Undergraduate Teaching 2025-26

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Engineering Tripos Part IIB, 4E3: Business Innovation in a Digital Age, 2025-26

Module Leader

Karla Sayegh

Timing and Structure

Lent term. Assessment: Coursework / 1 Individual Paper 100%

Aims

The aims of the course are to:

  • Analyse the approaches, challenges and trade-offs involved in developing and implementing digital innovation
  • Examine how digital technologies such as platforms, artificial intelligence (AI) and big data are transforming work and organizations.

Objectives

As specific objectives, by the end of the course students should be able to:

  • Identify the key dimensions and types of business innovation
  • Evaluate how digital platforms influence strategic thinking and business models
  • Assess how organizations build, manage, and/or participate in innovation ecosystems
  • Examine the opportunities and implementation challenges of predictive and generative AI in work and organizations
  • Analyse value and barriers to open innovation and develop mechanisms to enable it within organizations
  • Evaluate knowledge collaboration processes critical for innovation
  • Assess how digital technologies reshape work practices and organizational processes
  • Interpret and evaluate the planned and unintended consequences of digital transformation
  • Critically reflect on the broader organizational and societal implications of emerging technologies

Content

 
In today’s rapidly evolving landscape, emerging digital technologies—such as robotics, cloud computing, digital platforms, and advanced predictive and generative AI—are enabling innovation in profound and unprecedented ways. These technologies are not only reshaping products and services but are fundamentally disrupting traditional business models, organizational structures, modes of collaboration, and access to talent and expertise. 
 
Yet, digitally enabled innovation presents complex challenges. Organizations may need to unlearn deeply embedded capabilities that once drove their success. They must also navigate the hype surrounding new technologies while critically assessing their broader implications for both organizations and society. In this context, innovation is no longer just about new offerings—it requires rethinking strategy, culture, organizational design, workforce development, and cross-disciplinary collaboration.
 
In this module, you will examine the strategic role of digital platforms and ecosystems, predictive and generative artificial intelligence (AI), open innovation and knowledge integration and how they have reshaped strategic thinking, work and organizing. Through real-world case studies and interactive discussions, you will analyze the trade-offs and complexities involved in initiating, implementing, and scaling digital transformation initiatives. By the end of the course, you will be equipped with conceptual frameworks and analytical tools to critically engage with digital innovation and apply them to contemporary business challenges.
 

MODULE OUTLINE

 
 
Unit 1: Introduction to innovation in a digital age
 
- What innovation means
- The transformative impact of digital technologies 
- Introduction to the course, what to expect and how we will work
 
Unit 2: Platforms and ecosystem
 
- The new logic of platforms: strategy, structure, business models 
- How to launch and scale transaction platforms
- Leveraging ecosystems
 
Unit 3: Platforms and ecosystems (cont’d)
 
- How to grow and scale an innovation platform
- Ecosystem strategies
- The importance of context
 
Unit 4: Predictive algorithms and the future of work
 
- Launching and scaling an AI business
- AI and organizations: workforce, processes and structures
- Critical evaluation
 
Unit 5: Generative algorithms and the future of work
 
- Implementing Gen AI in organizations: why and how
- Gen AI and organizations: workforce, processes and structures
- Critical evaluation
 
Unit 6: Open innovation
 
- The value of open innovation and why it works
- How to design and execute an OI initiative – OI as digital transformation
- Challenges to open collaboration
 
Unit 7: Knowledge collaboration for Innovation
 
- The role of knowledge in innovation
- Producing novel products, services and processes across knowledge boundaries
- Cross-functional teams and complex collaboration
 
Unit 8: Paper peer-review
 
- Practice presentation skills
- Receive feedback on individual paper
- Practice reviewing skills
 
Please note that all sessions will be highly interactive and discussion-based. In every session, we will sense-make about real business problems via case studies both collectively and in small groups. Therefore, you are expected to come to class having prepared the assigned case study for that session.

 

 

Further notes

REQUIRED READING

All students are required to read a number of articles (~3-4) before each session. There are three types of readings:

  • Academic journal articles. Articles in peer-reviewed academic journals focused on producing novel theoretical contributions to the field of organisational studies and information systems.
  • Practitioner articles. Based on research, these articles focus on the implications of theory for the practice of management. They often provide actionable guidance regarding salient organisational issues or problems.
  • (Teaching) Case studies are analytical narratives of real-world business problems/challenges/dilemmas facing a protagonist in an organization. They are designed to offer valuable, contextualized application of concepts and analytical tools. Learning is achieved through collective in-class discussion based on analysis, data-driven argumentation and creative exchanges. Cases provide the context for problem framing, external/internal analysis and well-argued solutions. They also allow for concepts and frameworks to be applied in order to arrive at well-reasoned recommendations.

 

Coursework

 

The 4E3 module will be assessed by the following means:

  • Written paper, individual (100% of total mark). This component of the assessment is made up of a final term paper.

 

Coursework

Format

Due date & marks

Final term paper

The individual paper assignment will include a 2,500-3,000 word paper on an agreed upon topic. Students will investigate and report on how digital technology is driving innovation and change in a particular industry or domain of the student’s choosing (e.g. digital goods in the entertainment sector, mobile applications in banking or heathcare etc.). Students are expected to apply the concepts discussed in class and where appropriate, explicitly draw on the articles provided in the module as well as other relevant articles from their own research. The written submission needs to be grounded in the appropriate literature on the topic. Please, make sure that your work is carefully referenced in accordance with the Harvard system. (http://www.blogs.jbs.cam.ac.uk/infolib/2013/10/04/advice-on-plagiarism-a...).

Learning objectives: 

  • Deepen understandings of the concepts, frameworks and/or tools on digital innovation.
  • Apply approaches and lessons learned from the class to a specific phenomenon.
  • Improve analytical and writing skills.

 

 

Individual

Report

 

 

TBA  (via moodle)

 [60/60]

 

 

 

 

 

Examination Guidelines

Please refer to Form & conduct of the examinations.

UK-SPEC

This syllabus contributes to the following areas of the UK-SPEC standard:

Toggle display of UK-SPEC areas.

GT1

Develop transferable skills that will be of value in a wide range of situations. These are exemplified by the Qualifications and Curriculum Authority Higher Level Key Skills and include problem solving, communication, and working with others, as well as the effective use of general IT facilities and information retrieval skills. They also include planning self-learning and improving performance, as the foundation for lifelong learning/CPD.

IA1

Apply appropriate quantitative science and engineering tools to the analysis of problems.

IA2

Demonstrate creative and innovative ability in the synthesis of solutions and in formulating designs.

KU1

Demonstrate knowledge and understanding of essential facts, concepts, theories and principles of their engineering discipline, and its underpinning science and mathematics.

KU2

Have an appreciation of the wider multidisciplinary engineering context and its underlying principles.

S1

The ability to make general evaluations of commercial risks through some understanding of the basis of such risks.

P3

Understanding of contexts in which engineering knowledge can be applied (e.g. operations and management, technology, development, etc).

US4

An awareness of developing technologies related to own specialisation.

 
Last modified: 07/09/2025 18:26

Engineering Tripos Part IIB, 4E3: Business Innovation in a Digital Age, 2023-24

Module Leader

Karla Sayegh

Timing and Structure

Michaelmas term. Assessment: Coursework / 1 Individual Paper 100%

Aims

The aims of the course are to:

  • Analyse the approaches, challenges and trade-offs involved in developing and implementing digital innovation
  • Examine how digital technologies such as platforms, artificial intelligence (AI) and big data are transforming work and organizations.

Objectives

As specific objectives, by the end of the course students should be able to:

  • understand the distinctive characteristics of digital technologies
  • explain how digital platforms have changed strategic thinking, firm economics and business models
  • analyse how different types of organizations can create, navigate and leverage ecosystems for innovation
  • explain the benefits and challenges of open innovation in established firms
  • explain the mechanisms and challenges of knowledge collaboration for innovation
  • evaluate the potential of data and algorithms in transforming knowledge work
  • understand the planned and unintended consequences of digital technologies in organizations
  • think critically about the organisational and societal challenges triggered by the emergence of new technologies

Content

Now more than ever, emerging digital technologies, such as robotics, cloud computing, quantum computing, digital platforms and sophisticated learning algorithms that exploit massive trace data, are enabling innovation in unprecedented ways. Digital innovation has not only transformed products and services but has also upended business models, ways of working, forms of organizing and the ability to access ideas and expertise. However, digitally-enabled innovation is challenging because organizations may need to shift away from the very capabilities that underpinned their past successes. In the digital era, managers and professionals need to think differently about fundamental aspects of their business such as its strategy and associated business models, marketing approaches, organizational structures and incentives, cultures and the coordination of expertise. 

In this module, you will learn about digital platforms and ecosystems, artificial intelligence (AI), open innovation and knowledge integration and how they have transformed strategy-making, decision-making, business models, collaboration, expertise, work and organizing. You will also analyse the challenges and trade-offs involved in developing, implementing and scaling digital transformation initiatives. Finally, you will apply key concepts and analytical tools to real world business problems through interactive discussions of case studies.

MODULE OUTLINE

Session 1: Introduction to innovation in a digital age

Session 2: Platforms and ecosystems – part 1

Session 3: Platforms and ecosystems – part 2

Session 4: Algorithms and work

Session 5: Open innovation

Session 6: Knowledge collaboration for innovation

Session 7: Technology and the changing nature of work

Session 8: Student presentations and peer-reviews

Please note that all sessions will be highly interactive and discussion-based. In every session, we will sense-make about real business problems via case studies both collectively and in small groups. Therefore, you are expected to come to class having prepared the assigned case study for that session.

 

MODULE OUTLINE

Session 1: Introduction to innovation in a digital age

- Understanding what innovation means

- Identifying the distinctive characteristics of digital technologies 

- Introduction to the course, what to expect and how we will work

 

Pre-reading

Garud, R., Tuertscher, P., & Van de Ven, A. H. (2013).

Perspectives on innovation processes. The Academy of Management Annals, 7(1), 775-819.

 

Yoo, Y. et al. (2012)

“Organizing for Innovation in the Digitized World.” Organization Science, 23(5): pp. 1398-1408.

 

 

Supplemental reading

Christensen, C.M  et al. (2015)

“What Is Disruptive Innovation?” Harvard Business Review. 2-11.

 

Christensen, C.M  et al. (2013)

Christensen, Clayton M. The innovator's dilemma: when new technologies cause great firms to fail. Harvard Business Review Press, 2013. Chapter 11.

 

 

Session 2: Digital innovation: Platforms and ecosystems

- The new logic of platforms: strategy, structure, business models

- How to launch and scale platforms

- Leveraging ecosystems

 

Pre-reading

Van Alstyne, M., Parker, G., and Choudhary, S. (2016)

‘Pipelines, platforms, and the new rules of strategy.” Harvard Business Review.

 

Jacobides, M. (2019)

“In the platform economy, what’s your strategy?” Harvard Business Review.

 

 

Case Study

Markovich, S., Meagher,E. (2015)

“OurCrowd: Growing a Crowdfunding Platform in a VC World.” Harvard Business Publishing.

 

 

Supplemental reading

Cusumano, M. A., Yoffie, D. B., and Gawer, A. (2020)

“The Future of Platforms.” MIT Sloan Management Review, 61(3): pp. 46-54

 

McGrath, R. and McManus, R. (2020)

“Discovery-Driven Digital Transformation:  Learning Your Way to a New Business Model” Harvard Business Review. 98(3): pp. 124-133

 

 

 

Session 3: Platforms and ecosystems (cont’d)

- How to launch a platform

- How to grow and scale a platform

- The importance of context

 

Pre-reading

Wu, A., Clough, D, and Kaletsky, S. (2019)

“Nascent Platform Strategy: Overcoming the Chicken-or-Egg Dilemma.” Harvard Business Review.

 
Hagiu, A. (2014) “Strategic decisions for multi-sided platforms.” MIT Sloan Management Review  

Zhu, F. and Iansiti, M.

“Why Some Platforms Thrive and Others Don't” Harvard Business Review

 

 

Case Study

Jelassi, T., Kordy, A., Ode, H., Podkolzine, R., and Vamala, S. (2018)

“Nestle: Developing a Digital Nutrition Platform For Japan.” Harvard Business Publishing.

 

 

 

Supplemental reading

Yoffie, D. B., Gawer, A., & Cusumano, M. A. (2019)

“A study of more than 250 platforms a reveal why most fail.” Harvard Business Review.

 
Cennamo, C. and Sekol, D (2021) “Can the EU Regulate Platforms Without Stifling Innovation?” Harvard Business Publishing.  

 

Session 4: Data and Algorithms

- Big data and business intelligence

- Ethical issues of algorithmic and data-driven ways of working

- Digital transformation with AI

 

Pre-reading

Faraj, S., Pachidi, S., & Sayegh, K. (2018)

 “Working and organizing in the age of the learning algorithm.” Information and Organization, 28(1): pp. 62-70

 

Foutaine, T., McCarthy, B.,& Saleh, T. (2019)

“Building the AI-powered Organziation: Technology isn’t the biggest challenge; Culture Is.” Harvard Business Review.

 

Case study

Greenstein, S. & Gulick, S.

“Zebra Medical Vision.” Harvard Business Publishing.

 

 

 

Supplemental reading

Lebovitz, S, Levina, N., Lifshitz-Assaf, H., (2021) 

“Is AI ground truth really true?” MISQ, 45(3): pp. 1501-1525

 

Mohlmann, M. and Henfridsson, O. (2019)

“What people hate about being managed by algorithms” Harvard Business Publishing.

 
Joshi, M., Su, N., Austin, R. (2021) "Why so many data science projects fail to deliver” MIT Sloan Management Review.  

 

Session 5: Open innovation

- What is open innovation (OI)

- How to design and execute an OI initiative – OI as digital transformation

- Challenges to open collaboration

 

Pre-reading

Boudreau, K. J., & Lakhani, K. R. (2013).

“Using the Crowd as an Innovation Partner.” Harvard Business Review,” 91(4), 60-69.

 

King, A., & Lakhani, K. R. (2013).

“Using open innovation to identify the best ideas. MIT Sloan Management Review,” 55(1), 41

 

Lifshitz-Assaf, H., Tushman, M., & Lakhani, K. R. (2018)

 

“A study of NASA scientists shows how to overcome barriers to open innovation.” Harvard Business Review.

 

Case study

Lakhani, K. Hutter, K., Pokrywa, H.S., Füller, J.

Open Innovation at Siemens. Harvard Business Publishing. 613100-PDF-ENG

 

 

Session 6: Knowledge collaboration for Innovation

- The role of knowledge in innovation

- Producing novel products, services and processes across knowledge boundaries

- Cross-functional teams and complex collaboration

 

Pre-reading

Carlile, P. (2004)

“Transferring, Translating, and Transforming: An Integrative Framework for Managing Knowledge Across Boundaries” Organization Science.

 

Faraj, S., Sayegh, K., and Rouleau, L. (2018)

 “Knowledge collaboration in organizations: from information processing to social knowing.” In: Galliers, R.D. and Stein, M.K. (eds.) The Routledge companion to management information systems. London: Taylor and Francis, pp.370-386.

 

Case Study                                                                                                                             

Garvin, D. and Taahilyani, R.  (2011)

“Mindtree: A community of communities.”  Harvard Business Publishing.

 

 

 

Session 7: Digital innovation and the changing nature of work and organising

- Technology enabling new ways of working and organizing

- Collaborating with technology

- Organizational and cultural barriers and enablers to digital innovation

 

Required reading

Faraj, S., Renno, W., & Bhardwaj, A. (2021).

“Unto the breach: What the COVID-19 pandemic exposes about digitalization.” Information and Organization, 31(1).

 

Bailey, D. E., & Barley, S. R. (2020).

"Beyond design and use: How scholars should study intelligent technologies." Information and Organization 30(2).

 

Pisano, G. (2019)

 "The Hard Truth About Innovative Cultures." Harvard Business Review.

 

Case study

Pachidi, S., Berends, H., Faraj, S., & Huysman, M. (2021).

Make way for the algorithms: Symbolic actions and change in a regime of knowing. Organization Science, 32(1), 18-41.

 

 

Session 8: Student presentations

Learning points of the session:

- Practice presentation skills

- Receive feedback on individual paper

- Practice reviewing skills

 

Preparation before the session:

Prepare the slides of your presentation (10 min) and practise.

Send your slides to the lecturer and to your reviewer in advance

Read the slides of your classmate and prepare feedback (max 5 min).

 

During the session:

You will present the main ideas of your paper to the class.

You will receive feedback from the lecturer and a classmate.

You will provide feedback to each other on how each paper can be further developed.

 

 

Further notes

REQUIRED READING

All students are required to read a number of articles (~3-4) before each session. There are three types of readings:

  • Academic journal articles. Articles in peer-reviewed academic journals focused on producing novel theoretical contributions to the field of organisational studies and information systems.
  • Practitioner articles. Based on research, these articles focus on the implications of theory for the practice of management. They often provide actionable guidance regarding salient organisational issues or problems.
  • (Teaching) Case studies are analytical narratives of real-world business problems/challenges/dilemmas facing a protagonist in an organization. They are designed to offer valuable, contextualized application of concepts and analytical tools. Learning is achieved through collective in-class discussion based on analysis, data-driven argumentation and creative exchanges. Cases provide the context for problem framing, external/internal analysis and well-argued solutions. They also allow for concepts and frameworks to be applied in order to arrive at well-reasoned recommendations.

 

Coursework

COURSEWORK

 

The 4E3 module will be assessed by the following means:

  • Written paper, individual (100% of total mark). This component of the assessment is made up of a final term paper.

 

Coursework

Format

Due date & marks

Final term paper

The individual paper assignment will include a 2,500-3,000 word paper on an agreed upon topic. Students will investigate and report on how digital technology is driving innovation and change in a particular industry or domain of the student’s choosing (e.g. digital goods in the entertainment sector, mobile applications in banking or heathcare etc.). Students are expected to apply the concepts discussed in class and where appropriate, explicitly draw on the articles provided in the module as well as other relevant articles from their own research. The written submission needs to be grounded in the appropriate literature on the topic. Please, make sure that your work is carefully referenced in accordance with the Harvard system. (http://www.blogs.jbs.cam.ac.uk/infolib/2013/10/04/advice-on-plagiarism-a...).

Learning objectives: 

  • Deepen understandings of the concepts, frameworks and/or tools on digital innovation.
  • Apply approaches and lessons learned from the class to a specific phenomenon.
  • Improve analytical and writing skills.

 

 

Individual

Report

anonymously marked

 

TBA  (via moodle)

 [60/60]

 

 

 

 

 

Examination Guidelines

Please refer to Form & conduct of the examinations.

UK-SPEC

This syllabus contributes to the following areas of the UK-SPEC standard:

Toggle display of UK-SPEC areas.

GT1

Develop transferable skills that will be of value in a wide range of situations. These are exemplified by the Qualifications and Curriculum Authority Higher Level Key Skills and include problem solving, communication, and working with others, as well as the effective use of general IT facilities and information retrieval skills. They also include planning self-learning and improving performance, as the foundation for lifelong learning/CPD.

IA1

Apply appropriate quantitative science and engineering tools to the analysis of problems.

IA2

Demonstrate creative and innovative ability in the synthesis of solutions and in formulating designs.

KU1

Demonstrate knowledge and understanding of essential facts, concepts, theories and principles of their engineering discipline, and its underpinning science and mathematics.

KU2

Have an appreciation of the wider multidisciplinary engineering context and its underlying principles.

S1

The ability to make general evaluations of commercial risks through some understanding of the basis of such risks.

P3

Understanding of contexts in which engineering knowledge can be applied (e.g. operations and management, technology, development, etc).

US4

An awareness of developing technologies related to own specialisation.

 
Last modified: 13/10/2023 09:47

Engineering Tripos Part IIB, 4E3: Business Innovation in a Digital Age, 2017-18

Module Leader

Stella Pachidi

Lecturer

Stella Pachidi

Timing and Structure

Michaelmas term. Assessment: Coursework / 1 Individual Paper 65% / 1 Individual Presentation & Review 10% / Group Case Study Analysis 25%

Aims

The aims of the course are to:

  • Get acquainted with the practices and processes of innovating in the digital era.
  • Get exposed to various impacts of digital innovations on individuals, organisations and industries.
  • Develop a critical thinking about the role of technology in social and organisational change more generally.

Objectives

As specific objectives, by the end of the course students should be able to:

  • understand different aspects of business innovation, including product innovation, process innovation and business model innovation
  • understand the distinctive character of digital technologies as integral enablers of digital innovation
  • get acquainted with the organisational aspects of digital innovation
  • understand digital platform thinking
  • explore how organizations create ecosystems to innovate
  • get to know the possible advantages and challenges of analytics and big data
  • critically reflect on how data-based practices influence decision making and power relations
  • understand how digital technologies allow for the emergence of new practices
  • analyse how digital innovation relates to industry transformation
  • think critically about the organisational and societal changes triggered by the emergence of new technologies
  • understand how IT helps organisations improve their internal operations and achieve competitive advantage
  • analyse how organisational members appropriate new technologies introduced in the workplace
  • critically assess how digital technologies afford new ways of organising and change the nature of work
  • understand how open innovation can help organizations enhance their innovative capabilities

Content

The aim of this course is twofold: First, students will get acquainted with the practices and processes of innovating in the digital era. Second, students will be exposed to various impacts of digital innovations on individuals, organisations and industries, and will develop a critical thinking about the role of technology in social and organisational change more generally.

 

The course examines how firms are adopting a plethora of images for innovation in order to effectively compete globally in a digital age. Innovation is recognised as a multi-dimensional concept which must be strategically managed in the firm. Process innovation remains important and is increasingly enabled by knowledge and service design. Furthermore, firms must be creative in developing a more holistic view of business model innovation if they hope to achieve some level of sustainable competitive advantage. In so doing, firms are adopting new strategies and are increasingly looking at different forms of collaboration and partnering across the globe. They need to develop strategies for leveraging university-industry partnerships particularly where emerging industries are developing. Firms should also develop an open approach to innovation in both opening up their innovations for collaborative exploitation by partners, as well as developing competence and capabilities in building and leveraging an ecosystem for innovation. Finally, firms are increasingly seeking to innovate in new markets in the most unlikely of places, such as at the ‘bottom of the pyramid’. These approaches to innovation require a shift in mindset, significant experimentation and the formation of new local-global collaborative partnerships for innovation. 

 

LECTURE SYLLABUS

 

Session 1: Wednesday 11 October, 15:00-17:00

·       Introduction to Innovation in a Digital Age

·       Structure: lecture and class discussion

 

Session 2: Wednesday 18 October, 15:00-17:00

·       Digital Innovation: Platforms and Ecosystems

·       Structure: lecture and class discussion

 

Session 3: Wednesday 25 October, 15:00-17:00

·       Data and Information in the Digital Age

·       Structure: lecture, group presentation and class discussion

 

Session 4: Wednesday 1 November, 15:00-17:00

·       Business model innovation and industry transformation

·       Structure: lecture, group presentation and class discussion

 

Session 5: Wednesday 8 November, 15:00-17:00

·       Knowledge and Innovation

·       Structure: lecture, group presentation and class discussion

 

Session 6: Wednesday 15 November, 15:00-17:00

·       Digital Innovation and the changing nature of work and organising

·       Structure: lecture, group presentation and class discussion

 

Session 7: Wednesday 22 November, 15:00-17:00

·       Digital transformations and open innovation

·       Structure: guest lecture, group presentation and class discussion

 

Session 8: Wednesday 29 November, 15:00-17:00

·       Student presentations

 

·       Structure: Each individual presentation will be followed by a short discussion in the class. 

Session 1: Introduction to Innovation in a Digital Age

Session 1: Introduction to Innovation in a Digital Age

 

Learning points of the session:

 

- Introduction to different types of business innovation

- Disruptive innovation

- Discuss the shifting role of digital technology

- How digital technologies change the way companies innovate

- Get to know Business Information Systems

- Get a grip of how digital technologies change social and organisational life

 

Mandatory reading material and preparation before the session

 

Background reading

Garud, R., Tuertscher, P., & Van de Ven, A. H. (2013).

Perspectives on innovation processes. The Academy of Management Annals, 7(1), 775-819.

E-article via Taylor & Francis online

Lucas Jr, H. C. et al. (2013)

“Impactful Research on Transformational Information Technology: An Opportunity to Inform New Audiences.” MIS Quarterly, 37(2): pp. 371-382

E-article via Business Source Complete

 

Reading after the lecture (optional)

 

Christensen, C. M., Raynor, M. and McDonald, R. (2015)

“What is Disruptive Innovation?” Harvard Business Review, 93(12): pp. 44-53

 

E-article via Business Source Complete

Wang, P. (2010)

“Chasing the Hottest IT: Effects of Information Technology Fashion on Organizations.” MIS Quarterly, 34(1): pp. 63-85

E-article via Business Source Complete

Drucker, P. F. (1998)

“The Discipline of Innovation.” Harvard Business Review, 76(6): pp. 149-157

E-article via Business Source Complete

Iansiti, M. and Lakhani, K. R. (2014)

“Digital Ubiquity: How Connections, Sensors, and Data Are Revolutionizing Business.” Harvard Business Review, 92(11): pp. 90-99

E-article via Business Source Complete

 

 

 

 

Session 2: Digital Innovation: Platforms and Ecosystems

Session 2: Digital Innovation: Platforms and Ecosystems

 

Learning points of the session:

 

-What is digital innovation?

-The architecture of digital innovation

-Generativity and digital platforms

-Innovating in ecosystems

 

Mandatory reading material and preparation before the session

 

Background reading

Yoo, Y., Henfridsson, O. and Lyytinen, K. (2010)

“Research Commentary - The New Organizing Logic of Digital Innovation: An Agenda for Information Systems Research.” Information Systems Research, 21(4): pp. 724-735

E-article via Business Source Complete

Yoo, Y. et al. (2012)

“Organizing for Innovation in the Digitized World.” Organization Science, 23(5): pp. 1398-1408

E-article via Informs

 

 

Reading after the lecture (optional)

 

Ghazawneh, A. and Henfridsson, O. (2013)

“Balancing Platform Control and External Contribution in Third-Party Development: The Boundary Resources Model.” Information Systems Journal, 23(2): pp. 173-192

E-article via Business Source Complete

Weill, P. and Woerner, S. L. (2015)

“Thriving in an Increasingly Digital Ecosystem.” MIT Sloan Management Review, 56(4): pp. 27-34

E-article via ABI Inform Complete

Evans, D. S., Hagiu, A. and Schmalensee, R. (2006)

Invisible Engines: How Software Platforms Drive Innovation and Transform Industries. Cambridge, MA: MIT Press

E-book via MIT Press

 

Printed book at: QA76.76.A63 E92 2006

Henfridsson, O., Mathiassen, L. and Svahn, F. (2014)

“Managing Technological Change in the Digital Age: The Role of Architectural Frames.” Journal of Information Technology, 29(1): pp. 27-43

E-article via ABI Inform Complete

 

 

 

Session 3: Data and Information in the Digital Age

Session 3: Data and Information in the Digital Age

 

Learning points of the session:

 

- The power of data - enhancing business intelligence using IS

- Gaining competitive advantage with big data

- Ethical issues of data-based ways of working

- IT and organisational issues: decision making, power and control

 

Mandatory reading material and preparation before the session

 

Background reading

Pachidi, S., & Huysman, M. (2017)

 “Organizational intelligence in the digital age”. In (Galliers, R., & Stein, M.-K.) The Routledge Companion to Management Information Systems. Forthcoming

 

Case study

Applegate, L. M. et al. (2012)

Bonnier: Digitalizing the Media Business. Harvard Business School, 9-813-073

VLE

 

 

Reading after the lecture (optional)

 

Newell, S. and Marabelli, M. (2015)

“Strategic Opportunities (and Challenges) of Algorithmic Decision-Making: A Call for Action on the Long-Term Societal Effects of ‘Datification’.” The Journal of Strategic Information Systems, 24(1): pp. 3-14

E-article via ScienceDirect

Valacich, J. and Schneider, C. (2015)

Information Systems Today: Managing in the Digital World. 7th ed. Boston: Pearson

Ch. 6 ‘Enhancing Business Intelligence using Information Systems’

Printed book at: T58.5.V34 2016

LaValle, S. et al. (2011)

“Big Data, Analytics and the Path from Insights to Value.” MIT Sloan Management Review, 52(2): pp. 21-32

E-article via ABI Inform Complete

Zuboff, S. (2015)

“Big Other: Surveillance Capitalism and the Prospects of an Information Civilization.” Journal of Information Technology, 30(1): pp. 75-89

E-article via Palgrave

 

 

Session 4: Business model innovation and industry transformation

Session 4: Business model innovation and industry transformation

 

Learning points of the session:

 

- Business model innovation

- Emergence of new practices and impact for the industry

- Understand the relationship of digital innovation and industry transformation

 

Mandatory reading material and preparation before the session

 

Background reading

Teece, D. J. (2010)

“Business Models, Business Strategy and Innovation.” Long Range Planning, 43(2-3): pp. 172-194

E-article via ScienceDirect

Case study

Thompson, M. (2015)

NHS Jobs: Using digital platforms to transform recruitment across the English & Welsh National Health Service

Case 315-268-1

VLE

 

Reading after the lecture (optional)

 

 

 

 

Amit, R. and Zott, C. (2012)

“Creating Value Through Business Model Innovation.” MIT Sloan Management Review, 53(3): pp. 41-49

E-article via ABI Inform Complete

Orlikowski, W. J. and Scott, S. V. (2013)

“What Happens When Evaluation Goes Online? Exploring Apparatuses of Valuation in the Travel Sector.” Organization Science, 25(3): pp. 868-891

E-article via Informs

Barrett, M. et al. (2015)

“Service Innovation in the Digital Age: Key Contributions and Future Directions.” MIS Quarterly, 39(1): pp. 135-154

E-article via Business Source Complete

 

 

 

 

Session 5: Knowledge and Innovation

Session 5: Knowledge and Innovation

 

Learning points of the session:

 

- Knowledge and organisation

- Cross-functional teams and complex collaboration

- Collaboration and innovation across organisational boundaries

 

 

Mandatory reading material and preparation before the session

 

Background reading

Carlile, P. (2004)

Transferring, Translating, and Transforming: An Integrative Framework for Managing Knowledge Across Boundaries

E-article via JSTOR

Case study

Barrett, M., Kim, H.S.A.. & Prince, K.

M-PESA Power : Leveraging Service Innovation in Emerging Economies

911-007-1

VLE

 

 

Reading after the lecture (optional)

 

Brown, J. S. and Duguid, P. (2001)

“Knowledge and Organization: A Social-Practice Perspective.” Organization Science, 12(2): pp. 198-213

E-article via Business Source Complete

Seely Brown, J. and Duguid. P. (2000)

The Social Life of Information. Boston: Harvard Business School Press

Ch. 3

Printed book at: HM851.B76

Dougherty, D. and Dunne, D. D. (2012)

“Digital Science and Knowledge Boundaries in Complex Innovation.” Organization Science, 23(5): pp.1467-1484

E-article via Informs

Lee, J. and Berente, N. (2012)

“Digital Innovation and the Division of Innovative Labor: Digital Controls in the Automotive Industry.” Organization Science, 23(5): pp. 1428-1447

E-article via Informs

Catmull, E. (2008)

“How Pixar Fosters Collective Creativity.” Harvard Business Review, 86(9): pp. 64-72

E-article via Business Source Complete

 

 

 

Session 6: Digital Innovation and the changing nature of work and organising

Session 6: Digital Innovation and the changing nature of work and organising

 

Learning points of the session:

 

- IT in the workplace

- New ways of organizing

- Collaborating with IT

- Mobility and teleworking

- Virtual work

 

Mandatory reading material and preparation before the session

 

Background reading

Zammuto, R. F. et al. (2007)

“Information Technology and the Changing
Fabric of Organization.” Organization Science, 18(5): pp. 749-762

E-article via Business Source Complete

 

 

 

Case study

Pachidi, S. (2017)

“Introducing data analytics in TelCo Sales Medium”

 

VLE

 

Reading after the lecture (optional)

 

Bailey, D. E., Leonardi, P. M. and Barley, S. R. (2012)

“The Lure of the Virtual.” Organization Science, 23(5): pp. 1485-1504

 

E-article via Informs

Orlikowski, W. (1992)

Learning From Notes: Organizational Issues in Groupware Implementation. Sloan School of Business, MIT

E-paper via MIT

Boudreau, M-C. and Robey, D. (2005)

“Enacting Integrated Information Technology: A Human Agency Perspective.” Organization Science, 16(1): pp. 3-18

E-article via Business Source Complete

Malhotra, A., Majchrzak, A., Carman, R., & Lott, V. (2001).

Radical innovation without collocation: A case study at Boeing-Rocketdyne. MIS Quarterly,25(2): pp. 229-249.

E-article via JSTOR

Barley, S. R., Meyerson, D. E. and Grodal, S. (2011)

“E-mail as a Source and Symbol of Stress.” Organization Science, 22(4): pp. 887-906

E-article via Informs

 

Session 7: Digital Business Transformation and Open Innovation: Guest Lecture

Session 7: Digital Business Transformation and Open Innovation: Guest Lecture

 

Learning points of the session:

 

- Understand how digital technologies can support business processes

- How digital technologies can help gain competitive advantage

- The relationship between digital technologies and organisational change

- Transforming organisations with digital technologies: Resistance and workarounds

 

 

Mandatory reading material and preparation before the session

 

Background reading

Garud, R., Kumaraswamy, A., & Sambamurthy, V. (2006)

Emergent by design: Performance and transformation at Infosys Technologies. Organization Science, 17(2), 277-286.

E-article via JSTOR

Boudreau, K. J., & Lakhani, K. R. (2013).

Using the Crowd as an Innovation Partner. Harvard Business Review, 91(4), 60-69.

E-article via Business Source Complete

Case study

Lakhani, K. Hutter, K., Pokrywa, H.S., Füller, J.

Open Innovation at Siemens.

9-613-100

VLE

 

 

 

 

Reading after the lecture (optional)

 

Van Alstyne, M. W., Parker, G. G., & Choudary, S. P. (2016).

Pipelines, Platforms, and the New Rules of Strategy. Harvard Business Review, 94(4)

E-article via Business Source Complete

Afuah, A., & Tucci, C. L. (2012).

CROWDSOURCING AS A SOLUTION TO DISTANT SEARCH. Academy of Management Review, 37(3), 355-375

E-article via Business Source Complete

Hargadon A and Sutton RI. (1997).

Technology brokering and innovation in a product development firm. Administrative Science Quarterly 42: 716-749.

E-article via ABI Inform Complete

Jeppesen, L. B. and K. R. Lakhani (2010).

"Marginality and Problem-Solving Effectiveness in Broadcast Search." Organization Science 21(5): 1016-1033.

E-article via JSTOR

 

 

Session 8 : Student Presentations

Session 8: Student Presentations

 

Learning points of the session:

 

Practise presentation skills

Receive feedback on individual paper

Practise reviewing skills

 

Preparation before the session

 

Prepare the slides of your presentation (5min) and practise. Send your slides with notes below each slide to the lecturer by 10:00am on Monday 27 November.

Further notes

REQUIRED READING

All students are required to read a number of papers before each session. These can be found in the course outline. There are four types of reading material:

·       Background reading material is necessary for the students to follow the lecture and must be read in advance.

·       Case studies are reports from studies on real cases performed and reported by scholars. All students are expected to have read the case studies in advance, in order to participate in class discussion.

·       Optional reading material can be read after each session and is expected to help the students in understanding the topic further, as well as in preparing their individual papers.

 

Coursework

The 4E3 module will be assessed by the following means:

  • Written paper, individual (60% of total mark). This component of the assessment is made up of a final term paper.
  • Presentation, individual (10% of total mark). Presentation based on your individual paper and peer review.
  • Case study presentation and discussion, team (25% of total mark). Presenting a case study (20%) and discussing another team’s presentation (5%) during one of the sessions 3-7.

 

Coursework

Format

Due date & marks

Final term paper

The individual paper assignment will include a 3,000-word paper on an agreed topic. Students will investigate and report on the effects of digital innovation in transforming a particular industry (e.g. digital goods in the entertainment sector, mobile applications in banking, etc.). Students are expected to apply the concepts discussed in the lectures. It is expected that students will, where appropriate, explicitly draw on the articles provided in the course as well as other relevant articles from their own research. The written work you submit for assessment needs to be grounded in the appropriate scholarly literature. Please, make sure that your work is carefully referenced in accordance with the Harvard system. (http://www.blogs.jbs.cam.ac.uk/infolib/2013/10/04/advice-on-plagiarism-a...) More information is provided in a separate document and will be presented in the first session.

Learning objective: 

  • Reach a deeper understanding of the concepts and theories discussed in the class.
  • Learn how to apply the theories and lessons learned from the class on an in-depth analysis of a specific phenomenon.
  • Develop further analytical and writing skills.

Individual

Report

anonymously marked

 

Wednesday 13 December 16:00 (via moodle)

 [65/100]

 

Presentation

During the final lecture session, each student will give a short presentation of the main arguments of his/her individual paper, in order to receive feedback from the lecturer and classmates. This presentation should be approximately 5 mins long with an additional 5 mins for questions. More information will be provided during the course.

Learning objective: 

  • Learn about digital transformations in various industries from your classmates’ presentations.
  • Receive feedback on your paper.
  • Practice presentation skills.

Individual Presentation

[non] anonymously marked

 

Submit slides by Monday 27 November at 10:00. Present during the session on Wednesday 29 November.

[10/100]

 

Group case analysis

Course participants will be assigned into groups once the overall class size has been finalised. Each student group will be assigned a case study which they will be required to read and think about prior to the class, and present their viewpoints and analysis to the class in sessions 3-7. Each member of the team must present to be eligible for grading. Only exceptions include exceptional circumstances such as illness covered by a doctor’s certificate.

Case study presentations should be 10-mins long and will be followed  by a 5-minutes critique by the response group. Each presenting group should send the lecturer (s.pachidi@jbs.cam.ac.uk) and the response group a copy of their case presentation (with notes below each slide) the day before their in-class presentation.

Learning objective: 

  • Apply the theories learned to a real case.
  • Develop analytical skills.
  • Practice presentation skills.

Group Presentation

[non] anonymously marked

 

Submit slides to the lecturer and discussant team by Tuesday at 09:00 in the week of your assigned group presentation. Present in the session as you have been assigned.

[20/100]

Group case discussion

Each team will also be assigned a turn to act as a ‘response’ group, leading the discussion and question time following a case presentation in sessions 3-7. This will be an assessed exercise and forms part of the class participation mark. Each member of the team should contribute to critiquing the case presentations. Once again, the only exceptions include exceptional circumstances such as illness covered by a doctor’s certificate.

Learning objective: 

  • Apply the theories learned to a real case.
  • Develop analytical and reviewing skills.
  • Practice presentation skills.

Group Presentation

[non] anonymously marked

 

Submit your review and present in the session as you have been assigned.

[5/100]

 

Examination Guidelines

Please refer to Form & conduct of the examinations.

UK-SPEC

This syllabus contributes to the following areas of the UK-SPEC standard:

Toggle display of UK-SPEC areas.

GT1

Develop transferable skills that will be of value in a wide range of situations. These are exemplified by the Qualifications and Curriculum Authority Higher Level Key Skills and include problem solving, communication, and working with others, as well as the effective use of general IT facilities and information retrieval skills. They also include planning self-learning and improving performance, as the foundation for lifelong learning/CPD.

IA1

Apply appropriate quantitative science and engineering tools to the analysis of problems.

IA2

Demonstrate creative and innovative ability in the synthesis of solutions and in formulating designs.

KU1

Demonstrate knowledge and understanding of essential facts, concepts, theories and principles of their engineering discipline, and its underpinning science and mathematics.

KU2

Have an appreciation of the wider multidisciplinary engineering context and its underlying principles.

S1

The ability to make general evaluations of commercial risks through some understanding of the basis of such risks.

P3

Understanding of contexts in which engineering knowledge can be applied (e.g. operations and management, technology, development, etc).

US4

An awareness of developing technologies related to own specialisation.

 
Last modified: 08/09/2017 14:39

Engineering Tripos Part IIB, 4D17: Plate & Shell Structures, 2025-26

Leader

Professor K A Seffen

Timing and Structure

Lent term. 14 lectures. Assessment: 100% Exam

Objectives

As specific objectives, by the end of the course students should be able to:

  • understand the kinematical properties of curved surfaces;
  • understand the load-carrying mechanisms for plates and shell structures;
  • formulate the governing equations of deformation for small displacement behaviour;
  • identify the benefits and limitations associated with closed-form solutions;
  • appreciate the difference between stretching and bending effects in shells;
  • appreciate the effects of geometrical non-linearity;
  • be aware of the current state-of-the art in advanced shells;
  • understand the nature of stability, instability and multistability in shells, and their practical exploitation.

Content

This module introduces the mechanics of plates and shells: thin-walled elastic surfaces that are important components of many structures and engineering devices. Key kinematical concepts are introduced for describing the initial and deformed shape of surface, either to make the description more succinct, or to reveal essential/invariant properties: these include the familiar Mohr’s circle, surfaces of revolution, and the Gaussian curvature. The relationship between internal strains and external shape is revealed for conventional smooth elastic shells. The manufacture of traditional engineering shells is reviewed, and their constitutive response is formulated: more “advanced” shell materials are introduced, including smart materials. The imperatives of equilibrium, compatibility and Hooke’s law are presented for deriving the final governing equations of deformation for circular and rectangular plates undergoing small displacements—a fraction of the thickness of shell. The distinction between bending and stretching responses of the shell is tackled through the membrane hypothesis and extended, first, to axisymmetrical pipe problems, and then to panel buckling under end-wise compression, which introduces geometrically non-linear behaviour. This is extended in cases of more compliant shells where displacements are expected to be much larger—of the order of the thickness, requiring more elaborate analysis techniques for tractable solutions: two approaches are presented, including an introduction of inextensibility theory. Finally, the behaviour and analysis of multistable shells are introduced: these show dramatic shape-changing properties, which may be exploited in novel “morphing” structures.

Geometry and kinematics of surfaces (4L)

  • Properties of curves and surfaces: curvature and twist.
  • Mohr’s circle of curvature and twist.
  • Kinematics of surfaces of revolution and circular plates.
  • Gaussian curvature: extrinsic and intrinsic viewpoints, principal radii of curvature.
  • Inextensibility of creased sheets: simple surface strain, Gauss’ Theorema Egregium.
  • Mixed/hierarchical kinematics: corrugated and compliant shells.

Materials (2L)

  • Traditional engineering materials: metals, composites and natural materials, methods of manufacture, applications.
  • Constitutive laws: bending and stretching generalised Hooke’s laws, thermal effects.
  • Bending and stretching strain energy densities.
  • Advanced engineering materials: review of smart/actuating materials, applications.
  • Natural shells: growth and bio-mimicry, constitutive laws.

Loading of shells: small displacement theories (3L)

  • Bending of circular and rectangular plates: imperatives of equilibrium, Hooke’s Law, and compatibility.
  • Surfaces of revolution: membrane hypothesis and bending-stretching interaction in pipes.
  • Two-surface idealisation and panel buckling.

Loading of shells: large displacement theories (3L)

  • Non-linear methods: solutions by inspection and substitution; the lenticular plate.
  • Inextensibility Theory.

Unloaded shells: multistability (2L)

  • Applications.
  • Analytical modelling: effects of material constitution, pre-stress, actuation and shape.

Booklists

Please see the Booklist for Group D Courses for references for this module.

Examination Guidelines

Please refer to Form & conduct of the examinations.

UK-SPEC

This syllabus contributes to the following areas of the UK-SPEC standard:

Toggle display of UK-SPEC areas.

GT1

Develop transferable skills that will be of value in a wide range of situations. These are exemplified by the Qualifications and Curriculum Authority Higher Level Key Skills and include problem solving, communication, and working with others, as well as the effective use of general IT facilities and information retrieval skills. They also include planning self-learning and improving performance, as the foundation for lifelong learning/CPD.

IA1

Apply appropriate quantitative science and engineering tools to the analysis of problems.

IA2

Demonstrate creative and innovative ability in the synthesis of solutions and in formulating designs.

KU1

Demonstrate knowledge and understanding of essential facts, concepts, theories and principles of their engineering discipline, and its underpinning science and mathematics.

KU2

Have an appreciation of the wider multidisciplinary engineering context and its underlying principles.

E1

Ability to use fundamental knowledge to investigate new and emerging technologies.

E2

Ability to extract data pertinent to an unfamiliar problem, and apply its solution using computer based engineering tools when appropriate.

P1

A thorough understanding of current practice and its limitations and some appreciation of likely new developments.

P3

Understanding of contexts in which engineering knowledge can be applied (e.g. operations and management, technology, development, etc).

US1

A comprehensive understanding of the scientific principles of own specialisation and related disciplines.

US3

An understanding of concepts from a range of areas including some outside engineering, and the ability to apply them effectively in engineering projects.

US4

An awareness of developing technologies related to own specialisation.

 
Last modified: 11/06/2025 17:44

Engineering Tripos Part IIB, 4D14: Contaminated Land & Waste Containment, 2018-19

Module Leader

Prof A Al-Tabbaa

Lecturers

Prof A Al-Tabbaa and Prof G Madabhushi

Lab Leader

Prof A Al-Tabbaa

Timing and Structure

Lent term. 14 lectures + 1 examples classes + 1 invited lecture + coursework. Assessment: 75% exam/25% coursework.

Aims

The aims of the course are to:

  • provide an in-depth look at aspects of contaminated land and waste containment including sources of contamination, characterisation of waste, assessment, containment, remediation and sustainable regeneration.

Objectives

As specific objectives, by the end of the course students should be able to:

  • develop an appreciation of current and future problems and legislations related to contaminated land and waste containment;
  • develop good understand of contaminated land remediation options and selection decisions.
  • develop an understanding of decision support tools for contaminated land management.
  • identify potentially hazardous chemicals and sources of contamination.
  • appreciate the crucial stages in dealing with and managing contaminated land.
  • assess the risk of pollution hazards from buried wastes.
  • appreciate the legal, technical and health constraints on the design of waste repositories.
  • discuss the design of appropriate containment facilities.

Content

The module starts with an overview of contaminated land and waste containment and a review of contaminants in the ground and methods of groundwater analysis. This is followed by l ectures on disposal of waste in the ground to develop an understanding of the safe design of landfill sites for disposal of waste materials. Finally the module looks at contaminated land remendiation, management and aspects of sustainable regeneration

Introduction to contaminated land and waste containment (1L, Prof A Al-Tabbaa)

  • Introduction and overview of contaminated land remediation and waste and its containment;
  • Introduction to relevant legislation

Disposal of waste in the ground (5L, Prof G Madabhushi; 1 example class)

  • Characterisation of waste materials;
  • Estimation of landfill size, cost of waste disposal, Landfill Tax
  • Design of barriers: grout curtain, slurry wall, geomembranes;
  • Constructed facilities: design of landfill and hazardous waste repositories

Contaminants and analysis in soil and water (2L, Dr R J Lynch)

  • Contamination in the environment, introduction of inorganic and organic contaminants, and their analysis;
  • Demonstration of pollutant analysis in soils and water

Contaminated land remediation and regeneration (6L, Prof A Al-Tabbaa, 1L Guest Speaker)

  • Land contamination and remediation, sources and solutions including case studies;
  • Sustainable remediation of contaminated land;
  • Decision support tools including cost-benefit analysis, life cycle assessment and multi-criteria analysis;
  • Sustainable brownfield land management and regeneration

SITE VISIT

We may visit a landfill site near Cambridge in one of the afternoons.

Coursework

Cost-benefit analysis of remediation techniques at a contaminated site.

Coursework Format

Due date

& marks

Qualitative appraisal for the remediation of a contaminated site

The coursework will involve carrying a qualitative appraisal, using the Environment Agency 'Cost-benefit analysis for remediation of land contamination' document, comparing six remediation techniques on a real contaminated site. Extracts from the site investigation report will be provided and the site is to be redeveloped for industrial use.

Learning objectives:

  • Develop a good understand of contaminated land remediation selection decisions
  • Develop an appreciation of the factors influencing such decisions
  • Develop an appreciation of impact of sensitivity analyses on the decision outcome
  • Develop a good practice for writing a professional report

Individual Report

anonymously marked

by noon on Friday 22 March 2019

[15/60]

 

 

 

 

Booklists

Please see the Booklist for Group D Courses for references for this module.

Examination Guidelines

Please refer to Form & conduct of the examinations.

UK-SPEC

This syllabus contributes to the following areas of the UK-SPEC standard:

Toggle display of UK-SPEC areas.

GT1

Develop transferable skills that will be of value in a wide range of situations. These are exemplified by the Qualifications and Curriculum Authority Higher Level Key Skills and include problem solving, communication, and working with others, as well as the effective use of general IT facilities and information retrieval skills. They also include planning self-learning and improving performance, as the foundation for lifelong learning/CPD.

IA1

Apply appropriate quantitative science and engineering tools to the analysis of problems.

IA2

Demonstrate creative and innovative ability in the synthesis of solutions and in formulating designs.

KU1

Demonstrate knowledge and understanding of essential facts, concepts, theories and principles of their engineering discipline, and its underpinning science and mathematics.

KU2

Have an appreciation of the wider multidisciplinary engineering context and its underlying principles.

D1

Wide knowledge and comprehensive understanding of design processes and methodologies and the ability to apply and adapt them in unfamiliar situations.

D3

Identify and manage cost drivers.

D6

Manage the design process and evaluate outcomes.

S1

The ability to make general evaluations of commercial risks through some understanding of the basis of such risks.

S3

Understanding of the requirement for engineering activities to promote sustainable development.

S4

Awareness of the framework of relevant legal requirements governing engineering activities, including personnel, health, safety, and risk (including environmental risk) issues.

E1

Ability to use fundamental knowledge to investigate new and emerging technologies.

E2

Ability to extract data pertinent to an unfamiliar problem, and apply its solution using computer based engineering tools when appropriate.

E3

Ability to apply mathematical and computer based models for solving problems in engineering, and the ability to assess the limitations of particular cases.

P1

A thorough understanding of current practice and its limitations and some appreciation of likely new developments.

P3

Understanding of contexts in which engineering knowledge can be applied (e.g. operations and management, technology, development, etc).

US1

A comprehensive understanding of the scientific principles of own specialisation and related disciplines.

US4

An awareness of developing technologies related to own specialisation.

 
Last modified: 22/01/2019 09:44

Engineering Tripos Part IIB, 4D14: Contaminated Land & Waste Containment, 2019-20

Module Leader

Prof A Al-Tabbaa

Lecturers

Prof A Al-Tabbaa and Prof G Madabhushi

Lab Leader

Prof A Al-Tabbaa

Timing and Structure

Michaelmas term. 14 lectures + 1 examples classes + 1 invited lecture + coursework. Assessment: 75% exam/25% coursework.

Aims

The aims of the course are to:

  • provide an in-depth look at aspects of contaminated land and waste containment including sources of contamination, characterisation of waste, assessment, containment, remediation and sustainable regeneration.

Objectives

As specific objectives, by the end of the course students should be able to:

  • develop an appreciation of current and future problems and legislations related to contaminated land and waste containment;
  • develop good understand of contaminated land remediation options and selection decisions.
  • develop an understanding of decision support tools for contaminated land management.
  • identify potentially hazardous chemicals and sources of contamination.
  • appreciate the crucial stages in dealing with and managing contaminated land.
  • assess the risk of pollution hazards from buried wastes.
  • appreciate the legal, technical and health constraints on the design of waste repositories.
  • discuss the design of appropriate containment facilities.

Content

The module starts with an overview of contaminated land and waste containment and a review of contaminants in the ground and methods of groundwater analysis. This is followed by l ectures on disposal of waste in the ground to develop an understanding of the safe design of landfill sites for disposal of waste materials. Finally the module looks at contaminated land remendiation, management and aspects of sustainable regeneration

Introduction to contaminated land and waste containment (1L, Prof A Al-Tabbaa)

  • Introduction and overview of contaminated land remediation and waste and its containment;
  • Introduction to relevant legislation

Disposal of waste in the ground (5L, Prof G Madabhushi; 1 example class)

  • Characterisation of waste materials;
  • Estimation of landfill size, cost of waste disposal, Landfill Tax
  • Design of barriers: grout curtain, slurry wall, geomembranes;
  • Constructed facilities: design of landfill and hazardous waste repositories

Contaminants and analysis in soil and water (2L, Dr R J Lynch)

  • Contamination in the environment, introduction of inorganic and organic contaminants, and their analysis;
  • Demonstration of pollutant analysis in soils and water

Contaminated land remediation and regeneration (6L, Prof A Al-Tabbaa, 1L Guest Speaker)

  • Land contamination and remediation, sources and solutions including case studies;
  • Sustainable remediation of contaminated land;
  • Decision support tools including cost-benefit analysis, life cycle assessment and multi-criteria analysis;
  • Sustainable brownfield land management and regeneration

Coursework

Cost-benefit analysis of remediation techniques at a contaminated site.

Coursework Format

Due date

& marks

Qualitative appraisal for the remediation of a contaminated site

The coursework will involve carrying a qualitative appraisal, using the Environment Agency 'Cost-benefit analysis for remediation of land contamination' document, comparing six remediation techniques on a real contaminated site. Extracts from the site investigation report will be provided and the site is to be redeveloped for industrial use.

Learning objectives:

  • Develop a good understand of contaminated land remediation selection decisions
  • Develop an appreciation of the factors influencing such decisions
  • Develop an appreciation of impact of sensitivity analyses on the decision outcome
  • Develop a good practice for writing a professional report

Individual Report

anonymously marked

by noon on Friday 6 December 2019

[15/60]

 

 

 

 

Booklists

Please see the Booklist for Group D Courses for references for this module.

Examination Guidelines

Please refer to Form & conduct of the examinations.

UK-SPEC

This syllabus contributes to the following areas of the UK-SPEC standard:

Toggle display of UK-SPEC areas.

GT1

Develop transferable skills that will be of value in a wide range of situations. These are exemplified by the Qualifications and Curriculum Authority Higher Level Key Skills and include problem solving, communication, and working with others, as well as the effective use of general IT facilities and information retrieval skills. They also include planning self-learning and improving performance, as the foundation for lifelong learning/CPD.

IA1

Apply appropriate quantitative science and engineering tools to the analysis of problems.

IA2

Demonstrate creative and innovative ability in the synthesis of solutions and in formulating designs.

KU1

Demonstrate knowledge and understanding of essential facts, concepts, theories and principles of their engineering discipline, and its underpinning science and mathematics.

KU2

Have an appreciation of the wider multidisciplinary engineering context and its underlying principles.

D1

Wide knowledge and comprehensive understanding of design processes and methodologies and the ability to apply and adapt them in unfamiliar situations.

D3

Identify and manage cost drivers.

D6

Manage the design process and evaluate outcomes.

S1

The ability to make general evaluations of commercial risks through some understanding of the basis of such risks.

S3

Understanding of the requirement for engineering activities to promote sustainable development.

S4

Awareness of the framework of relevant legal requirements governing engineering activities, including personnel, health, safety, and risk (including environmental risk) issues.

E1

Ability to use fundamental knowledge to investigate new and emerging technologies.

E2

Ability to extract data pertinent to an unfamiliar problem, and apply its solution using computer based engineering tools when appropriate.

E3

Ability to apply mathematical and computer based models for solving problems in engineering, and the ability to assess the limitations of particular cases.

P1

A thorough understanding of current practice and its limitations and some appreciation of likely new developments.

P3

Understanding of contexts in which engineering knowledge can be applied (e.g. operations and management, technology, development, etc).

US1

A comprehensive understanding of the scientific principles of own specialisation and related disciplines.

US4

An awareness of developing technologies related to own specialisation.

 
Last modified: 04/06/2019 09:05

Engineering Tripos Part IIB, 4D14: Contaminated Land & Waste Containment, 2020-21

Module Leader

Prof A Al-Tabbaa

Lecturers

Prof A Al-Tabbaa and Prof G Madabhushi

Lab Leader

Prof A Al-Tabbaa

Timing and Structure

Michaelmas term. 14 lectures + 1 examples classes + 1 invited lecture + coursework. Assessment: 75% exam/25% coursework.

Aims

The aims of the course are to:

  • provide an in-depth look at aspects of contaminated land and waste containment including sources of contamination, characterisation of waste, assessment, containment, remediation and sustainable regeneration.

Objectives

As specific objectives, by the end of the course students should be able to:

  • develop an appreciation of current and future problems and legislations related to contaminated land and waste containment;
  • develop good understand of contaminated land remediation options and selection decisions.
  • develop an understanding of decision support tools for contaminated land management.
  • identify potentially hazardous chemicals and sources of contamination.
  • appreciate the crucial stages in dealing with and managing contaminated land.
  • assess the risk of pollution hazards from buried wastes.
  • appreciate the legal, technical and health constraints on the design of waste repositories.
  • discuss the design of appropriate containment facilities.

Content

The module starts with an overview of contaminated land and waste containment and a review of contaminants in the ground and methods of groundwater analysis. This is followed by l ectures on disposal of waste in the ground to develop an understanding of the safe design of landfill sites for disposal of waste materials. Finally the module looks at contaminated land remendiation, management and aspects of sustainable regeneration

Introduction to contaminated land and waste containment (1L, Prof A Al-Tabbaa)

  • Introduction and overview of contaminated land remediation and waste and its containment;
  • Introduction to relevant legislation

Disposal of waste in the ground (5L, Prof G Madabhushi; 1 example class)

  • Characterisation of waste materials;
  • Estimation of landfill size, cost of waste disposal, Landfill Tax
  • Design of barriers: grout curtain, slurry wall, geomembranes;
  • Constructed facilities: design of landfill and hazardous waste repositories

Contaminants and analysis in soil and water (2L, Dr R J Lynch)

  • Contamination in the environment, introduction of inorganic and organic contaminants, and their analysis;
  • Demonstration of pollutant analysis in soils and water

Contaminated land remediation and regeneration (6L, Prof A Al-Tabbaa, 1L Guest Speaker)

  • Land contamination and remediation, sources and solutions including case studies;
  • Sustainable remediation of contaminated land;
  • Decision support tools including cost-benefit analysis, life cycle assessment and multi-criteria analysis;
  • Sustainable brownfield land management and regeneration

Coursework

Cost-benefit analysis of remediation techniques at a contaminated site.

Coursework Format

Due date

& marks

Qualitative appraisal for the remediation of a contaminated site

The coursework will involve carrying a qualitative appraisal, using the Environment Agency 'Cost-benefit analysis for remediation of land contamination' document, comparing six remediation techniques on a real contaminated site. Extracts from the site investigation report will be provided and the site is to be redeveloped for industrial use.

Learning objectives:

  • Develop a good understand of contaminated land remediation selection decisions
  • Develop an appreciation of the factors influencing such decisions
  • Develop an appreciation of impact of sensitivity analyses on the decision outcome
  • Develop a good practice for writing a professional report

Individual Report

anonymously marked

by noon on Friday 11 December 2020

[15/60]

 

 

 

 

Booklists

Please refer to the Booklist for Part IIB Courses for references to this module, this can be found on the associated Moodle course.

Examination Guidelines

Please refer to Form & conduct of the examinations.

UK-SPEC

This syllabus contributes to the following areas of the UK-SPEC standard:

Toggle display of UK-SPEC areas.

GT1

Develop transferable skills that will be of value in a wide range of situations. These are exemplified by the Qualifications and Curriculum Authority Higher Level Key Skills and include problem solving, communication, and working with others, as well as the effective use of general IT facilities and information retrieval skills. They also include planning self-learning and improving performance, as the foundation for lifelong learning/CPD.

IA1

Apply appropriate quantitative science and engineering tools to the analysis of problems.

IA2

Demonstrate creative and innovative ability in the synthesis of solutions and in formulating designs.

KU1

Demonstrate knowledge and understanding of essential facts, concepts, theories and principles of their engineering discipline, and its underpinning science and mathematics.

KU2

Have an appreciation of the wider multidisciplinary engineering context and its underlying principles.

D1

Wide knowledge and comprehensive understanding of design processes and methodologies and the ability to apply and adapt them in unfamiliar situations.

D3

Identify and manage cost drivers.

D6

Manage the design process and evaluate outcomes.

S1

The ability to make general evaluations of commercial risks through some understanding of the basis of such risks.

S3

Understanding of the requirement for engineering activities to promote sustainable development.

S4

Awareness of the framework of relevant legal requirements governing engineering activities, including personnel, health, safety, and risk (including environmental risk) issues.

E1

Ability to use fundamental knowledge to investigate new and emerging technologies.

E2

Ability to extract data pertinent to an unfamiliar problem, and apply its solution using computer based engineering tools when appropriate.

E3

Ability to apply mathematical and computer based models for solving problems in engineering, and the ability to assess the limitations of particular cases.

P1

A thorough understanding of current practice and its limitations and some appreciation of likely new developments.

P3

Understanding of contexts in which engineering knowledge can be applied (e.g. operations and management, technology, development, etc).

US1

A comprehensive understanding of the scientific principles of own specialisation and related disciplines.

US4

An awareness of developing technologies related to own specialisation.

 
Last modified: 01/09/2020 10:34

Engineering Tripos Part IIB, 4D14: Contaminated Land & Waste Containment, 2017-18

Module Leader

Prof A Al-Tabbaa

Lecturers

Prof A Al-Tabbaa and Prof G Madabhushi

Lab Leader

Prof A Al-Tabbaa

Timing and Structure

Michaelmas term. 14 lectures + 1 examples classes + 1 invited lecture + coursework. Assessment: 75% exam/25% coursework.

Aims

The aims of the course are to:

  • provide an in-depth look at aspects of contaminated land and waste containment including sources of contamination, characterisation of waste, assessment, containment, remediation and sustainable regeneration.

Objectives

As specific objectives, by the end of the course students should be able to:

  • develop an appreciation of current and future problems and legislations related to contaminated land and waste containment;
  • develop good understand of contaminated land remediation options and selection decisions.
  • develop an understanding of decision support tools for contaminated land management.
  • identify potentially hazardous chemicals and sources of contamination.
  • appreciate the crucial stages in dealing with and managing contaminated land.
  • assess the risk of pollution hazards from buried wastes.
  • appreciate the legal, technical and health constraints on the design of waste repositories.
  • discuss the design of appropriate containment facilities.

Content

The module starts with an overview of contaminated land and waste containment and a review of contaminants in the ground and methods of groundwater analysis. This is followed by l ectures on disposal of waste in the ground to develop an understanding of the safe design of landfill sites for disposal of waste materials. Finally the module looks at contaminated land remendiation, management and aspects of sustainable regeneration

Introduction to contaminated land and waste containment (1L, Prof A Al-Tabbaa)

  • Introduction and overview of contaminated land remediation and waste and its containment;
  • Introduction to relevant legislation

Disposal of waste in the ground (5L, Prof G Madabhushi; 1 example class)

  • Characterisation of waste materials;
  • Estimation of landfill size, cost of waste disposal, Landfill Tax
  • Design of barriers: grout curtain, slurry wall, geomembranes;
  • Constructed facilities: design of landfill and hazardous waste repositories

Contaminants and analysis in soil and water (2L, Dr R J Lynch)

  • Contamination in the environment, introduction of inorganic and organic contaminants, and their analysis;
  • Demonstration of pollutant analysis in soils and water

Contaminated land remediation and regeneration (6L, Prof A Al-Tabbaa, 1L Guest Speaker)

  • Land contamination and remediation, sources and solutions including case studies;
  • Sustainable remediation of contaminated land;
  • Decision support tools including cost-benefit analysis, life cycle assessment and multi-criteria analysis;
  • Sustainable brownfield land management and regeneration

SITE VISIT

We may visit a landfill site near Cambridge in one of the afternoons.

Coursework

Cost-benefit analysis of remediation techniques at a contaminated site.

Coursework Format

Due date

& marks

Qualitative appraisal for the remediation of a contaminated site

The coursework will involve carrying a qualitative appraisal, using the Environment Agency 'Cost-benefit analysis for remediation of land contamination' document, comparing six remediation techniques on a real contaminated site. Extracts from the site investigation report will be provided and the site is to be redeveloped for industrial use.

Learning objectives:

  • Develop a good understand of contaminated land remediation selection decisions
  • Develop an appreciation of the factors influencing such decisions
  • Develop an appreciation of impact of sensitivity analyses on the decision outcome
  • Develop a good practice for writing a professional report

Individual Report

anonymously marked

by 4pm on Wednesday 21 March 2018

[15/60]

 

 

 

 

Booklists

Please see the Booklist for Group D Courses for references for this module.

Examination Guidelines

Please refer to Form & conduct of the examinations.

UK-SPEC

This syllabus contributes to the following areas of the UK-SPEC standard:

Toggle display of UK-SPEC areas.

GT1

Develop transferable skills that will be of value in a wide range of situations. These are exemplified by the Qualifications and Curriculum Authority Higher Level Key Skills and include problem solving, communication, and working with others, as well as the effective use of general IT facilities and information retrieval skills. They also include planning self-learning and improving performance, as the foundation for lifelong learning/CPD.

IA1

Apply appropriate quantitative science and engineering tools to the analysis of problems.

IA2

Demonstrate creative and innovative ability in the synthesis of solutions and in formulating designs.

KU1

Demonstrate knowledge and understanding of essential facts, concepts, theories and principles of their engineering discipline, and its underpinning science and mathematics.

KU2

Have an appreciation of the wider multidisciplinary engineering context and its underlying principles.

D1

Wide knowledge and comprehensive understanding of design processes and methodologies and the ability to apply and adapt them in unfamiliar situations.

D3

Identify and manage cost drivers.

D6

Manage the design process and evaluate outcomes.

S1

The ability to make general evaluations of commercial risks through some understanding of the basis of such risks.

S3

Understanding of the requirement for engineering activities to promote sustainable development.

S4

Awareness of the framework of relevant legal requirements governing engineering activities, including personnel, health, safety, and risk (including environmental risk) issues.

E1

Ability to use fundamental knowledge to investigate new and emerging technologies.

E2

Ability to extract data pertinent to an unfamiliar problem, and apply its solution using computer based engineering tools when appropriate.

E3

Ability to apply mathematical and computer based models for solving problems in engineering, and the ability to assess the limitations of particular cases.

P1

A thorough understanding of current practice and its limitations and some appreciation of likely new developments.

P3

Understanding of contexts in which engineering knowledge can be applied (e.g. operations and management, technology, development, etc).

US1

A comprehensive understanding of the scientific principles of own specialisation and related disciplines.

US4

An awareness of developing technologies related to own specialisation.

 
Last modified: 25/10/2017 11:12

Engineering Tripos Part IIB, 4D13: Architectural Engineering, 2018-19

Module Leader (Engineering)

Dr R Choudhary

Module Leader (Architecture)

Dr M Ramage

Lecturers

F A McRobie, S Smith, S. Fitzgerald

Timing and Structure

Michaelmas term. 8 afternoons. Assessment: 100% coursework

Prerequisites

[3D3, 3D4, 3D8] useful

Objectives

As specific objectives, by the end of the course students should be able to:

  • have some appreciation of the principles of architectural engineering, with a strong focus on environmental and structural aspects.
  • be aware of the various functional requirements of building services and building envelopes, and of how they can be met by combinations of materials and proper construction techniques.
  • be aware of current digital and computational techniques used in design analysis.
  • design using timber

Content

This module is run in conjunction with the Department of Architecture. CUED students who elect to do this module will work together one full afternoon per week with final year students from the Department of Architecture. The module involves an architectural engineering design exercise, with students working in mixed groups of architects and engineers.

The course focuses on energy-efficient building designs. It also considers structural design -- specifically timber.

Mich 2017 exercise was on designing tall timber buildings. Projects vary from year to year.

The teaching format will be unconventional. Each afternoon will probably begin with a talk by one of the lecturers or by an external speaker. For the remaining class time, students will work (in groups) on developing environmental, structural and other strategies for their design project.

On week 6 of the course, each group will make a presentation of its design (including a physical model) to an assembled group of architectural, structural, environmental experts.  Weeks 7-8 will be devoted to developing detailed design of parts of the project, with students working on their individual reports.

Course Schedule

All classes will be in LR3, Inglis Building, Engineering Dept., 2.00-5.00pm Thursdays.

1. Thursday 4th October

             Course Introduction

  • Lecture 1: Supertall Timber  (Michael Ramage)
  • Teams will be formed and the following Project Tasks distributed:

A:   Precedent timber construction materials

B:   Precedent Tall Buildings

C:   Exemplary Tall Timber buildings

D:   Exemplary timber building (not necessarily tall)

E:   Fire Safety in tall buildings

F:    Ventilation of tall buildings

G:   Energy efficiency and sustainability of tall buildings

H:   Façade Design of Tall Buildings

J:     Daylighting and solar control of tall buildings

K:   Site: analysis of climate data of London

L:    Site: Digital 3D Model of the Site & Urban Context

M:  PassiveHaus and other Energy Efficiency Standards

N:   Site: Solar & daylighting Analysis

N:   Site: Local Air Movement Analysis

O:   Urban Design Analysis of the Site

 

Teams will upload their documentation by 2 pm, 11th October onto Moodle.

2. Thursday 11th October

  • Lecture 2: Timber Engineering (Ed Moseley, Director of Adams Kara Taylor AKT II )
  • Group work

Project Tasks Due (5% mark)

3. Thursday 18th October

  • Lecture 3: Passive house principles in tall buildings (Ivan Jovanovich, Associate Director of Atelier Ten)
  • Group work

4. Thursday 25th October

  • Lecture 4: Urban design lecture (Kevin Flanagan, PLP Architecture)
  • Group work

5. Thursday 1stth  November

  • Lecture 5: Daylighting & Energy Efficiency (Ruchi Choudhary)
  • Group Work

6. Thursday 8nd November

  • Design Review (20% mark) Critics: Ron Baker, Kevin Flanagan, Ed Moseley, Simon Smith, Shaun Fitzgerald, Michael Ramage, Ruchi Choudhary, Allan McRobie, Meredith Davey

7. Thursday 15th November

  • Workshop 1: Ventilation Design of tall buildings (Prof. Shaun FitzGerald, Royal Academy of Engineering Visiting Professor)

8. Thursday 22rd  November

  • Workshop 2: Structural Detailing of Timber Buildings (Simon Smith, Smith & Wallworks)

Coursework

 

Coursework:

 

- 5% for week 1 group exercise

- 20% for the group presentation of the design and the model on week 6

- 15% for technical manual on 26/11/2018

- 60% for an individually authored report on developing an aspect of the design and analysis, to be submitted digitally on Moodle by each student by 4.00pm on the first day of the Lent Term.

 

Task

Due Date

Wiki Site

(5% mark)

Each team will upload assigned task to the moodle site. Marks will be based on quality and clarity of documentation.

2 pm, 11/10/2018

Design Review (20% mark)

Each group will orally present their design proposal, with 2 posters (A1 size) and a model of their building. Teams are allowed to use additional models and/or visual materials to present their design.

 

Designs will be judged on creativity and feasibility of the proposal.

2 pm, 08/11/2018

 

Also upload posters as *pdfs on moodle

 

Names of all students in the group should be clearly listed on the posters uploaded onto moodle.

Technical Manual (15% mark)

Each group will submit a report of 4 A4 size pages describing technical elements of their design (eg. structural design, daylighting strategy, ventilation, and energy efficiency).  Think of this as a “development proposal brochure” – it has to cover the necessary ground both briefly and in sufficient detail.

5 pm, 26/11/2018

 

To be uploaded as *pdf on moodle

Individual Report (60% mark)

A report of 4 A4 size pages showing detailed analysis and outcomes of one selected element of the design. For the selected element of design, the report should clearly explain all relevant assumptions, numerical results, technical figures, with appropriate references.

The 4 page report should be complete in itself, and any additional material in the appendices should be strictly supplementary and will not be marked.

 

Secondary but relevant material may be included in the appendices.

 

Think of this as the detail to accompany the previous “brochure” – if you put all of your group’s reports together, you’d have a complete narrative to describe your proposal in detail.

 

4 pm, 15/01/2019

 

This report is to be submitted individually by every student and not as group work, both on paper and moodle.

 

Architects should submit work to the Faculty Office, Engineers should submit to the Ms. Karen Mitchell, Mezzanine floor of the Inglis Building. Marking is not anonymous, so all students must write their name on the reports.

 

 

Booklists

Please see the Booklist for Group D Courses for references for this module.

Examination Guidelines

Please refer to Form & conduct of the examinations.

UK-SPEC

This syllabus contributes to the following areas of the UK-SPEC standard:

Toggle display of UK-SPEC areas.

GT1

Develop transferable skills that will be of value in a wide range of situations. These are exemplified by the Qualifications and Curriculum Authority Higher Level Key Skills and include problem solving, communication, and working with others, as well as the effective use of general IT facilities and information retrieval skills. They also include planning self-learning and improving performance, as the foundation for lifelong learning/CPD.

IA1

Apply appropriate quantitative science and engineering tools to the analysis of problems.

IA2

Demonstrate creative and innovative ability in the synthesis of solutions and in formulating designs.

KU1

Demonstrate knowledge and understanding of essential facts, concepts, theories and principles of their engineering discipline, and its underpinning science and mathematics.

KU2

Have an appreciation of the wider multidisciplinary engineering context and its underlying principles.

D1

Wide knowledge and comprehensive understanding of design processes and methodologies and the ability to apply and adapt them in unfamiliar situations.

D2

Understand customer and user needs and the importance of considerations such as aesthetics.

D4

Ability to generate an innovative design for products, systems, components or processes to fulfil new needs.

D5

Ensure fitness for purpose for all aspects of the problem including production, operation, maintenance and disposal.

D6

Manage the design process and evaluate outcomes.

S3

Understanding of the requirement for engineering activities to promote sustainable development.

S4

Awareness of the framework of relevant legal requirements governing engineering activities, including personnel, health, safety, and risk (including environmental risk) issues.

E1

Ability to use fundamental knowledge to investigate new and emerging technologies.

E2

Ability to extract data pertinent to an unfamiliar problem, and apply its solution using computer based engineering tools when appropriate.

E3

Ability to apply mathematical and computer based models for solving problems in engineering, and the ability to assess the limitations of particular cases.

E4

Understanding of and ability to apply a systems approach to engineering problems.

P1

A thorough understanding of current practice and its limitations and some appreciation of likely new developments.

P3

Understanding of contexts in which engineering knowledge can be applied (e.g. operations and management, technology, development, etc).

P4

Understanding use of technical literature and other information sources.

P6

Understanding of appropriate codes of practice and industry standards.

US1

A comprehensive understanding of the scientific principles of own specialisation and related disciplines.

US3

An understanding of concepts from a range of areas including some outside engineering, and the ability to apply them effectively in engineering projects.

US4

An awareness of developing technologies related to own specialisation.

 
Last modified: 03/10/2018 12:21

Engineering Tripos Part IIB, 4D13: Architectural Engineering, 2020-21

Module Leader (Engineering)

Dr R Foster

Module Leader (Architecture)

Dr M Ramage

Lecturer

Dr R Foster, Dr M Ramage, Dr D Shah

Timing and Structure

Michaelmas term. 8 afternoons. Assessment: 100% coursework

Prerequisites

[3D3, 3D4, 3D8] useful

Aims

The aims of the course are to:

  • Teach architects and engineers to work together to solve design problems at the intersection of their disciplines.

Objectives

As specific objectives, by the end of the course students should be able to:

  • Operate and communicate effectively in multidisciplinary design teams of architects and engineers, and present solutions to and derive useful, actionable feedback from various stakeholders (e.g. client, peers and co-professionals, constructors)
  • By reflecting on and through improved understanding of the collaborative design process, apply appropriate management strategies to design innovative efficient solutions to a client’s design brief
  • Appreciate the principles of architectural engineering through investigation, critical appraisal and selection of appropriate structural systems, materials, and construction techniques relevant to architectural and engineering design , and assessing the e
  • Demonstrate proficiency in specialized design subject matter which integrates with the team’s design solution, such as timber engineering, resource efficient design, designing for well-being, reciprocity of context and design.

Content

This module is run in conjunction with the Department of Architecture. CUED students who elect to do this module will work together one full afternoon per week with final year students from the Department of Architecture. The module involves an architectural engineering design exercise, with students working in mixed groups of architects and engineers.

The course focuses on integrating architecture and engineering to produce new designs.  Developing an understanding of the challenges and opportunities presented by multidisciplinary teamwork is integral to the course. 

Projects vary considerably from year to year. The Michaelmas 2019 project was to design a tall timber building over an underground station in London. This year’s project will be quite different.

The teaching format will be unconventional. Each afternoon will usually begin with a short talk by one of the lecturers or by an external speaker. For the remaining class time, students will work in groups on developing their design project(s) with regular ‘studio’ style consultation sessions with teaching staff and/or guest speakers to provide feedback on design development. Depending on the covid19 restrictions prevailing at the time of the course, some, or perhaps all, of this ‘class’ time may be virtual. This presents us with some new challenges, but we hope that in overcoming them we may also find some new opportunities. This year’s project has been carefully designed with these challenges in mind.

Towards the end of the course each group will make a presentation of its design to a review panel of architectural, structural, environmental experts.

Course Schedule

All classes will be 2.00-5.00pm on Thursdays.

 

Week 1: Thursday 8th October

  • Course introduction
  • Groups will be allocated and teams will be built

 

Weeks 2-5: Thursday 15th October – Thursday 5th November

  • Talks on key skills or elements of the design process relevant to the project at hand.
  • Group work and ‘studio’ time with teaching staff supporting project development.

 

Week 6: Thursday 12th November

  • Presentations and design review
  • Groups will present their designs to a panel of expert reviewers and receive feedback

 

Week 7-8: Thursday 19th November - Thursday 26th November

  • Talks on key skills or elements of the design process relevant to the project at hand.
  • Group work and ‘studio’ time with teaching staff to refine designs in response to reviewer feedback and progress to production of the final group design submission.

Coursework

All coursework submissions are to be uploaded to relevant folder on the course moodle page. Detailed instructions will be provided on the course moodle page. There will be no hardcopy submissions.

Coursework Format

Due date

& marks

Group Presentation and Design Review

Each group will present their design proposal though a prepared video of 3-4 minutes, then get feedback from the jury

Group

Presentation

non-anonymously marked

(Names of all students in the group should be clearly listed on the video)

2 pm, 12/11/2020

Thu week 6

(20%)

Group Design Submission

Each group will submit a digital copy of their design, including fabrication drawings, and a short video (refinement of the previous) detailing the project and design process.

Group

Design Submission

non-anonymously marked

 5 pm, 28/11/2020

(20%)

 

Individual Report

A short report developing and extending one or more aspects of the group design (40%).

The report should also include a critical reflection on the collaborative, multi-disciplinary nature of the design process, and how, given your experience, you might improve the design process in the future (20%).

Individual Report

non-anonymously marked

4 pm, 18/01/2021

(60%)

This report is to be submitted individually by every student.

 

 

 

 

Booklists

Please refer to the Booklist for Part IIB Courses for references to this module, this can be found on the associated Moodle course.

Examination Guidelines

Please refer to Form & conduct of the examinations.

UK-SPEC

This syllabus contributes to the following areas of the UK-SPEC standard:

Toggle display of UK-SPEC areas.

GT1

Develop transferable skills that will be of value in a wide range of situations. These are exemplified by the Qualifications and Curriculum Authority Higher Level Key Skills and include problem solving, communication, and working with others, as well as the effective use of general IT facilities and information retrieval skills. They also include planning self-learning and improving performance, as the foundation for lifelong learning/CPD.

IA1

Apply appropriate quantitative science and engineering tools to the analysis of problems.

IA2

Demonstrate creative and innovative ability in the synthesis of solutions and in formulating designs.

KU1

Demonstrate knowledge and understanding of essential facts, concepts, theories and principles of their engineering discipline, and its underpinning science and mathematics.

KU2

Have an appreciation of the wider multidisciplinary engineering context and its underlying principles.

D1

Wide knowledge and comprehensive understanding of design processes and methodologies and the ability to apply and adapt them in unfamiliar situations.

D2

Understand customer and user needs and the importance of considerations such as aesthetics.

D4

Ability to generate an innovative design for products, systems, components or processes to fulfil new needs.

D5

Ensure fitness for purpose for all aspects of the problem including production, operation, maintenance and disposal.

D6

Manage the design process and evaluate outcomes.

S3

Understanding of the requirement for engineering activities to promote sustainable development.

S4

Awareness of the framework of relevant legal requirements governing engineering activities, including personnel, health, safety, and risk (including environmental risk) issues.

E1

Ability to use fundamental knowledge to investigate new and emerging technologies.

E2

Ability to extract data pertinent to an unfamiliar problem, and apply its solution using computer based engineering tools when appropriate.

E3

Ability to apply mathematical and computer based models for solving problems in engineering, and the ability to assess the limitations of particular cases.

E4

Understanding of and ability to apply a systems approach to engineering problems.

P1

A thorough understanding of current practice and its limitations and some appreciation of likely new developments.

P3

Understanding of contexts in which engineering knowledge can be applied (e.g. operations and management, technology, development, etc).

P4

Understanding use of technical literature and other information sources.

P6

Understanding of appropriate codes of practice and industry standards.

US1

A comprehensive understanding of the scientific principles of own specialisation and related disciplines.

US3

An understanding of concepts from a range of areas including some outside engineering, and the ability to apply them effectively in engineering projects.

US4

An awareness of developing technologies related to own specialisation.

 
Last modified: 22/10/2020 14:25

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