1 / Programme Title / Process Safety andLoss Prevention and Business Administration
2 / Programme Code / MGTT005
3 / JACS Code / H800, N200
4 / Level of Study / Postgraduate
5 / Final Qualification / MSc,MBA Double Award
6 / Intermediate Qualification(s) / PG Certificate in Process Safety and Loss Prevention
PG Diploma in Process Safety and Loss Prevention
MSc(Eng)Process Safety and Loss Prevention
PG Certificate in Business Administration
PG Diploma in Business Administration
7 / Teaching Institution(if not Sheffield) / Not applicable
8 / Faculty / Faculties of Social Sciencesand Engineering
9 / Home Department / Management School
10 / Other Department(s) involved in teaching the programme / Department of Chemical and Biological Engineering
11 / Mode(s) of Attendance / Full-time
12 / Duration of the Programme / 24 months
13 / Accrediting Professional or Statutory Body / The Institution of Chemical Engineers
The Association of MBAs
14 / Date of production/revision / March 2017
  1. Background to the programme and subject area

This is a unique 24 month programme that integrates specialist knowledge and skills in Process Safety and Loss Prevention (PSLP) at MSc level with the advanced knowledge in business and management of an MBA. This programme builds on existing strengths of the University of Sheffield in Engineering and Management and provides a holistic programme that deepens knowledge of both areas. This programme provides a pathway for students to develop and demonstrate the ability to be innovative and self-managed engineers in their first year of study and – in the second year of study - to integrate additional knowledge and skills to successfully contextualise innovative engineering for commercial and/or social benefit.
Students will commence with the MSc(Eng)in PSLP and be considered part of the wider MSc cohort, with whom much of the programme is shared. During this first year of study students will undertake the MSc MBA Double Award Dissertation Part 1 (PSLP), which provides the opportunity for deep study into PSLP topics. This project will also be assigned a co-supervisor from the Management School, who will guide the student on the business, managerial and commercialisation implications of this research.
During the first year of study, the MSc(Eng)PSLPcurriculum will provide an attractive blend of technical subjects that (subject to accredited entry qualifications) fully satisfy the Institution of Chemical Engineers’ further learning requirements in readiness for subsequent (post-graduation) professional development in pursuit of Chartered Engineer Status.
On successful completion of the MScMBA Double Award Dissertation Part 1 (PSLP), students will progress to year two of the programme where they will undertake the full and standard MBA curriculum building on their technical knowledge and work experience in order to develop a sound understanding of the managerial and business issues faced within organisations. To complete the MBA programme students will undertake the MSc MBA Double Award Extended Project Part 2 (Management) that – where possible - builds on the engineering expertise developed within their MSc, MBA Double Award Dissertation Part 1 (PSLP). This will normally be supervised by the same Management School supervisor as their first year MSc, MBA Double Award Dissertation, with ongoing access to their MSc Engineering supervisor to promote deep integration between these two elements of the programme.
Students who complete this programme will receive a Double Award, the MSc, MBA, comprising the MSc(Eng) in Process Safety and Loss Prevention and an MBA.
Following the Sheffield MBA curriculum in their second year of study will be a stimulating and challenging experience. The programme is concerned with management from an operational and strategic perspective, and covers all the core functions of business organisations. The Sheffield MBA takes an interdisciplinary perspective on the nature of managing organisations, creating new ventures and serving as a consultant. Students have some flexibility to explore subjects of particular interest in greater depth and breadth, or can extend their knowledge and skills to new areas of Management.
The programme is designed for students who have completed undergraduate studies in chemical engineering, or cognate disciplines.We envisage that this programme will nurture ambitious early career professionals as entrepreneurs, intrapreneurs and/or consultants in engineering-related organisations. Students will also draw on aminimum of three years (ideally five) of postgraduate work experience, containing appropriate managerial or supervisory experience.
To realise their career aspirations students will typically recognise their need for knowledge regarding essential aspects of management and business, and how this knowledge is leveraged in a successful engineering environment. This combination of knowledge, skills, experience and know-how is highly regarded by industry.
Students completing the MSc, MBA Double Award programme will have further developed their specialist knowledge,whilst gainingdeeper knowledge of the essential aspects of management, innovation and opportunities for and commercialisation of technical developments.

16.Programme aims

The aims of the combined programme are:
  1. to provide access to an engineering degree to students from a range of academic and social backgrounds;
  2. to prepare students for a professional career in industry, education, public and commercial sectors;
  3. to develop interpersonal skills appropriate to a professional person;
  4. to encourage students to think for themselves, work effectively on their own initiative, and develop a social awareness;
  5. to provide experience in conducting extended individual projects;
  6. to develop the students’ ability to make technical decisions;
  7. to provide students with an education through a firm understanding and practical knowledge in Process Safety and Loss Prevention;
  8. to provide students with methods of identification of hazards in process industries;
  9. to develop students’ skills in quantifying levels of safety and risk;
  10. to enable students to determine acceptability criteria;
  11. to develop students’ skills in risk reduction strategies to provide students with an understanding of organisations, their management, and the environment within which they operate;
  12. to develop in students a range of personal and professional skills designed to enhance their future careers in engineering and business, including team working, self appraisal and reflection, and communication in various forms;
  13. to develop in students the ability to analyse and diagnose complex organisational situations from a strategic view;
  14. to help students to provide a rationale for proposed action and consider a range of intervention options in change situations in organisations;
  15. to help students to critique and evaluate the relevance of leading edge academic theory, concepts, methods, and knowledge, for particular managerial problem solving situations;
  16. to provide a grounding upon which life long learning and self development can be based;
  17. to equip students with the ability to undertake a sustained piece of project work relevant to an engineering discipline, backed by relevant academic theory and cognisant of its commercial and/or social implications;
  18. To provide a vehicle for exploring complex engineering issues and the commercial or social implications of these in a holistic and interconnected learning environment;
  19. To develop graduates with industrially relevant knowledge, practical skills and know-how who are employable to technology-dependant organisations or who have the capacity and readiness to embark on an entrepreneurial career.

17. Programme learning outcomes

Knowledge and understanding: students will be able to demonstrate a critical understanding of the following:
K1
/ appropriate mathematical methods, principles of IT and communications relevant to process safety;
K2
/ science appropriate to the discipline of safety engineering;
K3
/ techniques of hazard identification,risk assessment and risk criteria, assessment of and reduction of human error, understanding of human reliability, integration of safety studies within the design process, codes of practice and the regulatory framework;
K4
/ techniques for the safe handling of industrial chemicals which may involve:explosions, runaway reactions, occupational health and environmental issues.Understanding flammability, sources of ignition including static, inerting and explosion venting; assessment of runaway reaction hazards and pressure relief; occupational medicine, toxicology, epidemiology and the COSHH (Control of Substances Hazardous to Health) Regulations; and environmental auditing;
K5 / the detailed application of the HAZOP (Hazard and Operability) technique to identify potential hazards;
K6 / techniques and potential of reliability engineering including availability and reliability assessment;
K7 / professional and ethical responsibilities including the global and social context of engineering;
K8 / mechanical sources of failure, principal failure modes including deflexion, plastic collapse, creep fatigue and fracture and corrosion;
K9 / issues concerned with electrical hazardous area classification and the principles of inherent safety;
K10 / practical risk assessment and the effects of major chemical releases on populations and environment quantification release rates and atmospheric dispersion: development of emergency plans;
K11 / integration of risk assessment, safety management systems (SMS) and safety culture: use of commercial tools for QRA : the measurement of SMS against current models through the use of case studies;
K12 / use of computers in process control and role of computer architecture: process control software and system testing and validation: the development of fault tolerant systems: standards for safety critical computer systems;
K13
/ markets and customers: the principles and practices of the marketing of goods and services;
K14
/ operations management: the efficient use of the organisations resources;
K15
/ finance: the sources of finance and their efficient use;
K16
/ digital resources: the ways to harness, exploit information to achieve organisational goals and transformation;
K17
/ leading responsibly and developing people in organisations: organisational behaviour, human resources management, change management;
K18
/ the role of economics in business decision making;
K19
/ the principles of strategic management;
K20
/ the creation of new ventures and the development of an entrepreneurial orientation;
K21
/ the practice of consultancy;
K22
/ accounting: reporting the financial activities of organisations; information for costs and performance monitoring;
K23
/ the internationalisation process of firms;
K24
/ research methods and techniques contextually relevant to their employment experiences in technical, engineering and business organisation environments;
K25
/ knowledge and understanding of specialist areas, depending on the options chosen;

K26

/ critical understanding of the issues of integration of technical and managerial solutions to organisational issues.
Skills and other attributes:
S1 / demonstrate creativity and critical thinking; analysis, synthesis and critical appraisal in a business or engineering context;
S2 / obtain relevant information for business decision making from various sources;
S3 / demonstrate the use of quantitative and IT skills in a business context;
S4 / demonstrate effective communication using a variety of forms;
S5 / demonstrate the ability to solve business problems using appropriate concepts, theories and techniques;
S6 / demonstrate the ability to conduct research in and about technical issues and their context;
S7 / demonstrate the ability to holistically consider issues, combining deep technical skills and business acumen;
S8 / demonstrate the ability to work in collaboration with others;
S9 / demonstrate independent thought and judgement.
Intellectual Skills – students will be able to:
I1 / select and apply appropriate mathematical methods for modelling and analysing process safety;
I2 / analyse the hazards associated with chemical plant using a range of methods and to assess the acceptability or otherwise of different levels of risk;
I3 / identify and mitigate the specific hazards associated with potentially hazardous materials and their usage;
I4 / design systems to avoid mechanical failure and understand and quantify the role of corrosion in system failure;
I5 / have an understanding of inherently safe design processes and understand the role of reliable design in mitigating hazards;
I6 / make design choices to minimise the role of human failure;
I7 / assess and quantify the effects of hazards arising from chemical plant;
I8 / construct management structures to avoid and monitor risks.
Practical Skills – students will be able to:
P1 / make use of appropriate mathematical methods for modelling and analysing discipline specific chemical engineering problems;
P2 / make use of safety engineering IT tools;
P3 / undertake the design of a system, component or process;
P4 / research for information to develop ideas further;
P5 / apply engineering techniques taking account of industrial and commercial constraints;
P6 / For those following the MSc programme, progress a larger scale study project by assembling the necessary knowledge and making safety judgements.
General Transferable Skills – students will be able to:
T1 / undertake manipulation, sorting and presentation of data;
T2 / make use of scientific evidence based methods in the solution of problems;
T3 / make use of general IT tools;
T4 / make use of creativity and innovation in problem solving;
T5 / work with limited or contradictory information;
T6 / demonstrate effective written communication and approach to the solution of problems in an engineering environment;
T7 / demonstrate time and resource management;
T8 / demonstrate teamwork and leadership.

Students who are awarded the Postgraduate Certificate in Process Safety and Loss Prevention will normally be able to demonstrate attainment of some of the Knowledge and Understanding areas K1 to K10. In addition, such students will normally be able to demonstrate attainment, to a limited extent, some of the Skills areas I1 to I7, P1 to P6, T1 to T8 and S1-S4.

Students who are awarded the Postgraduate Diploma in Process Safety and Loss Prevention will normally be able to demonstrate attainment of Knowledge and Understanding areas K1-K10. In addition, such students will normally be able to demonstrate attainment of some of the Skills areas I1 to I7, P1 to P6, T1 to T8 and S1-S4.

Students who are awarded the Postgraduate Certificate in Business Administration will normally be able to demonstrate attainment of six of the Knowledge and Understanding areas K9 to K19. In addition, such students will normally be able to demonstrate attainment, to a limited extent, of all of the Skills areas S7-S11.

Students who are awarded the Postgraduate Diploma in Business Administration will normally be able to demonstrate attainment of Knowledge and Understanding areas K9-K19. In addition, such students will normally be able to demonstrate attainment of all of the Skills areas S7-S11.

18. Teaching, learning and assessment

The main teaching, learning and assessment methods adopted for each learning outcome are shown below. In most cases a combination of methods is used.
Development of the learning outcomes is promoted through the following teaching and learning methods:
  • Lectures - the principal means of transmitting academic material and analysis techniques. Most lecture courses are supported by tutorial sheets or case studies to enable students to develop their understanding of the subject matter and methods during their private-study. Modules are supported by a Virtual Learning Environment and detailed handouts covering the basic lecture material.
  • Tutorials and Example Classes - these may be small group or up to class sized tutorials and are a main source of providing help to students to resolve problems in their understanding of course material.
  • Laboratory Classes - these introduce experimental methods and provide a good opportunity for developing team-working and communication skills.
  • Coursework Assignments - a number of modules have coursework assignments that require students to seek additional information and work on their own, or sometimes in small groups. They are designed to enable you to develop and show your understanding of the content of the module.
  • Dissertation Projects–a research and/or industrial project at the frontiers of process safety and loss prevention will lead to an individual dissertation. The dissertation will be completed under the supervision of a member of the academic staff and provides an excellent opportunity for the student to apply theoretical knowledge developed during the programme. The research focus evidenced in the MSc dissertation will be devised as a platform from which subsequent MBA studies can deliver a project focused on demonstrating deeper understanding of the business environment, coupled with commercial acumen.
  • One to one tutorials are used to guide students through their projects. Across the two years, a significant component of the project work is concerned with the commercial and/or social implications of engineering. The final written report - including oral presentation and viva where appropriate - is given to a panel of academic staff in the tradition of the Department.
  • Computer Aided Learning – directed independent study to fully develop the programme’s range of knowledge and skills, and to develop digital literacy.
  • Interactive MBA Classes -These will involve a mix of traditional lecturing and problem-centred approaches including case studies, the analysis of academic articles and reflection on the participants own work experience.
  • Group work–group work outside tutorials allows students to develop their skills and understanding by debate and collaborative working, learning from the experience and through the background of others in the group.
  • Independent Study– tutor- and self-directed private study and preparation for tutorials and assessment is a significant component of each student’s development.
The following are the main assessment methods used:
  • Written Examinations - these are typically 2 or 3 hours in duration; many modules use this as the only or major assessment method.
  • Coursework Submissions - these can be essays or other work designed to assess the understanding of the module. Assignments are mainly undertaken on an individual basis but are sometimes carried out in small groups. Some assignments use oral and poster presentations in order to assess the development of presentation and communication skills. Some modules use this as the only or main method of assessment whilst others have this as a minor part with a written examination forming the major part of the overall assessment.
  • Oral Presentations - are used to develop these essential skills of the professional engineer. The aim is to increase proficiency during the programme so that the presentation of the Dissertation Project is at a professional level.
  • Individual Project Reports - Assessed by the largest written reports on the programme. The project is expected to be conducted and communicated at a professional level.

Opportunities to demonstrate achievement of the programme learning outcomes are provided through the following assessment methods:
  • Formal examinationsand coursework assignments, including reflective analyses relating to previous employment, case analyses and computer-based work, are used to test K1 to K26 and skills I1-I8, P1-P6, T1-T8, and S1-S8.
  • Project report and dissertations will be used to assess K24, K26 and P4 and S6, S7, and S9.

19. Reference points