(Integrated Master in Engineering:) Integrated Master in Engineering
University of Essex
University of Essex
Computer Science and Electronic Engineering (School of)
GCSE: Science C/4
A-levels: AAB, including Mathematics or Further Mathematics.
Please note we are unable to accept A-level Use of Mathematics in place of A-level Mathematics
IB: 33 points or three Higher Level certificates with 665. Either must include Higher Level Mathematics grade 5, plus Standard Level science grade 4. We will accept 5 in either Higher Level Mathematics: Analysis and Approaches or Higher Level Mathematics: Applications and Interpretation.
We are also happy to consider a combination of separate IB Diploma Programme Courses (formerly certificates) at both Higher and Standard Level. Please note that Science in the IB is not required if you have already achieved GCSE Science at grade C/4 or above or 4 in IB Middle Years Science. Exact offer levels will vary depending on the range of subjects being taken at higher and standard level, and the course applied for.
We can also consider combinations with BTECs or other qualifications in the Career-related programme – the acceptability of BTECs and other qualifications depends on the subject studied, advice on acceptability can be provided. Please contact the Undergraduate Admissions Office for more information.
BTEC: D*DD, including Distinction in Further Mathematics for Technicians or Calculus to Solve Engineering Problems
T-levels: Distinction* - Entry requirements for students studying T-level qualifications are dependent on subjects studied. Advice can be provided on an individual basis.
IELTS (International English Language Testing System) code
English language requirements for applicants whose first language is not English: IELTS 6.0 overall. Different requirements apply for second year entry, and specified component grades are also required for applicants who require a visa to study in the UK.
Other English language qualifications may be acceptable so please contact us for further details. If we accept the English component of an international qualification then it will be included in the information given about the academic levels listed above. Please note that date restrictions may apply to some English language qualifications
If you are an international student requiring a visa to study in the UK please see our immigration webpages for the latest Home Office guidance on English language qualifications.
If you do not meet our IELTS requirements then you may be able to complete a pre-sessional English pathway that enables you to start your course without retaking IELTS.
If you’re an international student, but do not meet the English language or academic requirements for direct admission to this degree, you could prepare and gain entry through a pathway course. Find out more about opportunities available to you at the University of Essex International College here.
Rules of assessment
Rules of assessment are the rules, principles and frameworks which the University uses to calculate your course progression and final results.
External Examiners provide an independent overview of our courses, offering their expertise and help towards our continual improvement of course content, teaching, learning, and assessment.
External Examiners are normally academics from other higher education institutions, but may be from the industry, business or the profession as appropriate for the course.
They comment on how well courses align with national standards, and on how well the teaching, learning and assessment methods allow students to develop and demonstrate the relevant knowledge and skills needed to achieve their awards.
External Examiners who are responsible for awards are key members of Boards of Examiners. These boards make decisions about student progression within their course and about whether students can receive their final award.
To equip students with the knowledge and skills that are currently in high demand in the telecommunication and related industries
To provide students with a foundation for further study and research
To enable students to acquire a broad understanding of telecommunication engineering, whilst providing opportunities for them to develop expertise within particular areas of specialisation
To develop the students' ability to make an effective contribution to team-based activity
To encourage students to adopt an investigative approach and develop autonomous study skills in order to ensure their continuing professional development
To provide students with an understanding of the industrial context and an appreciation of a range of external factors that affect the work of the professional telecommunication engineer
7. to provide students with opportunities to develop the breadth and depth of knowledge and skills in Telecommunication Engineering beyond that offered by a Bachelors level qualification
Learning outcomes and learning, teaching and assessment methods
On successful completion of the programme a graduate should demonstrate knowledge and skills as follows:
A: Knowledge and understanding
A1: Apply knowledge of mathematics, statistics, natural science and engineering principles to the solution of complex problems. Some of the knowledge will be at the forefront of the particular subject of study.
A2: Analyse complex problems to reach substantiated conclusions using first principles of mathematics, statistics, natural science and engineering principles.
A3: Select and apply appropriate computational and analytical techniques to modelcomplex problems, recognising the limitations of the techniques employed.
A4: A comprehensive understanding of the relevant scientific principles of the specialisation.
A4: Select and evaluate technical literature and other sources of information to address complex problems
A5: A critical awareness of current problems and/or new insights most of which is at, or informed by, the forefront of the specialisation.
A5: Knowledge and understanding of communications engineering.
Lectures are the principal method of delivery for the concepts and principles involved in the majority of the learning outcomes.
Students are also directed to reading from textbooks, academic papers and material available on-line.
Understanding is reinforced by means of exercise classes, discussion groups, laboratories, assignments and project work.
Specialist knowledge is further developed during supervision of the final year individual project.
Achievement of knowledge outcomes is assessed primarily through unseen examinations, and also through marked coursework.
An assessment of the understanding of underlying concepts and principles forms part of the overall assessment of the final year individual project report and oral presentation.
B: Intellectual and cognitive skills
B1: Design solutions for complex problems that meet a combination of societal, user, business and customer needs as appropriate. This will involve consideration of applicable health & safety, diversity, inclusion, cultural, societal, environmental and commercial matters, codes of practice and industry standards.
B2: Apply an integrated or systems approach to the solution of complex problems.
B3: Evaluate the environmental and societal impact of solutions to complex problems and minimise adverse impacts.
B4: Identify and analyse ethical concerns and make reasoned ethical choices informed by professional codes of conduct.
B5: Use a risk management process to identify, evaluate and mitigate risks (the effects of uncertainty) associated with a particular project or activity.
B6: Apply engineering design principles to the design of communications systems.
B8: Understanding of concepts relevant to the discipline, some from outside engineering, and the ability to evaluate them critically and to apply them effectively, including in engineering projects.
B9: Ability both to apply appropriate engineering analysis methods for solving complex problems in engineering and to assess their limitations.
B10: Ability to use fundamental knowledge to investigate new and emerging technologies.
B11: Knowledge, understanding and skills to work with information that may be incomplete or uncertain, quantify the effect of this on the design and, where appropriate, use theory or experimental research to mitigate deficiencies.
B12: Knowledge and comprehensive understanding of design processes and methodologies and the ability to apply and adapt them in unfamiliar situations.
The basis for intellectual skills is provided in lectures, and they are developed by means of recommended reading, guided and self directed study, assignments and project work.
Achievement of intellectual skills is assessed primarily through unseen examinations, and also through marked assignments and project work.
C: Practical skills
C1: Adopt a holistic and proportionate approach to the mitigation of security risks.
C2: Adopt an inclusive approach to engineering practice and recognise the responsibilities, benefits and importance of supporting equality, diversity and inclusion.
C3: Use practical laboratory and workshop skills to investigate complex problems.
C4: Select and apply appropriate materials, equipment, engineering technologies and processes, recognising their limitations.
C5: Ability to design, construct and analyse communication systems.
C9: Ability to collect and analyse research data and to use appropriate engineering analysis tools in tackling unfamiliar problems, such as those with uncertain or incomplete data or specifications, by the appropriate innovation, use or adaptation of engineering analytical methods.
C10: Advanced level knowledge and understanding of a wide range of engineering materials and components.
C11: A thorough understanding of current practice and its limitations, and some appreciation of likely new developments.
C12: Ability to apply engineering techniques taking account of a range of commercial and industrial constraints
Practical skills are developed in exercise classes, laboratory classes, assignments and project work.
Achievement of practical skills is assessed through marked coursework, project reports, oral presentations and demonstrations of completed systems.
D: Key skills
D1: Discuss the role of quality management systems and continuous improvement in the context of complex problems.
D2: Apply knowledge of engineering management principles, commercial context, project and change management, and relevant legal matters including intellectual property rights.
D3: Function effectively as an individual, and as a member or leader of a team.
D4: Communicate effectively on complex engineering matters with technical and non-technical audiences.
D5: Plan and record self-learning and development as the foundation for lifelong learning/CPD.
D14: Ability to generate an innovative design for products, systems, components or processes to fulfil new needs.
D15: Awareness of the need for a high level of professional and ethical conduct in engineering.
D16: Awareness that engineers need to take account of the commercial and social contexts in which they operate.
D17: Knowledge and understanding of management and business practices, their limitations, and how these may be applied in the context of the particular specialisation.
D18: Awareness that engineering activities should promote sustainable development and ability to apply quantitative techniques where appropriate.
D19: Awareness of relevant regulatory requirements governing engineering activities in the context of the particular specialisation.
D20: Awareness of and ability to make general evaluations of risk issues in the context of the particular specialisation, including health and safety, environmental and commercial risk.
D21: Understanding of different roles within an engineering team and the ability to exercise initiative and personal responsibility, which may be as a team member or leader.
Students learn key skills in research, problem solving, communication and team project work in the first year project module, and thereafter the development of key skills forms an integral part of their overall learning activity.
Assessment of the key skills is intrinsic to subject based assessment.
The assessment of project work includes specific allocations of credit for project management and the quality of presentations.
An individual's contribution to team projects is determined by means of a submission containing reflective and self-assessment components.
The assessment of the final year individual project report includes specific allocation of credit for the quality, extent and relevance of a bibliography, including internet sources.