supported with knowledge acquisition
and peer review. Teams typically consist of 4-6 students.
Peer review
Integrated into all significant group work progressing from single factors in
1
st
year to multiple factors in 3
rd
year.
Presentations
Multiple formats integrating verbal, visual, video and physical artefact
content, supported with skills acquisition in the 1
st
year. Presentations can
be individual or team based.
Workshop & lab practicals
Skills acquisition and development in structured sessions supported with
induction and safety training in the 1
st
year.
Open access workshops &
labs
Tutor and self-directed work in support of APBL across a wide range of
facilities.
Technology Enhanced
Learning
All core module and programme materials are available via Blackboard.
Students have direct access to an extensive range of specialist software
(Matlab, Solidworks, Adobe CC etc) and online learning via Ask-lynda.
Tutorials
Group and individual formats to support APBL, understanding and skills
development. Tutorials are grouped by personal tutorial groups (4-5),
team groups (4-6) or other groupings up to around 10.
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Studio workshops
Structured Design Engineering studio-based activities to support APBL,
understanding and skills development. Studio workshops may involve a
whole cohort (up to about 90) or groups of about 30 according to the
activity and facilities used.
Lectures
Including input from a wide variety of external speakers and experts from
the College, providing overviews of key concepts and facilitating learning.
Typically lectures are given to the whole cohort.
DRAW week
Design, Review, Applications and Workshops (DRAW) weeks in the middle
of autumn and spring terms in all 4 years of the programme are a planned
series of short activities which may relate to individual modules of
integrative work.
Independent study
All module activities include a proportion of independent study time. The
proportion in relation to contact time increases from the 1
st
year to the 4
th
year as students develop skills in managing their time and input to APBL
activities. Independent study time is often spent working in teams.
Overall Workload
Student workload consists of timetabled sessions supported with lecturers, graduate teaching assistants and
independent learning. In all cases students may be working independently or in teams. While actual tutor or
staff contact hours may vary according to the optional modules student choose to study, the following gives an
indication of how much time will need to be allocated to different activities at each level of the programme. At
Imperial, each ECTS credit taken equates to an expected total study time of 25 hours. Therefore, in the first
three years the expected total study time is approximately 1,500 hours per year. Due to the Industry Placement
taking place in the summer period before the final year, the Year 4 expected total study time is approximately
2250 hours.
Typically, in the first two years (levels 4 and 5) students will spend in the order of 30% of their total study time in
a variety of timetabled sessions (around 450 hours) and in the order of 70% of their time on independent study.
In the on-campus components of the third and fourth year (levels 6 and 7), students will spend in the order of
15% of their time in timetabled sessions (around 225 hours) and in the order of 85% of their time on
independent study.
Students will spend 6 months on industrial placement commencing after the second term of year 3 through to
the beginning of year 4.
Assessment Strategy & Methods
The programme uses a wide range of assessment methods with an emphasis on professionally relevant
practice and the project-based mode of study. Assessment methods are carefully mapped to the intended
learning outcomes of any given module with the goal of always using the most efficient and authentic approach
to assessing how learning outcomes are met.
Examinations are used selectively, particularly where they effectively enable demonstration of meeting learning
outcomes for knowledge and understanding. For example, with a heavier proportion (50%) in the first year to
reflect initial vital development of design engineering knowledge and understanding. Assessment of project-
based learning can include a number of elements including: prototypes, demonstrations, exhibitions and
presentations. Learning outcomes related to group working will always include an element of peer assessment.
Lab-books, online project records and other project or research related record keeping are also used in
assessment as a practical means to demonstrate understanding and management outcomes. Various formats
for primarily written assignment components are used as effective ways of evaluating synthesis of a wide
variety of intended learning outcomes.
Within all the formats for summative assessment (assessment with grades counting towards a final degree
classification) students will have opportunities to receive some form of initial, indicative, (formative) assessment
and feedback on their work. Most of the project-based formative and summative assessment formats are a
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basis for students to progressively develop important understanding, skills and attitudes as an integral part of
their learning.
Assessment methods adopted by the programme are summarised as follows:
Method
Note on achieving Intended Learning Outcomes
Project presentations
Oral and visual presentations (e.g. with slides and videos) as a means of
demonstrating meeting a wide range of outcomes.
Project artefacts
For example, physical and digital prototype deliverables from projects are
used to directly evaluate physical and intellectual skill-based outcomes.
Demonstrations & exhibitions
To validate and showcase project outputs to wider audiences to
demonstrate synthesis of a wide range of intended outcomes.
Peer assessment of group
working
Used wherever there is a substantial team or group aspect of work to
evaluate how well team working outcomes are met.
Visual reports, technical
reports and essays
Various formats for reporting based on authenticity in relation to the
assignment and to synthesis assessment of a wide range of learning
outcomes.
Lab books, online project
records, lo-fi prototyping and
sketchbooks
Used as evidence for assessment within APBL to evaluate meeting
learning outcomes related to understanding & management.
Online progress tests
Used selectively as a basis for formative and summative evaluation and
feedback on learning progress in relation to knowledge and understanding
outcomes.
Written examinations
Used selectively to demonstrate achieving learning outcomes in relation to
knowledge and understanding.
Summative assessment loading is planned as follows:
Examination
Coursework
Practical
Year 1
50%
40%
10%
Year 2
25%
50%
25%
Year 3
10%
60%
30%
Year 4
0%
75%
25%
Figures in years 3 and 4 indicative due to varying nature of elective modules.
Coursework components are defined as those having (physical or digital) submissions allowed until a deadline.
Practical components take place during a timetabled session with a submission and/or assessment during the
session. For example, presentations or lab exercises. Examinations take place under exam conditions with an
invigilator present.
Academic Feedback Policy
The School adheres to the policies and principles for academic feedback provided by the College.
Academic feedback to students
All details regarding assessment are detailed at School and overall assessment aggregation level in the
Student handbook (online access) and at module level by module leaders via Blackboard (virtual learning
environment) materials. At module level, overall assessment arrangements are published to students from the
start of the module. This information includes detailed breakdown of assessment criteria, mapping to module
learning outcomes and indicative criteria grade descriptors.
Each year group has a designated year coordination tutor who plans optimum distribution of student and staff
assessment loading across the academic year.
Tutorial and workshop formats are used regularly throughout project work in order to provide formative peer
and expert feedback. Students are encouraged to take account all the forms of feedback they are exposed to
throughout their project work, for example verbal feedback provided in tutorials. This includes developing
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note-keeping and reflective learning skills.
Online forms (e.g. Mentimeter or Qualtrics) are used to conduct informal test questions where appropriate
within lectures to enable lecturers to assess and adjust the lectures to account for areas of difficulty. Module
content on Blackboard in many cases includes discussion forums for Q&A on key learning points.
Teaching within all modules aims to provide opportunities for students to receive formative feedback which
relates directly to the intended learning outcomes and summative assessment.
Summative assessments include a proportion of independent marking as a means of safeguarding and
assuring academic standards, as determined by college policy. Provisional assessment results and feedback
are returned to students within 10 working days unless students are notified in advance of an extended
assessment period.
Each student is assigned a personal tutorial when they enrol on the programme. This is usually a member of
staff with whom they meet and who they can contact at any time if, primarily, they are in need of pastoral or
academic assistance.
Personal tutor meetings will also serve as part of the formative assessment process, as tutors will, where
appropriate, discuss module activity with their tutees in order to monitor their progress and advise on support
for subjects where they may require further assistance.
Students’ feedback
Students have a variety of feedback mechanisms to feedback on the quality of the feedback received and for
this to inform quality enhancement within the School.
The College’s Policy on Academic Feedback and guidance on issuing provisional marks to students is available
at:
www.imperial.ac.uk/about/governance/academic-governance/academic-policy/exams-and-assessment/
Re-sit Policy
The College’s Policy on Re-sits is available at: www.imperial.ac.uk/student-records-and-data/for-current-
students/undergraduate-and-taught-postgraduate/exams-assessments-and-regulations/
Mitigating Circumstances Policy
The College’s Policy on Mitigating Circumstances is available at: www.imperial.ac.uk/student-records-and-
data/for-current-students/undergraduate-and-taught-postgraduate/exams-assessments-and-regulations/
Additional Programme Costs
This section should outline any additional costs relevant to this programme which are not included in students’
tuition fees.
Description Mandatory/Optional
Approximate
cost
Laptops & software (A number of laptops are provided by the
School with all relevant software)
Optional £500 - 1500
Placement expenses Overseas placements will incur additional
travel costs for the student. Also ref the College Placements
Abroad Handbook)
Mandatory (however
placements typically
attract a salary which
will at least cover local
accommodation and
subsistence)
£100 - 1500
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Programme Structure
Year 1 – FHEQ Level 4
Students study all core modules.
Code Module Title
Core/
Compulsory/
Elective
Group* Term Credits
% of
Part
DESE40002
Introduction to Design Engineering
Core
Autumn
7.5
12.50
%
DESE40007
Computing 1: Introduction to Scientific
Computing
Core
Autumn
5
8.33
%
DESE40001
Engineering Mathematics
Core
Autumn-
Spring
10
16.67
%
DESE40003
Materials and Manufacturing
Core
Autumn-
Spring
10
16.67
%
DESE40004
Human-centred Design Engineering
Core
Spring-
Summer
12.5
20.84
%
DESE40009
Data Science
Core
Summer
5
8.33
%
DESE40005
Solid Mechanics 1
Core
Spring
5
8.33
%
DESE40006
Electronics 1: Introduction to Electronic
Circuits, Sensors, and Mechatronics
Core
Summer
5
8.33
%
Credit Total 60
Year 2 - FHEQ Level 5
Students study all core modules and a compulsory I-explore module.
Code Module Title
Core/
Compulsory/
Elective
Group Term Credits
% of
Part
DESE50007 Sustainable Design Engineering Core
Autumn
5
9.09
%
DESE50004 Physical Computing Core
Autumn
7.5
13.64
%
DESE50006 Solid Mechanics 2 Core
Autumn
5
9.09
%
DESE50002 Electronics 2: Signals, Systems, and Control Core
Spring
5
9.09
%
DESE50003 Finite Element Analysis Core
Spring
5
9.09
%
DESE50008 Thermofluids: Energy and Design Core Spring 5
9.09
%
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DESE50005 Industrial Design Engineering Core Spring 12.5
22.73
%
DESE50009 Working in Organisations Core Summer 5
9.09
%
DESE50011 Computing 2: Applications Core
Autumn
5
9.09
%
I-Explore Compulsory
Autumn
5 0%
Credit Total 60
Year 3 - FHEQ Level 6
Students study all core modules. With the advice and approval of their Personal Tutor, they then determine two
modules selected from the Group A set of Electives.
Code Module Title
Core/
Compulsory/
Elective
Group Term Credits
% of
Part
Year 3
% of
Part
Years
3+4
DESE60001 Design Engineering Futures Core
Autumn-
Spring
15 33.34% 13.04%
DESE61006
Robotics 1: Introduction to Robotics
Core
Autumn
5
11.11%
4.35%
DESE61007
Robotics 2: Applied Robotics
Core
Spring
5
11.11%
4.35%
DESE60004
Optimisation
Core
Autumn
5
11.11%
4.35%
DESE60003
Innovation and Entrepreneurship
Core
Autumn
5
11.11%
4.35%
DESE61001
Advanced Industrial Design
Elective
A
Spring
5
11.11%
4.35%
DESE61003
Audio Experience Design
Elective
A
Spring
5
11.11%
4.35%
DESE60006
Designing Interventions for
Behavioural Change
Elective A
Spring
5 11.11% 4.35%
DESE60008
Design for Additive Manufacturing
Elective
A
Spring
5
7.14%
4.35%
DESE60009
Design Psychology
Elective
A
Spring
5
11.11%
4.35%
DESE60010
Machine Learning for Design
Engineers
Elective A
Spring
5 11.11% 4.35%
DESE60011
Economics and Finance for Systems
Design
Elective A
Spring
5 11.11% 4.35%
DESE61008
Game Theory and Mechanism Design
Elective
A
Spring
5
11.11%
4.35%
Selected menu of Electives from
Faculty/College
Elective A
Spring
5 11.11% 4.35%
DESE60002
Design Engineering Industry
Placement (Part 1)
Core
Spring-
Summer
15 0% 0%
Credit Total
60
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Year 4 - FHEQ Level 7*
Students study all core modules. With the advice and approval of their Personal Tutor, they then determine two
module selections from the Group A and Group C sets of Electives and two additional modules from the Group B
set.
*Note that Group A electives are at FHEQ Level 6.
Code Module Title
Core/
Compulsory/
Elective
Group Term Credits
% of
Part
Year 4
% of
Part
Years
3+4
DESE70001
Design Engineering Industry
Placement (Part 2)
Core 25 7.14% 4.35%
DESE70002 Design Engineering Master’s Project Core
Autumn-
Summer
30 42.87% 26.07%
DESE70003 Enterprise Roll Out Core
Autumn-
Spring
15 21.43% 13.04%
DESE71002
Robotics Research Project
Elective
B
Autumn
5
7.14%
4.35%
DESE71003
Sensing and Internet of Things
Elective
B
Autumn
5
7.14%
4.35%
DESE70005
Nano Design Engineering
Elective
B
Autumn
5
7.14%
4.35%
DESE70006
Design Analytics for the Sharing
Economy
Elective B
Autumn
5 7.14% 4.35%
DESE70007
Responsible Engineering and Design
Innovation
Elective B
Autumn
5 7.14% 4.35%
DESE71004
Design of Visual Systems
Elective
C
Autumn
5
7.14%
4.35%
DESE71006
From Data to Product
Elective
B
Autumn
5
7.14%
4.35%
DESE71005
Transformational Play
Elective
B
Autumn
5
7.14%
4.35%
DESE71007
Distributed Ledger Technologies
Elective
B
Autumn
5
7.14%
4.35%
DESE61001
Advanced Industrial Design
Elective
A
Spring
5
7.14%
4.35%
DESE61003
Audio Experience Design
Elective
A
Spring
5
7.14%
4.35%
DESE60006
Designing Interventions for
Behavioural Change
Elective A
Spring
5 7.14% 4.35%
DESE60008
Design for Additive Manufacturing
Elective
A
Spring
5
7.14%
4.35%
DESE60009
Design Psychology
Elective
A
Spring
5
7.14%
4.35%
DESE60010
Machine Learning for Design
Engineers
Elective A
Spring
5 7.14% 4.35%
DESE60011
Economics and Finance for Systems
Design
Elective A
Spring
5 7.14% 4.35%
DESE61008
Games and Mechanisms
Elective
A
Spring
5
7.14%
4.35%
Page 12 of 14
Selected menu of Electives from
Faculty/College
Elective A
Spring
5 7.14% 4.35%
Credit Total
90
* ‘Group’ refers to module grouping (e.g. a group of electives from which two modules must be
chosen).
Page 13 of 14
Progression and Classification
Progression
In order to progress to the next level of study, students must have passed all modules (equivalent to 60 ECTS
years 1-3, 90 ECTS year 4) in the current level of study at first attempt, at resit or by a compensated pass. The
pass mark for modules at levels 4, 5 and 6 is 40%, and at level 7 is 50%
The overall weighted average for each of the first three years must be at least 40%, including where a
module(s) has been compensated, in order to progress to the next year of the programme. In order to
successfully complete the degree, the average for Year 4 modules must be at least 50%, including where a
module(s) has been compensated.
Classification
The marks from modules in each year contribute towards the final degree classification.
In order to be considered for an award, students must have achieved the minimum number of credits at the
required levels prescribed for that award.
Classifications will be determined through:
i) Aggregate Module marks for all modules
ii) Year Weightings
For the MEng award, Year One is weighted at 7.5%, Year Two at 20%, and Years Three and Four combined at
72.5%. It is important to note that, taking account of modules which are included in the final degree
classification calculation, each assessed ECTS in Year 3 and Year 4 contributes equally.
For the BEng award, Year One is weighted at 7.5%, Year Two at 35%, and Year Three at 57.5%.
The College sets the class of undergraduate degree that may be awarded as follows:
i) First 70% or above for the average weighted module results
ii) Upper Second 60% or above for the average weighted module results
iii) Lower Second 50% or above for the average weighted module results
iv) Third 40% or above for the average weighted module results
Please find the full Academic Regulations at www.imperial.ac.uk/about/governance/academic-
governance/regulations/. Please follow the prompts to find the set of regulations relevant to your programme of
study.
Programme Specific Regulations
As an accredited degree, students this programme are subject to the standards set by the Engineering Council
in relation to compensation: a maximum of 15 ECTS credits can be compensated across the entire programme.
Page 14 of 14
Supporting Information
The Programme Handbook is available at: www.imperial.ac.uk/media/imperial-college/faculty-of-
engineering/design-engineering/UG-DE-Student-Handbook.pdf
The Module Handbook is available at: www.imperial.ac.uk/design-engineering/study/meng/modules/
The College’s entry requirements for postgraduate programmes can be found at:
www.imperial.ac.uk/study/pg/apply/requirements
The College’s Quality & Enhancement Framework is available at:
www.imperial.ac.uk/registry/proceduresandregulations/qualityassurance
The College’s Academic and Examination Regulations can be found at:
www.imperial.ac.uk/about/governance/academic-governance/regulations
Imperial College is an independent corporation whose legal status derives from a Royal Charter granted under
Letters Patent in 1907. In 2007 a Supplemental Charter and Statutes was granted by HM Queen Elizabeth II.
This Supplemental Charter, which came into force on the date of the College's Centenary, 8th July 2007,
established the College as a University with the name and style of "The Imperial College of Science,
Technology and Medicine".
www.imperial.ac.uk/admin-services/secretariat/college-governance/charters/
Imperial College London is regulated by the Office for Students (OfS)
www.officeforstudents.org.uk/advice-and-guidance/the-register/
This document provides a definitive record of the main features of the programme and the learning
outcomes that a typical student may reasonably be expected to achieve and demonstrate if s/he takes
full advantage of the learning opportunities provided. This programme specification is primarily intended
as a reference point for prospective and current students, academic and support staff involved in
delivering the programme and enabling student development and achievement, for its assessment by
internal and external examiners, and in subsequent monitoring and review.
Modifications
Description Approved Date
Paper
Reference
Minor Modifications July 2020
July 2020
Minor Modifications July 2021
School Teaching
Committee
July 2021
Major and Minor Modifications July 2023
School Teaching
Committee
Feb 2023
