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Teesside University

Instrumentation and Control Engineering

UCAS Code: H661

Master of Engineering (with Honours) - MEng (Hon)

Entry requirements


Mathematics, physics, electronics or engineering at grade B.

Engineering, must include 30 level 3 units at distinction including mathematics.

112 - 120 points including mathematics at grade H2 at Higher Level.

Any engineering field: Grade MDD.

Mathematics and physics at grade B.

Mathematics and physics at grade A.

UCAS Tariff

112-120
100%
Applicants receiving offers

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About this course


Course option

4years

Full-time | 2018

Subject

Electrical and electronic engineering

Summary:
Teesside University’s MEng (Hons) Instrumentation and Control Engineering degree will set you firmly on the path for high earning potential as a professional engineer. You will learn the intricacies of digital electronics and microprocessors, networks and linear control to create instrumentation and control engineering systems which have a range of applications.

Course details:
From everyday items such as traffic lights or automatic doors, to more complex systems like aircraft, satellites and nuclear power plants, the uses for instrumentation and control technology are virtually endless. The North East is a major centre for industries constantly seeking well-qualified engineering graduates, and this degree programme takes full advantage of the University's location by providing you with significant practical elements and opportunity to engage with industry. Teesside University is a natural choice for students aiming high and seeking a solid base of engineering knowledge and skills from which to climb the career ladder. The programme is built around a pair of discipline-based threads. These are measurement systems and control systems. These threads form the basis of the majority of modules that run through all three years of the programme. The other modules, such as the mathematics, skills and project modules, support these threads and provide a more rounded and industrial-relevant educational experience. Years 1, 2 and 3 include many of the same core modules as the BEng (Hons) Instrumentation and Control Engineering. In the final year, modules may take the form of mini design projects based on realistic engineering situations. This provides students with the opportunity to experience the project driven environment, typical of the commercial world. The individual project takes place across both year 3 and the final year (the final-year individual project is a deepening extension/continuation of the Year 3 individual project). This allows students to spend a quarter of their study time at year 3 and 4 concentrating on research in an area of interest in preparation for graduation and their future career.

Instrumentation and control graduates can be involved in activities such as designing and maintaining multimillion-pound chemical plants and manufacturing plants; developing advanced measurement and control systems; and environmental analysis and monitoring. They contribute to almost every area of modern manufacturing, service and financial industries. Graduates from this programme have found employment worldwide in a range of industrial and contracting companies including ABB, BASF, BNFL, Honeywell, Tioxide, Kavaerner, Sabic and Huntsman. Starting salaries for graduate instrumentation and control engineers can reach £25,000, increasing to £65,000+ when a senior level is reached (prospects.ac.uk, 2016).

Modules

Access course information through Teesside University’s website using the course details link provided.

Assessment methods

The objective of the programme is to produce graduates who possess a comprehensive knowledge and understanding of instrumentation and control engineering - and the skills and experience which allow them to analyse complex problems appropriate to instrumentation or control engineering. The programme provides a number of contact teaching and assessment hours (lectures, tutorials, laboratories, projects, examinations). You are also expected to spend time on your own - this self-study time is to review lecture notes, prepare course work assignments, work on projects and revise for assessments. For example, each 20-credit module typically has around 200 hours of learning time. In most cases, around 60 hours will be spent in lectures, tutorials and laboratories. The remaining learning time is for you to use to gain a deeper understanding of the subject. Each year of full-time study consists of modules totalling 120 credits, so, during one year of full-time study you can expect to have 1,200 hours of learning and assessment. One module in each year of your study involves a compulsory one-week block delivery period. This intensive problem-solving week, provides you with an opportunity to focus your attention on particular problems and enhance your team-working and employability skills. The learning and teaching strategy encourages a progressive acquisition of subject knowledge and skills by moving from study methods that have a greater degree of support and assistance gradually towards more independence and self-direction. The programme assessment strategy tests subject knowledge, independent thought and skills acquisition and to provide the sort of information about graduates that will be useful to employers. The strategy is robust, equitable and manageable and incorporate both formative and summative assessment opportunities. Your course will involve a range of types of assessment including coursework, group-work, laboratory-work and examinations.

The Uni


Course location:

Teesside University

Department:

Engineering

TEF rating:
Read full university profile

What students say


We've crunched the numbers to see if overall student satisfaction here is high, medium or low compared to students studying this subject(s) at other universities.

72%
low
Electrical and electronic engineering

How do students rate their degree experience?

The stats below relate to the general subject area/s at this university, not this specific course. We show this where there isn’t enough data about the course, or where this is the most detailed info available to us.

Electrical and electronic engineering

Teaching and learning

74%
Staff make the subject interesting
81%
Staff are good at explaining things
80%
Ideas and concepts are explored in-depth
76%
Opportunities to apply what I've learned

Assessment and feedback

Feedback on work has been timely
Feedback on work has been helpful
Staff are contactable when needed
Good advice available when making study choices

Resources and organisation

77%
Library resources
86%
IT resources
87%
Course specific equipment and facilities
56%
Course is well organised and has run smoothly

Student voice

Staff value students' opinions
Feel part of a community on my course

Who studies this subject and how do they get on?

91%
UK students
9%
International students
91%
Male students
9%
Female students
79%
2:1 or above
10%
Drop out rate
306

After graduation


The stats in this section relate to the general subject area/s at this university – not this specific course. We show this where there isn't enough data about the course, or where this is the most detailed info available to us.

Electrical and electronic engineering

What are graduates doing after six months?

This is what graduates told us they were doing (and earning), shortly after completing their course. We've crunched the numbers to show you if these immediate prospects are high, medium or low, compared to those studying this subject/s at other universities.

86%
low
Employed or in further education
93%
med
Employed in a role where degree was essential or beneficial

Top job areas of graduates

13%
Artistic, literary and media occupations
13%
Engineering professionals
11%
Sales, marketing and related associate professionals
What do graduate employment figures really tell you?

This is one of the more popular areas to study engineering and there is not quite such a serious shortage of electrical engineers as there is of other engineering subjects - but there's still plenty of demand. The most common jobs are in telecommunications, electrical and electronic engineering, but there is some crossover with the computing industry, so many graduates start work in IT and computing jobs. At the moment, there's a particular demand for electrical engineers in the electronics, and the car and aerospace industries, and also in defence, and salaries can vary across the country depending on the industry you start in. Bear in mind that a lot of courses are four years long, and lead to an MEng qualification — this is necessary if you want to become a Chartered Engineer.

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This is what the university has told Ucas about the criteria they expect applicants to satisfy; some may be compulsory, others may be preferable.

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This is the percentage of applicants to this course who received an offer last year, through Ucas.

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This is what the university has told Ucas about the course. Use it to get a quick idea about what makes it unique compared to similar courses, elsewhere.

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Course location and department:

This is what the university has told Ucas about the course. Use it to get a quick idea about what makes it unique compared to similar courses, elsewhere.

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Teaching Excellence Framework (TEF):

We've received this information from the Department for Education, via Ucas. This is how the university as a whole has been rated for its quality of teaching: gold silver or bronze. Note, not all universities have taken part in the TEF.

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This information comes from the National Student Survey, an annual student survey of final-year students. You can use this to see how satisfied students studying this subject area at this university, are (not the individual course).

We calculate a mean rating of all responses to indicate whether this is high, medium or low compared to the same subject area at other universities.

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This information is from the Higher Education Statistics Agency (HESA).

You can use this to get an idea of who you might share a lecture with and how they progressed in this subject, here. It's also worth comparing typical A-level subjects and grades students achieved with the current course entry requirements; similarities or differences here could indicate how flexible (or not) a university might be.

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Post-six month graduation stats:

This is from the Destinations of Leavers from Higher Education Survey, based on responses from graduates who studied the same subject area here.

It offers a snapshot of what grads went on to do six months later, what they were earning on average, and whether they felt their degree helped them obtain a 'graduate role'. We calculate a mean rating to indicate if this is high, medium or low compared to other universities.

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Graduate field commentary:

The Higher Education Careers Services Unit have provided some further context for all graduates in this subject area, including details that numbers alone might not show

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The Longitudinal Educational Outcomes dataset combines HRMC earnings data with student records from the Higher Education Statistics Agency.

While there are lots of factors at play when it comes to your future earnings, use this as a rough timeline of what graduates in this subject area were earning on average one, three and five years later. Can you see a steady increase in salary, or did grads need some experience under their belt before seeing a nice bump up in their pay packet?

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