Bachelor of Engineering Technology Honours in Civil Engineering

Purpose

The purpose of the Bachelor of Engineering Technology Honours in Civil Engineering is to enable learners to deepen their expertise in the field of Civil Engineering. The learner's research capacity will be developed in the methodology and techniques of the discipline to serve the industry, but also for purposes of further study.

Rationale

The Bachelor of Engineering Technology Honours in Civil Engineering lies within the engineering sector and is a scarce skill. Given this, the qualification directly meets the needs of the sector, contributing ultimately towards the National Development Plan, benefiting not only the learner but society at large. The qualification meets the specific needs of the sector by meeting and providing for the growing demand for skilled professionals in the civil engineering domain.

As a result of the qualification's alignment to the Engineering Council of South Africa (ECSA), honours standard, E-09-PT-Rev2, learners will be offered a qualification of a high and globally competitive standard and would, therefore, be adequately qualified to pursue employment in this scarce skills sector. There is a need to address civil engineers with adequate training to ensure that the current challenges of today in the industry. These challenges pertain explicitly to the area of infrastructure and the built environment. 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 Bachelor of Engineering Technology Honours qualification provides for articulation within the institution and from other institutions that will be implementing the Bachelor of Engineering Technology qualification. This pioneering postgraduate qualification has, therefore, aims to target recent learners of the undergraduate Bachelor of Engineering Technology 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 advanced technical and analytical capabilities. This design of this qualification targets learners in such specialists in the field. In this way, this qualification will develop well-rounded, academically equipped, adept and mature learners with the technical leadership skills and robust capabilities that are expediently responsive to modern societal needs of the civil engineering industry in the present day.

Recognition of Prior Learning (RPL)

The institution applies RPL in line with its 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. The institution will 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:

i. 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.

ii. Recognition takes place in terms of requirements and procedures applied by the Faculty of Engineering and the Built Environment.

iii. RPL in the case of a learner not complying with the formal entry requirements.

• Is conducted after payment of the prescribed fees following the policy and guidelines of the institution.
• 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, NQF Level 7.

Or

• Advanced Diploma in Civil Engineering, NQF Level 7.

This qualification consists of the following compulsory and elective modules at Level 8, totalling 140 Credits.

Compulsory Modules, 98 Credits

• Engineering Mathematics and Computing, 14 Credits.
• Material Science (Physics/Chemistry), 14 Credits.
• Research Methodology, 14 Credits.
• Environmental Management, 14, Credits.
• Research Project, 42 Credits.

Elective Modules, 42 Credits (Choose/Select three)

• Structural Mechanics, 14 Credits.
• Construction Materials and Structures, 14 Credits.
• Foundation Engineering, 14 Credits.
• Water Resource Management, 14, Credits.
• Transportation Studies, 14 Credits.
• Construction Planning and Earthworks, 14 Credits.
• Drainage and Storm Water Management, 14 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 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. 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 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 select the best solution.
• Formulate and present the solution 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 conceptualising 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 essential issues and recognises 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 for 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 critically evaluate material for suitability to the investigation.
• Perform 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.
• 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 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

• Ensure the structure, style and language of written and oral communication are appropriate for the communication and the target audience.
• Use appropriate and effective graphics in enhancing the meaning of the text.
• Ensure that the visual materials used 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 into consideration personal, social, economic, cultural values and requirements 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.
• Contribute 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 determine own learning requirements and 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 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 ongoing process.
• Accept responsibility for consequences stemming from own actions.
• Make judgements in decision making during problem-solving and justify the design.
• Limit decision making to the area of current competence.

Integrated Assessment

The institution intends to use an effective integrated assessment strategy in the quality assurance process. The Academic Regulations of the institution governs the assessment process. There will be at least one assessment opportunity before the final summative assessment for each module.

Formative assessment: the modules consist of different forms of formative assessments consisting of project reports, case studies, assignments which will be implemented in each module, depending on the nature of the module. These progress assessments are done solely by the module instructor. However, the final examination will require the involvement of a suitable external course examiner, who will be requested to approve the module examination paper and mark grading provided by the course instructor. No experiential learning is involved in the qualification.

Summative assessment: For the Research Report component, two assessors, one of whom will be an internal assessor and the other, an external assessor. The Faculty appoint the assessors based on 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. There is external moderation of all modules.