School of Engineering and the Built Environment

School of Engineering and the Built Environment MSc, PgD, PgC Environmental Management MSc Environmental Management (Oil and Gas) MSc Environmental Management (Waste) MSc Environmental Management (Water) MSc Environmental Management (Energy) Programme Specification Document For Approval April 2016

1 GENERAL INFORMATION Programme Titles: Final Award: MSc Environmental Management MSc Environmental Management (Oil and Gas) MSc Environmental Management (Waste) MSc Environmental Management (Water) MSc Environmental Management (Energy) MSc Environmental Management MSc Environmental Management (Oil and Gas) MSc Environmental Management (Waste) MSc Environmental Management (Water) MSc Environmental Management (Energy) Exit Awards: PgD Environmental Management PgC Environmental Management Awarding Body: Approval Date (Predecessor Programmes): School: Host Department: UCAS Code: PSB Involvement: Place of Delivery: Subject Benchmark Statement Glasgow Caledonian University 2000 (EM and EEM (Waste)) 2010 (EM (Energy) 2013 (EM (Oil and Gas)) 2014 (EM (Water) Engineering and Built Environment (EBE) Construction and Surveying Not applicable Chartered Institution of Water and Environmental Management (CIWEM) Chartered Institution of Wastes Management (CIWM), Chartered Institution of Building Services Engineering, (CIBSE) Energy Institute (EI). Glasgow Caledonian University Not applicable Dates of PS Preparation/Revision: January 2016 1

2 EDUCATIONAL AIMS OF THE PROGRAMME The overall aim of the MSc Environmental Management (EM) programme is to enable students to develop an environmental specialisation, within the context of their previous qualifications and experience. The MSc EM (Waste) Pathway is more specific, in that it allows students to develop skills and knowledge in modern waste management practices, for those who intend to pursue a career in that area. The MSc EM (Oil and Gas) Pathway is to enable students to develop an Oil and Gas related specialisation, within the context of Energy and Environmental Management and building on their previous qualifications and experience. The MSc EM (Water) Pathway is design to develop the knowledge and skills of students looking to develop a career in the water/wastewater sector. Finally the MSc EM (Energy) will place specific emphasis on the environmental consequences of energy use and the opportunities through renewable energy technologies to support a low carbon economy The broad scope of the programme is designed to stretch students educational horizons across traditional subject boundaries, encompassing areas normally associated with engineering, biology, economics, legislation and others. Thus students will need to understand and develop technical and non-technical arguments at an advanced level. The educational objectives of the programme are: to develop critical intellectual and practical skills of the students in the collection, analysis, interpretation and understanding of data related to environmental pollution; to provide the students with up-to-date knowledge and skills to equip them for a career in environmental management, waste management or in the oil and gas sector; to develop the students' competence in applying advanced skills to solve environmental problems, using a critical and holistic approach; to enhance students' interpersonal, communications and other transferable skills, so that they are competent to operate in senior positions in industry; to allow students to acquire educational qualifications which would enable them to gain recognition by professional bodies; to provide students with an opportunity to critically explore environmental problems with others from different educational backgrounds, hence enhancing the breadth of their viewpoints on such issues; to further develop the students skills in research methods and practice, so that they can undertake advanced research in environmental, waste or oil and gas topics; to enable students to engage with life-long learning, research and creativity tempered with scientific discipline and social awareness. Patterns of Delivery Full-Time The full-time route will serve the needs of students from a range of undergraduate programmes who wish to further their studies at advanced level, for mature students wishing a career change and for international students who wish to come to the UK to study. Full-time students would normally complete the programme in one year. 2

Part-Time The pattern of delivery adopted for part-time students follows that which has been adopted across the School, where students attend for one day or two half-days per week. All modules are web-enhanced using the Managed Learning Environment (GCULearn) which means that both FT and PT students have access to additional learning materials and other resources. Student Study Routes (Trimester A and Trimester B entrants) The mode of study for full time and part time students is given in Table 2-1. 3 INTENDED LEARNING OUTCOMES Table 2-1 Mode of study and trimesters The programme provides opportunities for students to develop and demonstrate knowledge and understanding of environmental, waste or oil and gas topics, which they can relate to their previous educational qualifications and experience. The programme also develops cognitive skills, practical skills and other transferable skills. These learning outcomes are summarised in Table 3-1. 3

Table 3-1 Learning outcomes for programme Teaching learning and assessment methods Methods used to enable the above outcomes to achieved and demonstrated include: 4

Lectures, tutorials and seminars Workshops and laboratories Industrial / site visits and field trips Visiting lecturers from industry and practice Self-directed learning facilitated by study packs Use of research-based learning materials and methods Web-based materials through a managed learning environment (Blackboard) Problem-based learning scenarios Individual projects Computer application activities Group work and projects The programme aspires to educate to the highest level of understanding. Among the general educational aims are to develop skills in: Information seeking and retrieval Critical assessment of received information Data analysis and problem solving Assessment: The totality of approaches to assessment (formal unseen examinations, formal open-book examinations, major and minor coursework activities, class tests, poster displays, student oral presentations, computer-based exercises, dissertation or Masters level project) is based on the appropriateness to the learning outcomes in each module and the Learning Outcomes of the Programme. Methods of assessment include: Exams Case study analysis Coursework Reports Student oral presentations Dissertation / Masters level Project Computer-based tests and other exercises Other discipline-specific assessments Learning, Teaching and Assessment Strategy The development of the Programme Board s learning teaching and assessment strategy has been informed by the University s Strategy for Learning (SfL) 2015-16. The balance between methods of assessment is based on the appropriateness to the learning outcomes in each module and the Learning Outcomes of the Programme. The range of learning teaching and assessment methods are listed above. The School s Admission Tutors endeavour to provide appropriate guidance and support to all applicants, to ensure that students entering a particular programme of study are fully aware of the core skills and knowledge required, and the core activities which must be undertaken to achieve the award. Where a student highlights a need for additional support the School, in conjunction with the School s Disability Coordinator, and the University Student Support Services, will determine an appropriate course of action to address the needs of the student. The staff within the School have considerable experience in supporting students who have / experience difficulties, and work closely with the University Student Support Services to ensure that appropriate support is provided to suit each student s individual needs, A number of strategies have been adopted as required to allow such students to fully 5

participate in their programme of study, including the provision of materials in advance, use of scribes, signers, specialist software and the like. 4 PROGRAMME STRUCTURE AND REQUIREMENTS, LEVELS, MODULES, CREDITS AND AWARDS The programme follows the standard Glasgow Caledonian University model for postgraduate programmes. There are 4 modules per trimester (total 8 taught modules), each valued at 15 SHEM credit points. The Masters dissertation is a 60-credit module, normally completed during the summer months. Each 15-credit module corresponds to approximately 150 hours of notional student effort (including various forms of class contact, private study and assessment). The programme is offered on both a full-time and part-time basis. The duration of the full time mode is one calendar year and part time students are normally expected to complete the taught modules in two years. Part time students normally attend the university one day per week studying two modules. Most of the modules have supplementary web-based material via Blackboard Virtual Learning Environment available to provide a flexible learning mean for students. The Programme Team are working towards developing web-based modules suitable for distance learning. Semester A of the programme comprises four core modules. In Semester B, students choose 4 modules from a selection, as shown in Table 4-1. 6

The following awards can be made: PgC: PgD MSc Table 4-1 Overall Structure of the Programme Postgraduate Certificate (PgC) Environmental Management, for four postgraduate modules (60 SHEM credits), equivalent to 1 trimester of full-time study or 2 trimesters of part-time study; Postgraduate Diploma (PgD) in Environmental Management for a further four modules (total 120 SHEM credits), equivalent to 2 trimesters of full-time study or 4 trimesters of part-time study; Master of Science (MSc) for the equivalent of a further 1 trimester of student effort (to give a total 180 SHEM credits), being a project dissertation. The MSc degree is awarded as follows: 7

MSc Environmental Management for students who have completed the PgD, including four Semester A modules and four Trimester B modules and a dissertation on an environmental theme. MSc Environmental Management (Waste) for students who have completed the PgD, including the four Semester A modules and four modules in Semester B, including three compulsory modules for the Waste pathway and a dissertation on an approved topic related to waste management. MSc Environmental Management (Oil and Gas) for students who have completed the PgD, including the four Semester A modules and four modules in Semester B, including three compulsory modules for the Oil and Gas pathway and a dissertation on an approved topic related to oil and gas management. MSc Environmental Management (Water) for students who have completed the PgD, including the four Semester A modules and four modules in Semester B, including three compulsory modules for the Water pathway and a dissertation on an approved topic related to water management. MSc Environmental Management (Energy) for students who have completed the PgD, including the four Semester A modules and four modules in Semester B, including three compulsory modules for the Energy pathway and a dissertation on an approved topic related to waste management. Selection of Taught Modules When students first register and attend the University the Programme Leader will provide advice and guidance to help them select modules appropriate to their existing experience, their interests and future career aspirations; the aim is to match, as far as is practicable, the learning requirements specific to the student with the portfolio of modules on offer. Students admitted to the programme will have every opportunity to complete the requirements of the programme specification. However, modules are subject to minimum and maximum numbers, and therefore it cannot be guaranteed that any specific module will be available for any specific cohort. Should a module not be available for any reason, students will be asked to select an alternative module to study. Masters Dissertation/Project All students are required to complete the Masters Dissertation/Project module, which is based on a significant piece of individual research. The subject of the research will be an area of special interest to the student, and will be based on a proposal written by the student and submitted to the Dissertation/Project Co-ordinator. The area of research chosen should be of the required subject and intellectual depth and should provide a suitable match with previous study. This may require increased technical depth or greater breadth of subject matter relating to previous projects, case studies or dissertation undertaken by the student. 5 SUPPORT FOR STUDENTS AND THEIR LEARNING Within EBE One-day induction event for orientation, campus facilities and introduction to library resources; Student Programme Handbook Contact Reference Sheet Module Handbooks which include module descriptors, coursework guidelines, brief and 8 Academic Advisors Dedicated PC labs Dedicated resources room Laboratory areas for teaching and project work Open access to BNE staff: module leaders, teaching teams, programme team and

assessment criteria programme organiser Masters Project Dissertation Handbook Student representation on Programme Board Programme Team meetings Field trips and site visits Student Staff Consultative Group Away Day for training in Research Methods Opportunities for study overseas Professional Development (PD) Module Evaluation Questionnaires (MEQ) Student e-mail facilities Within GCU Open access to GCU IT facilities GCU Effective Learning Service CLIC Other Collaboration with local employers for site visits, guest lectures and project work. Access to three other University libraries within the Glasgow area Events organised by Professional Bodies such as Chartered Institution of Wastes Management and Chartered Institution of Water and Environmental Management Contacts with special-interest groups and other external organisations 6 CRITERIA FOR ADMISSION Candidates must be able to satisfy the general admissions requirements of Glasgow Caledonian University. The programme is intended to attract students with a wide range of educational qualifications and work experience, who wish to learn about energy, environment and waste management to develop their professional careers. The programme is very intensive and students will meet many new topics, and therefore initiative and motivation to learn are key requirements. For entry, a degree in science, technology or other subject area with an energy or environmental content is normally required. Other degrees are considered on a case by case basis, depending on other qualifications and work background. The admissions template used by the admissions office is as follows: Standard Qualifications - BSc Honours 2.2 or above in a science, technology or other degree with demonstrable environmental content. This includes most subject areas, for example: Environmental Science, Development Planning, Human Settlement Planning, Physics, Geology, Environmental Management, Mechanical Engineering, Geography, Electrical Engineering, Civil Engineering, Biology, Chemistry, Biotechnology. 9

ALL applications with other degree qualifications are referred to the programme leader for decision. Other Qualifications Professional Membership of an environmental related professional group can strengthen a borderline case for admission please refer. APEL Evidence of work in an environmental related field can strengthen a borderline case please refer. Personal Statement - Not necessary, but can be used to assess borderline cases, as evidence of work experience or special interest in energy or environmental issues. Overseas applicants are assessed through references and telephone interviews where appropriate. The language of instruction is English, and naturally a proficiency in English is expected (IELTS 6/TOEFL 550 or equivalent). English language classes are available for overseas students during the Summer period and throughout the academic year. 7 METHODS FOR EVALUATING AND IMPROVING THE QUALITY AND STANDARDS OF TEACHING AND LEARNING Mechanisms for review and evaluation of teaching, learning, assessment, the curriculum and outcome standards: Annual Programme Monitoring Process via Annual Programme Analysis (APA) Annual Module Operation and Review process (MOR) Module Evaluation Questionnaire (MEQ) External Examiner Reports Annual monitoring and reporting (as required by Professional and/or Statutory Bodies) School Quality Advisory Committee (SQAC) School Programme Management Group (PMG) Programme Board University Enhancement Led Internal Subject Review (ELISR) events Continued accreditation by professional body(ies) (CIWEM and CIWM) Committees with responsibility for monitoring and evaluating quality and standards: Student-Staff Consultative Group (SSCG) University Academic Policy Committee (APC) Programme Board (PB) University Senate School Board School Quality Advisory Committee (SQAC) Assessment Board (AB) School Programme Management Group (PMG) University Learning and Teaching Sub- Committee (LTSC) Mechanisms for gaining student feedback on the quality of teaching and their learning experience: 10

Student-Staff Consultative Group (SSCG) Module Evaluation Questionnaire (MEQ) Student representation on Programme Board (PB) Student representation on School Board Student representation on Senate Standing Committees External Examiners Visits Open access to members of Programme Team e.g. Module Leaders, Programme Leader, Academic Advisor, Year Tutor Academic Development Tutor Staff development priorities include: University Masters Programme in Teaching and Learning in Higher Education (TLHE) Conference and Seminar attendance and presentation Discipline-based Continuous Professional Development (CPD) University Performance Development and Review (PDR) Peer Support for Teaching Mentoring Scheme for New Lecturing Staff Research Assessment Exercise (RAE) submission/ Research Excellence Framework (REF) Membership of Higher Education Academy (HEA) Membership of and involvement with Professional Bodies 8 ASSESSMENT REGULATIONS The Glasgow Caledonian University Assessment Regulations apply to the MSc Environmental Management programme and its pathways with the following approved exceptions: Awards For the awards of Postgraduate Certificate (PgC), Postgraduate Diploma (PgD) and Masters degree: To qualify for an award of Postgraduate Certificate students must complete all the programme requirements and obtain a minimum of 60 SHEM credits To qualify for an award of Postgraduate Diploma students must complete all the programme requirements and obtain a minimum of 120 SHEM credits To qualify for an award of Masters degree, students must complete all the programme requirements and obtain a minimum of 180 SHEM credits Regulations for distinction/merit Merit The student should achieve an overall credit-weighted average of the modules between 65% to 69%, and have passed all modules included in the calculation at the first attempt. 11

Distinction The student should achieve an overall credit-weighted average of the modules equal to 70% or greater and have passed all modules at the first attempt with a mark of 55% or greater. In addition, the student must achieve no less than 70% in their dissertation project. Role of External Examiners: Senate appoints External Examiners to the Assessment Board (AB) on the basis of nominations from Schools and approval through the University QA and QE processes. The duties of an External Examiner will include the following: To moderate the work of the internal examiners in respect of the assessments under his/her jurisdiction To attend Assessment Boards at which the results of final stage assessment will be determined To satisfy himself/herself that the work and decisions of the Assessment Board(s) are consistent with the policies and regulations of the University and best practice in higher education To ensure that students are assessed within the regulations approved by the University for the progression of students and to inform the University on any matter which, in his/her view, mitigates against the maintenance of proper academic standards To report annually to the Clerk to Senate on the standards attained by students on the Programme and on other matters which may seem appropriate for their report. 9 INDICATORS OF QUALITY AND STANDARDS Annual Module Operation and Review (MOR) Annual Programme Analysis (APA) QAA or equivalent subject reviews including: o University Enhancement Led Institutional Review (ELIR) Continued accreditation by professional body(ies) o University Enhancement Led Internal Subject Review (ELISR) Annual External Examiner Reports 10 INFORMATION ABOUT THE PROGRAMME Key information about the programme can be found in: Programme Documents produced for internal reapproval events Programme Brochure Student Programme Handbook Module Handbooks School Website Blackboard University Prospectus School marketing publications 12

University Website http://www.gcu.ac.uk 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 he/she takes full advantage of the learning opportunities that are provided. More detailed information on the learning outcomes, content and teaching, learning assessment methods of each module can be found in the University Module catalogue which can be accessed from the University web-site. 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. 13

11 Curriculum Map for MSc Environmental Management and associated pathways The curriculum map links the modules (Section 4) to the Outcomes listed in Section 3 Explanation: This map provides both a design aid to help academic staff identify where the programme outcomes are being developed and assessed within the course. It also provides a check list for quality assurance purposes and could be used in approval, accreditation and external examining processes. Making the learning outcomes transparent in this way also helps students monitor their own learning, personal and professional development as the course progresses. The map shows only the main measurable learning outcomes. There are many more outcomes detailed in the module specifications and outcomes (e.g. attitudes and behaviour) that are not assessed.