Bachelor of Engineering Technology Honours in Chemical Engineering

Purpose

The Bachelor of Engineering Technology Honours in Chemical Engineering develops learners for both industry and research, such that they are able to deepen their expertise in Chemical Engineering and develop research capacity in the methodology and techniques of the discipline.

Rationale

The qualification lies within the engineering sector and is considered to be a scarce skill. The qualification has been designed to directly meet the needs of the sector, contributing ultimately towards the National Development Plan, benefiting not only the learner, but society at large. It meets the specific needs of the sector for skilled professionals in the engineering domain.

As a result of the qualification's alignment to the Engineering Council of South Africa (ECSA) Honours Standard, learners will be offered a qualification that will adequately prepare them to pursue employment in this scare skills sector. There exists a need in industry for chemical engineers with adequate training that ensures that the current challenges of today are innovatively addressed. This specially pertains to areas of energy efficiency, water utilisation and industrial ecology, which have been included into the design of the qualification. There also exists a demand by holders of technology-related qualifications to obtain a postgraduate qualification that enhances their professional and technical knowledge and grants them access towards pursuing a Master's qualification in engineering.

The qualification provides for articulation within the University and from other institutions. This postgraduate qualification has therefore been designed to target the recent qualifying learners of the undergraduate qualification, interested in academic advancement through postgraduate studies.

The main stakeholders of this qualification are the public and private sectors of the chemical engineering industry. Typically, these sectors require higher levels of technical and analytical capabilities. This qualification has been carefully designed to produce such specialists in the field. In this way, it is anticipated that this qualification will develop well-rounded, academically equipped, adept and mature learners with the technical leadership skills and strong capabilities that are expediently responsive to modern societal needs of the chemical engineering industry in present day.

Recognition of Prior Learning (RPL)

RPL will be applied in line with the institution's policies and guidelines. The Faculty of Engineering and the Built Environment accepts Recognition of Prior Learning (RPL) as an integral part of education and academic practice. It is acknowledged that all learning has value and the Faculty will therefore endeavour to assess prior learning and award credit where relevant.

The Faculty of Engineering and the Built Environment manages RPL according to the institution's RPL policy, which will be applied as follows for purposes of this qualification as set out in the Faculty of Engineering and the Built Environment policy:

• Through RPL a learner may gain access, or advanced placement, or recognition of status, on condition that he/she continues his/her studies at the institution.
• Recognition takes place in terms of requirements and procedures which will be applied by the Faculty of Engineering and the Built Environment.
• RPL in the case of a learner not complying with the formal entry requirements:

> Is based on other forms of formal, informal and non-formal learning and experience.

> Is considered only where prior learning corresponds to the required NQF level.

> Takes place where prior learning in terms of applied competencies is relevant to the content and outcomes of the qualification.

> Is considered in terms of an assessment procedure that includes a motivated recommendation by an assessment panel to the Dean's Committee of the Faculty of Engineering and the Built Environment.

> Is finally decided upon by the Faculty of Engineering and the Built Environment Dean's Committee.

Entry Requirements

The minimum entry requirement for this qualification is

• Bachelor of Engineering Technology in Chemical Engineering, NQF Level 7.

Or

• Bachelor of Technology in Chemical Engineering, NQF Level 7.

This qualification consists of the following compulsory modules at National Qualifications Framework (NQF) Level 8 totalling 140 Credits.

Compulsory Modules at Level 8,140 Credits

• Engineering Mathematics and Computing, 14 Credits.
• Advanced Chemistry, 14 Credits.
• Research Project, 42 Credits.
• Occupational Health and Safety, 7 Credits.
• Advanced Reaction Engineering, 14 Credits.
• Advanced Environmental Engineering, 14 Credits.
• Energy Systems, 14 Credits.
• Engineering Management, 14 Credits.
• Biochemical Engineering, 7 Credits.

1. Identify, formulate, analyse and solve complex engineering problems creatively and innovatively.
2. Apply knowledge of mathematics, natural science and engineering sciences to the conceptualisation of engineering models and to solve complex engineering problems.
3. Perform creative, procedural and non-procedural design and synthesis of components, systems, engineering works, products or processes of a complex nature.
4. Investigate complex engineering problems including engagement with the research literature and use of research methods including design of experiments, analysis and interpretation of data and synthesis of information to provide valid conclusions.
5. Use appropriate techniques, resources, and modern engineering tools, including information technology, prediction and modelling, for the solution of complex engineering problems, with an understanding of the limitations, restrictions, premises, assumptions and constraints.
6. Communicate effectively, both orally and in writing, with engineering audiences and the community at large.
7. Describe the impact of engineering activities society, economy, industrial and physical environment.
8. Demonstrate knowledge and understanding of engineering management principles.
9. Engage in independent and life-long learning through well-developed learning skills.
10. Apply ethical principles and commit to professional ethics, responsibilities and norms of engineering practice.

Associated Assessment Criteria for Exit Level Outcome 1

• Analyse and define the problem and identify an acceptable solution.
• Identify relevant information and engineering knowledge and skills for solving the problem.
• Generate and formulate possible approaches that would lead to a workable solution for the problem.
• Analyse and model possible solutions.
• Evaluate possible solutions and select the best solution.
• Formulate and present the solution is in an appropriate form.

Associated Assessment Criteria for Exit Level Outcome 2

• Apply an appropriate mix of knowledge of mathematics, numerical analysis, statistics, natural science and engineering science at a fundamental level and in a specialist area for the solution of complex engineering problems.
• Utilise theories, principles and laws.
• Perform modelling and formal analysis on engineering materials, components, systems or processes.
• Communicate concepts, ideas and theories.
• Reason about and conceptualise engineering materials, components, systems or processes.
• Perform work 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 and recognise and deals 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 and conduct investigations and experiments within an appropriate discipline.
• Search available literature and critically evaluate material is for suitability to the investigation.
• Perform necessary analysis for the investigation.
• Select equipment or software appropriately use in the investigations.
• Analyse, interpret and derive information from available data.
• Draw conclusions from an analysis of all available evidence.
• Record the purpose, process and outcomes of the investigation in a technical report or research project report.

Associated Assessment Criteria for Exit Level Outcome 5

• Assess the method, skill or tool for applicability and limitations against the required result.
• Correctly apply the method, skill or tool to achieve the required result.
• Examine results produced by the method, skill or tool and assessed against required results.
• Created, 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 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.
• Fluently deliver oral communication keeping the intended meaning.

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 public and occupational health and safety.
• Analyse the engineering activity in terms of the impact on the physical environment.
• Make considerations on personal, social, economic, cultural values and requirements for those who are affected by engineering activities.

Associated Assessment Criteria for Exit Level Outcome 8

• Explain the principles of planning, organising, leading and controlling.
• Carry out individual work effectively, strategically and on time.
• Contribute to team activities, including at disciplinary boundaries, to support the output of the team as a whole.
• Demonstrate functionality as a team leader.
• Organise and manage a design or research project.
• Carry out effective communication in the context of individual or team work.

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.
• Sourced, organised and evaluated relevant information.
• Comprehend and apply knowledge acquired outside of formal instruction.
• Critically challenge assumptions 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 is maintained 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 ongoing process.
• Accept responsibility for consequences stemming from own actions.
• Make judgements in decision making during problem-solving and justify designs.
• Limit decision-making to the area of current competence.

Integrated Assessment

Formative Assessment: Different forms of formative assessments will apply such as project reports, case studies, assignments etc. Feedback on assignments is returned to the learners within reasonable time, project presentations are scheduled in order for the instructor to provide comments, etc. These progress assessments are done by the module instructor. However, the final examination will require the involvement of a suitable external examiner, who will be requested to approve the module examination paper and mark grading provided by the module instructor. No experiential learning is involved in the qualification.

Summative Assessment: For the modules, each intermediate or progress assessment will be awarded a mark, which will be combined with the final examination mark based on pre-determined weightings for the module. For the Research Report component, two assessors will be required, one of whom will be an internal assessor (a full-time academic staff of the institution) and the other, an external assessor. The assessors are appointed by the Faculty on the basis of their scholarship and expertise. The recommendations of the external assessor are received at the Faculty and transmitted to the learner's supervisor for further consideration: comments, corrections or improvements. All modules are moderated externally.