Bachelor of Engineering Technology Honours in Industrial Engineering

Purpose

The Bachelor of Engineering Technology Honours in Industrial Engineering is a postgraduate qualification, characterised by the fact that it prepares learners for industry and research. This qualification typically follows a Bachelor of Engineering Technology Degree, Advanced Diploma or relevant NQF Level 7 qualification and serves to consolidate and deepen the learner's expertise in a particular discipline and to develop research capacity in the methodology and techniques of that discipline. This qualification is also designed to address complex engineering problems. This qualification demands a high level of theoretical engagement and intellectual independence. This qualification may form part of a combination of qualifications to meet the educational requirements for registration in the category candidate engineer.

This qualification is an advanced level specialised qualification that prepares learners for research-based postgraduate study. This qualification is designed to consolidate and deepen the learner's expertise in a particular discipline, and to develop research capacity in the methodology and techniques of that discipline. This qualification demands a high level of theoretical engagement and intellectual independence.

The purpose of this qualification is designed to prepare learners to apply scientific and mathematical principles to the design, improvement, and installation of integrated systems of people, material, information, and energy. Learners will develop competencies related to the mathematics, physical environment, engineering methods, complex systems integration and management sciences to efficiently design and analyse complex systems that serve industry and government both in manufacturing and service.

Because these systems are so large and complex, Industrial Engineers need to have knowledge and skills in a wide variety of disciplines, the ability to work well with people, and abroad, systems perspective. This qualification will enable Industrial Engineering learners to use their knowledge and skills to improve systematic processes through the use of statistical analysis, interpersonal communication, design, planning, quality control, operations management, computer simulation, and problem-solving.

The modules within this qualification are designed to address all the graduate attributes as stated in the ECSA qualification standard (E-09-PT) for a Bachelor of Engineering Technology Honours. The modules within this qualification were designed to address all the Graduate Attributes as stated in the Engineering Council of South Africa (ECSA) qualification standard (E-09-PT) for a Bachelor of Engineering Technology Honours.

This qualification is developed taking into consideration the required knowledge areas as specified by ECSA. This qualification includes fundamental modules that are essential to the engineering profession as well as specialist modules that will enable the learner to further develop in the industrial engineering discipline. Also included in this qualification are elective professional development modules that will contribute to complementary knowledge areas. An essential part of this qualification is a research project in the field of industrial engineering that will integrate all learning. This project will provide learners and to the opportunity to develop their problem-solving skills to solve complex industrial engineering problems.

Rationale

The South African manufacturing sector is currently experiencing slow economic growth. As a result, the associated demand for human resources has exacerbated the "skill shortage" particularly in scarce skills categories such as the Engineering professions. The qualification seeks to address issues about productivity improvement in both manufacturing as well as services sector. It is common knowledge that, in general, the engineering discipline follows technological trends. This is particularly true of industrial engineering (IE), which is defined as "concerned with the design, improvement and installation of integrated systems of people, materials, information, equipment and energy.

The overall effect of Industry 4.0 on production systems is the customisation of products under conditions of highly-flexible mass production, which leads to greater efficiencies and a revolution of traditional production relationships among suppliers, producers, and customers, and between human and machine. As a result, the discipline pushes the boundaries of problem-solving by applying various theoretical and modelling approaches to complex industrial challenges. To solve the grand societal and industrial challenges, there is a need to develop human resources that poses a high level of skills.

The country currently faces a shortage of skills, which contributes negatively to economic growth and the ability to push the country to new frontiers. The introduction of this qualification seeks to contribute to addressing this shortage. Furthermore, the ratio of Engineers to Technologists to Technicians has been approximated to 1:0.4:1 (Quantec 2007). However, ECSA and the Engineering Association of South Africa have proposed a ratio of 1 Engineer to 1 Technologist to 4 Technicians to 16 Artisans for the South African context.

The National scarce skills list of 2020 Places the profession at position number 8 in South Africa after Electrical, Civil and Mechanical Engineering. Therefore, there is a clear and definite need to train and develop engineers and professionals engineering skills that would be relevant across the range of South African industries.

The Research and Innovation activities at the Department of Industrial Engineering contribute to the human capital development objectives of the Department. Research Niche Areas have been identified that seek to focus research resources and provides a critical mass of people around central themes that provide a platform for the full spectrum of R&I. The Research activities are conducted in collaboration with the Gibela Research Chair, which researches the rail-manufacturing sector. The research activities are centred around three-research niche area of Operations and Engineering Management. The research activities are further supported by a DSI-/NRF SARChI Chair in Future Transport Manufacturing Technology and various Community Projects such as MERSETA. The proposed qualification would further contribute to the identified research niche area fields currently focused on.

The Engineering Council of South Africa's qualification standard E-09-PT indicates that the qualification serves to consolidate and deepen the learner's expertise in a particular discipline, and to develop research capacity in the methodology and techniques of that discipline. Furthermore, the qualification demands a high level of theoretical engagement and intellectual independence.

The graduate attributes and level descriptors defined in this qualification are aligned with the International Engineering Alliance's Graduate Attributes and Professional Competencies.

The awareness of the PQM evolution at postgraduate level in the department has been presented at various forums and stakeholders including the Advisory Board Meetings, the Executive Management Board Meetings, as well as Industrial Engineering Steering committee meetings. These include various stakeholders nationally covering sectors such as automotive as well as rail and government agencies such as Productivity SA.

This qualification is endorsed by the Engineering Council of South Africa (ECSA) indicating the need for this qualification. This qualification does not lead to professional registration with ECSA; however, it may form part of a combination of qualifications to meet the educational requirements for registration in the category of Candidate Engineer. This qualification is designed to meet the requirements of the ECSA Qualification Standard for Bachelor of Engineering Technology Honours in ECSA document number E-09-PT. Successful completion may provide admission to the Master's qualification.

In addition to the ECSA endorsement for this qualification the departmental advisory committee for Industrial Engineering, consisting of representatives from industry as well as representatives from other academic environments, some of whom are professionally registered with ECSA, gave their inputs and approval for this qualification.

This qualification will prepare learners for careers in engineering itself and areas that potentially benefit from engineering skills, for achieving technological proficiency and to contribute to the economy and national development.

Recognition of Prior Learning (RPL)

The institution's policy on Recognition of Prior Learning (RPL) applies and may be used to demonstrate competence for admission to this qualification. This qualification may be achieved in part through the Recognition of Prior Learning processes. Credits may be attained through RPL.

Assessment for RPL must be done in compliance with the institutional policies related to assessment and moderation. Assessment for RPL must focus on previously acquired competencies, not on current teaching and learning practices. At least two assessment methods are required for RPL assessments unless otherwise recommended and approved.

The methods of prior learning assessment must be determined with due consideration to the nature of the required learning outcomes against which the learning will be assessed. It is the responsibility of the relevant qualification team to decide which method (or combination of methods of assessment) would be most appropriate.

Academic staff (subject matter experts) with the appropriate RPL knowledge and/or experience must conduct assessments. An external moderator must moderate all exit level assessments.

Entry Requirements

The minimum entry requirement for this qualification is

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

Or

• Bachelor of Technology: Industrial Engineering, NQF Level 7.

Or

• Advanced Diploma in Industrial Engineering, NQF Level 7.

This qualification consists of the following compulsory and elective modules at National Qualifications Framework Level 6 and 8 totalling 140 Credits.

Compulsory Modules, Level 8, 135 Credits

• Research Project: Industrial Engineering, 30 Credits.
• Research Methodology, 10 Credits.
• Advanced Operational Research, 15 Credits.
• System Dynamics, 15 Credits.
• Sustainable Management, 10 Credits.
• Data Analysis, 10 Credits.
• Operations Management, 15 Credits.
• Advanced Manufacturing, 15 Credits.
• Quality Engineering, 15 Credits.

Elective Modules, Level 6, 5 Credits (Select one module)

• International Business Communication, 5 Credits.
• Energy Economics and Policy, 5 Credits.
• Industrial Design, 5 Credits.
• Engineering Education, 5 Credits.
• Intellectual Property, 5 Credits.
• Entrepreneurship, 5 Credits.
• Contracts, 5 Credits.

1. Identify, formulate, analyse and solve complex Industrial 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 Industrial 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 Industrial 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 Industrial 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 society, economy, industrial and physical environment.
8. Display knowledge and understanding of engineering management principles.
9. Demonstrate competence to 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.

Associated Assessment Criteria for Exit Level Outcome 1

• Analyse and define the problem and identify the 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 the solution and present it 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 to bring solutions to 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.
• Handle uncertainty and risk.
• Perform work within the boundaries of the practice area.

Associated Assessment Criteria for Exit Level Outcome 3

• Formulate the design problem is formulated to satisfy user needs, applicable standards, codes of practice and legislation.
• Plan and manage the design process is planned and managed to focus on important issues and recognises and deals with constraints.
• Acquire and evaluate knowledge, information and resources are acquired and evaluated to apply appropriate principles and design tools to provide a workable solution.
• Perform 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.
• Evaluate alternatives are evaluated for implementation and a preferred solution is selected based on techno-economic analysis and judgement.
• Assess the selected design is assessed in terms of social, economic, legal, health, safety, and environmental impact and benefits.
• Communicate the design logic and relevant information is communicated 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 for suitability to the investigation.
• Perform analysis as necessary to the investigation.
• Select and use equipment or software appropriately 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.
• 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 that the structure, style and language of written and oral communication are appropriate for the communication and the target audience.
• Use appropriate graphics to effectively enhance 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.
• Ensure that contributions to team activities, including at disciplinary boundaries, support the output of the team as a whole.
• Demonstrate functioning 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.
• Comprehend and apply the knowledge acquired outside of formal instruction.
• 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 through keeping abreast of up-to-date tools and techniques available in the workplace.
• Understand the system of continuing professional development and embrace it as an on-going 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

Modules in this qualification are assessed using a range of methods and include formative and summative assessments. The teaching strategies used in this qualification also require an integrated assessment approach making use of case studies and problem-solving. Each of the modules includes summative assessments whilst included in this qualification is a research project that will integrate learning from this qualification to culminate in a research report. The combination of these assessments is designed to ensure the stated Graduate Attributes are achieved in an integrated manner.

In the case of continuous assessments, there should be no less than four assessment opportunities as determined by the institution's policy for assessment. Each of the assessment opportunities contribute to the final mark according to a predetermined weight. This form of assessment includes a concluding assessment opportunity that integrates the learning in the units of a module.

Some modules are assessed using an examination termination mode, which implies that a final examination will be written in that module. In these modules assessment opportunities provided during the semester/year will contribute to the accumulation of a predicate mark. The predicate mark and examination mark will in turn each contribute towards the final mark obtained for the module.

A design project is included in this qualification to enable learners to apply their problem-solving skills in a real-world context and serves to integrate learning across all modules. The theoretical modules done during the year give learners knowledge of specific topics but knowhow comes through practical application. A module titled Research Project is included in this qualification to integrate research and real-world problem-solving skills.