Programme Specification for Bsc Ergonomics (Human Factors)

Department of Human Sciences

Programme Specification for BSc Ergonomics (Human Factors)

Please note: This 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 full advantage is taken of the learning opportunities that are provided. More detailed information on the learning outcomes, content and teaching, learning and assessment methods of each module can be found in Module Specifications and other programme documentation and online at

The accuracy of the information in this document is reviewed by the University and may be checked by the Quality Assurance Agency for Higher Education.

1. Aims of the programme:

• to provide a stimulating, fair, friendly and supportive environment in which students can develop the critical and practical skills of ergonomics;

• to provide a high quality teaching and learning programme in Ergonomics at the undergraduate level, approved by the University, moderated under external examination and accredited by the Ergonomics Society;
• to provide research-based teaching at advanced levels;
• to involve, where appropriate, industry, the public sector and the professions in the teaching;
• to promote and provide a multi-disciplinary, equal opportunity, educational experience for students;
• to develop and use information technology in support of teaching, research, communication and administration, and to encourage innovation in the use of multi-media and IT;

• to develop students’ understanding of the role of subjective and objective empirical evidence in the creation and testing of theory, and of how theory guides the collection and interpretation of empirical data;
• to enable students to acquire a range of quantitative and qualitative research skills and methods for investigating human safety, health, comfort and performance, all with regard to the context in which people find themselves;

• to develop the ability of students to conduct independent enquiry in the field of ergonomics, using appropriate methodologies;

• to provide a high quality honours programme which maximises students’ opportunities to graduate with a good degree and enhance their employability.

1. Relevant subject benchmark statements and other external and internal reference points used to inform programme outcomes:

• requirements of the Ergonomics Society which undertakes annual monitoring, and performs a full review once every five years;
• requirements of the International Ergonomics Association;
• University Learning and Teaching Strategy;
• Departmental teaching and learning policies;
• the research interests and specialisms of the teaching staff and their professional involvement in the discipline;
• the provision of equal opportunities.

1. Intended Learning Outcomes

Knowledge and Understanding:

In keeping with the Ergonomics Society requirements, students will have opportunities to develop their knowledge and understanding of human biological and psychological topics, the links between theoretical and practical research in these areas, the application of theoretical knowledge, and the ethical implications of working with humans.

Specific topics covered in core modules are:

• Environmental Ergonomics: the thermal environment, lighting, vision, noise and vibration, air quality;
• Ergonomics and Design: theoretical and practical aspects of design for human use;
• Biological Ergonomics: anatomy and physiology, the body at work, physiology of physical activity, anthropometry and biomechanics;
• Psychological Ergonomics: the diversity of human behaviour, practical psychology, experimental psychology, occupational psychology, organisational behaviour;

• Experimental Design and Data Interpretation: core modules in experimental design and analysis, qualitative methods, quantitative methods;
• Professional Aspects: professional practice in ergonomics, Diploma in Professional Studies (optional);
• Integrative and Systems Aspects: systems ergonomics, ergonomics and design, final year project.

Teaching, learning and assessment strategies to enable outcomes to be achieved and demonstrated:

Core theoretical knowledge and understanding is acquired by lecture attendance, participation in seminars and guided independent study. The more practically-oriented knowledge and experience is imparted through practical classes and supervised independent study.

As appropriate, assessment is by examination and coursework, including a substantial independent project at the final stage of the programme.

a) Subject-specific cognitive skills:

On successful completion of this programme, students should be able to:

• demonstrate evidence-based reasoning and make critical judgements about ergonomic issues;

• demonstrate an ability to apply knowledge gained in one area to a cognate problem in another area;

• understand multiple perspectives and systematically analyse the relationships between them;
• detect meaningful patterns in biological and psychological data, and evaluate their significance;
• demonstrate substantial competence in ergonomic skills through practical activities;
• analyse and present with confidence, quantitative and qualitative evidence;
• initiate, design, conduct and report an empirically-based project under appropriate supervision, recognising its theoretical, practical and methodological implications and limitations;
• understand the ethical context of Ergonomics as a discipline and demonstrate this in relation to their own empirical work;

• demonstrate a human-centred approach to design and evaluation in a broad range of areas.

Teaching, learning and assessment strategies to enable outcomes to be achieved and demonstrated:

Cognitive skills are promoted in the first two years primarily by lectures, practicals, seminars, small group activities and by guided independent study of scholarly material. In the final year the student will have individual supervision of their advanced project work, which will integrate and enhance the skills developed earlier.

Cognitive skills are assessed by coursework and examinations. Examinations show how well the student can demonstrate their mastery of an area of scholarly knowledge by selecting appropriate material from memory and applying it to an unseen question in a limited time-period. Coursework allows the student to demonstrate wider academic skills of focused scholarly research, drafting, editing and polished writing. In the final year, students demonstrates their ability to design and execute a substantial empirical investigation, and to present their findings both in a written report and in a viva voce examination.

b) Subject-specific practical skills:

On successful completion of this programme, students should be able to:

• observe, record accurately and give an objective account of human action in both laboratory and real-world settings;
• design and execute an experiment which compares behaviour or experience under at least two conditions of at least one experimental variable;
• collect and organise quantitative data for statistical analysis, and abstract relevant information from this analysis;
• collect and interpret qualitative data rigorously, and abstract relevant information;
• communicate ideas in different genres and for different audiences; write long and short essays, write short practical reports and a large project report; communicate to both peers and teachers; in writing and orally;
• act professionally and in accordance with ethical propriety.

Teaching, learning and assessment strategies to enable outcomes to be achieved and demonstrated:

Practical skills are promoted through practical work in the laboratory and in the field. In Parts A and B students are taught in practical classes and undertake increasingly more demanding empirical projects in small groups. In the final year (Part C) the student undertakes a major independent research project under the supervision of a member of staff.

Assessment is via coursework (including class tests and class presentations), ranging from small-scale practical reports through to the major write-up of the student’s independent final year project.

c) Key/transferable skills:

On successful completion of this programme, students should be able to achieve the following:

• Information Technology: use instructional material (eg, experimental demonstrations) and research tools (eg,. statistical packages) on computers, and search for relevant material on the internet;
• Numeracy: collect data in numerical form, present it in tables and graphs, and analyse it with a range of statistical tools;
• Problem Solving: clarify questions, consider alternative solutions and evaluate outcomes;
• Management Skills: manage a project, including its interfaces with its context; control meetings, write reports, demonstrate key skills, understand training and skills issues;
• Professional Behaviour: acting in a manner appropriate to professional circumstances;
• Teamwork: share responsibility for a task with others; agree common goals and methods to achieve them; co-ordinate the use of common resources;
• Communication Skills: write or speak clearly to topic; to draft, edit and polish presentations; to contribute actively to group discussion;
• Manage Self-Learning: seek out sources of information, plan time to make the best use of resources and review priorities in the light of deadlines.

Teaching, learning and assessment strategies to enable outcomes to be achieved and demonstrated:

Key skills in the first three areas are promoted by the requirement in practical classes, and in the final year project, that students use computers, become proficient at statistics, research design and implementation, and work in teams.

Communication skills are developed from the beginning of the first semester, in the Communications and Study Skills module. Throughout the programme these are enhanced and reinforced by the teaching methods used in tutorials and practical classes and by the assessment system, which is based on both written and oral reporting.

Teamwork and professional skills are developed specifically through the coursework of the Professional Practice module, but are also learnt through interaction with other students (eg, psychology, human biology, systems engineering, design and technology) in group work. The self-learning which is needed for non-group work is modified and applied in the context of the different requirements that need to be met for groups to function successfully to meet their goals.

Assessment of key skills is embedded in module assessment, and is explicit in end-of-module student evaluations.

1. Programme structures and requirements, levels, modules, credits and awards:

Students are required to take modules amounting to 120 credits in each of the three years of the programme.

Content Part A - Introductory Modules

Semester 1

COMPULSORY MODULES (modular weight 60)

Semester 2

COMPULSORY MODULES (modular weight 60)

Content Part B - Degree Modules

Semester 1

COMPULSORY MODULES (modular weight 60)

Semester 2

COMPULSORY MODULES (modular weight 60)

Content Part C - Degree Modules

COMPULSORY PROJECT (modular weight 40)

The Compulsory Project Module is divided between Semesters 1 and 2 with a permitted modular weight distribution of 10:30 or 20:20.

Semester 1

COMPULSORY MODULES

*HUB103 is compulsory only to students who did not take it in Part B.

OPTIONAL MODULES Further Part C Modules may be selected from the following as necessary to bring the total modular weight for this Semester to 50, 60 or 70.

Semester 2

COMPULSORY MODULES

OPTIONAL MODULES Further Part C Modules may be selected from the following as necessary to bring the total modular weight for Part C to 120.

Diploma in Professional Studies.

At the end of the placement, students are required to present a written review of their experience. This is used in conjunction with a report from the University and placement tutors, and a viva voce, to decide upon the award of the Diploma once the degree has been achieved.

1. Criteria for admission to the programme:

A typical offer would be

A Level qualifications: 260 points from: two subejcts at A level + a third subject at A level or two subjects at AS Level.

Other qualifications: Vocational Certificate in Education (VCE) - 260 points from a minimum of 18 units (any combination of VCE units/A Level units/AS Level units).

Additional requirements: GCSE Mathematics grade C.

1. Information about assessment regulations:

Most modules are assessed by a mixture of written examination and coursework, although there are exceptions where some modules are assessed entirely by coursework and others entirely by examination. First year assessment is for progression to the second year. Second year and third year results are weighted at 40% and 60% each in calculating final degree classifications.

Criteria for progression and degree award:

(i) In order to progress from Part A to B and from Part B to C, candidates must, in addition to satisfying the requirements of the University's General Regulations for Undergraduate Awards (GRUA), achieve the following: obtain not less than 30% in all modules for the respective Part.

AND

(ii) In order to be eligible for the award of the degree, candidates must, in addition to satisfying the requirements of GRUA, achieve the following: obtain not less than 30% in all modules in Part C.

(iii) All candidates who fail to satisfy the requirements of (i) or (ii) above will have the option of reassessment in the Special Assessment Period, subject to any limitations embodied in individual module specifications, except as stated in (iv) below.

(iv) Where a candidate has obtained fewer than 40 credits in a Part of the Programme, reassessment will not be available in the Special Assessment Period.

1. Indicators of quality:

The programme is the responsibility of the Department of Human Sciences, which received 24 out of 24 in the External Subject Review of all its programmes in 1998.

1. Particular support for learning:

a) Careers Service:

The Careers Service provides support and advice for students seeking careers guidance and help with job-searching techniques, together with a library of careers resources, careers fairs, employer presentations, management and skills courses and a comprehensive website containing vacancies and information. In the UK Graduate Careers survey, sponsored by the Times Newspaper, Loughborough University Careers Service was rated as one of the most impressive with over 80% of students rating it as good or excellent. The service has also been identified by employers as the amongst the top ten Higher Education careers services in the 2003 Association of graduate Recruiters/Barkers survey.

b) Library:

The University Library provides advanced support for student learning in a purpose-built building and electronically via the web. It is open for upwards of 80 hours per week during semester and holds a stock of more than half a million volumes and an extensive serials collection. Numerous PC workstations (100+), networked printing facilities and self-service photocopiers are also available. The Library is designated EDC (European Documentation Centre). The Library catalogue is available on-line, as are electronic versions of reading lists. Over 180 subject-specific electronic databases can be accessed by users both on campus and elsewhere. The Library organises induction sessions for first year students and librarians can provide flexible training for students and researchers throughout their time at Loughborough. User support is also available from the Library information desks, via printed and online guides and through a series of ‘Lunchtime in the Library’ and other training sessions. There are a variety of study environments in the Library, including individual and group study desks, private carrels and group study rooms.

c) Computing Services:

Computing Services provides the University IT facilities and infrastructure. General purpose computer resources across campus are open 24 hours and more specialist computer laboratories are provided I partnership with departments. Students in halls of residence are supported in connecting their computers to the high speed network. The University’s virtual learning environment “LEARN” provides on and off campus access to web-based teaching materials provided by lecturing staff.

d) Professional Development:

Professional Development (PD) provides continuing professional development and support in teaching and a wide range of other areas.

New lecturers attend a personalised programme of PD courses and, in the final year of probation, PD assesses their teaching through direct observation and a portfolio. Accreditation for this process has been awarded by the Higher Education Academy (HEA).

PD works directly with staff who wish to develop more effective teaching and learning methods – including the area of learning technologies – and provides resources to support the learning skills development of students.

Other development opportunities are provided in institutional strategic priority
areas and in response to discussions with departments in the context of their
needs.

e) Counselling Service and English Language Study Unit:

The Counselling Service and English Language Study Unit are able to support individual students in resolving problems and in improving communication skills for international students.

f) Mathematics Learning Support Centre:

The Centre, which is based in the Department of Mathematical Sciences, provides a range of services designed to support any undergraduate student in the University in their learning of mathematics. In particular it aims to help students in the earlier stages of their studies who might benefit from resources and tuition over and above that normally provided as part of their course.