Bachelor of Engineering (Honours)
| Minimum number of credit points for the degree | 96 |
| Of your 96 credit points, complete a maximum of 36 credit points at 100 level | |
| Minimum number of credit points at 200 level or above | 60 |
| Minimum number of credit points at 300 level or above | 30 |
| Minimum number of credit points designated as Engineering | 87 |
| Completion of a designated People unit | |
| Completion of a designated Planet unit | |
| Completion of a designated PACE unit | |
| Completion of other specific minimum requirements as set out below |
In order to graduate students must ensure that they have satisfied all of the general requirements of the award.
Electrical Engineering
ENEL18V1
Specific minimum requirements:
Credit points
100 level
200 level
300 level
400 level
Any level
Balance of credit points required:
TOTAL CREDIT POINTS REQUIRED FOR THIS PROGRAM
Electronics Engineering
ENEE18V1
Specific minimum requirements:
Credit points
100 level
200 level
300 level
or
400 level
Any level
Balance of credit points required:
TOTAL CREDIT POINTS REQUIRED FOR THIS PROGRAM
Mechanical Engineering
ENME18V1
Specific minimum requirements:
Credit points
100 level
200 level
300 level
400 level
Any level
Balance of credit points required:
TOTAL CREDIT POINTS REQUIRED FOR THIS PROGRAM
Mechatronic Engineering
ENMC18V1
Specific minimum requirements:
Credit points
100 level
200 level
300 level
400 level
Any level
Balance of credit points required:
TOTAL CREDIT POINTS REQUIRED FOR THIS PROGRAM
Software Engineering
ENSE18V1
Specific minimum requirements:
Credit points
100 level
200 level
300 level
400 level
Any level
Balance of credit points required:
TOTAL CREDIT POINTS REQUIRED FOR THIS PROGRAM
Telecommunications Engineering
ENTE18V1
Specific minimum requirements:
Credit points
100 level
200 level
300 level
400 level
Any level
Balance of credit points required:
TOTAL CREDIT POINTS REQUIRED FOR THIS PROGRAM
| AQF Level | Level 8 Bachelor Honours Degree |
| CRICOS Code | 087876F |
| 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 advanced skills and knowledge for professional of highly skilled work 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 coherent and advanced skillset 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, team leadership and participation, customer relations; ● Research principles and methods to independently solve complex problems that may involve developing new understanding; 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. |
| Graduate Capabilities | The Graduate Capabilities Framework articulates the fundamentals that underpin all of Macquarie’s academic programs. It expresses these as follows: Interpersonal or social capabilities |
| Program Learning Outcomes | By the end of this program it is anticipated you should be able to: KNOWLEDGE AND UNDERSTANDING 1. demonstrate advanced 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) 3. demonstrate an understanding of research principles and methods in the context of solving a complex problem involving the development of new knowledge. (T,P,I) SKILLS AND CAPABILITIES 4. design and implement the necessary experimental or computational processes, information management, record keeping, project management, and communications that should be undertaken for a engineering research investigation (K, T, P, I, C) 5. 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) 6. participate effectively in intra-disciplinary and cross-disciplinary groups as a member or leader (T, C, E, A, J) APPLICATION OF SKILLS AND KNOWLEDGE 7. 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) 8. manage, and participate in, complex intra- and cross-disciplinary engineering projects through applying established systematic approaches (K, T, P, I, C, E, A, J) 9. carry out a complex engineering specific 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). 10. Actively participate in ongoing research and further learning to identify and provide solutions to complex problems with intellectual independence, and present knowledge and ideas to a variety of audiences in research fora. |
| Learning and Teaching Methods | The Bachelor of Engineering with Honours 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 Stage 1 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 of activities including group work, discussion mode and report/documentation writing activities. The theoretical components of units develop the underlying principles, 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 life-long learners The Engineering program culminates with students doing a dedicated single session research thesis project that develops skills and knowledge of research principles and methods. This can be 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. |
| Assessment | Units in the Bachelor of Engineering (Honours) 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 - tasks designed to develop the understanding of a learning outcome ● Laboratory reports - formal descriptions of laboratory and practical work for a single or multiple session ● Design tasks - The preparation of requirements, design documentation and project plans develop technical reporting that analyses skills ● Oral presentations - develop communication skills with a variety of diverse professional audiences ● Log books and notebooks - develop the capacity to record results, working designs, consultations and data recording ● Group reports - are used when group projects or group laboratory work is conducted ● Final examinations - assess an individual’s theoretical understanding and application of knowledge ● Quizzes and in-class tests - provided continual assessment and provide feedback to students on learning progress ● Participation and self-management - assess and develop engagement and professional demeanour in formal tutorial and laboratory sessions ● Research Thesis – this is a substantial dissertation on the final semester engineering research project - the culmination of a student’s study in the Honours program demonstrating advanced understanding in the context of a complex problem that develops new understanding. Honours Classification is, in part, based on the calculation of an “Honours Weighted Average Mark” (HWAM) for all qualifying units. That is, units studied at Macquarie University which are recognised in the Bachelor of Engineering (Honours) course for which a grade has been recorded. For each qualifying unit, the weight applied is given by the credit points for that unit multiplied by the level (2, 3, or 4) of that unit, where the level is 2 for any 2000-level unit, 3 for any 3000-level unit or 4 for units at 4000-level and above. The exception to this includes 1000-level units, where the weight is zero. Units not recognised in the Bachelor of Engineering (Honours) will not be included in the calculation. A capped mark of 50 out of 100 will be used for all units where a previous fail has been recorded. Permitted withdrawals (withdrawal without academic penalty) are not included in the calculation of the HWAM. Honours is awarded based on performance, as measured by the HWAM as described above and in the final semester Research Thesis units. ● Honours Class I is awarded to students who achieve a HWAM of 80 or greater and a result in the research thesis of 65 or greater. ● Honours Class II (Division 1) is awarded to students who achieve a HWAM of 72.5 or greater (but less than 80) and a result in the research thesis of 65 or greater. ● Honours Class II (Division 2) is awarded to students who achieve a HWAM of 65 or greater (but less than 72.5) and a result in the research thesis of 65 or greater. ● Honours Class III is awarded to students who achieve a HWAM of 50 or greater (but less than 65). A student with exceptional performance, a HWAM of 85 or higher, may be recommended for the award of a University Medal. (Approved by Academic Senate 24 May 2016, Handbook updated 26 August 2022) |
| 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 (see www.mq.edu.au/policy) and its associated Procedures and Guidelines. The RPL pages contain information on how to apply, links to registers, and the approval processes for recognising prior learning for entry or credit. Domestic Students International Students |
| 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. |
| 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. Engineering with Honours develops the ability to plan and execute a piece of research and scholarship with some independence. In many respects, a competent engineering is ably to apply their skills to many disciplines, so careers opportunities outside the technical field are available. o Salaries for graduate Engineers are among the highest graduate salaries in the country, particularly for Engineers working in remote regions. o Over 80% of graduates find employment in the first few months after graduation. o Honours graduates may go on to pursue postgraduate research. o The qualification is internationally accredited and recognised in Europe, North America. o 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. |
| 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. o The general review cycle is nominally every five years o Last general review was 2016. Further information can be found at https://www.engineersaustralia.org.au/About-Us/Accreditation/Accreditation-Overview which includes a list of accredited courses. |
Inherent requirements are the essential components of a course or program necessary for a student to successfully achieve the core learning outcomes of a course or program. Students must meet the inherent requirements to complete their Macquarie University course or program.
Inherent requirements for Macquarie University programs fall under the following categories:
Physical: The physical inherent requirement is to have the physical capabilities to safely and effectively perform the activities necessary to undertake the learning activities and achieve the learning outcomes of an award.
Cognition: The inherent requirement for cognition is possessing the intellectual, conceptual, integrative and quantitative capabilities to undertake the learning activities and achieve the learning outcomes of an award.
Communication: The inherent requirement for communication is the capacity to communicate information, thoughts and ideas through a variety of mediums and with a range of audiences.
Behavioural: The behavioural inherent requirement is the capacity to sustain appropriate behaviour over the duration of units of study to engage in activities necessary to undertake the learning activities and achieve the learning outcomes of an award.
For more information see https://students.mq.edu.au/study/my-study-program/inherent-requirements