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Systemically Designed Degrees for Real-World Challenges: A case study on Physics curriculum design at Loughborough University

M. J. Everitt, M. T. Greenaway, S. L. Bugby, S. N. A. Duffus

TL;DR

The paper addresses the inadequacy of traditional physics degrees to prepare students for real-world challenges. It proposes a ground-up, requirements-driven redesign of the Loughborough physics degree using systems engineering, including an integrated architecture and five weaving themes. The evaluation combines internal reflection, external IoP accreditation, and industry feedback to show improved conceptual understanding, computational fluency, and graduate readiness, with positive student engagement and institutional validation. The work demonstrates a scalable, authentic, and adaptable model for modernizing physics education across institutions.

Abstract

We present a ground-up redesign of the undergraduate physics degree at Loughborough University, driven by the principle of authenticity in academic and industrial practice. Departing from conventional incremental reforms, we adopt a systems-engineering approach to programme-level curriculum design, treating the degree as an integrated system with verifiable performance. This methodology aligns stakeholder-derived requirements with vertically-integrated threads in theory, computation, laboratory practice, and professional skills. We demonstrate that this approach enables students to achieve levels of disciplinary and cross-disciplinary competence beyond those typically expected at undergraduate level. Outcomes are supported by graduate destinations, enhanced student performance, and positive external evaluations, including national accreditation. Our results suggest that rigorous, system-level curriculum design can yield transformational gains in both capability and confidence.

Systemically Designed Degrees for Real-World Challenges: A case study on Physics curriculum design at Loughborough University

TL;DR

The paper addresses the inadequacy of traditional physics degrees to prepare students for real-world challenges. It proposes a ground-up, requirements-driven redesign of the Loughborough physics degree using systems engineering, including an integrated architecture and five weaving themes. The evaluation combines internal reflection, external IoP accreditation, and industry feedback to show improved conceptual understanding, computational fluency, and graduate readiness, with positive student engagement and institutional validation. The work demonstrates a scalable, authentic, and adaptable model for modernizing physics education across institutions.

Abstract

We present a ground-up redesign of the undergraduate physics degree at Loughborough University, driven by the principle of authenticity in academic and industrial practice. Departing from conventional incremental reforms, we adopt a systems-engineering approach to programme-level curriculum design, treating the degree as an integrated system with verifiable performance. This methodology aligns stakeholder-derived requirements with vertically-integrated threads in theory, computation, laboratory practice, and professional skills. We demonstrate that this approach enables students to achieve levels of disciplinary and cross-disciplinary competence beyond those typically expected at undergraduate level. Outcomes are supported by graduate destinations, enhanced student performance, and positive external evaluations, including national accreditation. Our results suggest that rigorous, system-level curriculum design can yield transformational gains in both capability and confidence.
Paper Structure (19 sections, 2 figures)

This paper contains 19 sections, 2 figures.

Table of Contents

  1. Introduction
  2. Systems Engineering in curriculum design
  3. The Loughborough physics degree: definition and decomposition phase
  4. Concept of operations
  5. System (degree) level requirements
  6. High level design
  7. Component-level design: module objectives and cross module topics
  8. Implementation
  9. The Loughborough Physics degree: a case study in systematic curriculum verification and validation
  10. Component verification
  11. Integration tests
  12. System validation
  13. Operation and maintenance
  14. Reflections on Systems Engineering in curriculum design
  15. Concluding remarks
  16. ...and 4 more sections

Figures (2)

  • Figure 1: Classic systems engineering V-diagram applied to curriculum development. Inherent in this model is a cyclical process of review and adaptation not shown for clarity.
  • Figure 2: Illustration of how themes along and across the programme are interwoven to form the curriculum