MEng (Hons) Mechanical Engineering (Accelerated)

Our MEng(Hons) Mechanical Engineering course will see you get hands-on with NMITE's integrated approach to tackle real world mechanical engineering problems. You'll apply systems thinking methods and utilise your learned knowledge of different mechanical engineering disciplines enabling preparing you for future success as a mechanical engineer.

• You'll learn alongside local and national engineering professionals within industry and get to grips with real-world challenges.
• Develop your knowledge on mechanical engineering practices enabling you to help tackle some of the most pressing engineering challenges of the 21st Century.
• Thrive through NMITE's unique model of learning. Learn to operate in small teams reflecting the real workplace. Instead of traditional exams and lectures, you'll be continually assessed throughout your studies. 
• Receive support whenever you need it – you'll have access to 1:1 support through your allocated Personal Tutor, high academic contact time throughout your studies, the Academic Skills and Knowhow Centre, and Student Services. 

The Foundation Year is available for applicants who do not meet the entry requirements of the degree. On successful completion, students will be able to progress directly onto year one of the degree.

Optional Foundation Year

If you didn’t get the A-level results you were hoping for, are thinking of a change in career, or if you did not follow traditional routes into higher education, then starting your studies with a Foundation Year may be the right choice for you. You'll develop the key transferable skills and subject-specific knowledge needed to continue into the full BSc degree.

Level 4

You will be introduced to the fundamentals of engineering through challenge-based learning. You will develop your independent learning and team-working skills with emphasis on project management and communication (including rhetoric, effective writing, and deep and critical reading). Industry focused communication assessment methods allow you to develop the behavioural practices of an industry ready graduate.

Level 5

You will develop a more extensive knowledge and understanding of the core areas of mechanical engineering with, where appropriate, support in mathematics and sciences. You will begin Level 5 with a challenge that provides an opportunity to understand engineering in a social/community context, and to draw across all engineering learning in level 4 to create value in that context (Creating Social Value Through Engineering).  You will then undertake a further module each in the three engineering themes:

• Energy Engineering
• Statics and Dynamics of Complex Mechanisms
• Mechatronics and Control

Level 6 

At Level 6, it is expected that you will have become self-motivated, efficient and organised independent learners.  Level 6 begins with a closer examination of application of project management techniques in mechanical engineering projects, moves through two integrative mechanical engineering modules before concluding with an individual project (Bachelor’s Project).

Level 7 

You will complete two level 7 modules that extend your integrated mechanical engineering outlook to full lifecycle concerns and develop key mindsets of Research and Modelling. Following this, you will undertake an individual Master’s Engineering Project. You will develop enhanced technical and professional skills, and specialist knowledge. In addition, you will be recording and reflecting on your accumulated experiences for later use in professional recognition and job placements.

You’ll be supported fully throughout your time with us (and beyond as you become an NMITE alumnus).  Discover our network of student support and wellbeing services.

We welcome applications from students from all backgrounds.

MEng(Hons) Mechanical Engineering

• Either: 112-144 UCAS points or equivalent
• Or: evidence of prior learning through alternative employment and education pathways
• GCSE Maths and English at Grade 5 or above

MEng(Hons) Mechanical Engineering with Foundation Year 

• Either: two A-levels in any subject and at any pass grade (or equivalent qualifications such as a BTEC National Diploma or Level 3 Apprenticeship), Or: demonstrable experience, interest in and flair for your chosen subject.
• GCSE English and Maths at Grade 4 or above.
• Students must be at least 18 years of age by the time the course begins.

Current IELTS requirement for students whose first language is not English:

• Applicants with an existing English Language qualification (equivalent to FHEQ Level 2): IELTS band 6.0, with a minimum of 5.5 in each component (or equivalent)
• Applicants without an existing English Language qualification (equivalent to FHEQ Level 2): IELTS band 6.5, with a minimum of 6.0 in each component (or equivalent)
• Click here for a list of approved English language tests

Learning takes place 9-5, Monday-Friday – modelling the real workplace. Your own time is just that, undisturbed for you to enjoy.

Academic calendar

View academic calendar https://nmite.ac.uk/academic-calendar

Tuition fees

Please visit our student finance page for information on tuition fees and student loans, as well as non-repayable grants, bursaries and scholarships, eligible to different groups, to support with study costs.

NMITE bursaries

We know that going to university is a financial commitment. That is why we are dedicated to easing the financial burden for our students through our bursaries and scholarships. We have several financial awards available for future and existing students. 

• Creativity and Fundamental Engineering Skills - Explore the range of technical and non-technical skills required within engineering and technology including laws of physics, principles mathematics, and communication, collaboration and digital skills.  
• Engineered Structures and Mechanisms - Investigate different types of engineered objects and how they work. You'll carry out tests, and work with models of real structures and moving artefacts such as buildings and transport. 
• Engineering and Technology as Problem-solving - Develop your understanding of how engineering and technology fit within a wider societal context, through the solving of a systems-based problem that would pose real-world repercussions. Along the way, you'll further develop your skills in maths, modelling, producing graphs and using digital tools. 
• Engineering and Technology Project - Apply your learning across the year to an individual project, finding out about various engineering and technology disciplines and the roles they play in different industries and business sectors, and considering your own future career options 

• The 21st-Century Engineer - Students will build a physical and digital artefact. Along the way, they will be introduced to the different disciplines of engineering and the influential role of the engineer in society, and the responsibilities we carry as professional engineers.  This will provide a basis for students to understand the structure and philosophy of NMITE’s Integrated Engineering programme, and to initiate their own thinking about future career options.
• Thermodynamics and Fluids - This module is the first of a pair of engineering science-driven modules (the second at Level 5) that explore topics and applications associated with thermodynamics, fluid flow, energy and power. This forms an important part of students’ underpinning engineering knowledge, that they will draw on in integrated challenges later in the programme. The first opportunity to combine their different engineering skillsets will be in Creating Social Value through Engineering in Level 5. In Thermodynamics and Fluids, students will analyse and improve a fluid flow system. To fulfil this, they will apply observation and knowledge of thermodynamics and fluid dynamics, phenomena that underpin the engineer's understanding of how fluids and gases move in engineered and natural systems, and principles underpinning how energy is converted to be put to work.
• Statics and Dynamics of Simple Mechanisms - This module is the first of a pair of engineering science-driven modules (the second at Level 5) that explore topics and applications associated with static forces, dynamic behaviour, and materials. This forms an important part of students’ underpinning engineering knowledge, that they will draw on in integrated challenges later in the programme. The first opportunity to combine their different engineering skillsets will be in Creating Social Value through Engineering in Level 5. In Statics and Dynamics of Simple Mechanisms, students will design and validate a single-element mechanism, under straightforward load cases (including static and dynamic behaviour), including selection of appropriate material(s). To fulfil this, students will apply an understanding of equilibrium, rectilinear and curvilinear motions, stress and strain, rigid body kinematics, material properties, and material treatment approaches.
• Fundamentals of Analogue and Digital Circuits - This module is the first of a pair of engineering science-driven modules (the second at Level 5) that explore topics and applications associated with analogue and digital circuits, instrumentation and control. This forms an important part of students’ underpinning engineering knowledge, that they will draw on in integrated challenges later in the programme. The first opportunity to combine their different engineering skillsets will be in Creating Social Value through Engineering in Level 5. In Fundamentals of Analogue and Digital Circuits, students will specify and build an open loop control system that will meet the needs of a given application. To fulfil this, they will differentiate between analogue and digital electronics approaches, apply circuit theory, circuit laws and principles of digital logic.

• Creating Social Value through Engineering - This synoptic module is the first of a series of structured opportunities in the programme where students address a challenge that stimulates them to draw on – and integrate – their engineering science knowledge across the engineering science and practical skills developed in Level 4. In Creating Social Value through Engineering, students will undertake a community-based project to explore, design and prototype an integrated innovation that creates social value. They will develop key mindsets of stakeholders, equity, inclusive design, prototyping, and new product development, as well as learning some basic project management tools. The next synoptic module is Manufacturing as Integrated Engineering  in Level 6.   
• Energy Engineering - This module is the first of a pair of engineering science-driven modules (the first at Level 4) that explore topics and applications associated with thermodynamics, fluid flow, energy and power. This forms an important part of students’ underpinning engineering knowledge, that they will draw on in integrated challenges later in the programme. The next opportunity to combine different engineering skillsets will be in Manufacturing as Integrated Engineering in Level 6. In Energy Engineering  students will learn and apply knowledge of thermodynamics, including energy/power cycles, heat transfer, and the engineering components and systems that deliver energy. In this module students will propose and specify an energy solution for a given application.    
• Statics and Dynamics of Complex Mechanisms - This module is the second of a pair of engineering science-driven modules (the first at Level 4) that explore topics and applications associated with static forces, dynamic behaviour, and materials. This forms an important part of student underpinning engineering knowledge, that they will draw on in integrated challenges later in the programme. The next opportunity to combine different engineering skillsets will be in Manufacturing as Integrated Engineering  in Level 6. In Statics and Dynamics of Complex Mechanisms, students will build on their knowledge from level 4 to design and model a more complex (multi-element) structure under differing load cases, including selection of appropriate material(s) from a wider, more specialist range. To fulfil this, students will explore more complex structures and load cases, and the advantages of multi-component materials.
• Mechatronics and Control - This module is the second of a pair of engineering science-driven modules (the first at Level 4) that explore topics and applications associated with analogue and digital circuits, instrumentation, mechatronics and control. It allows integration of mechanical, electrical and electronics engineering to develop engineering solution. In Mechatronics and Control, students will apply understanding of mechatronics, open- and closed-loop systems, and feedback system design to enhance automation of engineering systems.

• Integrated Design, Materials and Processes - Students will gain comprehensive and integrated understanding of materials, and manufacturing processes, in the context of developing and managing mechanical engineering projects. By exploring both traditional and emerging technologies, students will analyse and select appropriate methods, materials, and mechanical components to address contemporary engineering challenges and contribute to innovative solutions in various industries. Students will also explore the impacts of engineering design on wider society.
• Mechanics of Materials - In Levels 4 and 5 of this programme, students will have gained an understanding of the principles and behaviour of engineered systems. This module draws on that underpinning knowledge to extend the understanding of stress and strain responses of engineered products or structures subjected to different types of loadings. Students will also learn applications of hydro- and aero-elasticity and failure theories.
• Manufacturing as Integrated Engineering - This synoptic module provides an opportunity for students to draw on their learning across all the programme’s engineering domains as well as the skillsets they have gained in practical engineering, project management, and value creation. It offers manufacturing as a context in which materials, structures, dynamics, electronics, control, thermodynamics, energy and power can all be observed, and presents a challenge where students identify benefits and strategies for Industry 5.0 approaches. They will achieve this aim by drawing on an understanding of the manufacturing environment, and the key mindsets that underpin productive manufacturing (including the management of cost, quality, legal responsibilities, workforce, and wellbeing and safety). Learning in this module will be combined with that in Integrated Design, Materials, and Processes to prepare students for an individual Bachelor project. Students registered on the MEng course will also further build on Mechanics of Materials and Manufacturing as an Integrated System in the Level 7 module Lifetime Performance of Engineering Assets, which extends to full lifecycle considerations.
• Bachelor's Project - This module builds students capability to develop and deliver a self-managed innovative project that has a mechanical engineering component. It also allows students to specialise in a mechanical engineering topic of their choice. Students will work individually on a mechanical engineering based project. Typically, this project will be undertaken with an industrial or community partner in a professional engineering context, and will address an industrial or social need. In other cases, students’ project may be research-based or defined by them (subject to academic approval). In all cases, the challenge will present technical complexity, an integrated approach and a requirement to meet the needs of varied stakeholders. In completing the project, students will need to draw upon, synthesise and apply prior learning, and to acquire new knowledge in relevant areas, primarily through self-directed and independent learning. Students will also need to consider, as appropriate, ethical and commercial factors in the project.

• Research and Modelling - In Levels 4 and 5, students will have developed an understanding of engineering capabilities as well as the principles of engineering science. In Levels 5 and 6 students will have had the opportunity to integrate this knowledge and create value in industrial and community contexts. In this module, this underpinning knowledge and skills will form the basis of a research and modelling mindset suitable for graduate employment. In Research & Modelling, students will apply computational engineering modelling tools, typically CFD (computational fluid dynamics) or FEA (finite element analysis)) to predict the performance of an engineered system involving complex phenomena, for example fluid dynamics or structural integrity. Students will explore research methodologies and develop their practical skills in research design. Students will draw on advanced mathematical approaches, use commercial software and relate their engineering expertise gained earlier in the programme to evaluate the quality of the selected system. 
• Lifetime Performance of Engineering Assets - This module draws on the skillsets developed in Mechanics of Materials, and on the synoptic learning in Manufacturing as an Integrated System that provided an opportunity at Level 6 to consider an integrated, multidisciplinary engineering challenge through the contemporary lens of asset management. In this module, that skillset and integrated approach are applied to a durable engineering application, providing an opportunity to explore the management of physical assets (e.g. structures, rigs, transport, water/waste infrastructure, energy generation) with a firm eye on their lifecycle performance. Students will achieve this aim by deploying engineering asset management frameworks that carefully integrate different engineering disciplines; nuanced financial treatments; maintenance, reliability, project, and risk mindsets; and critical perspectives on sustainability.
• Master's Project - This module builds students capability to develop and deliver a self-managed innovative project that has a mechanical engineering aspect. It also allows students to specialise in a mechanical engineering topic of their choice. The primary aim of this module is for students to work individually on a demanding mechanical engineering challenge for an extended period. Typically, the project will be undertaken with an industrial or community partner in a professional engineering context and address an industrial or social need. In other cases, the project may be research-based or self-defined (subject to academic approval).  In all cases technical complexity, novelty, an integrated approach, and a requirement to meet the needs of varied stakeholders will be present. In addition, students will need to draw upon, synthesize and apply prior learning, and to acquire new, advanced knowledge in relevant areas, primarily by self- directed and interdependent learning. Wider considerations will be needed and, depending on the nature of the challenge, will include a combination of ethical and commercial considerations.