We are passionate about sharing with our students the vital role they each have now and as future professionals in promoting a sustainable future for all. We believe that sustainability is not the domain of one discipline or profession. It is the responsibility of all disciplines, professions, organisations and individuals.
That is why on each of our courses within the School of Computing, Engineering and Intelligent Systems you will learn about the UN Sustainable Development Goals and the contribution you can make now, and as a graduate in Computing or Engineering.
Read the course details below to find out more.
Providing professionals with knowledge in the principles and application of Smart Manufacturing for upskilling.
The programme aims to equip students and upskill current engineers with expert knowledge across multi-disciplines in both the underlying science and application of manufacturing and mechanical engineering with the computing topics of intelligent data analytics and robotics. In addition, the programme develops knowledge and skills to understand the nature of the global business environment and global business operations.
We know that choosing to study at university is a big decision, and you may not always be able to find the information you need online.
Please contact Ulster University with any queries or questions you might have about:
For any queries regarding getting help with your application, please select Admissions in the drop down below.
For queries related to course content, including modules and placements, please select Course specific information.
We look forward to hearing from you.
In this section
The PgCert in Smart Manufacturing Systems is a collaboration between the school of Computing, Engineering and Intelligent Systems in the Faculty of Computing, Engineering and the Built Environment, and the Department of Global Business and Enterprise in the Ulster Business School; both are based at the Magee campus. The overall aim of the PgCert course is to provide postgraduate education and training in the concepts and methods within the area of manufacturing and mechanical engineering with the application of industrial robotics, data analytics and machine learning to meet the needs of manufacturing in Industry 4.0. The PgCert Smart Manufacturing Systems (SMS) programme has the core aim of training engineering and computer science professionals to upskill in applying smart techniques across the manufacturing environment. Such skilled engineers and scientists with applied knowledge of smart manufacturing are needed to support the manufacturing industry, where the need for "Smarter" factories is becoming a requirement to remain competitive.
Beginning in September, the certificate will normally be completed in two semesters across a single academic year. Each lecture will be hosted at the Magee campus.
Students are expected to attend all classes associated with the programme and be punctual and regular in attendance.
A student who has not been in attendance for more than three days through illness or other cause must notify immediately the Course Director. The student shall state the reasons for the absence and whether it is likely to be prolonged. Where the absence is for a period of more than five working days, and is caused by illness which may affect their studies, the student shall provide appropriate medical certification in accordance with the General Regulations for Students.
Students who are absent without good cause for a substantial proportion of classes may be required to discontinue studies, in accordance with the General Regulations for Students.
The aims and learning outcomes of the programme are achieved through the application of a variety of teaching and learning methods across the modules. The modules allow a varied and interesting mix of methods to be used to enhance knowledge and understanding as well as allowing students to practise and develop their professional skills.
Teaching methods are diverse and planned in a manner thought appropriate for an advanced education in engineering. As well as aiming to cover an appropriate curriculum, the course team endeavour to take account of the following factors:
Lectures: Lectures are considered an effective way of engaging students and communicating knowledge coherently to groups and are therefore used extensively for the presentation of material. However, the ‘flipped classroom’ model is also used when opportunities arise, and it is deemed appropriate to employ. In addition, digital enhanced learning is facilitated by the utilisation of such tools as Blackboard Collaborate. For example, the module “Global Business in Context” is delivered fully online.
Practical Work: Practical, laboratory-based work is a central activity in all modules, and the School has a number of state-of-the-art laboratories designed for this purpose including mechanical, electronic and computing based. Due to the practical nature of the course the students are timetabled for extensive laboratory work, where they have the support of a number of tutors to provide them with “hands on” guidance. This is an essential learning component for the students as “learning by doing” is for example recognised as the best way to develop design thinking skills; e.g. prototype, test etc.
Tutorials: Many modules use tutorial work to further advance study and practical skills. In addition to laboratory sessions, tutorials are considered crucial not only for the acquisition of knowledge but also for enhancing contact and communication between staff and students.
All modules, as a minimum, have an online presence on the University’s VLE, Blackboard Learn (BBL). Lecture notes, practical exercises and any other supplementary materials are available to students in advance of classes. Module coordinators use the BBL provision to administer the module, for example posting notices and instructions. Each programme of study has a dedicated BBL Course Support Area (CSA) where all information from enrolment to graduation can be easily accessed. Students, on logging into BBL, have access to the CSA and to the modules on which they have enrolled. The CSA provides links to all information – general and specific – that students might require throughout their studies.
Assessment and Feedback
In 2011 the University adopted 7 Principles of Assessment and Feedback for Learning, based on the Reengineering Assessment Practices (REAP) principles (www.reap.ac.uk).
These are:
Help to clarify, from the early stages of a programme, what good performance means (goals, criteria, standards); Encourage ‘time and effort’ on challenging learning tasks which recognise the importance of learning from the tasks, not just demonstrating learning through the tasks; Deliver timely learner-related feedback information that helps students to self-correct and communicate clear, high expectations and professionalism; Provide opportunities for students to act on feedback and close any gap between current and desired performance through complementary and integrated curriculum design and pedagogic practice; Ensure that all assessment has a beneficial, constructive impact on student learning, encouraging positive motivational beliefs, confidence and self-esteem; Facilitate the development of self- and peer-assessment skills and reflection on learning, to enable students to progressively take more responsibility for their own learning, and to inspire a lifelong capacity to learn; Encourage interaction and dialogue around learning and professional practice (student-student, lecturer-student and lecturer-lecturer) including supporting the development of student learning groups and peer learning communities.
The implementation of these principles inevitably influences curriculum design, delivery and educational practice.
Assessment strategies are closely related to the aims and learning outcomes of individual modules, but similar types of strategies are assessed and given feedback by standard methods to promote consistency across modules. Central to any assessment strategy is the need to assess whether learning outcomes have been met by candidates in relation to not only the course aims and objectives but also as a form of feedback to students in terms of their learning progression. Students are provided with comprehensive information at the start of each taught module detailing assessment schedules throughout. Individual Assessment Specifications clearly articulate requirements (including submission and return deadlines) and a marking scheme. In the event of any elements of group work that are assessed in a summative method, at least 25% of each student’s assessment in the group work shall be based on his or her individual contribution.
Innovation in assessment and feedback is strongly encouraged, and best practice is disseminated at Course Committees and School Boards. All coursework material is both internally and externally moderated prior to it being made accessible to students, and also following its marking to ensure adequate validity, reliability and fairness.
In line with the University’s Assessment and Feedback Principles, staff members strive to provide prompt and detailed feedback to all students. Since the Faculty is moving to the “paperless office” mode of operation it is expected that students are facilitated to upload all assignment work to Blackboard and receive feedback using the same mode of communication. The Schools within the Faculty comply with the University policy of providing feedback within fifteen working days.
The Course Team currently monitors the assessment burden on students in each year and takes action where necessary. In advance of each academic semester all staff are required to submit the assessment schedule for their module/s. This is then carefully considered by the Course Director and suggestions made to avoid significant submission clashes. This often results in consultation to consider alternative submission dates to avoid overloading of assessment deadlines.
In accordance with SENDO (NI) (amended 2008) and the University’s ethos of inclusion, the facilitation of special arrangements for students with disabilities is applied where appropriate. Students with disabilities are accommodated as their needs dictate and as specified by the Student Disability Officer within Student Support services. Students who declare a disability not already formally disclosed are directed to Student Support to ensure that their specific needs are assessed. In relation to assessments, every effort is made to ensure that students with disabilities have the same opportunities as their peers to demonstrate the achievement of learning outcomes.
The content for each course is summarised on the relevant course page, along with an overview of the modules that make up the course.
Each course is approved by the University and meets the expectations of:
As part of your course induction, you will be provided with details of the organisation and management of the course, including attendance and assessment requirements - usually in the form of a timetable. For full-time courses, the precise timetable for each semester is not confirmed until close to the start date and may be subject to some change in the early weeks as all courses settle into their planned patterns. For part-time courses which require attendance on particular days and times, an expectation of the days and periods of attendance will be included in the letter of offer. A course handbook is also made available.
Courses comprise modules for which the notional effort involved is indicated by its credit rating. Each credit point represents 10 hours of student effort. Undergraduate courses typically contain 10, 20, or 40 credit modules (more usually 20) and postgraduate courses typically 15 or 30 credit modules.
The normal study load expectation for an undergraduate full-time course of study in the standard academic year is 120 credit points. This amounts to around 36-42 hours of expected teaching and learning per week, inclusive of attendance requirements for lectures, seminars, tutorials, practical work, fieldwork or other scheduled classes, private study, and assessment. Teaching and learning activities will be in-person and/or online depending on the nature of the course. Part-time study load is the same as full-time pro-rata, with each credit point representing 10 hours of student effort.
Postgraduate Master’s courses typically comprise 180 credits, taken in three semesters when studied full-time. A Postgraduate Certificate (PGCert) comprises 60 credits and can usually be completed on a part-time basis in one year. A 120-credit Postgraduate Diploma (PGDip) can usually be completed on a part-time basis in two years.
Class contact times vary by course and type of module. Typically, for a module predominantly delivered through lectures you can expect at least 3 contact hours per week (lectures/seminars/tutorials). Laboratory classes often require a greater intensity of attendance in blocks. Some modules may combine lecture and laboratory. The precise model will depend on the course you apply for and may be subject to change from year to year for quality or enhancement reasons. Prospective students will be consulted about any significant changes.
Assessment methods vary and are defined explicitly in each module. Assessment can be a combination of examination and coursework but may also be only one of these methods. Assessment is designed to assess your achievement of the module’s stated learning outcomes. You can expect to receive timely feedback on all coursework assessments. This feedback may be issued individually and/or issued to the group and you will be encouraged to act on this feedback for your own development.
Coursework can take many forms, for example: essay, report, seminar paper, test, presentation, dissertation, design, artefacts, portfolio, journal, group work. The precise form and combination of assessment will depend on the course you apply for and the module. Details will be made available in advance through induction, the course handbook, the module specification, the assessment timetable and the assessment brief. The details are subject to change from year to year for quality or enhancement reasons. You will be consulted about any significant changes.
Normally, a module will have 4 learning outcomes, and no more than 2 items of assessment. An item of assessment can comprise more than one task. The notional workload and the equivalence across types of assessment is standardised. The module pass mark for undergraduate courses is 40%. The module pass mark for postgraduate courses is 50%.
The class of Honours awarded in Bachelor’s degrees is usually determined by calculation of an aggregate mark based on performance across the modules at Levels 5 and 6, (which correspond to the second and third year of full-time attendance).
Level 6 modules contribute 70% of the aggregate mark and Level 5 contributes 30% to the calculation of the class of the award. Classification of integrated Master’s degrees with Honours include a Level 7 component. The calculation in this case is: 50% Level 7, 30% Level 6, 20% Level 5. At least half the Level 5 modules must be studied at the University for Level 5 to be included in the calculation of the class.
All other qualifications have an overall grade determined by results in modules from the final level of study.
In Masters degrees of more than 200 credit points the final 120 points usually determine the overall grading.
Figures from the academic year 2022-2023.
The University employs over 1,000 suitably qualified and experienced academic staff - 60% have PhDs in their subject field and many have professional body recognition.
Courses are taught by staff who are Professors (19%), Readers, Senior Lecturers (22%) or Lecturers (57%).
We require most academic staff to be qualified to teach in higher education: 82% hold either Postgraduate Certificates in Higher Education Practice or higher. Most academic and learning support staff (85%) are recognised as fellows of the Higher Education Academy (HEA) by Advance HE - the university sector professional body for teaching and learning. Many academic and technical staff hold other professional body designations related to their subject or scholarly practice.
The profiles of many academic staff can be found on the University’s departmental websites and give a detailed insight into the range of staffing and expertise. The precise staffing for a course will depend on the department(s) involved and the availability and management of staff. This is subject to change annually and is confirmed in the timetable issued at the start of the course.
Occasionally, teaching may be supplemented by suitably qualified part-time staff (usually qualified researchers) and specialist guest lecturers. In these cases, all staff are inducted, mostly through our staff development programme ‘First Steps to Teaching’. In some cases, usually for provision in one of our out-centres, Recognised University Teachers are involved, supported by the University in suitable professional development for teaching.
Figures from the academic year 2022-2023.
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Here is a guide to the subjects studied on this course.
Courses are continually reviewed to take advantage of new teaching approaches and developments in research, industry and the professions. Please be aware that modules may change for your year of entry. The exact modules available and their order may vary depending on course updates, staff availability, timetabling and student demand. Please contact the course team for the most up to date module list.
Year: 1
Status: C
Businesses now operate in a globalised, highly connected multi-layered business environment that presents many challenges, and is typified by volatility, uncertainty, complexity and ambiguity to the firm. As the leaders/managers and decision makers of the future, this module will help students understand key concepts and current trends in Global Business, prepare for work in multi-layered environments, and to understand the need for flexibility and adaptability, both in the domestic and regional and global contexts.
Year: 1
Status: C
This module aims to contextualise the role of Business Intelligence and Business Analytics and why we need them. A particular focus will be on how to turn already stored data into valuable information and why this is important. For instance, vast amounts of data regarding company's customers and operations is routinely collected and stored in large corporate data warehouses. This data can be of immense value if properly analysed. Students will explore techniques and tools for data analysis, and presentation of the results to non-technical and managerial staff, in alignment with business strategies. Business intelligence and analytics however, are open to certain ethical and consent issues along with risks. These will be analysed, reviewed and evaluated.
Year: 1
Status: C
This module provides the student with the ability to devise and direct the specification and installation of advanced manufacturing processes compliant with Industry 4.0 principles within an engineering company.
We recognise a range of qualifications for admission to our courses. In addition to the specific entry conditions for this course you must also meet the University’s General Entrance Requirements.
Applicants must:
(a) have gained
(i) an Honours or non-Honours degree from a University of the United Kingdom or the
Republic of Ireland, or from a recognised national awarding body, or from an institution of
another country which is recognised as being of an equivalent standard; or
(ii) an equivalent standard (normally 50%) in a Graduate Certificate or Graduate Diploma or
an approved alternative qualification; and
the qualification must be in the subject areas of Mechanical Engineering,
Electrical/Electronic Engineering, Computer Engineering, or a related discipline;
and
(b) provide evidence of competence in written and spoken English (GCSE grade C or
equivalent)
English language requirements for international applicants
The minimum requirement for this course is Academic IELTS 6.0 with no band score less than 5.5. Trinity ISE: Pass at level III also meets this requirement for Tier 4 visa purposes.
Ulster recognises a number of other English language tests and comparable IELTS equivalent scores.
Studies pursued and examinations passed in respect of other qualifications awarded by the University or by another university or other educational institution, or evidence from the accreditation of prior experiential learning, may be accepted as exempting candidates from part of the programme provided that they shall register as students of the University for modules amounting to at least the final third of the credit value of the award, at the highest level.
In this section
Smart Manufacturing is a rapidly developing field of study within both academia and industry. The PgCert Smart Manufacturing Systems aims to prepare students for a successful career as a modern manufacturing engineer where Industry 4.0 machine-to-machine (M2M) communication (products talk to machines) is producing large amounts of collected data, where analytics now plays a key role in understanding and modelling process improvements, alongside competitive demands within a global business context. Hence, there is a need for skills in industrial robotics, intelligent automation, factory modelling and simulation, zero defect manufacturing with data analytics, and commercial awareness. These types of skills are typically in high demand in manufacturing industries from plastics, semiconductor to construction, as the sectors moves to Industry 4.0.
This programme of study is firmly based under the STEM umbrella and additionally due to the nature of the skills and knowledge developed during the programme, resulting graduates will have the potential to be employed across a spectrum of industries which will address the skills shortage in smart manufacturing capabilities.
Successful students from this course would be eligible to the MSc version of the Smart Manufacturing Systems course. There is currently an extensive demand for engineering graduates, particularly those with the high-level skills to develop and operate smart factories, which will be provided by this course.
There is no work-based learning or supervised work experience/placement within the PgCert programme.
The price of your overall programme will be determined by the number of credit points that you initiate in the relevant academic year.
For modules commenced in the academic year 2024/25, the following fees apply:
| Credit Points | NI/ROI/GB Cost | International Cost* |
|---|---|---|
| 5 | £194.45 | £474.70 |
| 10 | £388.90 | £949.40 |
| 15 | £583.35 | £1,424.10 |
| 20 | £777.80 | £1,898.80 |
| 30 | £1,166.70 | £2,848.20 |
| 60 | £2,333.40 | £5,696.40 |
| 120 | £4,666.80 | £11,392.80 |
| 180 | £7000.20 | £17,089.20 |
NB: A standard full-time PGCert is equivalent to 60 credit points per year. A standard full-time PGDip is equivalent to 120 credit points per year.
*International student access to courses is subject to meeting visa requirements. More information can be found in the Visas and Immigration section.
It is important to remember that costs associated with accommodation, travel (including car parking charges) and normal living will need to be covered in addition to tuition fees.
Where a course has additional mandatory expenses (in addition to tuition fees) we make every effort to highlight them above. We aim to provide students with the learning materials needed to support their studies. Our libraries are a valuable resource with an extensive collection of books and journals, as well as first-class facilities and IT equipment. Computer suites and free Wi-Fi are also available on each of the campuses.
There are additional fees for graduation ceremonies, examination resits and library fines.
Students choosing a period of paid work placement or study abroad as a part of their course should be aware that there may be additional travel and living costs, as well as tuition fees.
See the tuition fees on our student guide for most up to date costs.
We know that choosing to study at university is a big decision, and you may not always be able to find the information you need online.
Please contact Ulster University with any queries or questions you might have about:
For any queries regarding getting help with your application, please select Admissions in the drop down below.
For queries related to course content, including modules and placements, please select Course specific information.
We look forward to hearing from you.
Ulster continues to develop and support sustainability initiatives with our staff, students, and external partners across various aspects of teaching, research, professional services operations, and governance.
At Ulster every person, course, research project, and professional service area on every campus either does or can contribute in some way towards the global sustainability and climate change agenda.
We are guided by both our University Strategy People, Place and Partnerships: Delivering Sustainable Futures for All and the UN Sustainable Development Goals.
Our work in this area is already being recognised globally. Most recently by the 2024 Times Higher Education Impact rating where we were recognised as Joint 5th Globally for Outreach Activities and Joint Top 20 Globally for Sustainable Development Goal 17: Partnership for the Goals.
Visit our Sustainability at Ulster destination to learn more about how the University strategy and the activities of Ulster University support each of the Sustainable Development Goals.
