University of Nottingham Malaysia
Department of
Chemical and Environmental Engineering

Programme Outcomes

MEng Programme

The department maps its module learning outcomes to, and assesses the attainment of,  two sets of Programme Outcomes:  (A) The Engineering Accreditation Council Malaysia (EAC) set and the United Kingdom-Specification set (B).  The two sets are compatible and can be interrelated.

(A) Programme Outcomes Engineering Accreditation Council Malaysia (EAC) Set


Engineering Knowledge - Apply knowledge of mathematics, natural science, chemical engineering fundamentals and chemical engineering specialisation as specified in WK1 to WK4 respectively to the solution of complex engineering problems. 



Problem Analysis (Complexity of analysis)- Identify, formulate, conduct research literature and analyse complex engineering problems reaching substantiated conclusions using first principles of mathematics, natural sciences and chemical engineering sciences (WK1 to WK4). 



Design/Development of Solutions (Breadth and uniqueness of engineering problems) - Design solutions for complex engineering problems and design chemical engineering systems, components or processes that meet specified needs with appropriate consideration for public health and safety, cultural, societal and environmental considerations (WK5). 



Investigation (Breadth and depth of investigation and experimentation)- Conduct investigation of complex engineering problems using research-based knowledge (WK8) and research methods including design of experiments, analysis and interpretation of data, and synthesis of information to provide valid conclusions.



Modern Tool Usage (Level of understanding of the appropriateness of the tool) - Create, select and apply appropriate techniques, resources, and modern engineering and IT tools, including prediction and modelling, to complex engineering problems, with an understanding of the limitations (WK6). 



The Engineer and Society (Level of knowledge and responsibility)- Apply reasoning informed by contextual knowledge to assess societal, health, safety, legal and cultural issues and the consequent responsibilities relevant to professional engineering practice and solutions to complex engineering problems (WK7). 



Environment and Sustainability (Type of solutions) - Understand and evaluate the sustainability and impact of professional engineering work in the solutions of complex engineering problems in societal and environmental contexts (WK7). 



Ethics (Understanding and level of practice)- Apply ethical principles and commit to professional ethics and responsibilities and norms of engineering practice (WK7). 



Individual and Team Work (Role in and diversity of team)- Function effectively as an individual, and as a member or leader in diverse teams and in multidisciplinary settings. 



Communication (Level of communication according to type of activity performed) - Communicate effectively on complex engineering activities with the engineering community and with society at large, such as being able to comprehend and write effective reports and design documentation, make effective presentations, and give and receive clear instructions. 



Project Management and Finance (Level of management required for differing types of activity) - Demonstrate knowledge and understanding of engineering management principles and economic decision-making and apply these to one’s own work, as a member and leader in a team, to manage projects in multidisciplinary environments.  



Life-long Learning (Preparation for the depth of continuing learning) - Recognise the need for, and have the preparation and ability to engage in independent and life-long learning in the broadest context of technological change. 



Entrepreneurship and Business Skills Innovate and generate business ideas to evaluate the context and viability of an organization or business, to engage risk and reality in decision making, to generate new ideas for a new business venture and to negotiate effectively.  


The program learning outcomes are grouped into 5 general areas to identify the nature of the skills and capability involved. These groups are:         

Technical (T) – essential capabilities related to traditional scientific and engineering knowledge

Analysis (A) – creatively working with available data and engineering tools and fundamental knowledge to correctly solve basic problem

Design (D) – being able to perceive the best solution for both small scale and large scale project by involving all required basic problems

Ethics, Safety, Society and Environment (ESSE) - giving appropriate consideration to matters pertaining to professionalism and ethics, safety, local and global society and the environment

Work skills (S) – being and effective communicator and effective member of a team and to appreciate the need to continuously acquired skills and abilities.


(B) Programme Outcome United Kingdom-Specification Set


Underpinning mathematics, science (chemistry, physics, biology) and associated engineering disciplines




Students’ knowledge and understanding of mathematics, science and associated engineering disciplines should be of appropriate depth and breadth to underpin their chemical engineering education, to enable appreciation of its scientific and engineering context, and to support their understanding of future developments. It is expected that this underpinning material should be taught in an engineering context and, where appropriate, a chemical engineering context.




The amount of underpinning mathematics and science will vary between programmes, particularly reflecting variations in entry qualifications and/or structure of the earlier year(s) of the programmes. Departments will need to provide evidence that students have achieved the levels in these topics to underpin all the other required Learning Outcomes in chemical engineering.




Learning outcomes - Level B


Students graduating from an accredited programme will:


Have a knowledge and understanding of mathematics necessary for the analysis of and to support applications of key chemical engineering principles and processes.


Have a knowledge and understanding of basic mathematical models relevant to chemical engineering.


Have a knowledge and understanding of scientific principles, namely the relevant aspects of physics, chemistry, biochemistry, biology and materials science, to enable the understanding of chemical engineering principles.


Have a basic understanding of relevant elements from engineering disciplines commonly associated with chemical engineering, such as electrical power and motors; microelectronics; mechanics of pressure vessels; structural mechanics.



Core Chemical Engineering




Core chemical engineering comprises the main principles and applications of chemical engineering. Students graduating from an accredited programme will:


Understand the principles of fluids and solids formation and processing.


Be proficient in applying these principles to problems involving fluid flow, heat transfer, mass transfer and reaction engineering.


Be able to apply the principles to the analysis of complex systems within a structured approach to safety, health and sustainability.




It is desirable that throughout the programme the students should gain an understanding of the broad range of applications of the principles and develop the ability to analyse, model quantitatively and synthesise at the appropriate scale. The applications should include:


Different types of process, including continuous and batch; chemical processes and bioprocesses.


Different time scales: short and long periods; steady and unsteady state.


Different physical scales: from molecular level to large scale continuous.




Fundamentals - Level B


Students graduating from an accredited programme will:


Understand the principles of material and energy balances.


Understand the thermodynamic and transport properties of fluids, solids and multiphase systems.


Understand the principles of momentum, heat and mass transfer, and be able to apply them to problems involving flowing fluids and multiple phases.


Be able to apply thermodynamic analysis to processes with heat and work transfer.


Understand the principles of equilibrium and chemical thermodynamics, and be able to apply them to phase behaviour, and to systems with chemical reaction.


Understand the principles of chemical reaction and reactor engineering.




Mathematical Modelling and Quantitative Methods – Level B


Students graduating from an accredited programme will:


Be familiar with, and able to apply, a range of appropriate tools such as dimensional analysis and mathematical modelling.


Understand the role of empirical correlation and other approximate methods.


Be competent in the use of numerical and computer methods, including industry-standard chemical engineering software, for solving chemical engineering problems (detailed knowledge of computer coding is not required).




Process and Product Technology – Level B


Students graduating from an accredited programme will:


Understand and be able to apply methods to analyse the characteristics and performance of a range of typical mixing, separation, and similar processing steps for fluids, particulates and multi-phases.


Understand the principles on which processing equipment operates, and be able to apply methods to determine equipment size and performance of common items such as reactors, exchangers and columns.


Understand and be able to estimate the effect of processing steps upon the state of the material being processed, and on the end product in terms of its composition, morphology and functionality.




Systems – Level B


Students graduating from an accredited programme will:


Understand the principles of batch and continuous operation and criteria for process selection.


Understand the inter-dependence of elements of a complex system and be able to synthesise such systems by integrating process steps into a sequence and applying analysis techniques such as balances (mass, energy) and pinch.


Understand system dynamics, be able to predict the response to changes in a dynamic system, and be able to design and determine the characteristics and performance of measurement and control functions.




Process Safety – Level B


Students graduating from an accredited programme will:


Understand the inherent nature of safety and loss prevention, and the principal hazard sources in chemical and related processes – including flammability, explosivity and toxicity (including biological hazards).


Understand the principles of risk assessment and of safety management, and be able to apply techniques for the assessment and abatement of process and product hazards.


Understand methods of identifying process hazards (e.g. HAZOP), and of assessing environmental impact.


Be aware of specialist aspects of safety and environmental issues, such as noise, hazardous area classification, relief and blowdown, fault tree analysis.


Have knowledge of the local legislative framework and how it is applied to the management of safety, health and environment in practice and in the workplace, from the perspectives of all involved, including operators, designers, contractors, researchers, visitors and the public.




Safety Culture – Level B and Level F


In addition to the above ‘taught’ outcomes, it is expected that students’ learning and teaching will be undertaken in an environment (Department, School, etc) where there is an obviously strong and effective safety culture and where the students will learn by example.


Thus, students graduating from an accredited programme will understand that: an effective Safety, Health and Environment (SH&E) culture includes:


Leadership – Head of Department and Senior Management take an active part in SH&E


Visibility – clear and relevant signage and information; good standards of housekeeping in laboratories.


Behaviour – staff, students and visitors behave in a careful, risk averse manner; Personal Protective Equipment is available and usage is enforced; there are systems for incident reporting, follow-up, feedback and improvement.


Legislative Compliance – there is a sound understanding of, and compliance with, applicable SH&E legislation.


Risk Assessment and Management – Risk Assessment and Permit to Work systems are in place; those who use them are fully conversant with their roles and responsibilities.




Sustainability and Economics, Ethics – Level B


Students graduating from an accredited programme will:


Understand the principles of sustainability (environmental, social and economic) and be able to apply techniques for analysing, throughout the lifecycle, the interaction of process, product and plant with the environment.


Understand and be able to apply the main methods of minimizing the environmental impact on air, water, land, and integrated eco-systems, including waste minimization at source and ‘end-of-pipe’ methods.


Be able to apply the principles of process, plant and project economics.


Understand the need for high ethical and professional standards and understand how they are applied to issues facing engineers.




Ethics Culture – Level B and Level F


Although ‘taught’ ethics is not excluded, it is not an essential requirement of an accredited degree. It is expected that the ‘taught’ outcomes in areas such as safety, sustainability and economics, together with the awareness of the code of conduct and professionalism, will lead to an embedded ethics culture.


Thus, students graduating from an accredited programme will understand that: an effective ethics culture includes:


how sustainability, economics, health and safety and professionalism are informed by and influence the ethical reasoning and behaviour of the professional engineer.



Chemical Engineering Practice




Chemical engineering practice is the practical application of chemical engineering skills, combining theory and experience, together with the use of other relevant knowledge and skills.


Learning Outcomes – Level B


Students graduating from an accredited programme will:


Have a knowledge and understanding of laboratory practice, and able to operate bench- (or larger) scale chemical engineering equipment.


Be able to undertake well-planned experimental work and to interpret, analyse and report on experimental data.


Be able to find and apply, with judgement, information from technical literature and other sources.


Be aware of the importance of codes of practice and industry standards and have some experience in applying them.


Be aware of quality assurance issues and their application to continuous improvement.


Be aware of the range of applications of chemical engineering and the roles of chemical engineers.


Be aware of the concept and implications of ‘professional’ (chartered) engineers and the role of Professional Engineering Institutions.




Learning Outcomes – Level F


Students graduating from an accredited programme will:


Understand the limitations of current practice.


Be aware of research and developments in relevant technologies and their potential impact on current practice.


Have undertaken research and/or development project work that provides opportunities for: application of research methods; originality and experience in dealing with uncertainty and new concepts and/or applications.


Have communicated the outcomes of the project work in a professional manner that may include: thesis; publication; poster; presentation



Chemical Engineering Design Practice & Design Projects




Chemical engineering design is the creation of a system, process, product, or plant to meet an identified need. Design is an essential component of all IChemE-accredited degrees and serves to:


Develop an integrated approach to chemical engineering.


Encourage the application of chemical engineering principles to problems of current and future industrial relevance including sustainable development, safety, and environmental issues.


Encourage students to develop and demonstrate creative and critical powers by requiring choices and decisions to be made in areas of uncertainty


Encourage students to take a broad view when confronted with complexity arising from the interaction and integration of the different parts of a process or system.


Encourage the development of transferable skills such as communication and team working.


Give students confidence in their ability to apply their technical knowledge to real problems.




IChemE is keen to encourage innovation and diversity in design and to encourage a wide range of applications, which might include:


Process design – synthesis of unit operations into a manufacturing process to meet a specification.


Process troubleshooting/debottlenecking – analysis of problems for an existing process for which the solutions require innovative process or equipment changes.


Equipment design – the design of specific and complex equipment items to deliver a process or product objective, e.g. extruder, distillation column, etc.


Product design.


Product troubleshooting – analysis of problems for an existing product for which innovative solutions are required.


System design – where creativity, broad range thinking, and systems integration are needed to design a system to meet a specification, e.g. manufacturing supply chain, effluent handling system, transportation system, safety auditing system, recycling system, site utility system, product distribution system.




Learning Outcomes – Level B


Students graduating from an accredited programme will:


Understand the importance of identifying the objectives and context of the design in terms of: the business requirements; the technical requirements; sustainable development; safety, health and environmental issues; appreciation of public perception and concerns.


Understand that design is an open-ended process, lacking a pre-determined solution, which requires: synthesis, innovation and creativity; choices on the basis of incomplete and contradictory information; decision making; working with constraints and multiple objectives; justification of the choices and decisions taken.


Be able to deploy chemical engineering knowledge using rigorous calculation and results analysis to arrive at and verify the realism of the chosen design.


Be able to take a systems approach to design appreciating: complexity; interaction; integration


Be able to work in a team and understand and manage the processes of: peer challenge; planning, prioritising and organising team activity; the discipline of mutual dependency.


Be able to communicate effectively to: acquire input information; present the outcomes of the design clearly, concisely and with the appropriate amount of detail, including flowsheets and stream data; explain and defend chosen design options and decisions taken.




Learning Outcomes at Level F


Students graduating from an accredited programme will:


Have a comprehensive understanding of design processes and methodologies and an ability to apply and adapt them in unfamiliar situations.


Be able to work with information that may be incomplete or uncertain, quantify the effect of this on the design and, where appropriate, use theory or experimental research to mitigate deficiencies.


Have the ability to generate an innovative design for processes, systems and products to fulfill new needs.


Have achieved, within the design project(s) some of the ‘Depth’ and ‘Breadth’ Outcomes of Advanced Chemical Engineering at Masters Level described in Section A6. For example:


Detailed design of control systems based on process dynamics;


Design and operation aspects of start-up and shut-down;


Design of a process for a novel product for which data are unreliable or limited


Environmental impact and Life Cycle Analysis;


Evaluation of financial and other risks.



Embedded Learning




Chemical engineers must develop a range of general ‘transferable’ (or ‘professional’) skills. IChemE expects degree programmes to be designed so that the opportunity to acquire and develop these skills, in different ways and at different levels, is embedded throughout the programme.




Learning Outcomes


Students graduating from an accredited programme will:


Have developed a wide range of problem-solving skills.


Have developed a range of effective communication skills including written reports and presentations.


Recognise the importance of working effectively with others and have acquired a range of experience in achieving this.


Recognise the importance of leadership skills and have had some opportunity to acquire these


Be effective users of IT.


Recognise the importance of project planning and time management and have acquired a range of experience in achieving these.


Be able to reflect on their own work and implement strategies for personal improvement and professional development.


Be aware of the benefits of continuing professional development and of personal development planning.



Advanced Chemical Engineering at Level F


Advanced Chemical Engineering outcomes at Level F will build on the Level B outcomes set out in A2 to A4.


Students graduating from an accredited programme with outcomes at Level F will, in addition:


Have the ability to handle uncertainty and complexity


Have the ability to familiarize themselves with the new and unknown.


Have the ability to develop innovative approaches.


Have some understanding of the limits of available technology and of the potential of new and emerging technology.


Have a broader understanding of related subjects.




Achievement of Level F Depth learning outcomes


‘Depth’ requires knowledge and understanding beyond Level B, and the achievement of more challenging learning outcomes, for subjects within Core Chemical Engineering. Such ‘Depth’ subjects will usually be characterized by having clearly distinguishable pre-requisites from an earlier stage in the programme. ‘Depth’ subjects may also develop a research strength or specialism of the department.




Achievement of Level F Breadth learning outcomes


Chemical engineering is a broad, multi-faceted and expanding discipline. This provides opportunities for accredited M- and F-Standard programmes to include subjects in addition to Core Chemical Engineering. IChemE welcomes this, particularly where the Level F ‘Breadth’ subjects reflect a strength or specialism of the Department (either research strengths and /or a focus on specific industry sectors). In distinction to ‘Depth’ subjects, ‘Breadth’ subjects will in general not depend on specific pre-requisites from an earlier stage in the programme.




It is expected that such ‘Breadth’ subjects will be related to Chemical Engineering in its widest sense at Level F. Subjects that are at an introductory level, or would be an introductory level in other programmes, would be unlikely to meet the learning outcomes at Level F.




Other Level F outcomes


Level F in chemical engineering practice and chemical engineering design should reflect the general advanced abilities listed above. Specific Level F outcomes for these topics are given in Sections 3.3 and 4.3 above



Complementary Subjects


Accredited degree programmes may contain other subjects that are not directly related to chemical engineering, such as  languages, business and management related studies, history and culture, etc. IChemE recognises the benefits of a rounded education in effectively preparing graduates for their careers. Complementary subjects are not formally assessed by IChemE as for programme accreditation, but rigour in their teaching and assessment is expected.

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