Bachelor of Engineering Technology in Industrial Engineering

Purpose

The purpose of the Bachelor of Engineering Technology (BEngTech) (Industrial Engineering) is to build the necessary knowledge, understanding, abilities and skills required for further learning towards becoming a competent practicing industrial engineering technologist. Specifically, the qualification provides learners with:

• Preparation for careers in engineering itself and areas that potentially benefit from engineering skills, for achieving technological proficiency and to make a contribution to the economy and national development.
• The educational base required for registration as a Professional Engineering technologist with Engineering Council of South Africa (ECSA).
• An appropriate level of achievement, the ability to enter NQF Level 8 qualifications and then proceed to Master's Degrees.
• The education base for achieving proficiency in industrial engineering/plant operations and occupational health and safety.

Rationale

The phasing out of the National Diploma and Baccalaureus Technologiae prompted the Department of Mechanical and Industrial Engineering Technology to replace the two qualifications in Industrial engineering with the Engineering Council of South Africa (ECSA) standard for a three-year professional Bachelor's Degree, called the Bachelor of Engineering Technology (B.EngTech).The new B.EngTech is a step towards the alignment of all the technology based engineering qualifications offered by the Faculty of Engineering and the Built Environment with the new requirements of the professional body for the training of Engineering Technologists.

The curriculum is continuously scrutinised by industry and ECSA to ensure conformance with the required standard. The curriculum for the proposed new Degree is based on the ECSA standard.

Recognition of Prior Learning (RPL)

The Faculty accepts RPL as an integral part of education and academic practice. It is acknowledged that all learning has value, and the Faculty accepts the challenge to assess prior learning and award credits, as aligned to Faculty qualifications, in order to promote life-long learning.

The purpose of the institutional RPL Policy that directs the Faculty's RPL procedure is to recognise prior learning, in order to provide access into qualifications, grant advanced placement in qualifications, and award credits for modules on the principles and processes that serve as a basis for faculty-specific RPL practices.

Entry Requirements

Minimum entrance requirements are

• Senior Certificate with endorsement.

Or

• National Senior Certificate (NSC) allowing entry to Bachelor's Degree studies.

Or

• National Certificate Vocational (NCV) at NQF Level 4, allowing entry to Bachelor's Degree studies.

This qualification consists of compulsory modules at NQF Levels 5, 6 and 7 totalling 427 Credits.

Modules at NQF Level 5: 154 Credits

• Physics, 14 Credits.
• Computer Skills, 14 Credits.
• Electro technology, 14 Credits.
• Technical Graphics, 14 Credits.
• Communication Skills, 7 Credits.
• Mathematics, 28 Credits.
• Thermofluids, 14 Credits.
• Mechanical Manufacturing Engineering, 14 Credits.
• Engineering Work Study, 14 Credits.
• Statistics, 14 Credits.
• Communication Skills, 7 Credits.

Modules at NQF Level 6: 147 Credits

• Manufacturing Systems Design, 14 Credits.
• Production Engineering, 14 Credits.
• Quality Assurance, 14 Credits.
• Material Science, 14 Credits.
• Facility Layout and Materials Handling, 14 Credits.
• Automation, 14 Credits.
• Industrial Accounting, 14 Credits.
• Operational Research, 14 Credits.
• Information Systems, 14 Credits.
• Mathematics, 14 Credits.
• Citizenship, 7 Credits.

Modules at NQF Level 7: 126 Credits

• Quality Management Systems, 14 Credits.
• Engineering Management, 14 Credits.
• Project Research, 14 Credits.
• Production Technology, 14 Credits.
• Project Engineering, 14 Credits.
• Final Year Project, 14 Credits.
• Logistics Engineering, 14 Credits.
• Entrepreneurship, 14 Credits.
• System Dynamics, 14 Credits.

1. Apply knowledge of mathematics, natural sciences and engineering sciences to define and applied engineering procedures, processes, systems, and methodologies.
2. Systematically diagnose and solve broadly defined engineering problems by applying mechanical engineering principles.
3. Use appropriate techniques, resources, and modern engineering tools including information technology, prediction and modelling, with an understanding of their limitations, restrictions, premises, assumptions and constraints.
4. Communicate effectively both orally and in writing with engineering audiences and affected parties.
5. Demonstrate knowledge and understanding of mechanical engineering management principles and apply these to one's own work.
6. Engage in independent and life-long learning through well-developed learning skills.
7. Comprehend and apply ethical principles and commit to professional ethics, responsibilities and norms of mechanical engineering practice.
8. Demonstrate knowledge and understanding of the impact of mechanical engineering activity on the society, economy, industrial and physical environment.

Associated Assessment Criteria for Exit Level Outcome 1

• Concepts, ideas and theories are communicated.
• Reasoning about and conceptualising engineering materials, components, systems, or processes is performed.
• Formal analysis and modelling of engineering materials, components, systems or processes is performed.

Associated Assessment Criteria for Exit Level Outcome 2

• The problem is analysed and defined and criteria are identified for an acceptable solution.
• Possible approaches that would lead to a workable solution for a problem are generated and formulated.
• Possible solutions are evaluated and the best solution is selected.

Associated Assessment Criteria for Exit Level Outcome 3

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

Associated Assessment Criteria for Exit Level Outcome 4

• Appropriate structure, style and language of oral and verbal communication for the purpose of the communication and the target audience are used.
• Graphics that are appropriate and effective in enhancing the meaning of the text are used.
• Oral communication with the intended meaning being apparent is fluently delivered.

Associated Assessment Criteria for Exit Level Outcome 5

• The principles of planning, organising, leading and controlling are explained.
• Individual work is carried out effectively, strategically and on time.

Associated Assessment Criteria for Exit Level Outcome 6

• Learning tasks individually and in a small group are managed autonomously and ethically.
• Learning undertaken and own learning requirements and strategies are reflected upon.
• Knowledge acquired outside of formal instruction is comprehended and applied.

Associated Assessment Criteria for Exit Level Outcome 7

• The nature and complexity of ethical dilemmas is described.
• Ethical reasoning to evaluate engineering solutions is applied.
• Continued competence through keeping abreast of up-to-date tools and techniques available in the workplace is maintained.

Associated Assessment Criteria for Exit Level Outcome 8

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

Integrated Assessment

In the department, the learner's progress is monitored by means of continuous assessment (CA) and their performance assessed at various formative points in the learning programme. In the case of CA, rules are in place regarding eligibility for supplementary assessments should learners not pass one of the summative assessments. Formative and summative assessments are in the form class tests, assignments and practical projects. A final summative assessment is done by writing a traditional exam. For summative assessments, especially where more than one assessor is involved, internal moderation checks are undertaken to ensure the reliability of the assessment procedures.

Formative assessment refers to assessment that takes place during the process of learning and teaching. Formative assessment:

• Supports the teaching and learning process.
• Provides feedback to the learner on his/her progress.
• Diagnoses learners' strengths and weaknesses.
• Assists in the planning of future learning.
• Is developmental in nature and contributes to the learner's capacity for self-evaluation.
• It helps to make decisions on the readiness of the learner to do a summative assessment.

Summative assessments are conducted for the purpose of making a judgment about the level of competence of learners in relation to the outcomes of a unit/module and/or programme. The results of such formal assessment (e.g. tests, assignments, projects, presentations, creative production or traditional examinations) are expressed as a mark reflecting a pass or a fail. The minimum number of summative opportunities required, is contained in the Academic Regulations.