Advanced Diploma in Industrial Engineering

Purpose

In the Advanced Diploma in Industrial Engineering, learners will be provided with a sound knowledge base in Industrial Engineering and the ability to apply their knowledge and skills to particular career or professional contexts, while equipping them for more specialised and intensive learning. In the qualification, the knowledge emphasises the general principles and application or technology transfer. This qualification has a strong professional or career focus and graduates will be well prepared to enter the Industrial Engineering labour market.

The purpose of this qualification is to build the necessary knowledge, understanding, abilities and skills for further learning towards becoming a competent Industrial Engineering Technologist. The professional Industrial Engineering Technologist is characterised by:

• The ability to apply established and newly developed Industrial Engineering technology to solve broadly-defined problems, develop components, systems, services and processes.
• The ability to provide leadership in the application of technology in safety, health, engineering and commercially effective operations and have well-developed interpersonal skills.
• The ability to work independently and responsibly, applying judgement to decisions arising in the application of technology and health and safety considerations to problems and associated risks.
• Having a specialised understanding of Industrial Engineering sciences underlying a deep knowledge of specific Industrial Engineering technologies with financial, commercial, legal, social, economic, health and safety matters.
• The ability to apply a range of specialised tools and techniques within the Industrial Engineering context. The student will be able to apply critical and innovative thinking at National Qualifications Framework (NQF) Level 7 as well as problem solving skills within the discipline.

The learner will be exposed to research methodology for application in the discipline and enterprise development.

Rationale

Graduates with this qualification (Advanced Diploma in Industrial Engineering) will be qualified in productivity improvement, integrated manufacturing systems, operating information systems as well as project and quality management. Through consultations with the industry, Advisory Board meetings and using ECSA guidelines and policies, it was identified that there is a high demand for suitably qualified technologists in the industrial engineering field/sector/environment. This qualification has therefore been designed to meet this need through the development of competencies associated with this qualification at NQF Level 7 (DHET requirements).

The qualification in Industrial Engineering was designed to meet the requirements of the Higher Education Qualifications Sub-Framework (HEQSF) and Engineering Council of South Africa (ECSA) on NQF Level 7. The qualification is unique to institutions of technology, and the curriculum design is aimed to address specific niche areas in the field of Industrial Engineering.

The qualification provides

• The qualification provides preparation for careers in Industrial Engineering and other areas that benefit from Industrial Engineering skills, for achieving technical proficiency and learners will be able to make a contribution to the economy and national development.
• The educational base required for registration as a Professional Engineering Technologist with the Engineering Council of South Africa (ECSA).
• Entry to NQF Level 8 qualifications e.g. Bachelor of Engineering Technology Honours, Postgraduate Diploma and BEng qualifications in Industrial Engineering, and then to proceed to Masters Programmes in Industrial Engineering or related qualifications.
• The qualification is aligned to the Exit Level Outcomes prescribed by the Engineering Council of South Africa (ECSA).

Recognition of Prior Learning (RPL)

The qualification may be granted, according to policies governing higher education, to learners who have acquired the skills and knowledge without attending formal courses, provided they can demonstrate competence in the outcomes of the qualification as required by the fundamental, core and elective areas stipulated in the qualification and Exit Level Outcomes.

An RPL process may also be used to credit learners with credits in which they have developed the necessary competency because of workplace and work-integrated learning.

RPL may also be used by learners who are not in possession of a national Senior Certificate or similar qualification to gain access to the qualification.

Learners submitting for RPL should be thoroughly briefed prior to assessment, and may be required to submit a portfolio or evidence in the prescribed format to be accessed for formal recognition.

The details of the Faculty RPL policy are as follows, presuming no prior accredited learning has taken place

• Candidate applies for RPL against module, or part/full qualification at the relevant department (Head of Department-HOD).
• RPL officer is appointed from within subject experts. The subject expert meets with the candidate to conduct pre-screening (evaluation) to ascertain viability of application based on programme requirements (Exit Level Outcomes and Associated Assessment Criteria).
• Candidate prepares evidence of work (portfolio of evidence) and/or any other relevant proof of evidence (practical work, assignments and or assessments). The evidence needs to be submitted to the RPL officer for RPL evaluation process.
• The candidate then completes a RPL form and submits it to RPL officer.
• An assessor from within the department is then appointed.
• Evidence submitted by the candidate is assessed by the assessor. However, additional evidence may be requested.
• A moderator from the department's advisory board and from within the candidate's industry is appointed.
• The moderator moderates the candidate's evidence.
• The moderator reports on the assessor's judgment.
• RPL outcome is presented to faculty board by RPL officer.

If the credit is not awarded, an appeals application to independently appointed moderator or the registrar can be done. The process of moderation will then resume.

If the RPL is awarded, an exemption form is completed and the candidate may continue with full registration.

Entry Requirements

The minimum entry requirement for this qualification is

• An appropriate Diploma, NQF Level 6.

Or

• An Advanced Diploma in Industrial Engineering, NQF Level 6.

Or

• An Appropriate Bachelor Degree, NQF Level 7.

This qualification consists of compulsory and elective modules at NQF Level 7 totalling 140 Credits

Compulsory Modules, 100 Credits

• Manufacturing and Production Science, 20 Credits.
• Human Factors and Ergonomics, 20 Credits.
• Facility Planning and Design, 20 Credits.
• Quality Control and Improvement, 20 Credits.
• Research Methodology and Project for Industrial Engineering, 20 Credits.

Elective Modules, 40 Credits (Choose Two)

• Industrial Engineering Management, 20 Credits.
• Financial Engineering and Economics, 20 Credits.
• Information and Knowledge Management, 20 Credits.
• Modelling and Simulation, 20 Credits.

1. Apply industrial engineering principles to systematically diagnose and solve broadly defined engineering problems.
2. Apply knowledge of mathematics, natural science and engineering sciences to defined and applied industrial engineering procedures, processes, systems and methodologies to solve broadly defined engineering problems.
3. Perform procedural and non-procedural design of broadly defined components, systems, works, products or processes to meet desired needs normally within applicable standards, codes of practice and legislation.
4. Conduct investigations of broadly defined industrial engineering problems through locating, searching and selecting relevant data from codes, databases and literature, designing and conducting experiments, analysing and interpreting results to provide valid conclusions.
5. Use appropriate techniques, resources, and modern industrial engineering tools, including information technology, prediction and modelling, for the solution of broadly defined industrial engineering problems, with an understanding of the limitations, restrictions, premises, assumptions and constraints.
6. Communicate effectively, both orally and in writing, with industrial engineering audiences and the affected parties.
7. Demonstrate knowledge and understanding of the impact of industrial engineering activity on the society, economy, industrial and physical environment, and address issues by analysis and evaluation.
8. Demonstrate knowledge and understanding of industrial engineering management principles and apply these to one's own work, as a member and leader in a team, and to manage projects.
9. Engage in independent and life-long learning through well-developed learning skills.
10. Comprehend and apply ethical principles and commit to professional ethics, responsibilities and norms of industrial engineering technology practice.

Associated Assessment Criteria for Exit Level Outcome 1

• Define and analyse the problem identify criteria for an acceptable solution.
• Identify relevant information, engineering knowledge and skills for solving the problem.
• Generate and formulate possible approaches that would lead to workable solutions for the problem.
• Model and analyse possible solutions.
• Evaluate possible solutions and select the best solution for the problem.
• Formulate and present the solution in an appropriate form.

Associated Assessment Criteria for Exit Level Outcome 2

• Bring an appropriate mix of knowledge of mathematics, numerical analysis, statistics, natural science and engineering science at a fundamental level and in a specialist area to bear on the solution of broadly-defined engineering problems.
• Use theories, principles and laws.
• Perform and model formal analysis on engineering materials, components, systems or processes.
• Communicate concepts, ideas and theories.
• Perform and conceptualise the reasoning about engineering materials, components, systems or processes.
• Handle uncertainty and risk through the use of probability and statistics.
• Perform within the boundaries of the practice area.

Associated Assessment Criteria for Exit Level Outcome 3

• Formulate the design problem to satisfy user needs, applicable standards, codes of practice and legislation.
• Plan and manage the design process to focus on important issues.
• Recognise and deal with constraints.
• Acquire and evaluate knowledge, information and resources in order to apply appropriate principles and design tools to provide a workable solution.
• Perform design tasks including analysis, quantitative modelling and optimisation of the product, system or process subject to the relevant premises, assumptions, constraints and restrictions.
• Evaluate alternatives for implementation and select a preferred solution based on techno-economic analysis and judgement.
• Assess the selected design in terms of the social, economic, legal, health, safety, and environmental impact and benefits.
• Communicate the design logic and relevant information in a technical report.

Associated Assessment Criteria for Exit Level Outcome 4

• Plan, design and conduct investigations and experiments within an appropriate discipline.
• Search available literature and critically evaluate material for suitability to the investigation.
• Perform an analysis as necessary to the investigation.
• Select and use equipment or software as appropriate in the investigations.
• Analyse, interpret and derive information from available data.
• Draw conclusions from an analysis of all relevant evidence.
• Record the purpose, process and outcomes of the investigation in a technical report.

Associated Assessment Criteria for Exit Level Outcome 5

• Assess the method, skill or tool for applicability and limitations against the required result.
• Apply the method, skill or tool correctly to achieve the required result.
• Test and assess the results produced by the method, skill or tool against required results.
• Create, select and use computer applications as required by the discipline.

Associated Assessment Criteria for Exit Level Outcome 6

• Use appropriate structure, style and language of written and oral communication for the purpose of the communication and the target audience.
• Use appropriate and effective graphics in enhancing the meaning of text.
• Use visual materials to enhance oral communications.
• Use accepted methods for providing information to others involved in the engineering activity.
• Deliver oral communication fluently with the intended meaning being apparent.
• Use written communications that meet the requirements of the intended audience.

Associated Assessment Criteria for Exit Level Outcome 7

• Explain the impact of technology in terms of the benefits and limitations to society.
• Analyse the engineering activity in terms of the impact on occupational and public health and safety.
• Analyse the engineering activity in terms of the impact on the physical environment.
• Consider personal, social, economic, cultural values and requirements of those who are affected by the engineering activity.

Associated Assessment Criteria for Exit Level Outcome 8

• Explain the principles of planning, organising, leading and controlling.
• Carry out individual work effectively and on time.
• Contribute to team activities that support the output of the team.
• Organise and manage a design or research project.
• Carry out effective communication in the context of individual or teamwork.
• Perform critical functions in the team and work is completed on time.

Associated Assessment Criteria for Exit Level Outcome 9

• Manage learning tasks autonomously and ethically, individually and in learning groups.
• Reflect on learning undertaken and determine own learning requirements and strategies to suit personal learning style and preferences.
• Source, organise and evaluate relevant information.
• Comprehend and apply knowledge acquired outside of formal instruction.
• Challenge assumptions critically and embrace new thinking.

Associated Assessment Criteria for Exit Level Outcome 10

• Describe the nature and complexity of ethical dilemmas.
• Describe the ethical implications of decisions made.
• Apply ethical reasoning to evaluate engineering solutions.
• Maintain continued competence through keeping abreast of up to date tools and techniques available in the workplace.
• Understand and embrace the system of continuing professional development as an on-going process.
• Accept responsibility for consequences stemming from own actions.
• Make judgements in decision making during problem solving and design.
• Limit decision making to the area of current competence.

Integrated Assessment

A variety of teaching and learning methods will be used and is a blend of classroom teaching, tutorials, practical's, computer laboratory work, field work, peer learning groups, independent learning, and independent research. The methods of delivery have been designed so that learners operate at different cognitive levels as they progress through the qualification, with deeper levels of learning being stimulated as more knowledge is gained. The teaching and learning methods are appropriate for an engineering or science qualification. There will be constructive alignment between the teaching and learning strategy and the assessment strategy to achieve the intended outcomes.

An effective integrated assessment strategy will be used. The qualification will combine formative and summative assessment methodologies and all assessments and moderation will be performed and is subject to the institutional assessment policies, procedures and guidelines.