Bachelor of Engineering Technology Honours in Mechanical Engineering

Purpose

The Bachelor of Engineering Technology Honours in Mechanical Engineering is a Postgraduate qualification, characterised by the fact that it prepares learners for industry and research. This qualification serves to consolidate and deepen the learners' expertise in Mechanical Engineering and to develop research capacity in the methodology and techniques of Mechanical Engineering.

Mechanical Engineers and Technologists are essential for the design, operation and structural integrity of components and structures which in turn are applied to (or are in use) in all aspects of modern society. The modern Engineer and Technologist must therefore be equipped with knowledge and skills that would satisfy the needs of evolving technologies across engineering sectors. This qualification will address the challenges set by industry and sustainability demands by producing Technologists with the skills to innovate, design, automate, maintain and manage advanced engineering systems within the context of rapidly evolving technological fields.

Rationale

The Bachelor of Engineering Technology Honours will enhance and entrench the application of research and development as well as providing specialist and contextual knowledge to meet the minimum entry requirement for admission to a cognate Master's Degree.

In Mechanical Engineering disciplines, the continuous and rapid development of complex technological systems necessitates higher levels of conceptual understanding required by the complex problem solving skills needed. Adaptability to new technologies furthermore relies heavily on the understanding and the ability to apply fundamental conceptual knowledge.

This qualification focuses on ensuring, with the use of modelling, the integrity of mechanical design with optimised utilisation of modern engineering materials and minimised probability of failure. The region in which the institution is located has a well-developed and established manufacturing industry specifically pertaining to the automotive sector and related industries which due to its fast technological development in automation requires highly knowledgeable and skilled Mechanical Engineering graduates. Furthermore, the institution is also well positioned to serve the needs of various emerging industries serving the renewable energy and maritime engineering sectors.

The institution, with a well-developed transformation process in higher education in South Africa, is committed to significantly contributing to the delivery of the future human resource needs of a developing South Africa.

Recognition of Prior Learning (RPL)

The institution's Policy on Recognition of Prior Learning (RPL) will be applied where relevant. Both admission status and module credits may be granted through the RPL process. RPL implementation will use a triangulated verification approach using academic records, portfolios and interviews conducted by a panel of academic and external experts. All RPL decisions will be tabled at the Faculty management committee meeting for scrutiny and approval.

Applicants who do not meet the admission criteria as stipulated, but who can demonstrate experiential or work-based learning may be considered for RPL. The Faculty policy, derived from the institutional RPL policy, requires that each applicant be assessed on an individual basis. The applicant will approach the Head of Department (HOD) regarding the RPL policy and process. The HOD will explain the RPL assessment process, the specific assessment criteria and the type and format of evidence(s) required. Applicants who qualify to pursue this option will complete the standard application form upon which the HOD will nominate an assessor to be approved by the Faculty Management Committee (FMC).

Both admission status and module credits may be granted through the RPL process.

RPL implementation will use a triangulated verification approach using academic records, portfolios and interviews conducted by a panel of academic and external experts. All RPL decisions are tabled at the Faculty management committee meeting for scrutiny and approval.

The RPL process will be considered for learners who do not meet the direct minimum admission requirements to the qualification. In such cases the RPL process will be used to determine the eligibility of relevant modules completed at other institutions in order for such modules to be credited against the BEng Tech Hons (Mechanical Engineering) requirements.

Learners who do not meet the admission criteria as stipulated, but who can demonstrate experiential or work-based learning at an equivalent level may be considered for RPL.

Entry Requirements

The minimum entry requirement for this qualification is

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

This qualification comprises of compulsory modules at NQF Levels 7 and 8 totalling 140 Credits.

Compulsory Modules, NQF Level 7, 10 Credits.

Applied Mathematics, 10 Credits.

Compulsory Modules, NQF Level 8, 130 Credits

• Integrity of Structures, 14 Credits.
• Control Systems, 12 Credits.
• Engineering Materials and Science, 12 Credits.
• Energy Systems Engineering, 12 Credits.
• Thermal Systems, 12 Credits.
• Engineering Economics, 10 Credits.
• Research Project, 30 Credits.
• Design Project, 28 Credits.

1. Identify, formulate, analyse and solve complex Mechanical Engineering problems creatively and innovatively.
2. Apply knowledge of mathematics, natural science and Mechanical Engineering sciences to the conceptualisation of Mechanical Engineering models and to solve complex Mechanical Engineering problems.
3. Perform creative, procedural and non-procedural design and synthesis of components, systems, Mechanical Engineering works, products or processes of a complex nature.
4. Conduct investigations of complex Mechanical 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 Mechanical Engineering tools, including information technology, prediction and modelling, for the solution of complex Mechanical Engineering problems, with an understanding of the limitations, restrictions, premises, assumptions and constraints.
6. Communicate effectively, both orally and in writing, with Mechanical Engineering audiences and the community at large.
7. Demonstrate knowledge and understanding of the impact of Mechanical Engineering activities society, economy, industrial and physical environment.
8. Demonstrate knowledge and understanding of Mechanical 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 Mechanical Engineering practice.

Associated Assessment Criteria for Exit Level Outcome 1

• Analyse and define the problem for an acceptable solution.
• Identify relevant information and engineering knowledge and skills for solving the problem.
• Generated and formulate possible approaches that would lead to a workable solution for the problem.
• Model and analyse possible solutions.
• Evaluate the possible solutions and select the best.
• Formulate and present an appropriate form of solution.

Associated Assessment Criteria for Exit Level Outcome 2

Bring to bear a 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.
• 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 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 deal 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 alternate 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 investigations and experiments and conducted within an appropriate discipline.
• Search available literature and evaluate the material critically for suitability to the investigation.
• Perform analyses necessary to the investigation.
• Select and use equipment or software as appropriate in the investigations.
• Analyse, interpret information derived from available data.
• Draw conclusions from an analysis of all available evidence.
• Investigate the purpose, process and outcomes in a technical report or research project report and record it.

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 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 as required by the discipline.

Associated Assessment Criteria for Exit Level Outcome 6

• Communicate the structure, style and language of written and oral communication for the purpose of the target audience.
• Enhance the meaning of text through the use of graphics.
• Enhance oral communications using visual materials.
• 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 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.
• 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.
• Support the output of the team as a whole by contributing to team activities, including at disciplinary boundary.
• Demonstrate the functioning of a team leader.
• Organise and manage a design or research project.
• Communicate effectively 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 own learning requirements and strategies are determined to suit personal learning style and preferences.
• Source, organise and evaluate relevant information.
• Comprehend and apply knowledge acquired outside of formal.
• Embrace new thinking and challenge assumptions critically.

Associated Assessment Criteria for Exit Level Outcome 10

• Describe the nature and complexity of ethical dilemmas.
• Describe the ethical implications of decisions made.
• Evaluate engineering solution apply ethical reasoning.
• 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 decision that justifiable during problem solving and design.
• Make decision limited to area of current competence.

Integrated Assessment

Assessment will be done formatively and summatively through class tests and examinations, which require learners to demonstrate competences to solve complex Mechanical Engineering problems, their use and application.

Learners will also be assessed formatively and summatively through assignments, learner participation in project work and group assignments, which will require them to plan and work collaboratively and ethically in teams and individually.

Outcomes demonstrating insight and understanding will be assessed principally through a capstone project requiring learners to conceptualise, discuss, evaluate or extrapolate, apply and integrate concepts and techniques of particular aspects of theory by demonstrating its application to the documented and illustrated solution of a complex Mechanical Engineering problem.

Assessment rubrics will guide assessment and moderation in the case of assignments, laboratory work, practical work and projects.