Bachelor of Engineering Technology Honours in Industrial Engineering

Purpose

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

Rationale

The Bachelor of Engineering Technology Honours in Industrial Engineering lies within the engineering sector and is considered to be a scarce skill. Given this, the qualification has been designed such that it directly meets the needs of the sector, contributing ultimately towards the National Development Plan, benefiting not only the learners, 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 industrial 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 standard and would therefore be adequately qualified to pursue employment in this scarce skills sector. There exists a need in industry for Industrial Engineering professionals with adequate training that would help ensure that the current challenges of today are innovatively addressed. It is intended that the proposed qualification will remedy this shortage and locally produce quality graduates with the advanced technical knowledge in the field that satisfy the national demand for highly qualified industrial engineering professionals. Therefore, the thread of the qualification design successfully contributes towards bringing the National Development Plan into fruition.

In addition to this, 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 Degree in engineering. This Postgraduate qualification has been designed to target recent graduates of the undergraduate Bachelor of Engineering Technology Degree, who would be interested in academic advancement through postgraduate studies.

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

Recognition of Prior Learning (RPL)

Recognition of Prior Learning (RPL) will be applied in line with institutional policies and guidelines. RPL is accepted as an integral part of education and academic practice. It is acknowledged that all learning has value and a learner may gain access, or advanced placement, or recognition of status.

RPL takes place in the case of a learners not complying with the formal entry requirements based on other forms of formal, informal and non-formal learning and experience and where prior learning corresponds to the required NQF-level. RPL takes place where applied competencies are relevant to the content and outcomes of the qualification.

Entry Requirements

The minimum entry requirement for this qualification is

• Bachelor of Engineering in Industrial Engineering or related field, NQF Level 7.

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

Compulsory Modules

• Engineering Mathematics and Computing, 14 Credits.
• Energy Physics, 14 Credits.
• Engineering and Society, 14 Credits.
• Research Methodology, 14 Credits.
• Manufacturing Planning and Control Systems, 14 Credits.
• Supply Chain Processes, 14 Credits.
• Enterprise Architecture, 14 Credits.
• Research Project, 42 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 Outcomes 1

• The problem is analysed and defined and criteria are identified for an acceptable solution.
• Relevant information and engineering knowledge and skills are identified for solving the problem.
• Possible approaches are generated and formulated that would lead to a workable solution for the problem.
• Possible solutions are modelled and analysed.
• Possible solutions are evaluated and the best solution is selected.
• The solution is formulated and presented in an appropriate form.

Associated Assessment Criteria for Exit Level Outcomes 2

• An appropriate mix of knowledge of mathematics, numerical analysis, statistics, natural science and engineering science at a fundamental level and in a specialist area is brought to bear on the solution of complex engineering problems.
• Theories, principles and laws are used.
• Formal analysis and modelling is performed on engineering materials, components, systems or processes.
• Concepts, ideas and theories are communicated.
• Reasoning about and conceptualising engineering materials, components, systems or processes is performed.
• Work is performed within the boundaries of the practice area.

Associated Assessment Criteria for Exit Level Outcomes 3

• The design problem is formulated to satisfy user needs, applicable standards, codes of practice and legislation.
• The design process is planned and managed to focus on important issues and recognises and deals with constraints.
• Knowledge, information and resources are acquired and evaluated in order to apply appropriate principles and design tools to provide a workable solution.
• Design tasks are performed including analysis, quantitative modelling and optimisation of the product, system or process subject to the relevant premises, assumptions, constraints and restrictions.
• Alternatives are evaluated for implementation and a preferred solution is selected based on techno-economic analysis and judgement.
• The selected design is assessed in terms of the social, economic, legal, health, safety, and environmental impact and benefits.
• The design logic and relevant information is communicated in a technical report.

Associated Assessment Criteria for Exit Level Outcomes 4

• Investigations and experiments are planned and conducted within an appropriate discipline.
• Available literature is searched and material is critically evaluated for suitability to the investigation.
• Analysis is performed as necessary to the investigation.
• Equipment or software is selected and used as appropriate in the investigations.
• Information is analysed, interpreted and derived from available data.
• Conclusions are drawn from an analysis of all available evidence.
• The purpose, process and outcomes of the investigation are recorded in a technical report or research project report.

Associated Assessment Criteria for Exit Level Outcomes 5

• The method, skill or tool is assessed for applicability and limitations against the required result.
• The method, skill or tool is applied correctly to achieve the required result.
• Results produced by the method, skill or tool are tested and assessed against required results.
• Computer applications are created, selected and used as required by the discipline.

Associated Assessment Criteria for Exit Level Outcomes 6

• The structure, style and language of written and oral communication are appropriate for the purpose of the communication and the target audience.
• Graphics used are appropriate and effective in enhancing the meaning of text.
• Visual materials used enhance oral communications.
• Accepted methods are used for providing information to others involved in the engineering activity.
• Oral communication is delivered fluently with the intended meaning being apparent.

Associated Assessment Criteria for Exit Level Outcomes 7

• The impact of technology is explained in terms of the benefits and limitations to society.
• The engineering activity is analysed in terms of the impact on public and occupational health and safety.
• The engineering activity is analysed in terms of the impact on the physical environment.
• Personal, social, economic, cultural values and requirements are taken into consideration for those who are affected by the engineering activity.

Associated Assessment Criteria for Exit Level Outcomes 8

• The principles of planning, organising, leading and controlling are explained.
• Individual work is carried out effectively, strategically and on time.
• Contributions to team activities, including at disciplinary boundaries, support the output of the team as a whole.
• Functioning as a team leader is demonstrated.
• A design or research project is organised and managed.
• Effective communication is carried out in the context of individual or team work.

Associated Assessment Criteria for Exit Level Outcomes 9

• Learning tasks are managed autonomously and ethically, individually and in learning groups.
• Learning undertaken is reflected on and own learning requirements and strategies are determined to suit personal learning style and preferences.
• Relevant information is sourced, organised and evaluated.
• Knowledge acquired outside of formal instruction is comprehended and applied.
• Assumptions are challenged critically and new thinking is embraced.

Associated Assessment Criteria for Exit Level Outcomes 10

• The nature and complexity of ethical dilemmas is described.
• The ethical implications of decisions made are described.
• Ethical reasoning is applied to evaluate engineering solutions.
• Continued competence is maintained through keeping abreast of up-to-date tools and techniques available in the workplace.
• The system of continuing professional development is understood and embraced as an ongoing process.
• Responsibility is accepted for consequences stemming from own actions.
• Judgements are made in decision making during problem solving and design are justified.
• Decision making is limited to area of current competence.

Integrated Assessment

The quality assurance process must demonstrate that an effective integrated assessment strategy is used. The assessment process is governed by the Institutional policies and guidelines. 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 etc., which will be implemented in each module, depending on the nature of the module. For example, 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 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 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. A pass is awarded for a weighted overall mark of no less than 50% and a distinction for a calculated mark of at least 75%. 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. All modules are moderated externally.