Master of Chemical Engineering

Purpose

The purpose of the Master of Chemical Engineering is to enable postgraduate learners to deepen their expertise in Chemical Engineering in order to enrich the body of knowledge within the field of Chemical Engineering. The qualification will provide critical insights into the discipline, develop written and oral communication skills as well as analytical thinking skills to develop research capacity in the methodology and techniques of the discipline to, not only serve industry, but also for purposes of further study.

This qualification has been carefully designed to equip such specialists in the field. In this way, it is anticipated that this qualification will develop well-rounded, academically equipped, adept and mature graduates with technical leadership skills and strong capabilities that are expediently responsive to modern societal needs of the industry in present day.

Rationale

The Master of Chemical Engineering lies within the engineering sector and is considered to be a scarce skill. Given this, the qualification has been designed to directly meet the needs of the sector, contributing ultimately towards the National Development Plan, benefiting not only the learner, but society at large. The qualification meets the specific needs of the sector and providing for the growing demand for skilled professionals in the engineering domain.

There exists a need in industry for chemical engineers with adequate training to ensure that the current challenges of today are innovatively addressed. This pertains to areas of energy efficiency, water utilisation and industrial ecology. A demand also exists for holders of technology-related qualifications to obtain a postgraduate qualification to enhance their professional and technical knowledge and grant them access towards pursuing a Doctoral qualification in engineering.

This qualification will enable Bachelor of Engineering Technology Honours graduates to proceed to a Master's qualification within the University and from other institutions. This qualification has therefore been designed to target graduates of the undergraduate Bachelor of Engineering Technology Honours Degree, who would be interested in academic advancement through postgraduate studies.

The main stakeholders of this qualification are the public and private sectors of the chemical engineering industry. Typically, these sectors require higher levels of technical and analytical capabilities.

Recognition of Prior Learning (RPL)

The Faculty of Engineering and the Built Environment manages RPL according to the institution's RPL policy, which will be applied as follows for purposes of this qualification:

• Through RPL a learner may gain access, or advanced placement, or recognition of status.
• Recognition takes place in terms of requirements and procedures applied by the university.

RPL in the case of a learner not complying with the formal entry requirements

> Is based on other forms of formal, informal and non-formal learning and experience.

> Is considered only where prior learning corresponds to the required NQF-level.

> Takes place where prior learning in terms of applied competencies is relevant to the content and outcomes of the qualification.

> Is considered in terms of an assessment procedure that includes a motivated recommendation by an assessment panel.

Entry Requirements

The minimum entry requirement for this qualification is

• A Bachelor of Engineering Technology Honours in Chemical Engineering, NQF Level 8.

This qualification consists of the following compulsory module at National Qualifications Framework Level 9 totalling 180 Credits.

Compulsory Modules, 180 Credits

• Dissertation, 180 Credits.

1. Analyse problems within the Chemical Engineering environment by researching problems creatively and innovatively.
2. Organise and manage him/herself and his/her activities responsibly, effectively and ethically, accept take responsibility within his/her limits of competence, and exercise judgement based on knowledge and expertise, pertaining to the field of research.
3. Plan and conduct applicable levels of investigation, research and/or experiments by applying appropriate theories and methodologies, and performing appropriate data analysis and interpretation.
4. Communicate effectively, both orally and in writing, with specifically research audiences and the community at large, in so far as they are affected by the research, using appropriate data analysis and interpretation.
5. Demonstrate, where applicable, environmental sensitivity across a range of environmental contexts in the execution of engineering management research/development activities.

Associated Assessment Criteria for Exit Level Outcome 1

• Identify and assess a research problem correctly.
• Effectively apply and integrate of knowledge within the study.
• Cohesively link findings to applicable theoretical underpinnings.

Associated Assessment Criteria for Exit Level Outcome 2

• Complete the research dissertation timeously, ethically and responsibly.
• Ensure evidence of good judgement, and be cognisant of the time and cost implications of the research study is evident.
• Work with minimal supervision.

Associated Assessment Criteria for Exit Level Outcome 3

• Identify the appropriate methodologies for the study.
• Critically discuss relevant theoretical underpinnings for their arguments.
• Interpret and analyse accurately the data gathered.

Associated Assessment Criteria for Exit Level Outcome 4

• Articulate findings coherently.
• Display communication with various stakeholders during all phases of the study on an appropriate level.
• Integrate theoretical underpinnings with the data gathered, in a cohesive manner.

Associated Assessment Criteria for Exit Level Outcome 5

• Discuss and defend the social impact of research critically.
• Obtain the required ethical clearance.
• Ensure compliance with Health and Safety legislation during research activities.

Integrated Assessment

Assessment of qualifications is done in accordance with the Institution's Policy on Assessment. Integrated assessment has an application where a need exists to assure overall applied competence, to prevent disjointed learning experience and/or as a time effective assessment method. It has reference to formative, traditional summative and continuous assessment.

Formative assessment is conducted by utilising the supervisor's report and progress reports. The summative assessment is based on the completed dissertation submitted.

For the full dissertation, two assessors will be required, one of whom will be an internal assessor (a full-time academic staff of the institution) and the other an external assessor. The recommendations of the external assessor are received and transmitted to the learner's supervisor for further consideration, comments, corrections or improvements.