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University of Bedfordshire
Park Square
Luton
Bedfordshire
UK, LU1 3JU
This joint BSc award covers two disciplines which are central to todays commercial and industrial activities. It shares a common first stage with our BSc degrees in Computer Science and other pathways, which provides a platform for specialist study in both disciplines at the second and third stages. Emphasis is given to the entire systems development life-cycle; object-orientation (OO) methods are comprehensively covered.
The focus is on providing vocationally skilled programmers and software engineers who have both a general overview of computer science and software engineering. Students gain a detailed knowledge and skills in areas such as internet programming, database applications, artificial intelligence and networking.
Career Opportunities:
Graduates have progressed to careers as a computer programmer or software engineer (or trainee) in project management, safety critical systems, software development, OO systems design and analysis. Other graduates have gone on to do further research or postgraduate study.
Key features:
Areas of study include:
Upon successful completion of this course you should be able to:
1. Understand the role of typical commercial development tools and comparative systems used in both computer science and software engineering settings and critically appreciate the role of the object oriented paradigm in framing the use of these tools.
2. Understand and critically evaluate the problems and constraints operating within large scale software engineering and computer science projects including the role of standards, methods and tools.
3. Critically evaluate the tools and techniques currently used in software engineering and computer science and appreciate the role of future trends and platforms (such as mobile).
4. Critically appreciate the constraints operating within a typical software development lifecycle and identify solutions (reqs, engineering methods, analysis and design tools, implementation, testing, post-release).
5. Work effectively and appreciate the role of working within a software team and to be able to explain the conditions necessary for successful team working.
6. Communicate your ideas both in writing and orally according to appropriate academic or professional standards.
7. Evaluate when and why you need information, find it, use and communicate it in an ethical manner within the context of computer science and software engineering.
8. Research and evaluate information from a number of sources.
9. Apply formal and informal creativity and critical thinking techniques in the solution of problems.
The curriculum structure is composed of core subjects combined with strands that allow a deeper exploration of particular aspects of a broadly based subject. The core comprises fundamental subjects based on both Computer Science and the software engineering lifecycle.
This integrated thematic approach to both disciplines enables students to orient their studies towards particular learning outcomes leading to the ability to progress towards specialisation whilst maintaining the flexibility that the core provides.
On completion of the joint Honours degree students will be capable of making a positive contribution to a variety of software engineering, computing and computer science related industries. The programme aims:
The emphasis of the programme is to provide vocationally skilled software engineers / computer science practitioners who have both a general overview of the both disciplines and also more detailed knowledge and skills in area such as Object Oriented programming and Object Oriented design, software engineering lifecycle planning, testing and deployment.
During the induction and PPAD there will be a series of diagnostic tests designed to identify the need for any specialist support (e.g. dyslexia). If identified, students will be referred to the University of Bedfordshire Disability Support Unit.
All students are supported by induction sessions at the start of each year, by personal and project tutors, by academic advice sessions and by dedicated technical support staff. Student support is provided on a formal basis by the personal tutor system and in practical sessions, as well as informal support in the use of Blackboard. The University provides general help for learning skills through a centralised support tutor system, as well as academic English modules mainly for International students.
All students undertake Computer Assisted Diagnostic assessment. The results of such diagnostics enable a personalized program to address individual learning requirements in basic mathematical or language skills. Academic advice is provided both at Field level and also at Corporate level.
Group assessments and informal group activities (in laboratories or tutorial sessions) are part of many modules and the skills needed to work with others are specifically addressed as part of preparing for professional life. As such, students will come across group working as a core concept within the pathway frequently. Students are expected to contribute to team discussions, to complete tasks as part of a team and in general, be able to demonstrate that they are able to work effectively with others.
Graduates have progressed to careers as a computer programmer or software engineer (or trainee) in project management, safety critical systems, software development, OO systems design and analysis. Other graduates have gone on to do further research or postgraduate study.
It is possible to identify several different roles that graduates of the joint degree pathway are expected to fulfil - competent software engineering technician, trainee computer programmer / software developer - and these vocational outcomes have formed the basis of this strategically planned curriculum. Initially, students are likely to gain jobs as a skilled practitioner with the prospect for later progression leading to posts of responsibility supervising working within a team based development and support settings within significantly large, as well small scale, industrial and commercial settings. The aim of the pathway is primarily seen to equip graduates to develop the intellectual and pragmatic skills needed to develop quality software artefacts that not only function and meet client requirements, but also fit within the pragmatic constraints. The role of external and internal standards is also emphasised as being vital. Equally, such topics will equip the graduate to proceed to a higher degree and or participate effectively within a research or academic setting. An important feature of the joint pathway is that the entire software production lifecycle is covered.
Further study:
MSc in a Software Engineering related topic; MPhil / PhD.
Standard:
Standard entry requirements for UK students - http://www.beds.ac.uk/howtoapply/ukugentryreqs
Students from the European Union - http://www.beds.ac.uk/howtoapply/eu/guides
International students - http://www.beds.ac.uk/howtoapply/international/apply
Additional:
A foundation degree will be of particular interest if you have completed a Modern Apprenticeship, vocational A levels, BTEC National or equivalent.
Foundation degrees are also particularly suitable if you want to qualify while working.
Many students studying for foundation degrees come to us through work-based routes so you can apply for a foundation degree even if you don’t have traditional academic qualifications.
We welcome applicants with relevant work experience.
We will consider you as an individual and take into account all elements of your application, not just your qualifications. We are looking for both breadth and depth in your current studies as well as enthusiasm for the subject you wish to study.
The general requirement is one of the following:
Postgraduate applications (MA/MSc) should be made direct to the University using the standard University application form. There are some exceptions, please see individual course descriptions for details.
As a general guide, to apply for a place on an undergraduate course (BA/BSc) at the University you need to have completed your high school education and have the required English qualification.
We have students from all the European Union member countries so we are quick to make decisions on most qualifications.
(Please note that applicants on a full student visa are not eligible for part-time study)
We recommend that you apply directly to the University where possible, as this allows us to offer the quickest turnaround time for your application.
Please read the Direct application instructions before completing the course application form.
Application forms for accommodation in the student halls at Bedford campus and Luton campus are available in the Student life section
APL is available for international students applying for undergraduate (Bachelor degree) study. Please do not use this APL form to apply for postgraduate courses.
Use the APL form to tell us about any non-standard qualifications and/or work experience you have that you think should be taken into consideration with your application. `
The APL form should be submitted at the same time as the course application form.
We regret we are unable to process APL forms from students who have not submitted a formal course application form.
Return your completed application to:
University of Bedfordshire
International Admissions
Park Square
Luton
Bedfordshire
LU1 3JU
United Kingdom
T: +44 (0)1582 489326 (non-EU Students)
F: +44 (0)1582 743469
E: international-admissions@beds.ac.uk
The overall teaching and learning methodology is theoretical exposition accompanied by tutor supported practical activity. This is accomplished by a combination of lectures, tutorials, moderated E-conference discussion and support and directed practical activity in dedicated, modern computer laboratories. This is often in a combined lecture, demonstration, practical and assessment all in one session with academic and demonstrator support.
There is self directed research and computer based practical activity which can be assisted by the use of teaching packs in various multimedia forms such as DVDs, videos and pod casts.
The particular form of support is module specific, however, all are characterised by tutor support and practical activity.
All the teaching resources are available in a website a virtual learning environment that includes references and links, general module and programme information, discussion groups, tests and assessments. This VLE (Virtual Learning Environment) is available outside of the University to enrolled students.
Students entering upon the programme will already have some experience of using computers and their operation. Therefore the approach to teaching and learning begins with student centred methods and progresses towards independent learning.
Our teaching is centred upon students, aiming to build their confidence by providing timely and informative feedback under the guidance of their teacher.
As students gain in knowledge and experience at level two they build upon gained skills and knowledge to study in greater depth certain core topics in programming whilst broadening their knowledge by studying from a selection of topics.
Level three enables students, via the mechanism of completion of an individual project spread over 2 semesters, to demonstrate various in depth skills involved in the areas of computer science and software engineering and culminating in the design, documentation, production and testing of a software artefact.
Lectures often with invited experts and industry leaders, focus on the latest developments and trends in Computing. For example the level three module Emerging Technologies has been specifically designed to act as a suitable delivery vehicle for leading edge and controversial technological solutions.
Other modules taken at both level two and level three are designed to enable students to gain vocationally valid skills and experience by engaging in business projects while gaining academic credit.
Project supervision involves regular tutorial meetings between groups / individuals and their staff supervisor. The project is seen as a guarantee of the Honours nature of students and is seen, both within the University and outside, as an indication of the overall abilities and performance of the student. It is expected that the student will demonstrate their competency over most, if not the entirety, of the software engineering lifecycle and will employ specific computer science skills sets and will be rich, particularly in articulating testing and deployment aspects.
Communication:
Communication skills are assessed at the start of each course and individualised help is provided as required by teaching staff. In addition many (if not all) assessments address the need for the development and demonstration of both written abilities, especially with regard to technical subjects and spoken and visual communication skills.
Information Literacy:
Written reflective reports are often required for in-course assignments (using, for example, Microsoft Word). Students will also experience a wide range of computing-specific packages and tools including the use of online library sources. To enhance students information literacy they will also have access to a wide range of Learning Resources courses (e.g. referencing) and the Professional Personal and Academic Module will develop these abilities.
Research and Evaluation:
Students are expected to work independently and to produce assignments which show their ability to synthesise and evaluate disparate sources of information, to critically evaluate these and to undertake self-directed research activities in order to come to a fully supported rational and objective conclusion. Thus, practical work always requires a supportive analytic commentary and rationale whilst written and / or oral presentations are based upon core research and evaluative skills.
Creativity and Critical Thinking:
Students are given opportunities to solve problems both informally in groups, during practical activities through exposure to given general scenarios from which they need to devise solutions and more generally are given tasks that develop critical arguments to support hypotheses. This is particularly evident at Level 3, but the development of these skills starts at Level 1 and is reinforced at Level 2.
