Document number: 2013/ Programs Committee 6/2014 (July) Agenda Item 42.0 Bachelor of Engineering with Honours in Software Engineering

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1 Document number: 2013/ Programs Committee 6/2014 (July) Agenda Item 42.0 Bachelor of Engineering with Honours in Software Engineering Program Learning Outcomes Threshold Learning Outcomes for Engineering and ICT These program learning outcomes are consistent with the Engineering and ICT Learning and Teaching Academic Standards (LTAS) Statement Threshold Learning Outcomes. After graduation, a Griffith University Bachelor of Engineering with Honours in software engineering graduate will have: Knowledge a comprehensive, theory based knowledge and understanding of the underpinning mathematics and problem solving skills as well as computer sciences, including research principles and methods as well as project planning and management, and the engineering fundamentals applicable to software engineering with an in depth understanding of the specialist bodies of knowledge within software development and software engineering of sufficient depth to gain employment at a professional level with advanced technical knowledge and skills in at least one of these domains. and the knowledge and skills to: Needs, context and systems Problem solving and design Abstraction and modelling Coordination and communication identify, interpret and analyse stakeholder needs, establish priorities and the goals, constraints and uncertainties of the system (social, cultural. legislative, environmental, business, technical etc.), using systems thinking, while recognising ethical implications of professional practice. apply problem solving design and decision-making methodologies to address novel research questions in the discipline, develop components, systems and/or processes to meet specified requirements, including innovative approaches to synthesise alternative solutions, concepts and procedures, while demonstrating information skills and research methods. apply abstraction, and in particular software modelling and mathematics and discipline fundamentals to the analysis, design and implementation and maintenance of software systems, using appropriate computer tools, modelling and programming languages, laboratory equipment and other devices ensuring model applicability, accuracy and limitations. communicate and coordinate proficiently by listening, speaking, reading and writing English for professional practice, working as an effective member or leader of diverse teams, using basic tools and practices of formal project management. Self-management manage own time and processes effectively by prioritising competing demands to achieve personal and team goals, with regular review of personal performance as a primary means of managing continuing professional development. AQF Level of the Program There are 5 criteria to be met by a Griffith Bachelor Honours program to be recognised as AQF Level 8 compliant: 1. That the educational outcomes of the program satisfy the AQF Level 8 descriptors of knowledge, skills and application of knowledge and skills for a Bachelor Honours program. 2. That the program, as a concurrent Bachelor Honours program, is of 4 years duration. 3. That the program title meets AQF requirements. Page 1

2 4. That the program contains at least 40CP of research training. That the educational outcomes of the program satisfy the AQF Level 8 descriptors of knowledge, skills and application of knowledge and skills for a Bachelor Honours program. Map of program learning outcomes expected against the AQF Level 8 specification. Program Name Bachelor of Engineering with Honours in Software engineering Delivery Site(s): Nathan campus Delivery Mode(s): In person AQF Specification Level Level 8 Program Learning Outcomes Purpose The Bachelor Honours Degree qualifies individuals who apply a body of knowledge in a specific context to undertake professional work and as a pathway for research and further learning. Knowledge Graduates of a Bachelor Honours Degree will have coherent and advanced knowledge of the underlying principles and concepts in one or more disciplines and knowledge of research principles and methods Graduates of the Bachelor of Engineering with Honours in software engineering Degree will have a comprehensive, theory based knowledge and understanding of the underpinning mathematics and problem solving skills as well as computer sciences, including research principles and methods as well as project planning and management, and the engineering fundamentals applicable to software engineering with an in depth understanding of the specialist bodies of knowledge within software development and software engineering of sufficient depth to gain employment at a professional level with advanced technical knowledge and skills in at least one of these domains. Skills Graduates of a Bachelor Honours Degree will have: cognitive skills to review, analyse, consolidate and synthesise knowledge to identify and provide solutions to complex problems with intellectual independence cognitive and technical skills to demonstrate a broad understanding of a body of knowledge and theoretical concepts with advanced understanding in some areas cognitive skills to exercise critical thinking and judgement in developing new understanding technical skills to design and use research in a project communication skills to present a clear and coherent exposition of knowledge and ideas to a variety of audiences Graduates of the Bachelor of Engineering with Honours in software engineering Degree will have: the cognitive and technical skills to identify, interpret and analyse stakeholder needs, establish priorities and the goals, constraints and uncertainties of the system (social, cultural. legislative, environmental, business, technical etc.), using systems thinking, while recognising ethical implications of professional practice. the communication skills to communicate and coordinate proficiently by listening, speaking, reading and writing English for professional practice, working as an effective member or leader of diverse teams, using basic tools and practices of formal project management. the cognitive and technical skills to apply abstraction, and in particular software modelling and mathematics and discipline fundamentals to the analysis, design and implementation Page 2 of 10

3 Application of knowledge and skills Graduates of a Bachelor Honours Degree will demonstrate the application of knowledge and skills: with initiative and judgement in professional practice and/or scholarship to adapt knowledge and skills in diverse contexts with responsibility and accountability for own learning and practice and in collaboration with others within broad parameters to plan and execute project work and/or a piece of research and scholarship with some independence and maintenance of software systems, using appropriate computer tools, modelling and programming languages, laboratory equipment and other devices ensuring model applicability, accuracy and limitations. Graduates of the Bachelor of Engineering with Honours in Software Engineering Degree will demonstrate the application of knowledge and skills: to the analysis, design and implementation and maintenance of software system, using abstraction, and in particular software modelling and mathematics and discipline fundamentals to the analysis, design and implementation and maintenance of software systems, using appropriate computer tools, modelling and programming languages, laboratory equipment and other devices ensuring model applicability, accuracy and limitations. by adopting problem solving design and decision-making methodologies to address novel research questions in the discipline, develop components, systems and/or processes to meet specified requirements, including innovative approaches to synthesise alternative solutions, concepts and procedures, while demonstrating information skills and research methods. by managing own time and processes effectively by prioritising competing demands to achieve personal and team goals, with regular review of personal performance as a primary means of managing continuing professional development. Engineers Australia Stage 1 Competencies for a Professional Engineer As an accredited Professional Engineering Program the proposed BEng with Honours in software engineering graduates have to meet the Engineers Australia Stage 1 Competencies for a Professional Engineer. The BEng program already meets these requirements for all disciplines and, as the proposed program changes are only minor in terms of content, graduates of the proposed BEng with Honours in software engineering will also meet these accreditation requirements. Moreover, this program (Software Engineering) is also accredited by the Australian Computer Society. The Engineers Australia Stage 1 Competencies for a Professional Engineer have 16 components covering the required knowledge and skill base, engineering application ability, and personal and professional attributes. Table 1 Knowledge and Skill Base: Elements and Indicators ELEMENT OF COMPETENCY 1.1 Comprehensive, theory based INDICATORS OF ATTAINMENT a) Engages with the engineering discipline at a phenomenological level, applying sciences and engineering fundamentals to systematic Page 3 of 10

4 understanding of the underpinning natural and physical sciences and the engineering fundamentals applicable to the 1.2 Conceptual understanding of the, mathematics, numerical analysis, statistics, and computer and information sciences which underpin the 1.3 In depth understanding of specialist bodies of knowledge within the 1.4 Discernment of knowledge development and research directions within the engineering discipline. 1.5 Knowledge of contextual factors impacting the 1.6 Understanding of the scope, principles, norms, accountabilities and bounds of contemporary engineering practice in the engineering discipline. investigation, interpretation, analysis and innovative solution of complex problems and broader aspects of engineering practice. a) Develops and fluently applies relevant investigation analysis, interpretation, assessment, characterisation, prediction, evaluation, modelling, decision making, measurement, evaluation, knowledge management and communication tools and techniques pertinent to the a) Proficiently applies advanced technical knowledge and skills in at least one specialist practice domain of the a) Identifies and critically appraises current developments, advanced technologies, emerging issues and interdisciplinary linkages in at least one specialist practice domain of the b) Interprets and applies selected research literature to inform engineering application in at least one specialist domain of the a) Identifies and understands the interactions between engineering systems and people in the social, cultural, environmental, commercial, legal and political contexts in which they operate, including both the positive role of engineering in sustainable development and the potentially adverse impacts of engineering activity in the engineering discipline. b) Is aware of the founding principles of human factors relevant to the c) Is aware of the fundamentals of business and enterprise management. d) Identifies the structure, roles and capabilities of the engineering workforce. e) Appreciates the issues associated with international engineering practice and global operating contexts. a) Applies systematic principles of engineering design relevant to the b) Appreciates the basis and relevance of standards and codes of practice, as well as legislative and statutory requirements applicable to the c) Appreciates the principles of safety engineering, risk management and the health and safety responsibilities of the professional engineer, including legislative requirements applicable to the engineering discipline. d) Appreciates the social, environmental and economic principles of sustainable engineering practice. e) Understands the fundamental principles of engineering project management as a basis for planning, organising and managing resources. f) Appreciates the formal structures and methodologies of systems engineering as a holistic basis for managing complexity and sustainability in engineering practice. Page 4 of 10

5 Table 2 Engineering Application Ability: Elements and Indicators ELEMENT OF COMPETENCY 2.1 Application of established engineering methods to complex engineering problem solving. 2.2 Fluent application of engineering techniques, tools and resources. INDICATORS OF ATTAINMENT a) Identifies, discerns and characterises salient issues, determines and analyses causes and effects, justifies and applies appropriate simplifying assumptions, predicts performance and behaviour, synthesises solution strategies and develops substantiated conclusions. b) Ensures that all aspects of an engineering activity are soundly based on fundamental principles by diagnosing, and taking appropriate action with data, calculations, results, proposals, processes, practices, and documented information that may be ill-founded, illogical, erroneous, unreliable or unrealistic. c) Competently addresses engineering problems involving uncertainty, ambiguity, imprecise information and wide-ranging and sometimes conflicting technical and non-technical factors. d) Partitions problems, processes or systems into manageable elements for the purposes of analysis, modelling or design and then recombines to form a whole, with the integrity and performance of the overall system as the paramount consideration. e) Conceptualises alternative engineering approaches and evaluates potential outcomes against appropriate criteria to justify an optimal solution choice. f) Critically reviews and applies relevant standards and codes of practice underpinning the engineering discipline and nominated specialisations. g) Identifies, quantifies, mitigates and manages technical, health, environmental, safety and other contextual risks associated with engineering application in the designated h) Interprets and ensures compliance with relevant legislative and statutory requirements applicable to the i) Investigates complex problems using research-based knowledge and research methods. a) Proficiently identifies, selects and applies the materials, components, devices, systems, processes, resources, plant and equipment relevant to the b) Constructs or selects and applies from a qualitative description of a phenomenon, process, system, component or device a mathematical, physical or computational model based on fundamental scientific principles and justifiable simplifying assumptions. c) Determines properties, performance, safe working limits, failure modes, and other inherent parameters of materials, components and systems relevant to the d) Applies a wide range of engineering tools for analysis, simulation, visualisation, synthesis and design, including assessing the accuracy and limitations of such tools, and validation of their results. e) Applies formal systems engineering methods to address the planning and execution of complex, problem solving and engineering projects. f) Designs and conducts experiments, analyses and interprets result data and formulates reliable conclusions. g) Analyses sources of error in applied models and experiments; eliminates, minimises or compensates for such errors; quantifies significance of errors to any conclusions drawn. h) Safely applies laboratory, test and experimental procedures appropriate to the Page 5 of 10

6 2.3 Application of systematic engineering synthesis and design processes. 2.4 Application of systematic approaches to the conduct and management of engineering projects. i) Understands the need for systematic management of the acquisition, commissioning, operation, upgrade, monitoring and maintenance of engineering plant, facilities, equipment and systems. j) Understands the role of quality management systems, tools and processes within a culture of continuous improvement. a) Proficiently applies technical knowledge and open ended problem solving skills as well as appropriate tools and resources to design components, elements, systems, plant, facilities and/or processes to satisfy user requirements. b) Addresses broad contextual constraints such as social, cultural, environmental, commercial, legal political and human factors, as well as health, safety and sustainability imperatives as an integral part of the design process. c) Executes and leads a whole systems design cycle approach including tasks such as: - determining client requirements and identifying the impact of relevant contextual factors, including business planning and costing targets; - systematically addressing sustainability criteria; - working within projected development, production and implementation constraints; - eliciting, scoping and documenting the required outcomes of the design task and defining acceptance criteria; - identifying assessing and managing technical, health and safety risks integral to the design process; - writing engineering specifications, that fully satisfy the formal requirements; - ensuring compliance with essential engineering standards and codes of practice; - partitioning the design task into appropriate modular, functional elements; that can be separately addressed and subsequently integrated through defined interfaces; - identifying and analysing possible design approaches and justifying an optimal approach; - developing and completing the design using appropriate engineering principles, tools, and processes; - integrating functional elements to form a coherent design solution; - quantifying the materials, components, systems, equipment, facilities, engineering resources and operating arrangements needed for implementation of the solution; - checking the design solution for each element and the integrated system against the engineering specifications; - devising and documenting tests that will verify performance of the elements and the integrated realisation; - prototyping/implementing the design solution and verifying performance against specification; - documenting, commissioning and reporting the design outcome. d) Is aware of the accountabilities of the professional engineer in relation to the design authority role. a) Contributes to and/or manages complex engineering project activity, as a member and/or as leader of an engineering team. b) Seeks out the requirements and associated resources and realistically assesses the scope, dimensions, scale of effort and indicative costs of a complex engineering project. c) Accommodates relevant contextual issues into all phases of engineering project work, including the fundamentals of business planning and financial management d) Proficiently applies basic systems engineering and/or project management tools and processes to the planning and execution of Page 6 of 10

7 project work, targeting the delivery of a significant outcome to a professional standard. e) Is aware of the need to plan and quantify performance over the full life-cycle of a project, managing engineering performance within the overall implementation context. f) Demonstrates commitment to sustainable engineering practices and the achievement of sustainable outcomes in all facets of engineering project work.. Table 3 Professional and Personal Attributes: Elements and Indicators ELEMENT OF COMPETENCY 3.1 Ethical conduct and professional accountability 3.2 Effective oral and written communication in professional and lay domains. 3.3 Creative, innovative and pro-active demeanour. 3.4 Professional use and management of information. 3.5 Orderly management of INDICATORS OF ATTAINMENT a) Demonstrates commitment to uphold the Engineers Australia - Code of Ethics, and established norms of professional conduct pertinent to the b) Understands the need for due-diligence in certification, compliance and risk management processes. c) Understands the accountabilities of the professional engineer and the broader engineering team for the safety of other people and for protection of the environment. d) Is aware of the fundamental principles of intellectual property rights and protection. a) Is proficient in listening, speaking, reading and writing English, including: - comprehending critically and fairly the viewpoints of others; - expressing information effectively and succinctly, issuing instruction, engaging in discussion, presenting arguments and justification, debating and negotiating - to technical and non-technical audiences and using textual, diagrammatic, pictorial and graphical media best suited to the context; - representing an engineering position, or the engineering profession at large to the broader community; - appreciating the impact of body language, personal behaviour and other non-verbal communication processes, as well as the fundamentals of human social behaviour and their cross-cultural differences. b) Prepares high quality engineering documents such as progress and project reports, reports of investigations and feasibility studies, proposals, specifications, design records, drawings, technical descriptions and presentations pertinent to the a) Applies creative approaches to identify and develop alternative concepts, solutions and procedures, appropriately challenges engineering practices from technical and non-technical viewpoints; identifies new technological opportunities. b) Seeks out new developments in the engineering discipline and specialisations and applies fundamental knowledge and systematic processes to evaluate and report potential. c) Is aware of broader fields of science, engineering, technology and commerce from which new ideas and interfaces may be may drawn and readily engages with professionals from these fields to exchange ideas. a) Is proficient in locating and utilising information - including accessing, systematically searching, analysing, evaluating and referencing relevant published works and data; is proficient in the use of indexes, bibliographic databases and other search facilities. b) Critically assesses the accuracy, reliability and authenticity of information. c) Is aware of common document identification, tracking and control procedures. a) Demonstrates commitment to critical self-review and performance evaluation against appropriate criteria as a primary means of tracking Page 7 of 10

8 self, and professional conduct. 3.6 Effective team membership and team leadership. personal development needs and achievements. b) Understands the importance of being a member of a professional and intellectual community, learning from its knowledge and standards, and contributing to their maintenance and advancement. c) Demonstrates commitment to life-long learning and professional development. d) Manages time and processes effectively, prioritises competing demands to achieve personal, career and organisational goals and objectives. e) Thinks critically and applies an appropriate balance of logic and intellectual criteria to analysis, judgment and decision making. f) Presents a professional image in all circumstances, including relations with clients, stakeholders, as well as with professional and technical colleagues across wide ranging disciplines. a) Understands the fundamentals of team dynamics and leadership. b) Functions as an effective member or leader of diverse engineering teams, including those with multilevel, multi-disciplinary and multi-cultural dimensions. c) Earns the trust and confidence of colleagues through competent and timely completion of tasks. d) Recognises the value of alternative and diverse viewpoints, scholarly advice and the importance of professional networking. e) Confidently pursues and discerns expert assistance and professional advice. f) Takes initiative and fulfils the leadership role whilst respecting the agreed roles of others. As part of the program development process, the contribution of each course to the development of these attributes throughout the program has been mapped. In the mapping T indicates that the taught material develops the competency, P indicates that the competency is practiced and developed while not actually taught, and A indicates that the development of the competency is assessed. A mapping of the Engineers Australia Stage 1 Competencies for a Professional Engineer against the AQF Level 8 Descriptors, as shown in the table below, shows that meeting the Engineers Australia Stage 1 Competencies for a Professional Engineer implies meeting the AQF Level 8 Descriptors in terms of comparable outcomes. Page 8 of 10

9 Development of EA Stage 1 Competencies by Course for Beng (Software Enginering) Engineers Australia Stage 1 Competencies Sem Course Code Name 1 I 1001ENG Engineering Practice and Sustainability TPA T TA TPA TPA TP T TPA TPA TP T TPA TPA I 1201BPS Mathematics IA TPA I Directed Free Elective TPA I 1001ICT Introduction to Programming TPA TPA TPA TPA 1 II 1202BPS Mathematics IB TPA II 1315ENG Engineering Programming TPA TPA TPA TPA TPA TP II 2002ICT Database Design TPA TPA TPA TPA TPA II 1005ICT Object Oriented Programming TPA TPA TPA TPA TPA 2 I 1301ENG Electric Circuits TPA TPA TPA TPA TA PA P PA I 2501ICT Programming Mobile Applications TPA TPA TPA I 2004ICT System Analysis and Design TPA TPA TPA TPA TPA TPA TPA TPA I 2402ICT Discrete mathematics TPA 2 II 2315ENG Digital Systems TPA TPA TPA TPA TA PA P PA II 2001ICT Project Management TPA TPA TPA TPA II 2510ICT Softw are Quality Management TPA TPA TPA TPA TPA TPA II 2509ICT Softw are Engineering TPA TPA TPA TPA TPA TPA TPA 3 I 3420ICT Systems Programming (20CP) TPA TPA TPA TPA TPA I 3001ICT_Y1 Industry Project (Part I) TPA TPA P P P PA PA P TPA I 3000 coded Listed elective (10CP) TPA 3 II 2303ENG Microprocessor Techniques TPA TPA TPA TP TPA P TP II 4000ENG Research Methods and Statistics TPA TPA TP TP TPA P II 3001ICT_Y2 Industry Project (Part II) TPA TPA TPA P P PA PA P TPA II 3000 coded Listed elective (10CP) TPA 4 I 3612ICT Database Systems and Administration (20CP) TPA T TPA TPA PA TPA TPA I 3412ICT Softw are Architecture TPA TPA TPA I 4000 coded Listed elective (10CP) TPA TPA II 4007ENG Thesis PA PA PA PA PA TPA PA PA PA PA PA A A A II 4008ENG Professional Practice P P P P P P P P P P P Year PE 1.1 PE1.2 PE 1.3 PE 1.4 PE 1.5 PE 1.6 PE 2.1 PE 2.2 PE 2.3 PE 2.4 PE 3.1 PE 3.2 PE 3.3 PE 3.4 PE 3.5 PE 3.6 T P A Taugth Practiced Assessed Knowledge Skills Application of knowledge AQF Type Descriptor EA Stage 1 Professional Competency Graduates of a Bachelor Honours Degree will have coherent and advanced knowledge of the underlying principles and concepts in one or more disciplines and knowledge of research principles and methods Graduates of a Bachelor Honours Degree will have cognitive skills to review, analyse, consolidate and synthesise knowledge to identify and provide solutions to complex problems with intellectual independence Graduates of a Bachelor Honours Degree will have cognitive and technical skills to demonstrate a broad understanding of a body of knowledge and theoretical concepts with advanced understanding in some areas Graduates of a Bachelor Honours Degree will have cognitive skills to exercise critical thinking and judgement in developing new understanding Graduates of a Bachelor Honours Degree will have technical skills to design and use research in a project Graduates of a Bachelor Honours Degree will have communication skills to present a clear and coherent exposition of knowledge and ideas to a variety of audiences Graduates of a Bachelor Honours Degree will demonstrate the application of knowledge and skills with initiative and judgement in professional practice and/or scholarship 1.1, 1.2, 1.3, 2.2, , 1.2, , 1.2, 1.4, , , , 1.2, 1.3, 1.4, 2.1, 2.3, 3.5 Page 9 of 10

10 and skills Graduates of a Bachelor Honours Degree will demonstrate the application of knowledge and skills to adapt knowledge and skills in diverse contexts Graduates of a Bachelor Honours Degree will demonstrate the application of knowledge and skills with responsibility and accountability for own learning and practice and in collaboration with others within broad parameters Graduates of a Bachelor Honours Degree will demonstrate the application of knowledge and skills to plan and execute project work and/or a piece of research and scholarship with some independence 1.5, 1.6, 2.1, 2.2, , 2.4, 3.3, 3.5, , 2.1, 2.2, 2.4 That the program, as a concurrent Honours program, is of 4 years duration. The inclusion of 40CP of other Level 8 courses in the final year with the addition of the Thesis and Research Methods and Statistics, the requirement for 80CP of Level 8 courses is met. That the program title meets AQF requirements. Bachelor of Engineering with Honours in Software Engineering is consistent with AQF requirements. That the program contains at least 40CP of research training. With 30CP of Thesis and 10CP of Research Methods and Statistics, the minimum quantity of research training is met. However, research training is embedded in the program. For example in first semester, first year students begin to develop their literature surveying and reporting skills. Page 10 of 10