MSc in Aeronautical Engineering

This program offers a holistic view of aircraft design. An aircraft is a complex, integrated, closely connected system of various technologies and disciplines such as aerodynamics, structure, propulsion, actuation, and other onboard systems.

The aircraft industry faces major challenges in the transition to sustainable transportation. After graduating from this program you will be qualified to work independently and take on a leading role in the development of tomorrow’s aircraft. You will be introduced to the entire design process, from conceptual design to the final prototype. Problem-based learning, with frequent use of interdisciplinary courses, is a central part of our teaching. Several courses follow the CDIO (Conceive – Design – Implement – Operate) philosophy. The latter part of the program involves a project in which these disciplines come together as you and your fellow students will design, build, and fly an aircraft or a subscale version.

Contemporary tools

The first year of the program deals with the fundamentals of aeronautics, such as aircraft design, aerodynamics, engineering system design, product modeling, and aircraft systems and installation. Throughout the program, progression is important and a mix of elective and mandatory courses prepares you for the thesis in the final semester. The use of contemporary engineering design tools is extensive and necessary in a multidisciplinary field such as aeronautical engineering.

Three profiles

During the studies you will choose one of the following profiles:

Aircraft Aerodynamics

The airflow around an aircraft is substantially affecting its performance. In order to achieve acceptable and competitive results, modeling and simulation are vital parts of the development process. In this profile, you will study how the flow affects performance and how to systematically improve it using Computational Fluid Dynamics (CFD). Learning methodology is central.

Aircraft Structures

Reducing the weight of the aircraft is a classic challenge. The structural modeling, design, and analysis of the components, in relation to the strict weight, strength, and fatigue requirements placed on these components, are addressed in this profile. The final project involves the design and computational analysis of a component with relevance to the aircraft industry.

Aircraft Systems Design

This profile teaches the holistic design concept, from the customer, needs to design parameters/characteristics and vehicle performance. This includes several courses focusing on overall and detailed design, but also engineering skills for modeling, simulation, and design analysis. You will also learn about systems engineering, in particular, the technology and system architecture engineering of onboard propulsion, electric, and hydraulic systems.

Industry affiliations

Linköping is one of the few places in the world where aircraft are designed and manufactured. There are several aeronautical and military aviation businesses in the city, such as Saab, the producer of the Gripen aircraft. As a student, you will benefit from our location through close research collaboration between the University, the aerospace industry, and our industry-affiliated teachers.

Syllabus

Purpose

A Master of Science in Aeronautical Engineering from Linköping University is about aircraft design from a broad system perspective. In addition, there are specializations in various subdisciplines.

A graduate from this program will be able to take part in multidisciplinary design processes where technical as well as economical, environmental and sustainability requirements are satisfied.

The program is aimed at students with a Bachelor's degree who would like to extend their knowledge in mechanical engineering and engineering science, into aeronautical engineering. Graduates are suitable for employment in industry, academic institutions, and major research/development laboratories.

Aim

Disciplinary knowledge and reasoning

A graduate of Master of Science in Aeronautical Engineering

• has solid foundations in mathematics and engineering science.
• is able to use a computer effectively to model and analyze engineering problems as well as to visualize results.
• has specialized knowledge in one area of mechanical engineering.

Personal and professional skills and attributes

A graduate from the Master of Science in Aeronautical Engineering

• has the ability to take a leading role in modern research and engineering.
• is able to gain competency in new fields of engineering, rapidly and independently.
• is able to participate effectively in multidisciplinary design teams, either as a team leader or in a specialist role.

Interpersonal skills: Teamwork and communication

A graduate of Master of Science in Aeronautical Engineering

• is capable of teamwork and collaborating actively within the group by sharing in the tasks and responsibilities.
• is able to initialize, plan, carry out, and evaluate scientific and engineering projects.
• is able to communicate and to give presentations in English, orally and in writing.

Planning, execution, and presentation of research or development projects with respect to scientific and societal needs and requirements

A graduate of Master of Science in Aeronautical Engineering has knowledge about suitable development processes for different kinds of research or development projects and is able to participate and actively contribute to all phases of research or development projects, including identification of needs, structuring, planning, execution and presentation of projects, taking into account the importance of technology in society, including economic, social, and sustainable development.

_Are you curious about what it is like to study at LiU? Join us for a chat about what it is like to live and study on our campuses in Sweden. We offer free webinars and recordings for both prospective and admitted degree students throughout the year. Visit our _ _Meet us online _ _page. _

About Linköping University

Linköping University will never rest on its laurels.

In close collaboration with the business world and society, Linköping University (LiU) conducts world-leading, boundary-crossing research in fields including materials science, IT and hearing. In the same spirit, the university offers many innovative educational programs, many of them with a clear vocational focus, leading to qualification as, for example, doctors, teachers, economists, and engineers.

The university has 32,000 students and 4,000 employees on four campuses. Together we seek answers to the complex questions facing us today. Our students are among the most desirable in the labor market and international rankings consistently place LiU as a leading global university.

LiU achieved university status in 1975 and innovation is our only tradition.

History of Linköping University

In 1975 Sweden’s sixth university was founded in Linköping. Since then Linköping University (LiU) has grown considerably, expanding to Norrköping and Stockholm.

Linköping has been an important center of learning since medieval times when Linköping Cathedral offered a school with extensive international contacts and its own student hall in Paris. In 1627 the Cathedral School became the third upper secondary school in Sweden and in 1843 a college for elementary school teachers began operations. In Norrköping, the Fröbel Institute – Sweden’s first college for training pre-school teachers – was founded in 1902.

From university college to university

What would later become Linköping University began to take shape in the mid-1960s. Higher education in Sweden was expanding and in 1965 the Swedish Parliament decided to establish a branch of Stockholm University, together with a university college of engineering and medicine, in Linköping.

In the autumn of 1967, the branch of Stockholm University moved into premises in central Linköping. There the first students could take courses in the humanities, social sciences, and natural sciences. Two years later the units for engineering and medicine got underway.

In 1970 education and research started moving into the recently built Campus Valla, a short distance from the town center. Buildings A and B were the first to be completed. The same year the various parts were merged to form Linköping University College, including faculties of engineering, medicine and arts, and sciences.

The new university college was the first in Sweden to offer study programs in Industrial Engineering and Management and Applied Physics and Electrical Engineering, both starting in 1969. A few years later, in 1975, Linköping University launched Sweden’s first Computer Science and Engineering program.

1975 was also the year when Linköping University College became Linköping University, the sixth university in Sweden. In line with the 1977 reform of the Swedish higher education system, teacher education was also transferred to Linköping University.

Interdisciplinary research and problem-based learning

Linköping University has always worked with innovation in education and research. In 1980 the newly formed Department of Thematic Studies adopted an approach that was new in Sweden. Research was organized in interdisciplinary themes, such as Technology and Social Change or Water and Environmental Studies. Scientists worked across boundaries to solve complex problems. LiU was also first in Sweden to introduce graduate research schools for different themes. The model later spread to other parts of the university and became a national success.

The new Faculty of Health Sciences (Hälsouniversitetet), formed in 1986, combined governmentally and regionally funded education. It introduced a radically changed methodology, being the first in Sweden to use problem-based learning, PBL. Later, LiU became the first university in the world to allow students from different health sciences programs to treat actual patients on a student-managed training ward.

Expansion to Norrköping – and Stockholm

A significant milestone in the history of the University was the opening of Campus Norrköping in 1997. Some programs had previously operated from Norrköping, but the number of students now grew drastically in line with government efforts to expand higher education. Historical factories in the former industrial district were again filled with life, as they were filled with classrooms, laboratories, cafés, a library and of course students.

Linköping University also expanded to Stockholm when the reputable Carl Malmsten School of Furniture sought a collaborative partner from the academic sector. The Malmsten furniture design and handicraft programs became part of LiU in 2000. After almost 60 years at Södermalm in central Stockholm, Malmstens moved to new premises on the island of Lidingö in the autumn of 2009. LiU got its fourth campus.

Buro Millennial / Pexels

LiU in figures

Some important figures for Linköping University.

Education

• 32,000 students (full-time equivalents 17,907)
• 21,400 on Campus Valla
• 5,500 on Campus Norrköping
• 3,900 on University Hospital Campus (US)
• 2,100 distance students and students in other locations, including Campus Lidingö

(Some students take courses on more than one campus.)

• 120 study programs, of which 27 are international programs in English
• 550 single-subject courses
• Exchange agreements with 400 universities in 50 countries
• 2,400 international students
• 2,200 first cycle degrees
• 2,700 second-cycle degrees

Research and scientific training

• 300 professors
• 1,200 PhD students
• 40 licentiate degrees
• 140 doctoral degrees

Staff

• 4,000 employees (full-time equivalents 3,156)