Bachelor of Engineering Technology Honours in Chemical Engineering

Purpose

The Bachelor of Engineering Technology Honours in Chemical Engineering provides learners with a sound additional knowledge base in the discipline of chemical engineering. Learners will have the ability to apply their knowledge and skills to a particular career or professional contexts while equipping them to undertake more specialised and intensive learning. This qualification is primarily oriented to meet the needs of practising Engineers ready for the industry. The knowledge emphasises general principles and application of technology transfer. Specifically, the purpose of the qualification is to strengthen the necessary knowledge, understanding, abilities and skills required for further learning towards becoming a competent engineering practitioner in the discipline of chemical engineering.

The Professional Chemical Engineering Technologists is characterised by

• The ability to apply established and newly developed engineering technology to solve broadly-defined problems, prepare components, systems, services and processes.
• Provide leadership in the application of technology in safety, health, engineering and commercially useful operations and interpersonal skills.
• Work independently and responsibly, applying judgement to decisions arising in the application of technology and health and safety considerations to problems and associated risks.
• Professional Engineering Technologists have a specialised understanding of engineering sciences underlying an in-depth knowledge of specific technologies together with financial, commercial, legal, social and economic, health, safety and environmental matters.

Rationale

Engineering is an activity that encompasses initiatives, services and the solution of problems that are of importance to society and the economy. A range of engineering practitioners, namely engineers, technologists, technicians, and artisans implement these engineering activities. The various levels of practitioners recognised in categories of registration under the Engineering Profession Act and regulated by the Engineering Council of South Africa (ECSA) are Professional Engineer, Professional Engineering Technologist, Professional Engineering Technician, and Professional Certificated Engineer.

This qualification intends to build on the educational base for the development of a Professional Chemical Engineer with knowledge and attributes to work in full spectrum of industries including the chemical, petrochemical, pulp and paper, mining, water and wastewater treatment, energy, food, and pharmaceutical industries.

This qualification has a strong professional and career focus, and holders of this qualification usually are prepared to enter a specific niche in the chemical and allied industries.

This qualification provides

• Development on acquired knowledge towards careers in engineering itself and areas that potentially benefit from engineering skills,
• Learners to achieve technical proficiency and to make a contribution to the economy and national development;
• The registration as a Professional Engineer with the Engineering Council of South Africa (ECSA);
• Entry to NQF Level 9 Masters qualifications and the ability to then proceed to Doctoral qualifications.

Recognition of Prior Learning (RPL)

The institution uses Recognition of Prior Learning (RPL) to demonstrate competence for admission to this qualification. Learners will achieve the qualification through RPL processes.

The structure of this qualification makes RPL possible if the learner can demonstrate competence in the knowledge, skills, values and attitudes implicit in this first stage engineering qualification.

Learners who already work in the Chemical or allied engineering industry can apply for RPL. If they possess competencies to enable them to meet some or all of the Exit Level Outcomes may present themselves for assessment against those of their choice.

The institution will assess the evidence of prior learning through the formal RPL process. The institution will brief learners before submitting a Portfolio of Evidence (PoE) for RPL.

Entry Requirements

The minimum entry requirement for this qualification is

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

This qualification consists of the following compulsory and elective modules at National Qualifications Framework Level 8 totalling 144 Credits.

Compulsory Modules, 120 Credits

• Reaction Engineering, 12 Credits.
• Separation Technology, 12 Credits.
• Chemical Engineering Process Design 4A, 16 Credits.
• Chemical Engineering Project 4A, 16 Credits.
• Process and Project Management, 8 Credits.
• Process Optimisation and Computational Analysis, 12 Credits.
• Process Control 4, 12 Credits.
• Chemical engineering Process Design 4B, 16 Credits.
• Chemical Engineering Project 4B, 16 Credits.

Elective Modules, 24 Credits (Choose/Select Three)

• French for Sciences and Technology 3, 8 Credits.
• Mandarin for Sciences and Technology 3, 8 Credits.
• Petroleum Refining Technology, 8 Credits.
• Minerals Processing, 8 Credits.
• Bioprocess Engineering, 8 Credits.
• Green Engineering, 8 Credits.
• French for Sciences and Technology 4, 8 Credits.
• Mandarin for Sciences and Technology 4, 8 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: Conduct investigations of 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 the 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: Demonstrate knowledge and understanding of the impact of engineering activities on .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: Comprehend and apply ethical principles and commit to professional ethics, responsibilities and norms of engineering practice.

11: Demonstrate knowledge and understanding of engineering management principles and economic decision making.

Associated Assessment Criteria for Exit Level Outcome 1

• Analyse and define the problem is and identify criteria for 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.
• Model and analyse possible solutions.
• Evaluate possible solutions, and the best answer is selected.
• The solution is formulated and presented in an appropriate form.

Associated Assessment Criteria for Exit Level Outcome 2

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

Associated Assessment Criteria for Exit Level Outcome 3

• Formulate a problem to satisfy user needs, applicable standards, codes of practice and legislation.
• Plan and manage the design process to focus on essential issues and recognises and deals with constraints.
• Acquire and evaluate knowledge, information and resources 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 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 evaluate material critically for suitability to the investigation.
• Perform analysis as necessary to the investigation.
• Select and use equipment or software is as appropriate in the investigations.
• Analyse information, interpreted and derived from available data.
• Conclude 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.
• 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 required by the discipline.

Associated Assessment Criteria for Exit Level Outcome 6

• Ensure the structure, style and language of written and oral communication are appropriate for the conversation and the target audience.
• Use graphics appropriately and effectively in enhancing the meaning of the 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.

Associated Assessment Criteria for Exit Level Outcome 7

• Explain the impact of technology in terms of the benefits and limitations of 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.
• Take personal, social, economic, cultural values and requirements into consideration for 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, strategically and on time.
• Demonstrate contributions to team activities, including at disciplinary boundaries, support the output of the team as a whole.
• Function as a team leader.
• Organise and manage a design or research project.
• Carry out effective communication in the context of individual or teamwork.

Associated Assessment Criteria for Exit Level Outcome 9

• Manage learning tasks autonomously and ethically, individually and in learning groups.
• Reflect on learning undertaken and own learning requirements, and determine strategies to suit personal learning style and preferences.
• Source, organise and evaluate relevant information.
• Comprehend and apply the knowledge acquired outside of formal instruction.
• Challenge and embrace assumptions critically and 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 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 ongoing process.
• Accept responsibility for consequences stemming from its actions.
• Justify made judgements in decision making during problem-solving and design.
• Ensure decision making is limited to the area of current competence.

Associated Assessment Criteria for Exit Level Outcome 11

• Explain principles of economics, business management; project management.
• Apply principles of economics, business management; project management to one's work.

Integrated Assessment

The chemical engineering qualification will combine formative, summative and diagnostic assessment methodologies. There will be multiple assessment opportunities for the learner to develop and demonstrate the various Exit Level Outcomes associated with this qualification. There will be constructive alignment between the development of the intended outcomes, learning activities and assessment activities. Some of the assessment methodologies will include tests, assignments, practicals, exams, projects, portfolios, oral assessments, presentations, and tutorials. The qualification has an extensive Design Module and Research Project Module, which will ensure the evaluation of multiple outcomes in an integrated manner. A combination of the various assessment methodologies further exposes learners to critical thinking. Despite a mix of assessment types, e-learning will be given significant attention throughout the qualification. In terms of the institutional policy, all summative assessments are subject to external moderation.