Programme Specification
MSc Software Quality Engineering
In an era where software quality is paramount, the MSc Software Quality Engineering programme at the London School of Innovation stands as a vital bridge to the future. This programme is not just an educational course; it's a transformative journey into the heart of software excellence. Designed for both fresh graduates and seasoned software testers, it responds to the growing demand for skilled professionals in a world increasingly driven by technology. Here, you'll delve into the principles that govern software quality, turning abstract concepts into concrete knowledge that defines the benchmarks of industry standards.
Award information
| Type of Qualification | Master's Degree |
| Final Award | MSc Software Quality Engineering |
| Awarding Body | London School of Innovation (subject to New DAPs) |
| Teaching Institute | London School of Innovation |
| Exit Award(s) | PgDip (120 credits), PgCert (60 credits) |
| External Accreditation | N/A |
Programme details
| Qualification Level | Postgraduate |
| Language Of Programme | English |
| Mode(s) of Study | Full-time blended Part-time blended |
| Credits | CATS 180, ECTS 90 |
| Notional Learning Time | 1800 hours |
| Applicable FHEQ Descriptor | FHEQ - Level 7 |
| Applicable Subject Benchmark Statement | |
| HECoS Code |
Entry criteria
Admission to this programme will be governed by the School's Admissions Policy, which aligns with our commitment to inclusivity as outlined in the School's Access and Participation Statement. All applications will be assessed in accordance with the Admission and Registration Regulations of the School, ensuring a fair, transparent, and equitable process for all prospective students.
| Requirement | Details |
|---|---|
| Qualifications or experiences | This programme is designed for established professionals. To qualify, applicants must have a degree in Software engineering/computer science, Any Computing/IT or STEM (science, technology, engineering or math), as well as a minimum of four years' experience as a software tester. |
| English Language | To succeed on this programme, strong academic English is essential. If you are from a majority English-speaking country or have studied at an English-speaking university, no proof is needed. Otherwise, you will need an IELTS Academic score of 5.5 overall (with no section below 5.5), or an equivalent test (e.g. TOEFL, Duolingo, Cambridge, PTE, Oxford ELLT, LanguageCert, Trinity ISE, etc). |
| IT Fundation | Some programmes require a foundational understanding of IT through academic or professional experience. If you lack this background but meet other criteria, you may receive a conditional offer, subject to completing our free IT Foundation and Programming course. Your success in this course will demonstrate your commitment and ability to learn advanced digital skills, leading to an unconditional offer. |
Aims and objectives
| Target | Details |
|---|---|
| Skill Development | Embark on a path where your expertise in software quality engineering will be honed to perfection. This programme instils a deep understanding of key concepts like requirements definition and quality assurance efficiency. You'll learn to navigate the intricacies of software quality, automating tests, identifying repetitive procedures, and pinpointing areas for improvement. More than just theory, these skills are about shaping you into a problem-solver, capable of influencing the trajectory of software development with precision and foresight. |
| Real World Application | Practicality is at the core of our approach. The MSc Software Quality Engineering programme is aligned with current industry trends, offering insights into real-world scenarios. You'll tackle case studies and projects that mirror the challenges faced by today's software quality engineers. This hands-on experience is crucial, as it bridges the gap between theoretical knowledge and actual industry practices. It’s not just about learning what quality assurance is; it’s about mastering how to apply it effectively in dynamic and evolving technological landscapes. |
| Career Prospects | The future beckons with a spectrum of opportunities. Graduates of this programme are well-positioned for a range of roles, from software quality analysts to lead quality assurance engineers. The skills you acquire won't just make you employable; they will make you a sought-after professional in a field that is integral to the success of any tech-driven enterprise. With a solid foundation in software quality engineering, your career path could lead to influencing product development, project management, and even strategic leadership roles in technology sectors. |
| Personal Growth | While this journey enhances your professional capabilities, it equally contributes to your personal growth. The challenges and learning experiences you encounter will not only sharpen your technical skills but also refine your problem-solving abilities, critical thinking, and adaptability. These are skills that transcend the workplace, equipping you to navigate the complexities of life with confidence and resilience. The MSc Software Quality Engineering programme isn’t just about making you a better engineer; it’s about shaping you into a well-rounded individual, ready to make a mark in both your professional and personal life. |
Learning outcomes
Programme structure
To qualify for the Master's Degree (MSc) you must achieve 180 CATS credits from the following.
Programme modules outcomes map
The following mapping demonstrates how the programme outcomes are all addressed by the module outcomes.
In compliance with the School's regulations, every programme outcome is covered by at least one core module outcome.
Mode(s) of study
Students can choose either of the following. Entry points can be at the beginning of any semester in the School's academic calendar (February, June or October) where an entry cohort is provisioned. For each semester of each year, the School's website will set out whether an entry cohort for this programme is scheduled.
Please view the programme page on our website for the latest information.
| FullName | Duration | Location | AsynchronousLearning | SynchronousLearning | |
|---|---|---|---|---|---|
| 1 |
Full-time blended
Ideal for students who can fully commit to weekly classes (in-person or remotely) and willing to immerse in full-time education. |
12 months
Students can begin in any of our standard semesters, on the first of February, June or October, and complete the programme in 3 consecutive semesters, studying 60 credits per semester. |
On-campus or online. All modules delivered at LSI will allow remote attendance in order to promote flexibility, access, and participation. | Our advanced, AI-enhanced online learning platform elevates student engagement. It features the Interactive Knowledge Graph (IKG) for efficient, engaging knowledge attainment, alongside AI-guided activities like quizzes, discussions, Q&A, and immediate feedback on practical tasks, supplementing synchronous classes. | Rather than conventional lectures, our academic staff and subject-matter experts focus on interactive methods in live classes, facilitating problem-solving, role-play, case studies, discussions, and teamwork. Students attend these weekly sessions to engage in structured social learning. Our hybrid approach blends the convenience of digital resources with the motivation of human interaction. |
| 2 |
Part-time blended
Ideal for students busy with work/life commitments, but who can commit to weekly classes (in-person or remotely). |
24 months
Students can begin in any of our standard semesters, on the first of February, June or October, and complete the programme within 2 years. Per semester, they typically study 30 credits. Each taken module should begin and end within the same semester, except the final project, which can be stretched across two. |
On-campus or online. All modules delivered at LSI will allow remote attendance in order to promote flexibility, access, and participation. | Our advanced, AI-enhanced online learning platform elevates student engagement. It features the Interactive Knowledge Graph (IKG) for efficient, engaging knowledge attainment, alongside AI-guided activities like quizzes, discussions, Q&A, and immediate feedback on practical tasks, supplementing synchronous classes. | Rather than conventional lectures, our academic staff and subject-matter experts focus on interactive methods in live classes, facilitating problem-solving, role-play, case studies, discussions, and teamwork. Students attend these weekly sessions to engage in structured social learning. Our hybrid approach blends the convenience of digital resources with the motivation of human interaction. |
Teaching systems
There are no teaching systems to display.
Teaching and learning methods
Each module will specify its teaching system, including weighted teaching and learning activities, which will be drawn from the following pool as appropriate.
There are no learning activities to display.
Assessment formats
Each module will specify its weighted summative assessment formats which will be drawn, as appropriate, from the following pool.
There are no assessment formats to display.
Marking criteria
The following grid sets out the School’s marking criteria for FHEQ - L7.
| Outcome | Expectation | Distinction (70 - 100%) | Merit (60 - 69%) | Pass (50 - 59%) | Fail (0 - 49%) |
|---|---|---|---|---|---|
| Intellectual Skills | Ability to analyse, apply, and critically evaluate knowledge, techniques, and practices, in unpredictably complex contexts and to existing discourses and methodologies with intellectual skill and some originality. | Exceptional analysis, application, and critical evaluation of knowledge, techniques, and practices in unpredictably complex contexts and to existing discourses and methodologies, with a high-level of intellectual skill and some originality. | Sound analysis, application, and critical evaluation of knowledge, techniques, and practices in unpredictably complex contexts and to existing discourses and methodologies, with very good intellectual skill and some originality. | Acceptable analysis, application, and critical evaluation of knowledge, techniques, and practices in unpredictably complex contexts and to existing discourses and methodologies, with satisfactory intellectual skill and limited originality. | Little to no analysis, application, and critical evaluation of knowledge, techniques, and practices in unpredictably complex contexts and to existing discourses and methodologies, with a very narrow level of intellectual skill and no originality. |
| Knowledge and Understanding | Systematic and critical understanding of relevant knowledge, concepts, new insights, and developments in the discipline, including within current literature, and also incorporating interrelationships with other relevant disciplines. | Outstanding systematic and critical understanding of relevant knowledge, concepts, new insights, and developments in the discipline, including within current literature, and also incorporating interrelationships with other relevant disciplines. | Very good systematic and critical understanding of relevant knowledge, concepts, new insights, and developments in the discipline, including within current literature, and also incorporating interrelationships with other relevant disciplines. | Satisfactory systematic and critical understanding of relevant knowledge, concepts, new insights, and developments in the discipline, including within current literature, and also incorporating interrelationships with other relevant disciplines. | Little to no systematic and critical understanding of relevant knowledge, concepts, new insights, and developments in the discipline, including within current literature, and also incorporating interrelationships with other relevant disciplines. |
| Professional/Transferable Skills | Ability to show awareness, autonomy and self-direction in development and learning, tackling and solving complex problems, approaching and implementing tasks in diverse and unpredictable contexts, including professional, legal and ethical, critically evaluating own and others capabilities, and with an ability to communicate work to specialist and non-specialist audiences. | Exceptional ability to show awareness, autonomy and self-direction in development and learning, taking a thorough proactive approach to tackling and solving complex problems, approaching and implementing tasks in diverse and unpredictable contexts at a very high level, including professional, legal and ethical, exceptional critical evaluation of own and others work, and with a thorough ability to communicate work to specialist and non-specialist audiences | Very good ability to show awareness, autonomy and self-direction in development and learning, taking an effective and proactive approach in tackling and solving complex problems, approaching and implementing tasks in diverse and unpredictable contexts at a very good level, including professional, legal and ethical, very good critical evaluation of own and others work, and with a very good ability to communicate work to specialist and non-specialist audiences. | Satisfactory ability to show awareness, autonomy and self-direction in development and learning, taking a good approach in tackling and solving complex problems, approaching and implementing tasks in diverse and unpredictable contexts at an acceptable level, including professional, legal and ethical, satisfactory critical evaluation of own and others work, and with a good ability to communicate work to specialist and non-specialist audiences. | Little to no ability to show awareness, autonomy and self-direction in development and learning, taking a limited or no proactive approach in tackling and solving complex problems, approaching and implementing tasks in diverse and unpredictable contexts at a very limited level, including professional, legal and ethical, little to no critical evaluation of own and others work, and with little to no ability to communicate work to specialist and non-specialist audiences. |
| Technical/Practical Skills | Comprehensive and critical understanding and organisation of specialist techniques and advanced methodologies in the discipline, including those related to critical thinking, specialist projects, research design, problem-solving, and techniques, and a practical understanding of how they should be selected and used to interpret incomplete knowledge and create effective artefacts. | Outstanding critical understanding and organisation of specialist techniques and advanced methodologies in the discipline, including high-level critical thinking, specialist projects, research design, problem-solving, and techniques, and a thorough practical understanding of how they should be selected and used to interpret incomplete knowledge and create effective artefacts. | Very good critical understanding and organisation of specialist techniques and advanced methodologies in the discipline, including sound critical thinking, specialist projects, research design, problem-solving, and techniques, and a very good practical understanding of how they should be selected and used to interpret incomplete knowledge and create effective artefacts. | Acceptable critical understanding and organisation of specialist techniques and advanced methodologies in the discipline, including satisfactory critical thinking, specialist projects, research design, problem-solving, and techniques, and acceptable understanding of how they should be selected and used to interpret imcomplete knowledge and create effective artefacts. | Limited or no critical understanding and organisation of specialist techniques and advanced methodologies in the discipline, including little or no critical thinking, , specialist projects, research design, problem-solving, and techniques, and a limited to no practical understanding of how they should be selected and used to interpret incomplete knowledge and create effective artefacts. |
Programme contacts
| Role | Description | Name | |
|---|---|---|---|
| Programme Director | Oversees the overall direction and integrity of the programme. |
Programme approval
| Stage | Version | ApprovalDate | Authority | Chair | Revalidation |
|---|---|---|---|---|---|
| Strategic Approval | January 0001 | Board of Governors | Somayeh Aghnia | ||
| Operational Approval | January 0001 | Executive Committee | Paymon Khamooshi | ||
| Academic Approval | January 0001 | Academic Board | Dr Paresh Kathrani |