| AQF Level |
Level 7 Bachelor Degree |
| CRICOS Code |
047326A |
| Overview and Aims of the Program |
Macquarie engineers will graduate with an international qualification with the capability for life-long learning. They will be able to maintain and develop skills and knowledge with fast-rate-of-change technologies, and to adapt and change with changing organisation needs.
The outcome of a Macquarie engineering degree is development of a core skill-set of capabilities based in the electronic, mechanical and software disciplines in the context of an international perspective distinguished by a broad domain expertise with:
• understanding of systems engineering - the process of understanding and designing a system, or component of a system, to meet desired needs within realistic constraints
• background in fundamental scientific principles - with an ability to apply these together with engineering techniques to identify, formulate, and solve problems
• competency in principles of professional practice - including project management, business practice, documentation, sustainability, product life-cycle, social and ethical constraints and responsibilities
• practiced capabilities in communications - including personal and interpersonal capabilities to communicate effectively by oral and written means in a variety of contexts including meetings, presentations, customer relations, team leadership and participation;
for careers in the high-technology, precision manufacturing, telecommunications, government and academic sectors. Macquarie Engineers will be prepared for work in research, manufacturing, product development and production, and in operations roles such as sales, marketing, technology management and support.
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| Graduate Capabilities |
The Graduate Capabilities Framework articulates the fundamentals that underpin all of Macquarie’s academic programs. It expresses these as follows:
Cognitive capabilities
(K) discipline specific knowledge and skills
(T) critical, analytical and integrative thinking
(P) problem solving and research capability
(I) creative and innovative
Interpersonal or social capabilities
(C) effective communication
(E) engaged and ethical local and global citizens
(A) socially and environmentally active and responsible
Personal capabilities
(J) capable of professional and personal judgement and initiative
(L) commitment to continuous learning |
| Program Learning Outcomes |
By the end of this program it is anticipated you should be able to:
KNOWLEDGE AND UNDERSTANDING
1. demonstrate a knowledge of contextual factors, research direction, and underpinning information impacting the engineering discipline, including risk identification and management, design metrics and alternatives, systems measurement, simulation, modelling and analysis, and environmental constraints and safety issues (K, T, E, A)
2. demonstrate an understanding of contemporary engineering, including the role of standards and the need for the continuing professional development of engineers (K, T, P, I, C, E, A, J, L)
SKILLS AND CAPABILITIES
3. design and implement the necessary experimental or computational processes, information management, record keeping, project management, and communications that should be undertaken for a engineering project (K, T, P, I, C)
4. conduct yourself in an ethical and professional manner, understanding your obligations as a citizen and as a professional engineer; carry ethical considerations into design and solution of engineering problems (E, A, J)
5. participate effectively in intra-disciplinary and cross-disciplinary groups as a member or leader (T, C, E, A, J)
APPLICATION OF SKILLS AND KNOWLEDGE
6. identify, formulate and solve engineering problems, including complex and open-ended problems, using established engineering methods, processes, and procedures (K,T, P, I, E, A, J, L)
7. manage, and participate in, complex intra- and cross-disciplinary engineering projects through applying established systematic approaches (K, T, P, I, C, E, A, J)
8. carry out a complex engineering research project, using appropriate technical laboratory skills, data management and synthesis, interpretation of results; culminating in an effective written and oral report with practical demonstration (K, T, P, C, L). |
| Learning and Teaching Methods |
The Bachelor of Engineering is designed to prepare graduates as professional engineers for work in industry, research organisations and academia. The program is intended to meet the Engineers Australia professional engineering competency standards that include a strong science base of mathematics, physics, computing and related areas, design and project skills, specialised knowledge in a particular area of engineering and professional practice skills. The learning activities are designed to foster these skills in the students. The academics involved with this program are active researchers, and this enables them to integrate cutting-edge research into the units that they teach.
The majority of the units in this program have practical components including laboratory-based sessions where students can develop practical skills and learn safe laboratory practices. In these sessions, students gain experience in planning, design, testing, measurement, use of software and hardware tools, comparing theory with practice and evaluating investigations. Some units utilise small groups where students work in a team to achieve a goal. Communication skills are developed through oral presentations. Engineering practice skills are developed across the program in a variety activities including group work, discussion mode and report/documentation writing activities.
The theoretical components of units develop the underlying theory, along with analytical and problem solving skills using a combination of lectures, tutorials and online learning resources. All units have weekly face-to-face activities. Assignments are used for formative and summative purposes. As knowledge in engineering is continually evolving, learning and teaching methods support the capacity for students to become independent learners.
The Engineering program culminates with students doing a dedicated single session project either in an in-house setting with a primary academic supervisor or externally to the university in a company or research organisation setting with a primary industry supervisor supported by an academic supervisor. The project allows students to apply in an integrated manner the knowledge and skills they have developed in their studies to a substantial engineering design, analysis or research problem. Regardless of the type of project it must include a research component. |
| Assessment |
Units in the Bachelor of Engineering all have at least three different types of assessment. These assessments are designed not just to test discipline-specific knowledge, but all aspects of professional engineering competency including professional practice, project work, engineering design, communication skills, laboratory skills, use of engineering software and design tools and research skills. In addition to formal assessments, students are provided with informal feedback from staff and their peers throughout the semester.
Assessment types are diverse and include:
• assignments - test the understanding of a learning outcome by means of small size problems
• laboratory reports - where students prepare reports on laboratory and practical work for a single practical session or over multiple weeks
• reports and documents - besides essay style questions to analyse and critique different topics they also assess engineering documentation skills such as requirements and design documentation and project plans
• oral presentations - test students' abilities to communicate the results of their work
• log books and note books - assess the ability to record results, design working, conversations and data recording all of which are essential to professional practice
• group reports - are used when group projects or group laboratory work is conducted
• final exams - the majority of the units will have a final examination where theoretical understanding and application of knowledge is assessed
• quizzes and in-class tests - assess student learning part-way through the unit and provide feedback to students on learning progress
• tutorial assessment - assess students work in formal tutorial sessions where students receive the support of tutors and other staff
• thesis - this is a substantial report on the final year engineering project, it is the culmination of a student’s study in the program. |
| Recognition of Prior Learning |
Macquarie University may recognise prior formal, informal and non-formal learning for the purpose of granting credit towards, or admission into, a program. The recognition of these forms of learning is enabled by the University’s Recognition of Prior Learning (RPL) Policy and its associated Procedures and Guidelines. For recognition of prior informal and non-formal learning, please refer to the relevant RPL Plan, which describes the evidential requirements and approval processes for recognising prior learning for entry or credit in this program.
For undergraduate RPL plans visit www.goto.mq.edu.au/nonschoolrpl
For postgraduate RPL plans visit www.goto.mq.edu.au/pgrpl |
| Support for Learning |
Macquarie University aspires to be an inclusive and supportive community of learners where all students are given the opportunity to meet their academic and personal goals. The University offers a comprehensive range of free and accessible student support services which include academic advice, counselling and psychological services, advocacy services and welfare advice, careers and employment, disability services and academic skills workshops amongst others. There is also a bulk billing medical service located on campus.
Further information can be found at www.students.mq.edu.au/support/
Campus Wellbeing contact details:
Phone: +61 2 9850 7497
Email: campuswellbeing@mq.edu.au
www.students.mq.edu.au/support/health_and_wellbeing/contact_us |
| Program Standards and Quality |
The program is subject to an ongoing comprehensive process of quality review in accordance with a pre-determined schedule that complies with the Higher Education Standards Framework. The review is overseen by Macquarie University's peak academic governance body, the Academic Senate and takes into account feedback received from students, staff and external stakeholders. |
| Graduate Destinations and Employability |
Engineering is a professional program that develops the ability to solve problems. In many respects, a competent engineering is ably to apply their skills to many disciplines, so careers opportunities outside the technical field are available.
• Salaries for graduate Engineers are among the highest graduate salaries in the country, particularly for Engineers working in remote regions.
• Over 80% of graduates find employment in the first few months after graduation.
• The qualification is internationally accredited and recognised in Europe, North America.
• Refer to specific majors for details of career opportunities and employers. |
| Assessment Regulations |
This program is subject to Macquarie University regulations, including but not limited to those specified in the Assessment Policy, Academic Honesty Policy, the Final Examination Policy and relevant University Rules. For all approved University policies, procedures, guidelines and schedules visit www.mq.edu.au/policy. |
| External Benchmarks |
Stage 1 Competency Standard for the Professional Engineer (www.engineersaustralia.org.au/about-us/program-accreditation) |
| Accreditation |
This is an Australian Qualifications Framework (AQF) accredited qualification.
For details of the status of accreditation as a Professional Engineering Stage 1 Qualification by Engineers Australia, refer to the specific majors.
• The general review cycle is nominally every five years
• The last general review was in 2011 |
