Accreditation Guide To Icheme
Accreditation Guide To Icheme
Accreditation Guide To Icheme
engineering degrees
www.icheme.org
June 2011
page 1
Contents
1. Introduction
2. An accreditation philosophy based
upon learning outcomes
3. Learning outcomes in a chemical
engineering context
4. Assessment of learning outcomes
5. Preparation for accreditation
6. The accreditation assessment process
7. Accreditation outcomes
8. Further information about application
Appendices
A Learning Outcome Exemplars
A1 Learning outcomes: Underpinning
chemical engineering
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1. Introduction
Chemical engineering continues to evolve
rapidly as a profession. Nowhere is the need
to take account of change more important
than in the education and academic
formation of engineers. It is essential that
new graduates have the skills to perform in
an ever-wider variety of roles and industries.
Moreover, they must not only be equipped to
contribute quickly during their early careers,
but also have a quality academic grounding
in chemical engineering principles to last a
lifetime.
Our aim, to recruit the brightest and most innovative
young people into the discipline, challenges us to
provide them with an education that will stimulate and
develop their talents. University degree programmes
must communicate the relevance and excitement of our
profession. IChemE responds to this challenge with its
accreditation activity, through which educators benefit
from our knowledge of best global practice in chemical
engineering education. IChemE concentrates upon
assessment of learning outcomes (i.e. what is learnt by
students) rather than traditional methods of specified
degree programme content (i.e. what is taught to
students).
These guidelines summarise what IChemE requires of
an accredited degree programme, with the intention
of leaving it to the university to determine how the
requirement is met.
It is grounded in a philosophy of
continuous improvement. IChemE expects
diversity and seeks to stimulate improvement in
chemical engineering education by encouraging
new and innovative approaches.
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Master level
(also described as a second cycle degree under the
bologna process)
Recognising Master level degrees of the highest
international standards that provide advanced
chemical engineering knowledge and skills.
Bachelor level
(also described as a first cycle degree under the
bologna process)
Recognising mainstream Bachelor level degrees
that provide a solid academic foundation in
chemical engineering knowledge and skills.
The academic formation requirement can flexibly be met in a variety of ways as illustrated below:
Master eg MSc
Important note
Neither name or title nor number of years duration of a degree programme has any bearing on the
predicted achievement of accreditation status.
Accreditation is based solely on programme learning outcomes and not degree titles.
Different degree titles may commonly be used across the international community.
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Footnote:
*Guidance on achieving further learning to Master level
is available from IChemE. Full guidance on IChemE
membership requirements is found at
www.icheme.org/membership
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Underpinning mathematics
and science
Core chemical engineering
Engineering practice
Bachelor
Design practice
Embedded learning
(sustainability, SHE)
eg BEng (Hons)
Embedded learning
(general transferable skills)
Integrated
Master
eg MEng
Complementary subjects
Advanced chemical engineering (depth)
Advanced chemical engineering (breadth)
Master
eg MSc
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These are:
Depth
Programmes that provide students with a deeper
penetration of knowledge and understanding than
has previously been acquired from a first exposure
to a topic earlier in the degree programme, taught to
Bachelor level standard. Such advanced programmes
must therefore have clearly distinguishable prerequisites of taught study from earlier in the curriculum
plan. (Where long programme/modules exist due
allowance will be made to address this principle
concept).
Refer to appendix A7 for further detail.
Breadth
Chemical engineering is also a vast field. This means
that there is great opportunity for programme designers
to design varied curricula reflecting certain fields and
interests. IChemE welcomes this and therefore expects
Master level programmes to include programmes/
modules that can clearly be described as advanced
breadth of study. These are programmes that expose
students to topics additional to those that would
normally be considered as core chemical engineering
but that are valuable to further developing their
chemical engineering formation.
Refer to appendix A7 for further detail.
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Bachelor level
20
20
85
85
Engineering practice
10
10
Design practice
Further learning to
Master level
10
10
Sufficient demonstration
Sufficient demonstration
Sufficient demonstration
Sufficient demonstration
Sufficient demonstration
Sufficient demonstration
) 55 ECTS minimum as
) total with a minimum
) of 10 ECTS in each
) category
) 55 ECTS minimum as
) total with a minimum
) of 10 ECTS in each
) category
5 ECTS minimum
5 ECTS minimum
185
125
60
Advisory notes:
All credit counts are on an exclusive basis. Therefore total content of whole programmes or modules cannot be
accounted for twice nor appear under two categories of learning. If departments consider that it is appropriate
for content of programmes/modules be allocated across categories of learning, this is acceptable, provided full
explanation of rationale is provided to IChemE.
Embedded materials It is expected that modules throughout a programme include, illustrate and reinforce
aspects of sustainability, SHE and, where possible ethics. It is expected that a wide variety of delivery methods are
used throughout so that students acquire the range of interpersonal and management skills etc to equip them to
the modern engineering workplace. No credits should be allocated to the embedded learning section.
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Professionalism
Codes of conduct
Obligations to the Public Duty of care
Trust
Bachelor Level
Ethics topics
Advanced Ethics
topics
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management structure
www.icheme.org
industry involvement
how sustainable development, ethics, safety etc
are embedded in the programme
A serviced meeting room should be prepared and
made available to the assessors for their private reviews
and deliberations. This room should ideally contain all
supporting documentation provided to the assessors for
their perusal. (Name badges for assessors and staff are
helpful).
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7. Accreditation outcomes
7.1 Accreditation decision process
To not accredit/re-accredit
7.2.2 Conditions
IChemE may make accreditations subject to conditions.
These are binding on the university and must be
complied with, within the indicated timeframe, if
accreditation is to be maintained and valid.
7.2.3 Recommendations
In the majority of cases IChemE may additionally make
recommendations to the university.
These are not mandatory but are offered in the spirit of
providing help and sharing of best practice in chemical
engineering education. Adoption by the university of
these recommendations is encouraged and expected.
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8.2 Costs
IChemE will expect all reasonable assessor expenses
with respect to travel, accommodation and subsistence
to be covered by the requesting university.
IChemE levies a modest administration charge to
universities for its accreditation services.
Current costs may be obtained by contacting IChemE.
8.3 Timeline
All accreditation applications are unique, dependent
upon the size and scope of the accreditation exercise
being undertaken and the familiarity of the department
with IChemE processes.
A reasonable expectation is that the whole process from
project initiation to formal decision takes 912 months.
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List of appendices
A Learning Outcome Exemplars
A1 Learning outcomes: Underpinning
chemical engineering
Advanced chemical engineering
(breadth)
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Appendix A1
Learning outcomes
underpinning mathematics and science
Students knowledge and understanding of
mathematics and science should be of sufficient 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.
Illustration of generic Bachelor and Master Level
learning outcomes
Bachelor level
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Programme/unit
Mathematics 1
CHE 1234
Aims
15 ECTS
Engineering applications
are to be introduced where
relevant.
Engineering chemistry
Foundation
engineering mechanics
CHE 1002
CHE 1005
15 ECTS
5 ECTS
Provide appreciation of
engineering mechanics
from a conceptual view. It is
aimed at technologists from
non-mechanical disciplines
who will meet mechanical
and rotational systems in their
work.
(Described by department)
(Described by department)
(Described by department)
Learning outcomes
Specific underpinning
discipline of mathematics or
science
Use VSEPR Model, ValanceManipulate partial derivatives. Bond and Molecular Orbital
Solve realistic engineering
Theory to predict electron
Manipulate complex
problems.
arrangement, molecular
numbers.
shape. Derive simple
etc.
Obtain numerical solutions
differentiated and integrated
to problems in important
rate equations for series,
engineering subject areas.
parallel and reversible
Apply programming skills to
chemical reactions. Perform
solve relevant problems.
basic calculations in phase
and chemical equilibria. Apply
etc.
models describing the PVT
behaviour of gases.
Embedded learning (SHE,
economic, societal, ethical)
Embedded transferable skill
development
(skills and personal qualities)
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Appendix A2
Learning outcomes
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Programme/unit
CHE 2003
Aims
Syllabus
(Described by department)
5 ECTS
Learning outcomes
Specific underpinning core chemical
engineering
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Chemical
thermodynamics
Reactors
CHE 2003
Aims
Syllabus
(Described by department)
(Described by department)
(Described by department)
Qualitatively interpret
phase diagrams for binary
and tertiary mixtures.
Quantitatively predict the
phase behaviour of complex
systems involving ideal or real
liquids.
5 ECTS
CHE 2011
Separation processes 2
5 ECTS
CHE 2005
5 ECTS
Learning outcomes
Core chemical engineering
etc.
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Appendix A3
Learning outcomes
Engineering practice and advanced
engineering practice
The practical application of engineering skills,
combining theory and experience, together with the
use of other relevant knowledge and skills. Graduates
of accredited programmes must understand the
ways in which chemical engineering knowledge can
be applied in practice, for example in: operations
and management; projects; providing services or
consultancy; developing new technology.
Departments should demonstrate high standards of
appreciation of Safety, Health and Environment (SHE) in
their teaching and operations within laboratories, pilot
plants and project work.
Bachelor level
Engineering practice
Master level
Knowledge and understanding of workshop and Knowledge and understanding of workshop and
laboratory practice.
laboratory practice.
Awareness of quality issues and their application Awareness of quality issues and their application
to continuous improvement.
to continuous improvement.
Plus
A thorough understanding of current
practice and its limitations, and some
appreciation of likely new developments.
Extensive knowledge and understanding of a
wide range of chemical engineering processes
and process equipment.
Ability to apply chemical engineering techniques
taking account of a range of commercial and
industrial constraints.
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Programme/unit
Chemical engineering
practice laboratory
projects 2
CHE 2032
Aims
Develop problem-solving
skills by experimentation
through a series of short and
long projects on chemical
engineering unit processes.
Develop exposure to
Develop knowledge of how
to use IT software and models full-scale process industry
to solve chemical engineering through a structured site visit.
problems.
Syllabus
(Described by department)
(Described by department)
(Described by department)
5 ECTS
CHE 3178
2 ECTS
Learning outcomes
Engineering practice
Appreciate importance
of procedures governing
activities undertaken.
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Programme/unit
Research dissertation
CHE 4006
Industry project
Aims
Syllabus
20 ECTS
CHE 3000
15 ECTS
Learning outcomes
Advanced chemical engineering practice
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Appendix A4
Learning outcomes
Design practice and advanced
design practice
(i) Summary
Chemical engineering design is the creation of
process, product or plant, to meet a defined need.
Learning about design is an essential part of accredited
chemical engineering degrees, and the usual teaching
and assessment mechanism is programme-work. To
demonstrate that the specified design skills (learning
outcomes) have been acquired, students should
accumulate portfolios of design work as they progress
through the programme, which will demonstrate their
ability to handle a range of process, product and plant
design problems. Individual exercises can vary in nature
and complexity and could include joint projects with
students from a different discipline, work carried out
at an industrial location under supervision, or relevant
experimental programmes, for example. The level of
achievement for each exercise should be appropriate
to the stage reached in the programme. The portfolio
approach will encourage integration of design work into
the taught programme and provide the student with a
wide variety of design experience.
(ii) Introduction
IChemE is keen to encourage the development of new
forms of design teaching and evaluation, to meet the
changing requirements of the profession. In chemical
engineering terms, design means 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.
process troubleshooting/debottlenecking
takes existing hardware and process line-up and
analyses particular problems for which the
solutions require innovative process or
equipment changes.
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(v) Assessment
decision making
working with constraints and multiple objectives
justification of the choices and decisions taken
How to deploy their chemical engineering knowledge
using rigorous calculation and results analysis to arrive
at and verify the realism of the chosen design.
How to take a systems approach to design
appreciating:
complexity
interaction
integration
How to work in a team understanding and managing
the processes of:
peer challenge
planning, prioritising and organising team
activity
In addition:
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Assignment A
Assignment B
Assignment C
Process design
challenge:
Troubleshooting a batch
distillation
Structure
Objectives in context
Learning outcomes:
(know and understand)
Deployment of technical
knowledge
Team working
Communication
Delivery
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Bachelor level
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Chemical engineering
design
Design project
CHE 1007
CHE 2004
Aims
Introduce approaches to
more complex and openended design tasks that
require a student to deal with
data uncertainty. Develop
knowledge of the economic
and business considerations
within which technical
decisions must be made.
Provide an understanding
of the mechanical and
constructional aspects of
equipment design and to
apply these in practice.
Syllabus
(Described by department)
(Described by department)
(Described by department)
5 ECTS
Equipment design
10 ECTS CHE 2207
5 ECTS
Learning outcomes
Chemical engineering design
practice
Calculate economic
performance using NPV, IRR
methods.
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Aims
Give a detailed knowledge of the design of a process from the conceptual stage through
to detailed design applying chemical engineering principles and skills acquired from other
programmes. Students are expected to demonstrate creativity and critical powers in making
choices and decisions in some areas of uncertainty.
Syllabus
Learning outcomes
Advanced chemical
engineering design practice
Develop a detailed knowledge of the design of a process from the conceptual stage through
to detailed design. Apply chemical engineering skills acquired from other programmes and
evaluate the consequences of uncertainty of data, equipment performance and applicability of
the rigorous calculation procedures.
Assess and evaluate design alternatives as part of the synthesised design with respect to
process safety, environmental impact and economic viability.
Gain experience of presentation of technical material in extended written reports and orally to
industry sponsors.
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Appendix A5
Learning outcomes
Essential embedded learning:
sustainability, ethics, SHE
Students must acquire the knowledge and ability to
handle broader implications of work as a chemical
engineer. These include sustainability aspects;
safety, health, environmental and other professional
issues including ethics; commercial and economic
considerations etc. It is expected that this material
is consistently built upon and themes reinforced
throughout the degree.
Plus
Extensive knowledge and understanding
of management and business practices, and
their limitations, and how these may be applied
appropriately.
The ability to make general evaluations of
commercial risks through some understanding of
the basis of such risks.
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engineering
engineering
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SHE basics
Flammability
Principles of dispersion of
pollutants (with maths and mass,
heat and momentum transfer)
Explosivity
Toxicity
Ecosystems (atmospheric,
aqueous, solid and integrated)
Bio-hazards
COSHH
Thermal radiation
Bachelor level
Inherent safety
She topics
Environmental regulation
Human factors and human error
in safety and reliability
Social responsibility
Further HAZOP
Safety and reliability including
fault tree analysis
Communicating SHE objectives
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Appendix A6
Learning outcomes
Essential embedded learning:
transferable skills
Chemical engineers must develop general skills that will
be of value in a wide range of business situations. These
include development of abilities within problem solving,
communication, effective working with others, effective
use of IT, persuasive report writing, information
retrieval, presentational skills, project planning, self
learning, performance improvement, awareness of the
benefits of continuing professional development etc.
IChemE expects programme programmes to be
designed so that they provide the opportunity to
acquire and develop these skills and will seek to ensure
demonstration and commitment to this objective.
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Appendix A7
Learning outcomes
Advanced chemical engineering
The distinguishing feature of a Master level programme
is the teaching of materials beyond that typically
provided for in undergraduate Bachelor programmes.
Such advanced chemical engineering takes two forms
and learning outcomes delivered should be assessed
against both categories of learning. These are:
Depth
IChemE expects Master level programmes to include
programmes/modules that can clearly be described
as advanced depth of chemical engineering study.
These are programmes that provide students with a
deeper penetration of knowledge and understanding
than has previously been acquired from a first exposure
to a topic earlier in the degree programme, taught to
Bachelor level standard. Such advanced programmes
must therefore have clearly distinguishable prerequisites of taught study from earlier in the curriculum
plan.
sustainable technology
Breadth
Chemical engineering is also a vast field. This means
that there is great opportunity for programme designers
to design varied curricula reflecting certain fields and
interests. IChemE welcomes this and therefore expects
Master level programmes to include programmes/
modules that can clearly be described as advanced
breadth of study. These are programmes that expose
students to topics additional to those that would
normally be considered as core chemical engineering
but that are valuable to further developing their
chemical engineering formation.
www.icheme.org
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Advanced biochemical
engineering
Advanced mass
transfer methods
CHE 4123
CHE 3054
CHE 3178
Aims
5 ECTS
5 ECTS
Develop students
understanding of and skills
for conceptual design of
separation processes.
(Described by department)
(Described by department)
(Described by department)
3 ECTS
Learning outcomes
Advanced chemical
engineering
(depth)
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Demonstrate problem-solving
skills and competence in the
use of chemical engineering
software, including Pro II.
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Food process
engineering
CHE 4123
Aims
Syllabus
5 ECTS
Nuclear chemistry
CHE 5454
CHE 4017
3 ECTS
5 ECTS
To introduce nuclear
chemistry and explore
technical challenges
associated with handling
radioactive materials and
processes.
(Described by department)
(Described by department)
(Described by department)
Acquire foundational
expertise to perform process
development calculations
on basis of specific nuclear,
radiochemical data and
parameters.
To provide an understanding
of the operational principles
of anaerobic digester and
activated sludge plants.
Learning outcomes
Advanced chemical
engineering
(breadth)
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Appendix B
Degree programme questionnaire
Section A
General information
If more than one degree programme is being considered, supply individual forms only where the programmes are
substantially different in terms of structure and content. Otherwise, minor variations between programmes should
be clearly identified within a single submission form.
A.4 Address:
A.5 Key contact details (of staff member responsible for accreditation submission):
Please return this completed degree programme questionnaire, together with supporting materials at least two
months prior to the arranged assessor panel visit to: accreditation@icheme.org (and/or the appropriate
IChemE office)
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Section B
Degree programme details
B.1 Programme context and objectives
Provide information on the high level objectives of the programme and upon any other aspects that will help to set the context for
the accreditation assessment:
Credit basis
European credit transfer system (ECTS)
Programme
credit allocation
IChemE
minimum credit
guide
20
85
Engineering practice
10
Design practice
10
Sufficient
demonstration
Sufficient
demonstration
Sufficient
demonstration
Sufficient
demonstration
) 55 ECTS minimum
) as total with a
) minimum of
) 10 ECTS in each
) category
5 ECTS minimum
Complementary subjects
125 - Bachelor;
185 - Integrated
Master; 60 -MSc
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No q
If yes, please detail the compensation strategies used to enable progression and/or graduation.
B.8 Resources
Provide information on the resources available to support delivery of the programme:
B.8.6 Any other resources not covered above
B.9 Developments
Provide key changes made, or planned, which may impact upon the educational provision of this programme
within the academic unit:
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Entry year
Latest graduate
cohort
Current
population
(this indicates
historical
progression since
entry)
Admissions
Progression rate
Year 2
Admissions
Progression rate
Year 3
Admissions
Progression rate
Year 4
Admissions
Progression rate
Year 5
Admissions
Progression rate
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Previous graduate
cohort
#
Preceding graduate
cohort
#
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Appendix C
Accreditation assessors report
STRICTLY CONFIDENTIAL
This Report MUST be completed and submitted to IChemE
within 3 weeks of the assessment visit
Section A General information
A.1 Name of university:
A.2 Academic unit (department/school):
A.3 Head of academic unit:
A.4 Address:
A.5 Key contact details (of staff member responsible for accreditation submission):
A.6 Title of degree programme(s) assessed:
A.7 Length of programme(s) (Full-time/part-time/distance learning)
A.8 Date of visit:
A.9 Names of assessors:
Please return this completed report within 3 weeks of the visit to: accreditation@icheme.org
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Credit basis
European credit transfer system
(ECTS)
Programme
credit allocation
Assessors to populate with
information supplied by
the university (from the
questionnaire)
Programme credit
allocation
Assessors to complete from
their own observations
IChemE minimum
credit guide
20
85
Engineering practice
10
Design practice
10
Sufficient
demonstration
Sufficient
demonstration
) 55 ECTS minimum as
) total with a
) minimum of 10 ECTS
) in each category
5 ECTS minimum
125 - Bachelor;
185 - Integrated
Master; 60 -MSc
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B.5.2 Programme design
Is it possible for a student to graduate from the programme without having passed ALL course modules?
Yes q
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No q
If yes, please detail the compensation strategies used to enable progression and/or graduation.
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B.8 Resources
Comment on the adequacy of resources to support delivery of the programme:
B.10 Developments
Summarise key changes made, or planned, which may impact upon the educational provision of this programme
within the academic unit:
B.12 Conclusions
Summarise key findings and conclusions from the materials assessed and the assessment visit:
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Section C
Assessor panel recommendations
For internal IChemE purposes only assessors and Education and
Accreditation Forum (EAF)
Name of university:
Titles of degree programmes being assessed:
Date of visit:
C.1 Recommendations (for the sight of Education and Accreditation Forum (EAF) only)
A condition is defined as work that the academic unit must implement if accreditation status is to be
maintained. A time frame for implementation of any conditions must be proposed.
C.1.1 Highlight below specific areas of the report that the Education and Accreditation Forum (EAF)
should discuss in detail, particularly raising any issues of concern that you have found as a result of
your assessment.
C.1.3 What level of accreditation do you recommend? (Master level, further learning to Master level, or
Bachelor level)
C1.5 If you recommend that conditions should be imposed on any programme, please propose below
and provide an indication of when it would be reasonable for changes to be implemented to the
programme.
C1.6 Are there particular features of best practice/innovation that the academic unit would agree can
be shared amongst the accredited IChemE community?
C.1.7 If you recommend the programme should not be accredited, please cite the key reasons for
this recommendation.
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Appendix D
Typical schedule for an assessment visit
Day 1
09:00
09:30
11:00
Meet with head of department and programme directors to discuss programme philosophy, future plans
and the degree programme questionnaire
13:00
14:00
14:30
15:30
16:00
17:00
Review day 1 with programme directors (an opportunity to guide the programme and materials
required for day 2)
Day 2
09:00
10:30
11:00
11:30
12:30 Lunch
13:30
Meet a representative group of students - including (if possible) some recent graduates
(no staff to be present)
14:30
15:15
15:45
Final review and discussion with head of department and programme directors
16:30
Close
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Appendix E
A SH&E Toolkit for Departments and Assessors
Basic Principles
Good SH&E is good for all in a learning environment
People are the most important aspect in the success of the SH&E development programme
All Safety, Health and Environmental and other incidents are preventable
Risk Assessment is a valuable tool for incident prevention. All planned activities must be Risk Assessed
prior to commencement. Risk Assessments must be written and communicated to those involved in
carrying out the work. They should be updated to take account of experiences of carrying out the work.
(Note that COSHH Risk Assessments are also required by UK law)
Material Safety Data Sheets (MSDS) to be readily available for all hazardous materials
Where necessary Permits to Work are also required (eg entry into a confined space, Hot Work in the
vicinity of flammable materials)
Suitable Personal Protective Equipment (PPE) must be available and worn as directed by Risk Assessment,
by signs and/or pictograms.
Signage must be relevant and enforced signs that are no longer relevant must be removed so that
relevant signs can be enforced.
Waste materials should be segregated and recycled where possible. Segregated waste must then be
disposed of in line with local waste regulations
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Awareness promoted and kept up to date with respect to Legislation and Best Practice
Student participation encouraged through involvement in Risk Assessment, reporting of Incidents and
near misses, peer-on-peer observations
Routine preventative checks must be carried out for example to include:
Sprinklers
Legionella
Radiation Protection)
Fume Cupboards
Pressure Systems
Electricity at Work
Working at Height
Waste Disposal
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SH&E Leadership
Assessment Criteria/Areas
to Probe
Visible SH&E
SH&E Behaviour
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Assessment Criteria/Areas
to Probe
Legislative Compliance
* Notes:
Please note that a tick is unlikely to give sufficient evidence on which to base a sound judgement. Please write a
comment in the box either as an exemplar of good practice or as a basis for an improvement need.
The completed checklist is required by the office and will enable you to make a comment in the SH&E Culture
section (B 6) of the final Accreditation Report
The checklist is intended as a guide to the assessment of SH&E Culture and Practice.
June 2011
www.icheme.org
EKC
377
EKC
394
EKC
395
EKC
451
EKC
453
EKC
462
EKC
474
EKC
483
EKC
493
EKC
499
3
3
3
4
4
4
4
4
4
4
LSP
404
LHP
456
LKM
300
WUS
101
HTU
223
SHE
101
ECTS:local
=
2.4
EKC 376
Module
Code
EBB
113
EEU
104
EML
101
EMM
101
EUM
111
EUM
112
EKC
107
EKC
108
EKC
111
EKC
157
EKC
212
EKC
214
EKC
216
EKC
217
EKC
222
EKC
244
EKC
245
EKC
271
EKC
291
EKC
375
EKC
313
EKC
314
EKC
336
EKC
337
EKC
361
EKC
367
YEAR
1
1
1
1
1
1
1
1
1
1
2
2
2
2
2
2
2
2
2
3
3
3
3
3
3
3
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Engineering
Materials
Electrical
Technology
Engineering
Prac4ce
Engineering
Mechanics
Engineering
Mathema4cs
Numerical
Methods
and
Engineering
Sta4s4cs
Organic
Chemistry
Physical
and
Analy4cal
Chemistry
Mass
Balance
Chemical
Engineering
Drawing
Fluid
Flow
for
Chemical
Engineering
Energy
Balance
Process
Heat
Transfer
Mass
Transfer
Chemical
Engineering
Thermodynamics
Computer
Programming
and
Its
Applica4ons
Mathema4cal
Methods
for
Chemical
Engineering
Biotechnology
for
Engineers
Chemical
Engineering
Lab.
I
Environmental
Engineering
and
Management
Separa4on
Processes
Transport
Phenomena
Chemical
Reac4on
Engineering
Reactor
Design
and
Analysis
Process
Dynamics
and
Control
Plant
Safety
Downstream
Processing
of
Biochemical
and
Pharmaceu4cal
Products
Renewable
and
Alterna4ve
Energies
Chemical
Engineering
Lab.
II
Industrial
Training
Process
Design
and
Analysis
Plant
Design
and
Economics
Advanced
Control
Systems
For
Industrial
Processes
Industrial
Euent
Engineering
Petroleum
and
Gas
Processing
Engineering
Chemical
Engineering
Lab.
III
Final
Year
Project
Module Title
2
2
2
2
2
2
3
15
117
280.8
3
3
2
5
4
4
3
3
3
2
6
Local
Credits
3
3
2
3
4
4
3
4
3
2
4
3
3
3
3
4
3
3
2
4
3
3
3
3
4
3
24
57.6
3
4
4
3
4
20
23
55.2
3
4
4
3
4
Underpinning
Mathema4cs
and
Science
3
3
3
0
3
4
3
2.5
4
2.5
39
93.6
85
47.833
114.8
1
1
1
1
4
3
2.5
1
4
3
3
3
3
2
3
3
2.5
2
3.5
3
2.5
2.5
3
4
Core
Chemical
Engineering
8.5
20.4
2
0.5
10
13
31.2
2
4
Chemical
Engineering
Prac4ce
9.6
23.04
1
2.8
2.8
0.5
0.5
0.5
0.5
0.5
0.5
10
6.5
15.6
1
2.5
2.5
0.5
(217)
(231)
(253)
(125)
(195)
Chemical
Engineering
TOTAL
Bachelor
Design
Prac4ce
Level
14
33.6
3
3
30
8
19.2
Chemical
Engineering
-
Depth
10
24
3
3
3
3
15
6.6667
16
2.0
2.0
2.0
2.0
Advanced
Chemical
Engineering
-
Breadth
9.5
22.8
3.5
10
6
14.4
Advanced
Chemical
Engineering
Prac4ce
2.4
5.76
1.2
1.2
3
7.2
1.5
1.5
Advanced
Chemical
Engineering
Design
Prac4ce
(86)
(86)
(60)
(57)
(57)
TOTAL
Master
Level
(317)
3
3
2
5
4
4
3
3
3
2
6
273.6
(310)
(185)
280.8
3
3
2
5
4
4
3
3
3
2
6
OVERALL
TOTALS
3
3
3
0
2
2
3
3
4
4
4
4
3
3
4
4
3
3
2
2
4
4
3
3
3
3
3
3
3
3
4
4
3
3
3
3
2
2
4
4
3
3
3
3
3
3
3
3
4
4
3
3
Appendix F
218.4
316.8
309.6
(165)
223.2
TOTAL
minus
Underpinning
June 2011
page 59
Getting help
IChemE specialist staff will be happy to advise the departments on any aspect of the
accreditation process.
We recognise that each application is unique and will be pleased to help departments achieve ambitions for
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MALAYSIA
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Copyright 2010 Institution of Chemical Engineers. All rights reserved.
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