This module is designed to encourage independent learning and develop the skills required of those holding senior posts in the aviation industry; particularly in the field of aircraft maintenance. It therefore provides an ideal opportunity for you to develop and demonstrate a number of intellectual, practical and transferable skills.
The module starts by briefly examining maintenance cost drivers, airline logistic support processes and cooperative logistic support strategies before moving onto project planning. In project planning, the basic processes of determining tasks, writing aims and objectives and estimating time are considered before looking at the planning and mapping of projects using network diagrams and finally network analysis.
The purpose of completing the preparatory studying is to prepare you for what is to follow: a significant group exercise in which you work together to produce a realistic and cost effective maintenance solution for an airline operation. The details of which (routes, flight schedule, aircraft details etc.) are provided by the course team. The project involves reviewing the "scenario" to determine the exact requirements, planning for successful completion of the project, identifying options and determining costs through research, analysing data collected and formulating an evidence-based solution and presenting the findings. As part of the project, you will produce a project plan, do a group presentation, produce a substantial written report, and maintain a project log book.
On successful completion of the module, students will be able to:
This is a not a taught module in the strict sense of the word. The material that is taught is all aimed at making the student aware of things they need to consider when completing the group project. Topics that will be presented include:
The programme of which this module is part normally has a significant number of direct entrant students who have been out of education for a long time or have not had any experience of HE. Therefore, academic study skills will also form part of the curriculum in the early stages of the module and there will be opportunities for students to develop these throughout the module.
As stated above, this is not intended to be a taught module in the strict sense of the word. However, a number of topics will be presented through lectures and /or seminars in the early stage of the module. The topics covered are intended primarily to make students aware of things they need to know in order to successfully complete the project or to consider whilst doing the project. Students will be expected to read and independently study around and beyond the material presented.
Students will be divided into groups for the project. Each group will be given details of a typical airline operation (base, destinations, flight schedules and aircraft details) are will be expected to produce a realistic and viable maintenance solution for it. Students will be expected to review the material presented to them and scope the project; the basic aim is given. They will then be expected produce a detailed project plan having carried out any preliminary research necessary. Once the plan has been discussed and agreed with the project supervisor, students start work on the project.
Once the project starts, the group will be expected to organise and manage themselves, and manage and drive the project to a successful conclusion. Supervisor support will always be available but the intention is for students to report-in and receive feedback rather than go to the supervisor to ask what to do.
This module will provide an environment for students to develop and demonstrate their ability in a good number of key skills. It will also provide experience of working in groups and an opportunity for students to demonstrate that they can use their own initiative and work with limited guidance and assistance. These are all things that will enhance their future prospects.
| Definitive UNISTATS Category | Indicative Description | Hours |
|---|---|---|
| Scheduled learning and teaching | Lectures Tutorials | 10 20 |
| Guided independent study | 270 | |
| Total (number of credits x 10) | 300 | |
Summative assessment is made up from:
The assessment is divided into several pieces of work, as indicated in the, "Breakdown of major categories of assessment" below. In addition, students are required to submit an outline of the final report with a completed (first draft) introduction once progress has been made on the project. This submission is purely formative and intended to provide feedback on the introduction (including wording of aims and objectives etc.), and feed-forward to assist in production of the final project report.
The early pieces of assessment are intended to assess the knowledge and/or skills that the students are expected to have gained by the time they reach the point in the module where the assessment is set. However, they also provide feed-forward for the project phase of the module; in particular the planning phase. To ensure students are not penalised during the learning phase of the module, the weighting of the early pieces of assessment is low. They are intentionally not purely informative because an ability to complete the tasks set in them are essential to the success of the project.
The presentation is primarily about presentation skills, therefore, it can be completed at almost any point in the module. The content of the presentation will depend on the stage in the project when it is completed. If it is early in the project it will likely focus on the planning, if it is at the end it will be about the solution.
The final submission comprises a log book, project report and peer assessment. A log book will be maintained by each student throughout the lifetime of the project. The primary purpose of the log book is to record all matters related specifically to the project. However, the log book is also the place for the student to reflect, not only on the project but also on their learning. The project report, a substantial piece of academic writing, is a group effort. Peer assessment is included in the summative assessment to ensure all students fully engage in the project.
At first glance, the assessment strategy can appear quite complex, therefore it is explained in detail in the module guide and discussed with students at the start of the module, normally during induction. The strategy is designed so as to avoid a single point of failure and to give the student the maximum chance of achieving a good grade whilst maintaining rigour.
| Learning Outcome | Assessment Strategy |
|---|---|
| Discuss the various factors that influence decisions regarding the maintenance of airline fleets. | Coursework |
| Explain, compare and contrast different approaches to maintaining aircraft and produce a realistic maintenance solution for a typical airline operation. | Coursework |
| Understand the project planning process and be able to decompose a project and produce a comprehensive plan for its completion. | Coursework |
| Work effectively as a member of a team and as an individual to achieve given goals in fixed timeframes and work independently on self improvement. | Coursework |
| Produce project plans, presentations and reports, maintain a log book, and present information orally and in writing to specialist and non-specialist audiences. | Coursework |
| Description of Assessment | Definitive UNISTATS Categories | Percentage |
|---|---|---|
| Initial planning report | Coursework | 20% |
| Group presentation | Practical exam | 20% |
| Final group written report | Coursework | 60% |
| Total (to equal 100%) | 100% | |
It IS NOT a requirement that any element of assessment is passed separately in order to achieve an overall pass for the module.
Kinnison, Harry A. (PhD) Aircraft Maintenance Management. McGraw-Hill Professional ISBN-13 978-0071422512
Holloway. S (2003) Straight and Level: Practical Airline Economics. Ashgate. ISBN 0754619303
Belobaba, P., and Odoni A. R. and Barnhart C (2009). The Global Airline Industry. Wiley.