Factors that affect the design of a successful engineering programme: A case study

We established an engineering degree utilising existing science and mathematics courses where possible in order to minimise the resource requirements. After 7 years of running this degree, research indicated dissatisfaction by some students regarding the science, and in particular, mathematics component of the programme. We also uncovered numerous non-academic issues that contributed to student disengagement from the degree. This paper outlines the evolution of an engineering degree from its inception to its current form. This evolution is informed by student surveys, focus groups, interviews, and best practice. The result has been a significant change to the foundation engineering course, the creation of new engineering courses, the appointment of a pastoral support agent, the growing of a student engineering culture and the redevelopment and re-emphasising of first year mathematics.