Bachelor of Engineering Technology Honours in Mechanical Engineering

Purpose

The Bachelor of Engineering Technology Honours Degree in Mechanical Engineering is a post-graduate specialisation qualification designed to prepare learners for postgraduate study and work in the industry at the higher cognitive levels. This qualification is designed specifically to follow the Bachelor of Engineering Technology in Industrial Engineering.

The qualification consolidates and deepens the learner's expertise in a specialised area of Mechanical Engineering and develops research capacity in the methodology and techniques of this discipline while equipping them to undertake more specialised and intensive learning. Programmes leading to this qualification allow learners to work independently and responsibly, applying original thought and judgment to technical and risk-based decisions in complex situations. Learners of this qualification would be prepared to enter niche roles in the labour market with the option of further studies at the Masters level.

Engineering learners completing this qualification will demonstrate competence in all the Graduate Attributes (GAs) contained in the E-09-PT standard, and an eleventh designed to cover Engineering Management. This will be comparable to Exit Level Outcome 11 of E-02-PE, which is the only substantive difference between the BSc (Eng) ELO's and the BEngTechHons GAs.

Rationale

Engineering is an activity that encompasses initiatives, services and the solution of problems that are of importance to society and the economy. These engineering activities are generally undertaken by a range of engineering practitioners namely engineers, technologists, technicians, and artisans. 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 is intended to provide, in combination with the BEngTech, the educational base for the development of a Professional Industrial Engineer with knowledge and attributes to work in a wide spectrum of industries. The qualification consolidates and deepens the graduate's expertise in a specialised area of Industrial Engineering and develops research capacity in the methodology and techniques of this discipline while equipping them to undertake more specialised and intensive learning.

This qualification aims to further the necessary knowledge, understanding, abilities and skills required towards becoming a competent practising Mechanical engineer. This qualification provides:

• Preparation 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.
• The educational base required for registration as a Professional Engineer (PrEng) with ECSA.
• Entry to NQF Level 9 Masters qualifications and the ability to then proceed to Doctoral qualifications.

The ECSA E-09-PT standard, describing this type of qualification, states that the Honours Degree may form part of a combination of qualifications that meet the educational requirements for registration in the category of candidate engineer. With this in mind, the BEngTech (Mechanical Engineering) and the BEngTechHons (Mechanical Engineering) were structured such that the sum of the credits, allocated to the specified knowledge areas, in both qualifications are equal to, or above, those specified for the professional Bachelor of Science in Engineering (as defined in E-02-PE).

Recognition of Prior Learning (RPL)

RPL may be used to demonstrate competence for admission to this qualification. This qualification may be achieved in part through Recognition of Prior Learning processes. Credits may be achieved by RPL for this qualification but it does not include credits at the exit level.

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 mechanical or allied engineering industry who believe they possess competencies to enable them to meet some or all of the GAs listed in the qualification will be able to present themselves for assessment against those of their choice.

Evidence of prior learning will be assessed through the formal institution's RPL process.

Learners submitting themselves for RPL will be thoroughly briefed prior to the assessment and will be required to submit a Portfolio of Evidence (PoE) in the prescribed format to be assessed for formal recognition.

Entry Requirements

The minimum entry requirement for this qualification is

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

Or

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

Or

• Advanced Diploma in Mechanical Engineering, NQF Level 7.

This qualification consists of the following compulsory and elective modules at National Qualifications Framework Level 6, 7 and 8 totalling 140 Credits.

Compulsory Modules, Level 8, 124 Credits

• Strength of Materials 4, 16 Credits.
• Engineering Computational Methods, 16 Credits.
• Control Systems 4, 16 Credits.
• Mechanics 4, 16 Credits.
• Selected Topics in Engineering, 16 Credits.
• Engineering Design and Research Project, 44 Credits.

Elective Modules, Levels 6, 7, 8 16 Credits (Select module/s to the total of 16 credits)

• Programming for Engineers, Level 8, 16 Credits.
• Thermodynamics 4, Level 8, 16 Credits.
• Composite Materials, Level 8, 16 Credits.

Or

• French for Sciences and Technology 3, Level 6, 8 Credits.
• French for Sciences and Technology 4, Level 6, 8 Credits.

Or

• Mandarin for Sciences and Technology 3, Level 7, 8 Credits.
• Mandarin for Sciences and Technology 4, Level 7, 8 Credits.

1. Identify, formulate, analyse and solve complex Industrial Engineering problems creatively and innovatively.
2. Application of Scientific and Engineering Knowledge. Demonstrate competence to apply knowledge of mathematics, natural science and engineering sciences to the conceptualization of engineering models and to solve complex engineering problems.
3. Demonstrate competence to 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 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.
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 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.
• 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

• 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.
• Sourced, organised and evaluated relevant information is.
• 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.

Associated Assessment Criteria for Exit Level Outcome 11

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

Integrated Assessment

This qualification will combine formative, summative and diagnostic assessment methodologies. There will be multiple assessment opportunities for the learner to develop and demonstrate the various GAs 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, exams, projects, portfolios, oral assessments, presentations and tutorials. Multiple outcomes evaluated in an integrated manner within the dissertation. In terms of the institutional policy, all summative assessments will be subjected to internal moderation. Also, all NQF Level 8 modules will be subjected to external moderation.