The Engineering for Sustainable Development MPhil course is designed for graduates who want to help tackle pressing global problems by developing practical engineering solutions. It is is not an engineering course, but rather a course for engineers which aims to fill in the missing pieces necessary for understanding the contexts for those solutions. The course is about recognising that engineers have to operate within an increasingly complex set of constraints, and therefore must be capable of dealing with a range of challenges. The subject is based on some very straightforward principles: it is about living within Earth’s finite limits and resources, helping everyone on the planet to achieve an acceptable quality of life; acting as stewards of the environment for future generations; dealing with complexity; and handling the many trade-offs which have to be made.

The programme aims to:

• produce engineers who are equipped to lead change with the understanding and skills necessary to conceive and deliver fitting solutions to society’s needs and to address global challenges within a sustainability framework;
• explore value frameworks for engineers which are based on the concepts behind sustainable development and which can guide the design and management of engineering artefacts and schemes, so that their impacts are addressed at every stage of planning, implementation and disposal;
• develop strong business awareness in engineering graduates and foster an understanding of the introduction of change within organisations;
• encourage a multidisciplinary approach to problem formulation so that through a dialogue with other subject specialists suitable solutions can be developed and wider constraints on engineering activity can be understood, including awareness of natural, business and social environments;
• encourage an appreciation of the trade-offs and conflicts inherent in decision-making the need to seek wider and alternative solutions to engineering problems so that graduates of the course can engage in strategic thinking during their future employment within the industry, business or government; and
• move beyond a reductionist approach to problem-solving by recognising a complex systems view of problem formulations.

The University of Cambridge Department of Engineering is one of the leading centres of engineering in the world, renowned for both its teaching and its research. Since its foundation in 1875, it has grown to become the largest department in the University, and the largest integrated engineering department in the UK, with approximately 150 faculty, 260 contract research staff and research fellows, 1,000 postgraduate students, and 1,200 undergraduates.

The Department of Engineering offers MPhil studies in a wide variety of subjects. The Department is broadly divided into six Research Divisions, the strategic aims of which are broadly described below:

Energy, Fluid Mechanics and Turbomachinery

Building on research in fluid mechanics and thermodynamics to develop a systems view of energy generation and utilisation, particularly in the ground and air transport, to mitigate environmental impact. This Division's research focus includes acoustics, aerodynamics, combustion, energy use and generation, fluid mechanics and turbomachinery.

Electrical Engineering

Pursuing fundamental electrical, electronic and photonic research at the material, device and system levels with a focus on creating integrated solutions in the fields of nanotechnology, sensing, energy generation, energy conversion, displays and communications. The research in this division covers all aspects of electrical engineering from the nano-scale to heavy-duty power applications.

Mechanics, Materials and Design

Extending fundamental and applied research in mechanics, materials, bio-mechanics and design, exploiting cross-disciplinary partnerships across the University; and building on existing strengths to develop excellence in bioengineering and healthcare systems research.

Civil Engineering

Advancing the mechanics of civil and structural engineering systems within the broader context of the design, construction and operation of sustainable infrastructure and the stewardship of Earth's resources and environment.

Manufacturing and Management

Developing a new understanding of manufacturing technology, operations, strategy and policy, in close partnership with industry, in order to improve industrial performance.

Information Engineering

Developing fundamental theory and applications relating to the generation, distribution, analysis and use of information in engineering and biological systems.

The MPhil programme is offered by the Department of Engineering as a one-year full-time (or two-year part-time) course of research, introducing students to research skills and specialist knowledge. Its main aims are:

• to give students with relevant experience at a first-degree level the opportunity to carry out focused research under close supervision in the discipline of Engineering; and
• to give students the opportunity to acquire or develop skills and expertise relevant to their research interests.

This general MPhil programme is very flexible, and can be tailored to suit each student's particular interests, provided a suitable supervisor is available. Potential applicants should contact potential supervisors in advance of applying in order to determine the viability of any proposed research project, and the potential supervisor's capacity to accept an MPhil student.

The University of Cambridge Department of Engineering is one of the leading centres of engineering in the world, renowned for both its teaching and its research. Since its foundation in 1875, it has grown to become the largest department in the University, and the largest integrated engineering department in the UK, with approximately 150 faculty, 260 contract research staff and research fellows, 1,000 postgraduate students, and 1,200 undergraduates.

By the end of the PhD, students are expected to have produced original work making a significant contribution to knowledge in the field of engineering. At the same time, the Department expects that students will leave with the wider skills necessary to be successful in either an academic or a non-academic career.

The Department of Engineering offers PhD studies in a wide variety of subjects. The Department is broadly divided into six Research Divisions, the strategic aims of which are broadly described below:

Energy, Fluid Mechanics and Turbomachinery

Building on research in fluid mechanics and thermodynamics to develop a systems view of energy generation and utilisation, particularly in the ground and air transport, to mitigate environmental impact. This Division's research focus includes acoustics, aerodynamics, combustion, energy use and generation, fluid mechanics and turbomachinery.

Electrical Engineering

Pursuing fundamental electrical, electronic and photonic research at the material, device and system levels with a focus on creating integrated solutions in the fields of nanotechnology, sensing, energy generation, energy conversion, displays and communications. The research in this division covers all aspects of electrical engineering from the nano-scale to heavy-duty power applications.

Mechanics, Materials and Design

Extending fundamental and applied research in mechanics, materials, bio-mechanics and design, exploiting cross-disciplinary partnerships across the University; and building on existing strengths to develop excellence in bioengineering and healthcare systems research.

Civil Engineering

Advancing the mechanics of civil and structural engineering systems within the broader context of the design, construction and operation of sustainable infrastructure and the stewardship of Earth's resources and environment.

Manufacturing and Management

Developing a new understanding of manufacturing technology, operations, strategy and policy, in close partnership with industry, in order to improve industrial performance.

Information Engineering

Developing fundamental theory and applications relating to the generation, distribution, analysis and use of information in engineering and biological systems.

The world faces major challenges in meeting the current and future demand for sustainable and secure energy supply and use. The one-year Energy Technologies MPhil programme is designed for graduates who want to help tackle these problems by developing practical engineering solutions, and who want to learn more about the fundamental science and the technologies involved in energy utilisation, electricity generation, energy efficiency, and alternative energy.

Energy is a huge topic, of very significant current scientific, technological, environmental, political and financial interest. The complexity and rapid change associated with energy technologies necessitate engineers with a very good grasp of the fundamentals, with exposure and a good understanding of all main energy sources and technologies, but also with specialisation in a few areas. This is the prevailing philosophy behind this MPhil programme, fully consistent with the prevailing philosophy and structure of the University of Cambridge Department of Engineering as a whole.

The educational target of the Energy Technologies MPhil programme is to communicate the breadth of energy technologies and the underpinning science. The objectives of the course are:

• to teach the fundamental sciences behind technologies involved in energy utilisation, electricity generation, energy efficiency, and alternative energy;
• to develop graduates with an overall view of energy engineering, while offering specialisation in a selected area through a research project;
• to provide a unifying theme behind existing energy-related courses, hence increasing their impact;
• to prepare students (if they so wish) for potential future PhD research.

Electrical and electronic systems are central to everyday life: this generates a national and international demand for specialist electrical and electronic engineers educated to a high level. The MPhil in Electrical and Electronic Engineering has been designed to enable students to acquire advanced and specialist skills in the broad spectrum of areas in Electrical and Electronic Engineering. Electrical and electronic engineering is a fast-moving field with several sub-specialisms such as digital electronics, micro-nano fabrication and nanotechnology, RF electronics, space electronics, communication systems such as wireless and optical, VLSI design, power electronics, quantum computing and communications, sensors, embedded and control systems.

The educational aims of the MPhil in Electrical and Electronic Engineering (EEE) are:

• to provide knowledge of current and emerging advanced subjects in electrical and electronic engineering;

• to promote a comprehensive understanding of electrical and electronic engineering principles;

• to address practical, regulatory, and ethical considerations of potential solutions to EEE problems.

Students on the course will become experts in electrical and electronic engineering by gaining industry-relevant skills, hands-on laboratory experience, systems leadership skills and technological expertise. Students will be exposed to Cambridge's innovation culture, encouraged to undertake interdisciplinary collaborations and will develop self-direction and originality in problem solving by planning and implementing research.

The MPhil in Egyptology focuses on the study of ancient Egypt combining teaching in a range of topics with a short research dissertation. The topics are taken from the archaeology, culture and history of ancient Egypt and the study of its ancient languages, including Coptic and Demotic.

Students may follow either an archaeologically or linguistically oriented pathway. The course provides students with a detailed knowledge of one or more aspects of the cultures of ancient Egypt, with a focus on historical archaeology, landscape and the built environment, art, and the language and/or literature of one or more periods of Egypt's history. With the possibility of borrowing one or two term-long module(s) from other MPhil programmes in the department, students will have the opportunity to place the specific Egyptian case in context, for example by comparing it with contemporary Mesopotamia, by learning methodologies for particular research projects, or by using it to address general and theoretical issues in the study of early societies and cultural heritage.

This popular course offers a flexible blended learning approach for full or part-time education practitioners at different stages in their careers who are interested in developing and transforming their practice. Education practitioner is construed as a broad term to encompass not just teachers in school settings, but teachers in other educational contexts and professionals whose work is located in education settings such as counsellors, those who work with school assessment etc.

The course aims to foster:

• Knowledgeable practitioners who have an advanced understanding of practices, processes, and outcomes of teaching and learning;
• Open-minded practitioners who will challenge practice through critically analysing multiples sources of evidence and developing appropriate arguments for change;
• Innovative practitioners who will transform their practice on the basis of their learning;
• Influencing practitioners who will develop the practical, organisational and communicative /presentational skills and agency to persuade others.

This will be achieved through:

• Appropriate course content, pedagogical approach and assessment procedures;
• Access to outstanding research facilities;
• The opportunity to work closely with specialists in their field;
• A supportive, stimulating environment with excellent supervision;
• A strong community of like-minded students who will provide mutual support.

These elements, knowledge, open mind, innovation and influence feature in all aspects of the course design, content, pedagogy and assessment. Through the key modules on reflexive practice, innovation in education, and influencing education practice and policy you will engage with debates surrounding education and practice and undertake relevant practical activities. The approach is collaborative, interactive and contextualised. You will also be exploring in depth an area of professional interest to you within a community of enquiry and will undertake a small-scale practical enquiry that aims to transform practice.

Students will be able to:

• Demonstrate understanding of relevant and ethical professional practice, policies, theories and process of change
• Critically analyse multiple sources of evidence
• Reflect on the challenges and affordances of professional practice and opportunities for change
• Develop a coherent argument supported by policies, theories and practices
• Demonstrate the communication and leadership skills required for effecting change
• Engage others through communication and leadership

The educational aims are:

• to examine the theoretical frameworks used in the study of education and its constituent disciplines;
• provide training in research methods appropriate to education;
• advance students’ capacity for professional reflection and judgment;
• cater to a range of specialists interested within the field of education or one of its constituent disciplines

This popular course offers a flexible blended learning approach for full or part time education practitioners at different stages in their career who are interested in developing and transforming their practice. Education practitioner is construed as a broad term to encompass not just teachers in school settings, but teachers in other educational contexts and professionals whose work is located in education settings such as counsellors, those who work with school assessment etc.

The course aims to foster:

• Knowledgeable practitioners who have an advanced understanding of practices, processes, and outcomes of teaching and learning;
• Open-minded practitioners who will challenge practice through critically analysing multiples sources of evidence and developing appropriate arguments for change;
• Innovative practitioners who will transform their practice on the basis of their learning;
• Influencing practitioners who will develop the practical, organisational and communicative/presentational skills and agency to persuade others.

This will be achieved through:

• Appropriate course content, pedagogical approach and assessment procedures;
• Access to outstanding research facilities;
• The opportunity to work closely with specialists in their field;
• A supportive, stimulating environment with excellent supervision;
• A strong community of like-minded students who will provide mutual support.

These elements, knowledge, open mind, innovation and influence feature in all aspects of the course design, content, pedagogy and assessment. Through the key modules on reflexive practice, innovation in education, and influencing education practice and policy you will engage with debates surrounding education and practice and undertake relevant practical activities. The approach is collaborative, interactive and contextualised. You will also be exploring in depth an area of professional interest to you within a community of enquiry and will undertake a small-scale practical enquiry that aims to transform practice.

Students will be able to:

• Demonstrate understanding of relevant and ethical professional practice, policies, theories and process of change
• Critically analyse multiple sources of evidence
• Reflect on the challenges and affordances of professional practice and opportunities for change
• Develop a coherent argument supported by policies, theories and practices
• Demonstrate the communication and leadership skills required for effecting change
• Engage others through communication and leadership

The educational aims are:

• to examine the theoretical frameworks used in the study of education and its constituent disciplines;
• provide training in research methods appropriate to education;
• advance students’ capacity for professional reflection and judgment;
• cater to a range of specialists interested within the field of education or one of its constituent disciplines

This PGCE-MEd course adopts a broad definition of the term "second language education". It considers issues relating to the teaching and learning of languages in schools and communities as well as issues relating to the teaching of English as a second, foreign, or additional language across the world. A special feature of the course is its broad-based training which enables students to combine linguistic and social analysis in their research.

The course aims to combine in-depth critical understanding of the main currents of conceptual thinking in second language education with practical training in conducting L2 empirical research. The aims of the course are as follows:

• to examine the theoretical frameworks used in the study of education and its constituent disciplines;
• provide training in research methods appropriate to education;
• advance students’ capacity for professional reflection and judgment;
• cater to a range of specialists interested within the field of education or one of its constituent disciplines.

This pathway in Research in Second Language Education course adopts a broad definition of the term "second language education". It considers issues relating to the teaching and learning of languages in schools and communities as well as issues relating to the teaching of English as a second, foreign, or additional language across the world. A special feature of the course is its broad-based training which enables students to combine linguistic and social analysis in their research.

The course aims to combine in-depth critical understanding of the main currents of conceptual thinking in second language education with practical training in conducting L2 empirical research.

The main aims of the course are as follows:

• to examine the theoretical frameworks used in the study of education and its constituent disciplines;
• provide training in research methods appropriate to education;
• advance students’ capacity for professional reflection and judgment;
• cater to a range of specialists interested within the field of education or one of its constituent disciplines.