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University of Bedfordshire
Park Square
Luton
Bedfordshire
UK, LU1 3JU
This course shares a common first stage with our BSc degrees in computer science (and other pathways). This provides a platform for specialist study in the second and third stages during which
you will learn the principles and practices of software engineering. Emphasis is given to the entire systems development life-cycle. The final-stage project enables you to take your specialist work to greater depth, leading to the possibility of future research.
You will gain management skills and knowledge of organisational contexts, and develop into a reflective practitioner.
Career Opportunities:
This course has a good track record of employability for graduates. Career opportunities include software engineering or trainee positions in project management, safety-critical systems, software development, as well as further research or postgraduate study.
Key features:
Areas of study include:
The emphasis of the programme learning outcomes is upon developing a broad based set of skills that can be used to systematically manage the entire software engineering lifecycle. Within that set of skills, specific skills sets are developed that relate to particular parts of the lifecycle such as object oriented programming knowledge and skills, systems modelling, system testing as well as generalised knowledge of systems architecture and software as core topics. Students will have a range of credible software engineering life-cycle management skills, as well as set of more specific skills within particular parts of the entire lifecycle.
1. Understand the role of typical commercial development tools used in 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 projects including the role of standards, methods and tools.
3. Critically evaluate the tools and techniques currently used in software engineering.
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 engineering development team and to be able to explain the conditions necessary for successful team working.
6. Communicate ideas both in writing and orally according to appropriate academic or professional standards.
7. Know when and why you need information, where to find it, and how to evaluate, use and communicate it in an ethical manner in specific relation to the needs of the software engineering industry.
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 entwined around the software engineering lifecycle as a central supporting pillar.
This thematic approach to software engineering 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 Honours degree students will be capable of making a positive contribution to a variety of software engineering, computing and related industries. The programme aims:
The emphasis of the programme is to provide vocationally skilled software engineers who have both a general overview of the discipline of software engineering and more detailed knowledge and skills of an 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.
This course has a good track record of employability for graduates. Career opportunities include software engineering or trainee positions in project management, safety-critical systems, software development, as well as further research or postgraduate study.
Career paths:
It is possible to identify three roles that software engineering graduates are expected to fulfil - competent technician, responsible engineer, and professional engineer - and these vocational outcomes have formed the basis of this strategically planned curriculum. Initially, students are likely to gain jobs as a skilled software engineering technician, with the prospect for later progression leading to posts of responsibility supervising agile software teams within significantly large, innovative and challenging software projects in industrial and commercial settings. Thus, the pathway is designed to not only enable a graduate with the knowledge and skills relevant to their first post, but also to facilitate their later development to posts of higher responsibility.
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 web site 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 II 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 designed to demonstrate various in depth skills involved in software engineering project management and the production and testing of a software artefact.
Lectures, often with invited experts and industry leaders, focus on the latest developments and trends in Computing. Other modules taken at both level 2 and level 3 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.
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 on-line 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.
First year students undertake a personal development module that looks at the learning styles of each participant and seeks to enhance these. In addition students receive formative feedback on tasks that they undertake. Any assessed piece of work will always receive detailed written comments and feedback that can be used to improve performance (if necessary) at the next available opportunity.
Please see http://bridgescetl.beds.ac.uk/curriculum/curriculum_guides for details.
The Department of Computing adheres to the professional standards and codes of conduct and code of practice of the British Computer Society (BCS). As undergraduates on this course, students will be expected to adhere to these standards at all times particularly so but not exclusively when undertaking their final year project ort working collaboratively with industry.
To ensure that standards are adhered to, the programme has been designed so that students will be educated about the professional standards of their field (this is covered within the Fundamentals of Computing module at Level 1, as well as the Social & Professional Project Management module at level 3).
It is also expected that students undertaking their final year project will sign an ethical form to show that the work they undertake during their project will be conducted in an ethically accepted manner. Many of the academic staff are BCS members so are able to act as champions and role models in this area.
