Course Handbook 2020/21 MSc Fire Safety Engineering

Dr. Tony L. Graham School of Engineering

Please read this Handbook in conjunction with the University’s Student Handbook. All course materials, including lecture notes and other additional materials related to your course and provided to you, whether electronically or in hard copy, as part of your study, are the property of (or licensed to) UCLan and MUST not be distributed, sold, published, made available to others or copied other than for your personal study use unless you have gained written permission to do so from the Dean of School. This applies to the materials in their entirety and to any part of the materials.

Contents

1 Welcome to the Course

2 Structure of the Course

3 Approaches to teaching and learning

4 Student Support

5 Assessment

6 Classification of Awards

7 Student Feedback

8 Appendices

8.1 Programme Specification(s)

1. Welcome to the course

1.1 Welcome to the course Congratulations in choosing Fire safety engineering at the University of Central Lancashire as your course and your career, you have now taken the first step along a challenging, interesting and rewarding career. This handbook tells you about some of the regulations and gives details about staff, assessments, handing in work, attendance requirements, safety procedures and guidance on communication and IT skills etc. We value your contribution to this programme, and we will endeavour to provide you with an outstanding experience of higher education.

1.2 Rationale, aims and learning outcomes of the course This programme leads to the degree award of Master of Science in Fire Safety Engineering. A Masters qualification can help you gain access to a different career path and make you a specialist in your field. In fire safety engineering the Masters (combined with an appropriate first degree) achieves the educational requirement of Chartered Engineer. This MSc programme is accredited by the Energy Institute (EI) and Institution of Fire Engineers (IFE). These professional accrediting bodies play an active part in ensuring the course is developed to meet professional needs. The accreditation of your course is printed on the final certificate when you graduate.

1.2.1 Aims of the Programme The MSc Fire Safety Engineering has the following aims: • Encourage students to approach their academic and subsequent professional careers as

creative and innovative managers and engineers • Prepare students with the necessary scientific, engineering and technological principles

and tools to resolve complex design problems in fire and fire safety applications individually and as part of a team.

• Ensure that successful graduates will have the potential to contribute to significant advances in engineering and technological and social issues associated with fire safety engineering

• Enables graduates in engineering disciplines progress in their studies to specialise and develop their engineering skills in application to fire safety problems

• Extend knowledge of technologies and related sciences in the resolution of fire safety problems

• Develop the use of appropriate analytical and computational methods in the study of fires and the resolution of fire engineering problems for the built environment and related infrastructure.

• Develop the student’s research methods and applications • Develop an in-depth understanding and application of management skills, including team

working, leadership and organisation to implement strategies to resolve engineering design problems and projects.

1.2.2 Learning Outcomes

Knowledge and Understanding

• Display mastery and extended knowledge of engineering principles as applied to fire safety problems and projects and the associated forms of decision making with respect to fire safety engineering issues.

Subject-specific skills

• Formulate engineering and project plans using appropriate leadership and team management skills.

• Evaluate the role of the Fire Safety Engineer, with respect to the associated human and technical factors as they impinge upon the provision of technologically functional, safe and financially viable project solutions.

Thinking Skills

• Resolve fire safety design problems providing innovative solutions to working problems and case studies.

Other skills relevant to employability and personal development

• Apply appropriate research methodologies to facilitate analysis, synthesis and evaluation in the field of fire safety engineering.

• Conduct an applied research study in an appropriate subject area.

1.3 Course Team Leadership: Robert Wallace Head of School

e-mail: rrwallace@uclan.ac.uk Ext 3311. Room CM210. Georgy Makhviladze

Professor (Fire Engineering) Emeritus Professor in Fire Engineering Email gmakhviladze@uclan.ac.uk Ext 3222 Room MB131

Jonathan Francis BEng(Hons) PhD CEng Academic Lead Fire e-mail: JFrancis1@uclan.ac.uk Ext 3207 Room CM023

Andrei Chamchine

MSc, MA, PhD (Engineering) Lead for International Business E-mail: achamchine@uclan.ac.uk Ext 3207 Room JBF104

Course team: Tracy Bradford BSc, MSc (Fire Safety Engineering)

Retention Tutor Course Leader, Senior Lecturer e-mail: TEBradford@uclan.ac.uk Ext 3237. Room JBF011

Simon Cable MEng PGDip MIFireE Course Leader, Senior Lecturer e-mail: SCable@uclan.ac.uk Ext 5680 Room JBF011

Paul Currie MEng PhD MIFireE CEng Lecturer (Fire Safety Design) e-mail: PMCurrie@uclan.ac.uk Ext 3514 Room JBF007

Tony Graham BSc (Hons), PhD, CPhys, CEng, MInstP, MIFireE, MEI, SFHEA Course Leader, Senior Lecturer e-mail: TLGraham2@uclan.ac.uk Ext 5379. Room JBF007

Khalid Khan BSc(Hons) MSc PhD Course Leader, Senior Lecturer e-mail: KKhan5@uclan.ac.uk Ext 5684 Room JBF010

Weiming Liu BSc, MSc, PhD Lecturer e-mail: WLiu1@uclan.ac.uk Ext 3239 Room JBF003

Jianqiang Mai BEng MSc PhD CEng Lecturer Email: jmai@uclan.ac.uk Ext 4335 Room JBF007

Hamid Nazriani BSc(Hons) MSc PhD Lecturer e-mail hrnasriani@uclan.ac.uk Ext 3559 Room JBF009

Shephard Ndlovu BSc (Hons), MSc, MIFE, IFSM,FHEA Course Leader, Senior Lecturer e-mail: SNdlovu@uclan.ac.uk Ext 3225 Room JBF010

Kathryn Woolham O’Brien

BSc(Hons) PhD MIFireE Lecturer e-mail kawoolhamobrien@uclan.ac.uk Ext 3557 Room JBF007

Jinghua Zhang BEng MSc PhD (Telecoms & Elec. Engineering) Senior Lecturer e-mail: JZhang7@uclan.ac.uk Ext. 5686. Room JBF 003

1.4 Academic Advisor You will be assigned an Academic Advisor who will provide additional academic advice and support during the year. They will be the first point of call for many of the questions that you might have during the year. Your Academic Advisor will be able to help you with personal development, providing insight and direction to enable you to realise your potential. They are responsible for providing you with support and advice in relation to your programme of studies, assistance in accessing other services available to students within the University, and to offer whatever help and assistance they can to make your time at the University a satisfying and stimulating experience. Their job is not to have all the answers but they will be able to direct you to the person or place where they can be found. Your academic advisor should be supportive, helpful and try to understand (but not necessarily share) your point of view when you need advice. At times it may be necessary for them to challenge you over your progress, performance or attendance, but it is not their role to constantly monitor you in these areas as may have happened at school or college. You should meet your academic advisor during induction week. During this meeting you should make arrangements about the process by which future regular contact will be maintained. Throughout the year contact with your academic advisor is usually maintained through e-mail.

1.5 Administration details Course Administration Service provides academic administration support for students and staff, the hub for Fire Safety Engineering is the Computing and Technology Hub and is located at CM235, open from 8.45am until 5.15pm Monday to Thursday and until 4.00pm on Fridays. The hub can provide general assistance and advice regarding specific processes such as extenuating circumstances, extensions and appeals. Course specific information is also available via school Blackboard sites.

Computing and Technology Building Art, Design and Fashion Computing Journalism, Media and Performance Engineering telephone: 01772 891994/891995 email: CandTHub@uclan.ac.uk Allen Building Medicine Dentistry telephone: 01772 895566 email: AllenHub@uclan.ac.uk Harris Building Lancashire Law School Humanities and the Social Sciences Centre for Excellence in Learning and Teaching telephone: 01772 891996/891997 email: HarrisHub@uclan.ac.uk

Foster Building Forensic and Applied Sciences Pharmacy and Biomedical Sciences Psychology Physical Sciences telephone: 01772 891990/891991 email: FosterHub@uclan.ac.uk Greenbank Building Sport and Wellbeing Management Business telephone: 01772 891992/891993 email: GreenbankHub@uclan.ac.uk Brook Building Community, Health and Midwifery Nursing Health Sciences Social Work, Care and Community telephone: 01772 891992/891993 email: BrookHub@uclan.ac.uk

1.6 Communication The University expects you to use your UCLan email address and check regularly for messages from staff. If you send us email messages from other addresses they risk being filtered out as potential spam and discarded unread.

1.7 External Examiner The University has appointed an External Examiners to your course who helps to ensure that the standards of your course are comparable to those provided at other higher education institutions in the UK. The name of this person, their position and home institution can be found below. If you wish to make contact with your External Examiner, you should do this through your Course Leader and not directly. External Examiner reports will be made available to you electronically. The School will also send a sample of student coursework to the external examiner(s) for external moderation purposes, once it has been marked and internally moderated by the course tutors. The sample will include work awarded the highest and lowest marks and awarded marks in the middle range.

Dr William Cox University of Southbank

External Examiner reports for the Engineering courses can be accessed electronically via the Blackboard pages.

2. Structure of the course 2.1 Modules and credits A course is divided up in pieces with a system called “Modular Credit Accumulation and Transfer Scheme” (MODCATS). The basic building block of this system is called a module. FdSc Fire Safety Engineering = 12 modules BEng(Hons) Fire Engineering = 18 modules MSc Fire Safety Engineering = 9 modules MEng Fire Engineering = 24 modules Degree programmes are layered around the traditional plan of six modules per full-time academic-year (two semesters). That year is September to May. In a calendar year (normally September to September) a full-time student squeezes an extra semester and up to 3 more modules in. For this MSc Fire Safety Engineering programme: level 7 = 9 modules Part time the student should NOT study more than 6.0 modules in a calendar year. Normally, it takes two years, and it is possible to spread some of the modules over to a third year. To compare qualifications across the country and across the world we often discuss a number of credits. In some countries the modules may be a different number of credits to the UK. One module on this MSc programme is 20 credits. Therefore a half-module is 10 credits, and a double module is 40 credits. The entire program is 180 credits. For European comparison there is the “European Credit Transfer System” (ECTS) which currently is easily converted using two UK credits equivalent to one ECTS credit. You will see modules described by their title and having a code number. The module code consists of two letters and a number, e.g. FV1001. The letters tell you the subject area (e.g. FV = Fire Safety Engineering, FZ = Forensic Science, CJ = Criminology) and the first digit is, for full-time students, the year of study. FV1001 is level 4 = year 1 of full-time undergraduate study FV2001 is level 5 = year 2 of full-time undergraduate study FV3001 is level 6 = year 3 of full-time undergraduate study

FV4001 is level 7 = postgraduate study The level of a module is determined by a number of factors, examples of which are: the skills and knowledge required for you to benefit from the module, the intellectual demands it makes and the degree of specialisation involved. The calendar year is divided into three semesters and/or three terms: The “Academic year” is the first two semesters and upon successful completion most graduates attend a summer ceremony. Most MEng and MSc students attend the winter ceremony.

2.1 Course structure There are seven compulsory modules, which are offered every year: code Credits

FV4001* Fires in Buildings 20 FV4900 Advanced Engineering Dissertation 40 credits FV4601 research methods 20 FV4002 Fire Engineering Solutions 20 FV4003 Computational Fluid Dynamics 20 FV4201 Advanced Engineering Design Project 20

*Modules with Examinations Based upon resources and demand we are able to offer a small range of options from time to time. This years’ schedule of modules will be made available online. This is usually: Two optional modules from: FV4102* Safety, Fire & Environmental Management 20 FV4103 Risk Assessment & Management 20 FV4101* Accidents & Catastrophes 20 FV4004 Emergency Preparedness & Response 20

The constraints of timetabling may mean some combinations are not feasible for full-time students. For example, five modules in one semester is an unachievable workload of assessments. Full-time works better at 3 modules per semester over a 3-semester calendar year. Optional placement modules: EL4101 Professional placement (Engineering) 120 credits EL4102 Work Placement (Engineering) 60 credits The course was designed with a logical progression of modules, but this pattern can be flexible.

Principles: FV4601 begins the course because most students need reintroduction to academic study and to start thinking early about current topics and research that may lead towards a dissertation. FV4001 Is the main fire-science module and can open many ideas for projects as well as underpin key concepts in other modules. Science can intimidate some applicants, so it is not the very first module and there is time to prepare. FV4003 is after the science module and focuses mainly on using CFD. FV4002 should be before FV4201 where design is applied. These can still be in the same year, but it is logical to have FV4201 in year 2. The FV4900 Dissertation module has been designed for semesters 2 and 3 following after the research methods module FV4601. It is permitted, for part-time students, to complete the programme over three years rather than two to help balance your professional workload and spread costs. However, at the end of that time the course must have a result. Four years or more study is not permitted.

2.2 Modules approved for this course Whist UCLan endeavours to provide choice, the logistics across countries and availability of specialists means that not all options can be offered in multiple delivery modes (full time and part time) at every campus in any given year. A summary of the modules (full time and/or part time) is given below. Full descriptors and learning materials will be available on blackboard. Credits FV4900 Fire Engineering Dissertation Required 40 This module aims to provide the students with the opportunity to develop independent research and the ability to present a coherent, critical account of the work and how it relates to that of others. The dissertation begins in semester 2 and is the final piece of coursework completed in Semester 3. FV4001 Fires in Buildings Required 20 This module aims to enable the students to understand the fundamental principles underlying fires in buildings, dominant mechanisms controlling spread of fires and fire development in enclosures and buildings, smoke movement and smoke control, fire resistance and fire severity, to characterize the stages of fire development, human behaviour in fires and evacuation, the mechanism of fire suppression agents. FV4002 Fire Engineering Solutions Required 20 This module concerns the strategic use of fire engineering (and the tactical exploitation and limitations of specific engineering arguments and tools) that lead to the design and implementation of non-prescriptive solutions to fire safety problems in buildings. FV4003 Computational Fluid Dynamics Required 20 The module aims to polish and enhance student’s knowledge of Computational Fluid Dynamics theory and to develop their ability to use CFD software (e.g. FDS) for modelling fires in a realistic built environment. This is a key employment skill and necessary for modern engineering design solutions. FV4201 Advanced Engineering Design Project Required 20 The engineering design project module is designed to provide students with the opportunity to extend and demonstrate engineering design skills both as team members and as individuals. The project will enable students to develop their critical thinking, problem solving and key skills at the post graduate level. The module acts as the vehicle for integrating the study themes of design, ICT and technology, in a practical context. FV4601 Research Methods Required 20 This unit is concerned with research methodology relevant to scientists in both academic and commercial environments. This module will introduce basic aspects of conducting research, reinforced by practical exercises.

FV4004 Emergency Preparedness and Response Option 20 This module examines the arrangements for responding to and recovering from emergencies, irrespective of cause or location, requiring coordinated action which could include direction, coordination, expertise, or specialised equipment and financial support. It focuses primarily on the response to short notice emergencies, although the principles, definitions and roles also underpin the more tailored approach that should be adopted to manage rising tide emergencies that develop more slowly. FV4101 Accidents and Catastrophes Option 20 This module aims to develop an awareness and understanding of accident and catastrophe phenomena and their impact on society. This module will help the students to develop analytical and investigative skills applied to accident and catastrophes, and their prevention. FV4102 Safety, Fire & Environmental Management Option 20 The aim of this module is to: provide an understanding of the of health, welfare and safety legislation relevant to the construction, engineering and associated industries. allow students the opportunity to investigate and explore selected areas of certain environmental and safety laws in the context of their own specialism. develop the ability to critically appraise safety systems and cultures in the management and control of safety and health with particular emphasis upon human factors and continuous improvement processes. demonstrate an understanding of how safety and environmental management is practiced in a project environment. FV4103 Risk Assessment and Management Option 20 This module aims to enable the students to understand the fundamental principles underlying the concept of risk assessment and its applications. This module is designed to develop student’s competence in qualitative and quantitative methods of risk analysis, probabilistic risk assessment, fire and explosion hazards, fire and explosion risk management and related issues. There is also the option for a student to pursue industrial placement, the onus being on the student to secure that industrial link. EL4102 Work Placement Option 60 Successfully completing a work placement entitles the student to the award: MSc Fire Safety Engineering with Work Placement. Please note that all academic modules should be successfully completed before a work placement can commence.

- A 3 months placement EL4101 Professional Placement Option 120 Successfully completing a professional placement entitles the student to the award: MSc Fire Safety Engineering with Professional Placement. Please note that all academic modules should be successfully completed before a work placement can commence.

- A 12 month placement Previous placement students are usually (but it is not a requirement) full-time student that seek liaison with a company during their first year of study, including attending careers events and preparation of a suitable CV in liaison to UCLan Careers Office. The company may wish to interview any applicant and if satisfied may offer a placement. This will need to be approved by UCLan and a tripartite agreement is developed. The student MUST successfully complete all the academic modules before the placement starts. The student will then proceed to the placement. The reader can note that the different credit allocation for these two options corresponds to the length of time spent at work in the placement. It is important to note that UCLan cannot guarantee any applicant will be successful in application to any industrial company. Should a placement not be secured, then the student would complete their degree without placement.

2.3 Study Time

2.3.1 Weekly timetable A timetable will be available once you have enrolled on the programme, through the student portal.

2.3.2 Expected hours of study

20 credits is a standard module size and equals 200 notional learning hours. As outlined in the School Handbook the normal amount of work involved in achieving a successful outcome to your studies is to study for 10 hours per each credit you need to achieve – this includes attendance at UCLan and time spent in private study. This translates to a total of 6 hours per 20 credit module per week. We expect that you commit 36 hours study per week (pro-rata for part-time students and/or semester-based modules), inclusive of your contact hours. Part time students should allow 1 day per week for their studies, even if in full-time employment and maintaining a family. Anything less reduces grades at the very least. Employers should support some study time whilst the employee is NOT in Preston. Self-directed study time (further reading, tutorial questions, assignments, revision is thinking time – not coffee and biscuits time! Often you will be working in groups for practical work and you should try and maintain contact outside the scheduled class times. You will also need to use equipment such as computer and laboratory facilities for practical work, again sometimes outside the scheduled class times.

2.3.3 Attendance Requirements You are required to attend all timetabled learning activities for each module. Notification of illness or exceptional requests for leave of absence must be made to: C and T Hub ✉ CandTHubAttendance@uclan.ac.uk ☎ +44 1772 891994 or 01772 891995.

Exceptional absence requests are made to Jonathan Francis (Academic): ☎ +44 1772 893229 | ✉ jfrancis1@uclan.ac.uk

You are encouraged to seek the advice of your Academic advisor and/or Course Leader if your personal circumstances make it difficult to meet your study obligations International students need to be conscious of their responsibilities under the Visas and Immigration (UKVI) Points Based System (PBS) - you MUST attend your course of study regularly; under PBS, UCLan is obliged to tell UKVI if you withdraw from a course, defer or suspend your studies, or if you fail to attend the course regularly. If you have not gained the required authorisation for leave of absence, do not respond to communications from the University and if you are absent for four weeks or more (full-timers, a semester for part-timers), you may be deemed to have withdrawn from the course. If this is the case, then the date of withdrawal will be recorded as the last day of attendance. Each time you are asked to enter your details on SAM you must remember that the University has a responsibility to keep information up to date and that you must only enter your own details on the system. To enter any other names would result in inaccurate records and be dishonest. Any student who is found to make false entries can be disciplined under the student guide to regulations.

2.4 Data Protection All of the personal information obtained from you and other sources in connection with your studies at the University will be held securely and will be used by the University both during your course and after you leave the University for a variety of purposes. These are all explained during the enrolment process at the commencement of your studies. If you would like a more detailed explanation of the University’s policy on the use and disclosure of personal information, please contact the Information Governance Officer, Clerk to the Board Service, University of Central Lancashire, Preston, PR1 2HE or email DPFOIA@uclan.ac.uk.

3. Approaches to teaching and learning

3.1 Expertise of staff Each member of staff that will be teaching you has excellent theoretical and practical knowledge of the area. This has been attained by studying the subject, research into the area and/or with practical expertise gained within industry. Staff profiles are available online including such things as publications. From time to time staff does change in large organisations, and accordingly an alternative member of staff may be selected to lead a module. The alternative tutor will not be less of an expert than the persons listed provisionally in section 2.1 above. Similarly, guest speakers are experts in their own field, and are invited on the basis that it their field and availability overlaps in some way relevant to the course.

3.2 Learning and teaching methods Fire Safety Engineering is a broad subject encompassing many disciplines such as fire prevention, fire science, risk assessment, law, management, behaviour of people, environment and financial losses. Consequently the subject matter covered is diverse and the School therefore uses a diverse portfolio of teaching and assessment methods to reflect the nature of this subject. There are formal lectures, small group tutorials, workshops, practical lab sessions, presentations, and individual and group projects. You are also encouraged to engage in independent study. Most of the course is delivered by university staff but, where appropriate, experts in their own field are brought in to speak with authority from their own experience and expertise.

For some modules, you will also be studying along students on other courses, in particular students studying MSc Fire Scene Investigation, MSc Fire and Rescue Service Management. This will also allow you to interact and learn from others with different backgrounds and expertise. The interaction and networking possibilities are seen as good practice by accreditors.

As with all university education you are responsible for your own learning; the lectures are merely the starting point and you will have to undertake a substantial amount of study in order to succeed.

The School has specialist teaching facilities such as fire laboratories and is also equipped with analytical facilities that include most modern scientific instrumental techniques.

The aim of the School is to promote deep and active learning and for the students to achieve an appropriate balance between (a) the accumulation of subject specific knowledge (b) the understanding of subject-specific concepts (c) the application of these and (d) the development of general investigative and presentational skills.

Pulse weeks are 5-day crash courses on specific modules and will require intensive classroom time. Accordingly the classes often cover both the theoretical background to the subject and include problem solving exercises. Where additional tutorials are available, any and all materials are posted on blackboard. At the MSc level, compared to undergraduate study, there is increased emphasis on independent study followed by discussions,

presentations and data-interpretation/problem-solving exercises. A range of other skills will be developed, e.g. debating skills through discussions and oral presentations.

These learning experiences are designed to help you to master the many aspects of chemistry during the course of your degree, and are assessed through an equally wide range of exercises, designed to develop and improve your key skills (e.g. writing, referencing, report writing) as well as to assess your knowledge.

The assessment methods for the modules are different: some will be by examination, some by written assessment, presentations or a combination of these. All forms of assessment have their limits and a broad range is employed to best estimate how you are progressing. Most employers would prefer more examinations (testing what you remember) rather than coursework (testing what you can look up).

3.3 Study skills

The university provides various resources to support your learning. These include general computing facilitates, the library, and study areas to name a few. In addition to the general resources available you also have access to specialist facilities that are specific to the School of Engineering. We have access to a dedicated fire laboratory where practical aspects can be taught. Students also have access to a computer modelling facility with higher spec computers allowing faster running of simulations. WISER https://portal.uclan.ac.uk/webapps/portal/frameset.jsp?tab_tab_group_id=_33_1 LIS https://portal.uclan.ac.uk/webapps/portal/frameset.jsp?tab_tab_group_id=_25_1 Study Skills - ‘Ask Your Librarian’ https://www.uclan.ac.uk/students/support/study/it_library_trainer.php You can book a one to one session with a subject Librarian via Starfish. These sessions will help with questions such as “My lecturer says I need a wider variety of sources in my references, what do I do?" "I need to find research articles, where do I start?" "How do I find the Journal of ...?" "How do I use RefWorks?”

3.4 Learning resources

3.4.1 Learning and Information Services (LIS) The best place to start when exploring the Library resources available to you is; • Your ‘Subject Guide’ can be found in the Library Resources • Your ‘My Library’ tab in the Student Portal • Library search Extensive resources are available to support your studies provided by LIS – library and IT staff. Take advantage of the free training sessions designed to enable you to gain all the skills you need for your research and study. Library opening times can be found at the following link: https://www.uclan.ac.uk/students/study/library/opening_hours.php

3.4.2 Electronic Resources LIS provide access to a huge range of electronic resources – e-journals and databases, e-books, images and texts.

Blackboard (our virtual learning environment) will be used on this course, here you will find notes and other important resources for your course. It is important that you check your blackboard areas on a regular basis for updates.

3.5 Personal development planning Within your course you will develop skills outside of the core technical skills. These include personal development where you will reflect on your performance and actively engage to improve your skills. Skills in PDP such as self-reflection, recording, target setting, action planning and monitoring will be highlighted as key lead indicators of success in securing and successfully completing the Industrial Experience Period and in securing employment in the industry on graduation. Over the duration of the course, and including reference to extra-curricular student activities, tutors will take formal responsibility for supporting students through their personal development in the following areas:

• Self Awareness • Study Skills • Reviewing Progress • Career Plans • Making Applications

3.6 Preparing for your career Your future is important to us, so to make sure that you achieve your full potential whilst at university and beyond, your course has been designed with employability learning integrated into it. This is not extra to your degree, but an important part of it which will help you to show future employers just how valuable your degree is. These “Employability Essentials” take you on a journey of development that will help you to write your own personal story of your time at university:

• To begin with, you will explore your identity, your likes and dislikes, the things that are important to you and what you want to get out of life.

• Later, you will investigate a range of options including jobs and work experience, postgraduate study and self- employment,

• You will then be ready to learn how to successfully tackle the recruitment process.

The module FV4004 is very much targeted at persons intending to follow a career in the management of the fire and rescue services. The two design based modules FV4002 and FV4201 are targeted at the consultancy employment sector as the main destination of most people graduating from this course. Your dissertation FV4900 is very much a vehicle for your own ambitions, making your degree different from the others in your cohort. You could choose a specific problem relevant to an employer you wish to apply to, or ask for support. You could choose a blue-sky project to further your learning, and/or something you can demonstrate your skill by. Case-study: http://www.uclan.ac.uk/about_us/case_studies/eugenio-garcia-diaz.php

4. Student support The following section outlines any course specific support that is available whilst studying at UCLan.

4.1 Academic Advisors

Academic advisors provide help for students with problems and are responsible for overseeing the progress of students, their welfare, academic counselling and guidance. Your Academic advisor is allocated when you enrol. You must see your Academic advisor when requested and meet at least once per semester. Ensure they know you and have your current

email address. Please seek help relating to lecture material and practical classes from the module tutor in the first instance. If necessary make an appointment to seek additional support. Please remember that academic staff are busy people and may not be able to give you instant help. Although Academic advisors and Course Leaders will deal with most of the day-to-day questions which arise, the Head of School is always willing to see students and an appointment can be made through the Student Hub. Advice relating to administrative issues may be obtained from the Student Hub. The 'i' is a central Student Information Centre and your first point of contact. You can obtain information on a wide range of topics including Council Tax Exemption Certificates, Bank and Confirmation of Study Letters, Portable Financial Credits, (continuing students only, Printing and Printer Credit, UCLan Cards, the ‘i’ shop and UCLan Financial Support Bursary (first year students only).

4.2 Student Support Information on the support available is at: https://www.uclan.ac.uk/students/

The 'i' is a central Student Information Centre and your first point of contact. You can obtain information on a wide range of topics including Council Tax Exemption Certificates, Bank and Confirmation of Study Letters, Portable Financial Credits, (continuing students only, Printing and Printer Credit, UCLan Cards, the ‘i’ shop and UCLan Financial Support Bursary (first year students only).

4.3 Students with disabilities If you have a disability that may affect your studies, please either contact the Disability Advisory Service - disability@uclan.ac.uk - or let one of the course team know as soon as possible. With your agreement information will be passed on to the Disability Advisory Service. The University will make reasonable adjustments to accommodate your needs and to provide appropriate support for you to complete your study successfully. Where necessary, you will be asked for evidence to help identify appropriate adjustments.

Assessment arrangements for students with a disability Arrangements are made for students who have a disability/learning difficulty for which valid supporting evidence can be made available. Contact the Disability Adviser for advice and information, disability@uclan.ac.uk

4.4 Health and Safety As a student of the University you are responsible for the safety of yourself and for that of others around you. You must understand and follow all the regulations and safety codes necessary for a safe campus environment. Please help to keep it safe by reporting any incidents, accidents or potentially unsafe situations to a member of staff as soon as possible. Safety assessments have been undertaken for each module of your course and you will be advised of all applicable safety codes and any specific safety issues during the induction to your course and modules. You must ensure that you understand and apply all necessary safety codes. These form an essential element of your personal development and contribute to the safety of others.

4.5 Conduct You will be expected to abide by the Regulations for the Conduct of Students in the University. UCLan expects you to behave in a respectful manner demonstrated by using appropriate language in class, and switching mobile phones / other devices off prior to attending classes. If your behaviour is considered to be unacceptable, any member of staff is able to issue an informal oral warning and the University will support staff by invoking formal procedures where necessary. You can read more about UCLan expectations in the regulations for the Conduct of Students. 4.3 Students’ Union The Students’ Union offers thousands of volunteering opportunities ranging from representative to other leadership roles. We also advertise paid work and employ student staff on a variety of roles. You can find out more information on our website: http://www.uclansu.co.uk/

5. Assessment Please note that all modules will be assessed. You are expected to attempt all required assessments for each module for which you are registered, and to do so at the times scheduled unless authorised extensions, special arrangements for disability, or extenuating circumstances allow you to defer your assessment.

5.1 Assessment Strategy The Course Team recognise the main purpose of assessment as:

• The diagnosis of strengths and weaknesses of individual students

• Encouragement to students to be involved in determining their own performance

• Evaluation as to whether or not the student has met the learning outcomes of the module and the programme in order to progress to the next level or achieve an exit award

Assessment is continuous and uses both formative and summative methods. Formative assessment relates to the continuing and systematic appraisal of the degree of learning. This helps you by providing feedback on the appropriateness of your study skills in meeting the learning objectives. It also assists the academic staff by providing information about the appropriateness of the learning environment in facilitating student learning. Formative assessment includes strategies that encourage you and your tutor to build on our strengths and to plan remedial help to correct identified weaknesses. Formative assessment encourages the development of personal self-awareness and self-evaluation such that corrective change can be instigated by the individual.

5.2 Notification of assignments and examination arrangements You will be notified of assessments by your module tutors. They will advise you of the requirements, the marking criteria and of the respective submission dates or exam arrangements, during one or more of the timetabled sessions. In general the examination arrangements are available from the University web site. These arrangements are not generally made by the module tutors. Submission of coursework assignments is typically by one of two methods details of which will be given in the assignment brief. Electronic submissions are made through the Blackboard site for the module, using the Turnitin software.

5.3 Referencing Referencing is very important in all academic work (and in many jobs). In your assignments (eg written work, presentations, posters, projects), you must acknowledge the thoughts, ideas and information produced by other people which have influenced your own work. This topic tells you how to do this correctly. There are two main ways of referencing that are used throughout the school. Your module tutor may have a preferred system and if you have any doubts ask them. Generally as long as you adopt one of the standards and use it consistently and correctly you will not be penalised. The Numeric System The numeric system simply gives a running number to each citation as it is mentioned in the text, then lists the references numerically at the end. At every point in the text where the reference is made, a number is inserted, either in brackets or using ‘superscript’. e.g. In a recent study (26) it was shown..... In a recent study26 it was shown.... Each reference number points to a single reference only and if the same piece of work is referred to again later in the text it is given the same number as it was originally. The references are given in a list at the end of the text in numerical order. Instead of repeating complete references, ibid. and op.cit. can be used: ibid. = the same as the one immediately preceding it op. cit. = the same work by this author already cited e.g. 1. Mullins, Laurie J. Management and organisational behaviour. London: Pitman, 1999, p.27 2. ibid., p.105 3. Harrison, Rosemary. Employee development. London: Institute of Personnel and Development, 1992, p164 4. Watson, Tony J. In search of management. London: Routledge, 1994 5. Harrison, op. cit., p.89 The Harvard System In the Harvard system, at every point in the text at which reference is made to a document, the author’s surname, the year of publication are given. A direct quote is referenced by including the author, date and page number (NOT the title of the book or article) at the end of it. Paraphrasing is referenced by putting the author and date (NOT title or page number) in brackets at the end of the sentence but before the full stop. However if it’s a very long sentence you might find that you feel it more appropriate to put the citation right after the thing you attribute to them rather than at the end of the sentence.

Sometimes you might attribute a concept to more than one publication in which case they all need to be included in date order (Gamble 1989; Mellars 1996). If there are two authors of one paper it’s usual to give both names, if more than two you can put the first author followed by the abbreviation et al., which is short for “and the rest of them” (Stringer and Gamble 1993; Adcock et al. 2001). You must write out all the authors’ names in the bibliography even if you use “et al.” in the text citation. If your list of citations includes two items published in the same year you should put them in alphabetical order and if two items are by the same person, you put their name once and dates of publications in date order separated by commas. When the same author has published more than one cited document in the same year, distinguish between them by adding a lower-case letter after the year of publication (Handy 1989a). The references are cited in a list at the end of the text in alphabetical order and need to include, in this order: Author surname, initial, date, title, source (whether that be place and publisher [of a book] or the title, issue number etc (of a journal), The title of the book, or of the journal where an article appeared, are italicised. Second and subsequent authors have the initial before the surname: - In addition to the citations in the text you must give a full reference to anything you have used at the end of the essay. There should not be any names in the citations in the text that do not appear in the reference list as full references. You can put additional things in the bibliography – books you used for general background but which you didn’t have need to cite in the text. Adcock, G.J., E.S. Dennis, S. Easteal, G.A. Huttley, L.S. Jermiin, W.J. Peacock and A. Thorne 2001. Mitochondrial DNA sequences in ancient Australians: Implications for modern human origins. Proceedings of the National Academy of Sciences 98 (2): 537-542. The default referencing is the Harvard referencing system (a guide to this system can be found on the Engineering@UCLan course space, accessed through the student portal). Please use this unless you are directed differently within your assignment brief.

5.4 Confidential material Guidance on confidential information and ethical guidelines will be provided by the Dissertation module leader and within the module information pack.

5.5 Cheating, plagiarism, collusion or re-presentation You are required to sign a declaration indicating that individual work submitted for an assessment is your own. If you attempt to influence the standard of the award you obtain through cheating, plagiarism or collusion, it will be considered as a serious academic and disciplinary offence as described within the Academic Regulations and the Assessment Handbook .

• Cheating is any deliberate attempt to deceive and covers a range of offences described in the Assessment Handbook.

• Plagiarism describes copying from the works of another person without suitably attributing the published or unpublished works of others. This means that all quotes, ideas, opinions, music and images should be acknowledged and referenced within your assignments.

• Collusion is an attempt to deceive the examiners by disguising the true authorship of an assignment by copying, or imitating in close detail another student’s work - this includes with the other student’s consent and also when 2 or more students divide the elements of an assignment amongst themselves and copy one another’s answers. It does not include the normal situation in which you learn from your peers and share ideas, as this generates the knowledge and understanding necessary for each individual to independently undertake an assignment; nor should it be confused with group work on an assignment which is specifically authorised in the assignment brief.

• Re-presentation is an attempt to gain credit twice for the same piece of work.

The University uses an online Assessment Tool called Turnitin. Students are required to self-submit their own assignment on Turnitin and will be given access to the Originality Reports arising from each submission. In operating Turnitin, Schools must take steps to ensure that the University’s requirement for all summative assessment to be marked anonymously is not undermined and therefore Turnitin reports should either be anonymised or considered separately from marking. Turnitin may also be used to assist with plagiarism detection and collusion, where there is suspicion about individual piece(s) of work

The process of investigation and penalties which will be applied can be reviewed in the Assessment Handbook. If an allegation is found to be proven then the appropriate penalty will be implemented: In the case of a single offence of cheating, plagiarism, collusion or re-presentation:

• the penalty will be 0% for the element of assessment, and an overall fail for the module. • the plagiarised element of assessment must be resubmitted to the required standard

and the mark for the module following resubmission will be restricted to the minimum pass mark.

• when it is detected for the first time on a resubmission for an already failed module, no further resubmission for the module will be permitted, and the appropriate fail grade will be awarded.

In the event of a repeat offence of cheating, plagiarism, collusion or re-presentation (irrespective of whether the repeat offence involves the same form of unfair means) on the same or any other module within the course:

• the appropriate penalty will be 0% for the module with no opportunity for re-assessment. This penalty does not preclude you being able to retake the module in a subsequent year.

The penalties will apply if you transfer from one UCLan course to another during your period of study and module credits gained on the former course are transferred to the current course. Contact the Students’ Union Advice and Representation Centre by emailing: suadvice@uclan.ac.uk for support and guidance.

5.6 How do I know that my assessed work had been marked fairly? Assessment is an integral part of the course. Module staff work closely together to design assessments, agree the marking criteria and approve final versions of assessments to ensure that these are appropriate. The criteria for assessment will be communicated to you clearly during the module teaching. All module staff engage in development and training in assessment, marking and feedback. Once the assessments have been completed the module team will discuss the assessment methods and marking criteria, prior to starting to mark, so that there is a common understanding of what is expected of students. All assessed modules have moderation built into the marking process. Moderation involves sampling students’ assessed work to make sure that the learning outcomes and agreed marking criteria have been interpreted and applied in the same way. This ensures that you and your fellow students are treated equitably and that the academic standards are applied consistently. During the marking process the module leader will co-ordinate moderation to ensure that at least 10% of assessed work (or a minimum of three pieces) has been reviewed by other markers and any concerns about consistency or accuracy addressed with the whole module team. Your work may or may not be part of this sample, but the processes for developing assessments and marking criteria as well as moderation mean that you can be confident that teaching staff are marking assessments to the same criteria. Module teams may then use feedback from moderation to improve clarity about the nature and purpose of future assessment, or to make changes if required. Modules are also moderated externally. The module leader will arrange for the external examiner to receive a sample of work for review and comment. External examiners cannot change individual grades but can act as ‘critical friends’ and confirm that marking standards are in line with other, similar courses in the sector. If, on reviewing the sample, external examiners feel that the marking criteria have not been applied consistently the work of the whole cohort will be reviewed.

6. Classification of Awards The University publishes the principles underpinning the way in which awards and results are decided in Academic Regulations. Decisions about the overall classification of awards are made by Assessment Boards through the application of the academic and relevant course regulations.

7. Student feedback You can play an important part in the process of improving the quality of this course through the feedback you give. In addition to the on-going discussion

with the course team throughout the year, there are a range of mechanisms for you to feedback about your experience of teaching and learning. We aim to respond to your feedback and let you know of our plans for improvement. The course team encourage student feedback in all areas and recognise that additional items for discussion may also be raised •Update on actions completed •Feedback about the previous year – discussion of external examiner’s report; outcomes of National /UCLan student surveys. •Review of enrolment / induction experience; •Course organisation and management (from each individual year group, and the course overall); •Experience of modules - teaching, assessment, feedback; •Experience of academic support which may include e.g. Personal Development Planning, academic advisor arrangements and The Card; •Other aspects of University life relevant to student experience e.g. learning resources, IT, library; •Any other issues raised by students or staff. All module tutors gather feedback, as well as course leaders and schools to gauge how well we are doing and continually improve. The Students Union can support you in voicing your opinion, provide on-going advice and support, and encourage your involvement in all feedback opportunities. They will be requesting that you complete the National Student Survey (during semester 2 for students in their final year of study) or the UCLan Student Survey (all other students). The Students’ Union and University work closely together to ensure that the student voice is heard in all matters of student-life. We encourage students to provide constructive feedback throughout their time at university, through course reps, surveys and any other appropriate means, The Union’s Student Affairs Committee (SAC), members of Students’ Council and School Presidents each have particular representative responsibilities, and are involved with decision making committees as high as the University Board. Therefore it is very important students engage with the democratic processes of the Students’ Union and elect the students they see as most able to represent them.

7.1 Course Representatives and School Presidents A course representative is a student who represents their fellow students’ views and opinions to the course team, school, university and students’ union. Course representatives work proactively and diplomatically to improve the academic and non-academic experiences of students. The role of a course representative is extremely beneficial to both students on your course and the university. It enables students to have ownership of their student experience and voice their opinions and share positive practice with the course team, primarily the Student Staff Liaison Committee Meetings (see below). Course representatives will be elected every year either in April or September. Alongside receiving recognition, support and respect being a course representative is a great opportunity to enhance your employability skills. If you are interested in becoming a course representative and wish to find out more about the role visit the Students’ Union website or by emailing: coursereps@uclan.ac.uk. School Presidents meanwhile are annually elected representatives who voice the opinions of students within each school. They communicate and engage with students in their school to gain feedback and work in partnership with senior management to create positive change. They are also trained to support and signpost course representatives where needed. If you wish to find out who is your School President or more about the role visit the Students’ Union website or email: coursereps@uclan.ac.uk 7.2 Student Staff Liaison Committee meetings (SSLC) The purpose of a SSLC meeting is to provide the opportunity for course representatives to feedback to staff about the course, the overall student experience and to inform developments which will improve future courses. These meetings are normally scheduled once per semester. Meetings will be facilitated using guidelines and a record of the meeting will be provided with any decisions and / or responses made and / or actions taken as a result of the discussions held. The meetings include discussion of items forwarded by course representatives, normally related to the following agenda items (dependent on time of year). The course team encourage student feedback in all areas and recognise that additional items for discussion may also be raised at the meeting • Update on actions completed since the last meeting • Feedback about the previous year – discussion of external examiner’s report; outcomes of National /UCLan student surveys. • Review of enrolment / induction experience; • Course organisation and management (from each individual year group, and the course overall); • Experience of modules - teaching, assessment, feedback; • Experience of academic support which may include e.g. Personal Development Planning, academic advisor arrangements; • Other aspects of University life relevant to student experience e.g. learning resources, IT, library; • Any other issues raised by students or staff. Minutes of SSLC meetings are maintained on blackboard and agendas for meetings are emailed to the elected reps. Usually a speaker from the SU will briefly attend induction to explain what a rep is and hold an impromptu election.

8. Appendix

UNIVERSITY OF CENTRAL LANCASHIRE

Programme Specification

This Programme 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.

Sources of information on the programme can be found in Section 17 1. Awarding Institution / Body University of Central Lancashire 2. Teaching Institution and Location

of Delivery

University of Central Lancashire (UCLan) School of Continuing and Professional Education, City University of Hong Kong (SCOPE, HKCityU)

3. University School/Centre School of Engineering 4. External Accreditation

Energy Institute (EI), accredited for Chartered Engineer (CEng) as further learning Institution of Fire Engineers (IFE)

5. Title of Final Award

MSc Fire Safety Engineering MSc Fire Safety Engineering with Work Placement MSc Fire Safety Engineering with Professional Placement

6. Modes of Attendance offered

Full time / Part time

7. UCAS Code 7b JACS Code HECOS Code

H121 100183

8. Relevant Subject Benchmarking Group(s)

Engineering

9. Other external influences Engineering Council Fire and Rescue Services

10. Date of production/revision of this form

July 2020

11. Aims of the Programme • Encourage students to approach their academic and subsequent professional careers as

creative and innovative managers and engineers • Prepare students with the necessary scientific, engineering and technological principles and

tools to resolve complex design problems in fire and fire safety applications individually and as part of a team.

• Ensure that successful graduates will have the potential to contribute to significant advances in engineering and technological and social issues associated with fire safety engineering

• Enables graduates in engineering disciplines progress in their studies to specialise and develop their engineering skills in application to fire safety problems

• Extend knowledge of technologies and related sciences in the resolution of fire safety problems • Develop the use of appropriate analytical and computational methods in the study of fires and

the resolution of fire engineering problems for the built environment and related infrastructure. • Develop the student’s research methods and applications

• Develop an in-depth understanding and application of management skills, including team working, leadership and organisation to implement strategies to resolve engineering design problems and projects.

12. Learning Outcomes, Teaching, Learning and Assessment Methods A. Knowledge and Understanding

A1. Display mastery and extended knowledge of engineering principles as applied to fire safety problems and projects and the associated forms of decision making with respect to fire safety engineering issues. (UK-SPEC A1,C4,D1,D3,E1,E2,E3)

Teaching and Learning Methods Formal lectures, group discussion and project simulation when studying the compulsory modules. Advanced Engineering Design Project is embedded within the simulation by organising team approach to task from briefing to design solution, including analysis and synthesis of technical issues and evaluation of social, legal, economic and managerial issues that impact upon a project. Supported by lectures and tutorials when studying some compulsory and optional modules. Assessment methods A variety of assessment methods including individual written assignments (including in the dissertation module where students submit project proposals and reflect on the process that allowed them to do so), and other project submissions and presentations (e.g. dissertation in which a reflection upon the methodology is part of the analysis expected). B. Subject-specific skills B1. Formulate engineering and project plans using appropriate leadership and team management

skills (UK-SPEC B3,C1,C2,C3,C4,D2,D3) B2. Evaluate the role of the Fire Safety Engineer, with respect to the associated human and

technical factors as they impinge upon the provision of technologically functional, safe and financially viable project solutions (UK-SPEC A2,B1,B3,C3,D2,E2,E3,E4)

Teaching and Learning Methods See above for A1. Also, the optional modules have been provided to enable the students to complete specific project skills; these range from the use of legal skills through to the technical analysis of buildings and structures Assessment methods See above for A1. Also, the assessment mechanisms employed in the optional modules will draw the student towards each mode of specialism and require the provision of original and innovative responses in their solution C. Thinking Skills C1. Resolve fire safety design problems providing innovative solutions to working problems and

case studies (UK-SPEC A2,B2,B3) Teaching and Learning Methods By completion of the dissertation module (see A1 above), reinforced by lectures and self-study in some optional modules. Assessment methods A series of case study and/or project based assessments, and in some modules papers aimed at evaluation of techniques D. Other skills relevant to employability and personal development D1. Apply appropriate research methodologies to facilitate analysis , synthesis and evaluation in

the field of fire safety engineering (UK-SPEC A1,A2,C4,E1,E2,E3) D2. Conduct an applied research study in an appropriate subject area. (UK-SPEC B2) Teaching and Learning Methods The transferable skills element will involve the development of leadership skills within the engineering project module. Further use of research skills are embedded within each of the Level 4 modules and culminate in the Research Methods module and dissertation; which will enable higher level research skills and information management and processing to be developed and applied to the subject area.

Assessment methods Tasks set during the engineering design project simulation. Completion of SAQ’s and specific tasks in Research Methods; and by Dissertation. 13. Programme Structures*

14. Awards and Credits*

Level Module Code

Module Title Credit rating

Level 7 FV4900 FV4601 FV4001 FV4002 FV4003 FV4201

Fire Engineering Dissertation Research Methods Fires in Buildings Fire Engineering Solutions Computational Fluid Dynamics Advanced Engineering Design Project

40 20 20 20 20 20

MSc Fire Safety Engineering with Professional Placement Requires 180 credits at Level 7. Plus successful completion of EL4101. MSc Fire Safety Engineering with Work Placement Requires 180 credits at Level 7. Plus successful completion of EL4102. MSc Fire Safety Engineering Requires 180 credits at Level 7. PG Dip Fire Safety Engineering Requires 120 credits at Level 7, including FV4001, FV4002 and FV4201. PG Cert Fire Safety Engineering Requires 60 credits at Level 7, including FV4001 and FV4002.

Options:-

FV4101 FV4102 FV4103 FV4202 FV4004 FV4006

Accidents and Catastrophes Safety, Fire and Environmental Management Risk Assessment and Management Energy and Sustainability Emergency Preparedness and Response Fire Protection Strategies

20 20

20 20 20

20

Placement options:-

EL4101 EL4102

Professional placement (Engineering) Work Placement (Engineering)

120 60

15. Personal Development Planning PDP is delivered and monitored through project modules and the personal tutor system. Students are provided with a PDP handbook and an introductory lecture on it during induction week. Academic Advisor guidance begins at commencement of the course and students are encouraged to consider their options in the light of their personal aspirations. Many students will be taking this course as part of their career development but specific opportunities for personal development planning arises in FV4900 and FV4201. In the former, the student is encouraged to select a dissertation topic and plan an investigation that will meet their own personal interests and aspirations. In the latter, students engage in a simulated design project, from which experience of group roles and topics encountered students will the better be able to plan their future. 16. Admissions criteria Programme Specifications include minimum entry requirements, including academic qualifications, together with appropriate experience and skills required for entry to study. These criteria may be expressed as a range rather than a specific grade. Amendments to entry requirements may have been made after these documents were published and you should consult the University’s website for the most up to date information. Students will be informed of their personal minimum entry criteria in their offer letter. Applicants will normally be required to have, one of: Hons Degree in Fire Safety/Fire Engineering. 2:2 degree in Architecture/Engineering. Professional membership or substantial experience. Applicants will be required to have a minimum level of proficiency in English Language equivalent to IELTS grade 6.5. Please consult the UCLAN admissions department for the most up to date requirements. 17. Key sources of information about the programme

• University web site www.uclan.ac.uk • School website www.uclan.ac.uk/forensic • Course Leader • Admissions Tutor

18. Curriculum Skills Map Please tick in the relevant boxes where individual Programme Learning Outcomes are being assessed Level Module

Code Module Title Core (C),

Compulsory (COMP) or Option (O)

Programme Learning Outcomes Knowledge and understanding

Subject-specific Skills Thinking Skills Other skills relevant to employability and

personal development

A1 B1 B2 C1 D1 D2

Leve

l 7

FV4001 Fires in Buildings COMP FV4002 Fire Engineering Solutions COMP FV4003 Computational Fluid Dynamics COMP FV4601 Research Methods COMP FV4201 Advanced Engineering Design

Project COMP

FV4900 Fire Engineering Dissertation C

FV4101 Accidents and Catastrophes O (P) FV4102 Safety, Health and Environmental

Management O (P)

FV4103 Risk Assessment and Management

O (P,S)

FV4202 Energy and Sustainability O (P) FV4004 Emergency Preparedness and

Response O (P)

FV4006 Fire Protection Strategies O (S) EL4101 Professional Placement

(Engineering) O (P)

EL4102 Work Placement (Engineering) O (P) Note: Not all ‘options’ will be made available in any particular academic year Note: Mapping to other external frameworks, e.g. professional/statutory bodies, will be included within Student Course Handbooks P indicates that the optional module will be delivered at Preston campus S indicates that the optional module will be delivered at SCOPE, City University of Hong Kong

19. Learning outcomes for exit awards Learning outcomes for the award of: PG Dip Fire Safety Engineering: A1 Display mastery and extended knowledge of engineering principles as applied to fire safety

problems and projects and the associated forms of decision making with respect to fire safety engineering issues.

B1 Formulate engineering and project plans using appropriate leadership and team management skills

D1 Apply appropriate research methodologies to facilitate analysis , synthesis and evaluation in the field of fire safety engineering

D2 Conduct an applied research study in an appropriate subject area. Learning outcomes for the award of: PG Cert Fire Safety Engineering: A1 Display mastery and extended knowledge of engineering principles as applied to fire safety

problems and projects and the associated forms of decision making with respect to fire safety engineering issues.

B1 Formulate engineering and project plans using appropriate leadership and team management skills

D1 Apply appropriate research methodologies to facilitate analysis , synthesis and evaluation in the field of fire safety engineering