Bachelor of Engineering Technology in Marine Engineering

Purpose

This qualification is specifically designed to build the necessary knowledge, understanding, attributes and skills required for further learning towards becoming a competent practicing Class 1 Chief Engineer at a management level aboard a vessel.

The continuous and rapid development of complex vessel based technology makes it necessary for higher levels of conceptual understanding and the institution is ideally placed and empowered to facilitate teaching and learning at this level with the additional support of the established programmes offered by the Mechanical, Electrical and Mechatronic Engineering Departments.

The programme has a coherent core of mathematics, basic sciences and fundamental marine engineering sciences totalling not less than 50% of the total credits providing a viable platform for further studies and lifelong learning. Marine Engineering students completing this qualification will demonstrate competence in all the Exit Level Outcomes documented.

This qualification will prepare students for the marine industry of the future, with fundamental understanding to be able to manage and maintain vessels up to the level of Chief Engineer and alternatively develop the shipping vessels of the future. Marine Engineering is a fast-developing discipline that integrates and applies high levels of engineering science. New technologies are developing on a daily basis and thus the Marine Engineer of the future, needs excellent conceptual understanding in order to effectively adapt to the implementation of new technologies.

Graduates of this qualification will also be empowered to design future vessels and marine infrastructure.

Rationale

The South African Maritime Safety Authority (SAMSA), as part of its mandate by the Government, developed a maritime strategy to grow and develop the country's maritime economy. This strategy is part of the larger implementation of the government initiative of Operation Phakisa, which focuses on unlocking the economic potential of South Africa's oceans and the "Blue Economy". One of the key challenges identified through Operation 'Phakisa' was the current shortage of both sea and shore based human resources required to support the industry. This has been exacerbated by the reduction in South African based shipping companies. Operation Phakisa strategy will unlock the growth of the shipping industry in South Africa and this will in-turn require even more human resources specializing in the Maritime industry.

The national production of marine graduates is currently confined to completing Diplomas in Navigation and Marine Engineering. The Department of Maritime Studies at the institution graduates around 60 marine navigation and 60 marine engineering cadets annually. The total maritime graduate output equates to around 240 cadets being released to the national market annually. It is understood that the goal, if the South African "Blue Economy" is to grow sufficiently to dent unemployment, should be to grow this pool of maritime graduates to around 1000 in the medium to long term.

A major strategic priority of the Faculty of Engineering the Built Environment and Information Technology (EBEIT) is to create world-class Marine Engineering qualification. The Bachelor of Engineering Technology in Marine Engineering is a full time offering in the Department Mechanical Engineering to support the National "Blue Economy" objectives and the Faculty of Engineering, the Built Environment and Information Technology vision.

This type of qualification in Marine Engineering will be the one of the first to be accredited by the Engineering Council of South Africa (ECSA). It will enable the recipient to continue as a seafarer or be land based, and work in a marine related engineering field according to their preference. In marine engineering, the Chief Engineer is a licensed (qualified) mariner in charge of the engineering department on a merchant vessel. "Chief engineer" is the official title of someone qualified to oversee and is responsible for all operations and maintenance that has to do with all engineering equipment and technical facilities throughout the entire ship. The Chief Engineer is considered to be on par with the Captain of a vessel. They manage the engineering staff from ratings to Engineer of the watch, up to Second Engineer. These vessels are self-contained, generating their own electricity, with water treatment plants and waste management facilities. Over and above being able to have an impact on the vessel and facility design, the Chief Engineer must oversee all major maintenance programs, compile an inventory for spare parts, transfer of bunker (Fuel), lube and slop oil, as well as prepare the engine room for inspection by local marine/safety authorities. The Chief Engineer also takes charge of the engine room during emergency situations.

Therefore, the qualification will

• Prepare learners for a career in the maritime sector ultimately as a Class 1 Marine Engineer Officer and to obtain both a Degree and, after an initial professional development phase, a STCW95 (Standards of Training, Certification and Watch keeping) compliant certificate of competency. As well as opportunities for a career in other areas that potentially benefit from these marine engineering skills that are shore based.
• Provide learners with the educational base required in compliance with the SAMSA code (GOP-530.03) and Manila 2010 amendments.
• Enable learners to work independently and responsibly, provide leadership in the application of Marine Engineering aboard a vessel and have well-developed interpersonal skills that go beyond the scope of technology, including the Health and Safety, legal, social, environmental and economic environments.
• Provide learners with the educational base required for a position as a cadet in the maritime industry by providing the educational base for achieving proficiency in marine operations.
• Enable learners to register as a Candidate Technologist with ECSA (The Engineering Council of South Africa).

Recognition of Prior Learning (RPL)

RPL will be applied in line with the institution's Report of the Admissions Committee (AC): Policy on Recognition of Prior Learning (RPL). As the qualification is Exit Level Outcome based, whole qualifications will be evaluated for substantial equivalence in terms of documented and verified achievement of specified Exit Level Outcomes. Also, the learner's achievements will be evaluated in terms of substantive equivalence in terms of documented and verified module outcomes and contents RPL implementation will use a triangulated verification approach using academic records, portfolios and interviews.

Entry Requirements

• A National Senior Certificate (NSC) granting access to a Bachelor's Degree Studies and with the Language of Teaching and Learning (English); Mathematics and Physical Sciences.

Or

• National Certificate Vocational(NCV), Level 4 granting access to a Bachelor's Degree Studies and with the Language of Teaching and Learning (English); Mathematics and Physical Sciences.

This qualification comprises compulsory modules at Levels 5, 6 and 7 totalling 420 Credits.

Module at Level 5, 140 Credits

• Physics 1, 14 Credits.
• Physics 2, 14 Credits.
• Mathematics 1, 14 Credits.
• Mathematics 2, 14 Credits.
• Professional Communication 1(A), 14 Credits.
• Professional Communication 1(B), 14 Credits.
• Engineering Drawing 1, 14 Credits.
• Marine Law 1, 14 Credits.
• Marine Engineering Knowledge 1, 14 Credits.
• Naval Architecture 1, 14 Credits.

Modules at Level 6, 140 Credits

• Mathematics 3, 14 Credits.
• Strengths of Materials 1, 14 Credits.
• Statics and Dynamics 2, 14 Credits.
• Marine Engineering Knowledge 2, 14 Credits.
• Fluid Mechanics 2, 14 Credits.
• Thermodynamics 2, 14 Credits.
• Strength of Materials 2, 14 Credits.
• Naval Architecture 2, 14 Credits.
• Mechanical Design 2, 14 Credits.
• Marine Electrical Systems 2, 14 Credits.

Modules Level 7, 140 Credits

• Thermodynamics 3, 14 Credits.
• Marine Electrical Systems 3, 14 Credits.
• Marine Research and Project Management 3, 14 Credits.
• Marine Automation and Programming 2, 14 Credits.
• Naval Architecture 3, 14 Credits.
• Marine Engineering Knowledge 3, 14 Credits.
• Marine Engineering Capstone Project 3, 42 Credits.
• Marine Advanced Automation 3, 14 Credits.

1. Apply engineering principles to systematically diagnose and solve broadly-defined engineering problems.
2. Apply knowledge of mathematics, natural science and engineering sciences to defined and applied Marine Engineering procedures, processes, systems and methodologies to solve broadly-defined Marine Engineering problems.
3. Perform procedural and non-procedural design of broadly defined Marine components, systems, works, products or processes to meet desired needs normally within applicable standards, codes of practice and legislation.
4. Conduct investigations of broadly-defined marine related problems through locating, searching and selecting relevant data from codes, data bases and literature, designing and conducting experiments, analysing and interpreting results to provide valid conclusions.
5. Use appropriate techniques, resources, and modern engineering tools, including information technology, prediction and modelling, for the solution of broadly-defined Marine Engineering problems, with an understanding of the limitations, restrictions, premises, assumptions and constraints.
6. Communicate effectively, both orally and in writing, with Marine Engineering audiences and the affected parties.
7. Demonstrate knowledge and understanding of the impact of Marine Engineering activity on the society, economy, industrial and physical environment, and address issues by analysis and evaluation.
8. Demonstrate knowledge and understanding of Marine Engineering management principles and apply these to one's own work, as a member and leader in a team and to manage in the vessel engineering support systems.
9. Engage in independent life-long learning.
10. Comprehend and apply ethical principles and commit to professional ethics, responsibilities and norms of Marine Engineering Technology practice.

Associated Assessment Criteria for Exit Level Outcome 1

• Analyse and define the problem and identify criteria for an acceptable solution.
• Identify relevant information, 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 and present the solution in an appropriate form.

Associated Assessment Criteria for Exit Level Outcome 2

• Demonstrate 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 be brought to bear on the solution of a broadly defined engineering problem.
• Utilise theories, principles and laws.
• Perform formal analysis and modelling on engineering materials, components, systems or processes.
• Organise and communicate concepts, ideas and theories are in a coherent manner.
• Demonstrate 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 recognises and deals 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 optimization of the product, system or process subject to the relevant premises, assumptions, constraints and restrictions.
• Evaluate alternatives for implementation and a preferred solution is selected based on techno-economic analysis and judgment.
• 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 and conduct investigations and experiments within an appropriate discipline.
• Search available literature and critically evaluate material for suitability to the investigation.
• Perform an analysis necessary to the investigation.
• Select and use equipment or software as appropriate 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.

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 discipline.

Associated Assessment Criteria for Exit Level Outcome 6

• Use the appropriate structure, style and language of written and oral communication for the purpose of the communication and the target audience.
• Use appropriate and effective graphics in enhancing the meaning of text.
• Use visual materials to enhance oral communications.
• Use accepted methods for providing information to others involved in the engineering activity.
• Deliver fluently the oral communication with the intended meaning being apparent.

Associated Assessment Criteria for Exit Level Outcome 7

• Identify and deal with the impact of technology in terms of the benefits and limitations to society.
• Analyse the engineering activity in terms of the impact on occupational and public health and safety.
• Analyse the engineering activity in terms of the impact on the physical environment.
• Take into consideration the personal, social, economic, cultural values and requirements of 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.
• Demonstrate that contributions to team activities, including at disciplinary boundaries, support the output of the team as a whole.
• Demonstrate functionality as a team leader.
• Organise and manage a design or research project.
• Carry out effective communication in the context of individual and team work.

Associated Assessment Criteria for Exit Level Outcome 9

• Manage learning tasks autonomously and ethically, individually and in learning groups.
• Undertake learning that is reflected on and own learning requirements and determine strategies to suit personal learning style and preferences.
• Source, organise and evaluate relevant information.

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 and embrace the system of continuous professional development as an on-going process.
• Accept responsibility for consequences stemming from own actions.
• Make judgments in decision making during problem solving and design.
• Limit decision making to the area of current competence.

Integrated Assessment

Formative and Summative Assessments will include inter alia the following

Formative Assessment

• Individual and collaborative group tutorials with memoranda and direct lecturer and/or tutor formative feedback.
• Individual and collaborative Assignments/Projects with direct discussions providing formative feedback.
• Class tests with direct formative feedback via memoranda and discussions.
• Computer based simulations.
• Computer based interactive feedback using clicker-based systems/Moodle and other appropriate technological learning and assessments support tools.

Summative Assessment

• Closed and/or open book tests including scoring and feedback.
• Individual projects and assignments including feedback via assessment rubrics and scoring.
• Group projects and assignments including scoring via assessment rubrics and feedback.
• Individual presentations including feedback via assessment rubrics, lecturer and peer scoring.
• Closed or open book examinations.

Integrative Assessment

• Both formative and summative assessment processes throughout the duration of the qualification.
• The assessment tools taught will critically evaluate the candidate's knowledge, critical thinking, and evaluation prowess as well as communication and presentation skills.