Doctor of Engineering in Chemical Engineering

Purpose

The Doctor of Engineering in Chemical Engineering is an NQF Level 10 qualification aimed at facilitating the advancement of knowledge through original and innovative research.

The specific aim is to develop leading experts in a specialised field informed by scholarship and research, as well as an awareness of current issues, developments and trends in the field of study.

The qualifying learner will conduct research with a high level of personal autonomy and accountability, making an original academic contribution in the selected field of study.

The overall purpose of the qualification is to facilitate the advancement of knowledge through original research, and in so doing make an original peer reviewed contribution to the research field that can merit publication. The qualifying learner is able to integrate theory with practices through the application of theoretical knowledge and research to solve highly complex problems in a wide range of contexts.

Rationale

The qualifying learner is someone who can work independently and responsibly, and can apply original thought and judgement to complex issues using innovation and fundamental Chemical Engineering knowledge.

The qualification will allow flexibility in the career path of the Chemical Engineer in both personal skills growth for practicing engineers leading to job advancement within and across the chemical and allied industry sector.

Qualifying learners will provide companies with skills that include trouble shooting, process plant optimisation and process development through innovation, and enhanced investigation skills which can be used to solve complex industry problems across disciplines through a process of research, development and implementation of findings.

Recognition of Prior Learning (RPL)

In keeping with the Institution's mission and vision, widening of access is promoted through the Recognition of prior learning (RPL). RPL is a process of identifying the knowledge and skills against a qualification or part thereof. The process involves the identification, mediation, assessment and acknowledgement of knowledge and skills obtained through information, non-formal and/or formal learning. The RPL process is multi-dimensional and multi-contextual in nature, aimed at the individual needs of applicants and is handled in accordance with an institutional RPL policy by a unit dedicated to this activity. The RPL process includes guidance and counselling, as well as the preparation of a body of evidence to be presented by the RPL learner to meet institutional requirements. An appeal process is also in place to accommodate queries.

Recognition of Prior Learning (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 attained by RPL.

Gaining access

If the learner has considerable work experience but do not meet the entry requirements of this qualification, the learner may want to apply for entry into this qualification through RPL. This is referred to as "access". The RPL application will be evaluated against the entry requirements of this qualification according to the Institutional RPL policy. If access is granted, the qualification on the lower level is not awarded.

Advanced Standing

The learner might have gained knowledge and/or experience in specific areas, when compared to the outcomes against this qualification that might cover some modules. The learner may apply for recognition of these modules and this is called "advanced standing". Once the assessment is done, the institution might give recognition for specific modules, but not for the entire qualification. There are guidelines governing the maximum number of modules for which advanced standing can be granted.

Entry Requirements

The minimum entry requirement for this qualification is

• Master of Engineering in Chemical Engineering or an appropriate qualification, National Qualifications Framework (NQF) Level 9.

This qualification consists of the following compulsory module at National Qualifications Framework Level 10 totalling 360 Credits.

Compulsory Modules, Level 10

• Research Project and Dissertation, 360 Credits.

1. Use a wide range of specialist skills and fundamental and advanced knowledge of emerging research practices to identify, conceptualise, design and implement methods of enquiry to solve complex engineering problems using innovation.
2. Perform creative, procedural and non-procedural design and synthesis of components, to demonstrate the ability to propose innovative interventions, taking into account all the consequences of the interventions proposed.
3. Conduct research, execute detailed technical investigations, and implement strategies for information management to produce innovative insights into and solve complex engineering problems.
4. Develop, select and apply appropriate and creative techniques, resources, and modern engineering tools, including information technology, prediction and modelling, for the solution of complex engineering problems, with an understanding of the limitations, restrictions, premises, assumptions and constraints.
5. Use the resources of academic, professional and occupational discourses to communicate and defend substantial ideas that are products of research, investigation or development in an area of specialisation, and a range of advanced and specialised skills and discourses appropriate to the field, discipline or practise, to communicate to a range of audiences with different levels of knowledge or expertise.
6. Demonstrate critical awareness of the sustainability and impact of engineering activity on the social, industrial and physical environment.
7. Work effectively as an individual, and lead a team in multi-disciplinary environments.
8. Develop own learning strategies to sustain independent learning and academic and professional development, including interaction within the learning or professional group as a means of enhancing learning.
9. Demonstrate critical awareness of the need to act professionally, ethically and with integrity to exercise judgement and take responsibility within own limits of competence and where appropriate to account for leading and initiating processes and implementing systems, ensuring good resource and governance practice.
10. Demonstrate knowledge and understanding of engineering management principles and economic decision making.

Associated Assessment Criteria for Exit Level Outcome 1

• Identify, analyse and develop an approach to investigate a complex problem.
• Use a high level of personal autonomy and accountability, plan, manage and execute a detailed literature review, demonstrating critical review of the knowledge which is at the forefront of the field investigated.

Associated Assessment Criteria for Exit Level Outcome 2

• Evaluate the research topic and develop a design plan to innovatively propose investigations to solve the problem in an original and sustainable manner.

Associated Assessment Criteria for Exit Level Outcome 3

• Compile a literature review which reflects in depth knowledge of the relevant and recent trends in technologies, trends, models and theories related to solving the complex problem.
• Analyse and explain models, principles, theories, techniques and methodologies.
• Identify, define and analyse the research problem.
• Provide logical interpretation of the data collected that reflects a clear understanding of the relationship between facts in the research and evaluate contradictory information.

Associated Assessment Criteria for Exit Level Outcome 4

• Utilise specialised discipline specific tools, processes or procedures promoting sustainability to solve complex problems.
• Use computer packages for computation, simulation and information handling.
• Utilise computers and networks for data processing, handling and storage.

Associated Assessment Criteria for Exit Level Outcome 5

• Apply language and numeric skills effectively and correctly in the clear communication of the research to a wide range of audiences, and through a wide range of formats.
• Print at least two peer reviewed articles providing clear identification of the research problem, how it was analysed, how logical conclusions were arrived at, and diagnosed. Improvements should be recommended and must comply with the technical requirements of the journal submitted to.

Associated Assessment Criteria for Exit Level Outcome 6

• Demonstrate comprehension of the role of engineering in society and identified issues in engineering practice, health, safety and the environment.
• Apply the combination of social, workplace (industrial) and physical environmental factors appropriate to the complex problem investigated

Associated Assessment Criteria for Exit Level Outcome 7

• Perform multi-disciplinary tasks that require co-operation across at least one disciplinary boundary as a leader.

Associated Assessment Criteria for Exit Level Outcome 8

• Operate independently in complex, ill-defined contexts.
• Be aware of social and ethical implications of applying knowledge in particular contexts.

Associated Assessment Criteria for Exit Level Outcome 9

• Identify, address and manage emerging ethical issues, and to advance processes of ethical decision-making, including monitoring and evaluation of the consequences of these decisions where appropriate.
• Make autonomous ethical decisions related to the research project which affect knowledge production, and/or complex organisational and professional issues.
• Critically contribute to the development of ethical standards in a specific context (where applicable in terms of research project).
• Adhere to institutional policies and requirements in terms of plagiarism and the use of referencing techniques.

Associated Assessment Criteria for Exit Level Outcome 10

• Apply techniques, including economics, business management and project management to ones' work, as a leader of a team, to manage projects in a multidisciplinary environment.

Integrated Assessment

Integrated assessment forms part of continuous assessment at the institution and takes the form of an appropriate mix of both formative and summative assessment methods. Assessment policy and practices at the institution promote constructive alignment of the curriculum, learner-centred and assessment, and the importance of feedback to enhance the learner engagement. Assessment practices should be fair, reliable and valid. It should also be in keeping with academic disciplinary and professional field norms and standards.

In executing the research project and dissertation, learners are required to

• Compile a scientific research proposal through integration and application of knowledge and skills within the area of specialisation in the field of study.
• Demonstrate an in-depth learning with abstraction and understanding knowledge of the field/area of investigation by means of a well-structured literature review.
• Develop critical research skills and attributes in planning and conducting research in the field of horticulture by applying knowledge, research methods and techniques appropriately and correctly.
• Deal with unpredictability in problem solving, extracting, interpreting and analysing research results accurately.
• Take responsibility and autonomy in the research process in drawing conclusions and reporting research results in both scientific article and dissertation formats.
• Display a professional attitude, ethical behaviour and values in presenting results to a scientific audience in reflecting on professional practice.