Master of Engineering in Chemical Engineering

Purpose

The Master of Engineering in Chemical Engineering is a postgraduate specialisation research qualification. It is a research-based graduate study aim at providing a path to the Doctorate in Engineering in Chemical Engineering from the Bachelor of Engineering (Honors) in Chemical Engineering.

The qualification prepares a learner for professional practise, enhances in-depth specialist knowledge of a Chemical Engineering sector, and cultivates an awareness of the developments at the forefront of the specialised field of interest. In this way, capacity to conduct research is cultivated.

Rationale

The Master of Engineering in Chemical Engineering meets the minimum entry requirements for admission to an NQF Level 10 Doctorate Degree. The MEng: Chem.Eng is aligned with the ECSA guidelines and aims to provide industry with a graduate having the following attributes according to the ECSA Standard E-22-P of January 2019:

• A learner who can work independently and responsibly, applying original thought and judgement to technical and risk-based decisions in complex engineering situations;
• A learner who has a broad fundamentals-based appreciation of engineering science, with an in-depth knowledge of a specialised area, together with financial, commercial, social, economic, health and safety and environmental and sustainability consideration;
• A learner who has professional expertise in a particular area of specialisation and the ability to conduct research and engineering investigations to solve complex chemical engineering problems.

This qualification will allow flexibility in the career path of the Chemical Engineer vertically to the Doctorate qualification, or horizontally in personal skills growth for practicing engineers leading to job advancement within and across the chemical and allied industry sector. Graduates attaining the Masters in Engineering in Chemical Engineering will provide companies with skills that include trouble shooting, process plant optimisation, process development and investigation skills to solve complex industry problems through a process of research and development.

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 candidate 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 applicant 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 subjects. 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 subjects for which advanced standing can be granted.

Entry Requirements

The minimum entry requirement for this qualification is

• Bachelor of Engineering Technology Honours, NQF Level 8.

Or

• Postgraduate Diploma in Engineering, NQF Level 8.

Or

• Relevant equivalent qualification meeting SAQA Level 8 criteria for entrance into a Masters qualification.

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

Compulsory Modules, Level 9

• Research Project and Dissertation, 180 Credits.

1. Use a wide range of specialist skills to identify, conceptualise, design and implement methods of enquiry to solve complex engineering problems creatively, with an understanding of the consequences of any solutions or insights generated within a specialised context.
2. Apply specialist knowledge of mathematics, natural science and engineering fundamentals and an engineering speciality to solve complex Chemical Engineering problems, conceptualise models and enable engagement with, and critique of, current and emerging research and practices.
3. Perform creative, procedural and non-procedural design and synthesis of components, systems, engineering works, products or processes, to demonstrate the ability to propose interventions at an appropriate level within the system, based on an understanding of interdependent relations and to address intended and unintended consequences of interventions implemented.
4. Conduct research, execute detailed technical investigations, implement strategies for the processing and management of information, including the review of current advances in the field, to produce new insights and solve complex engineering problems.
5. 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.
6. 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.
7. Demonstrate critical awareness of the sustainability and impact of engineering activity on the social, industrial and physical environment.
8. Demonstrate competence to work effectively as an individual, in teams and in multi-disciplinary environments.
9. 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.
10. 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.
11. Demonstrate knowledge and understanding of engineering management principles and economic decision making.

Associated Assessment Criteria for Exit Level Outcome 1

• Identify and analyse complex problem.
• Develop an approach to find solutions in a creative manner which are based on theory and the use of first principles and evidence.
• Involve a variety of interactions which may impose conflicting constraints, premises and assumptions and/or restrictions.

Associated Assessment Criteria for Exit Level Outcome 2

• Provide evidence in the application of one, two or all three categories of knowledge (mathematics, natural science, and engineering fundamentals) to solve complex problems.
• Work across engineering disciplinary boundaries through cross-disciplinary literacy and shared fundamental knowledge.

Associated Assessment Criteria for Exit Level Outcome 3

• Use a major design of a complex problem to provide evidence of interventions and the use of creativity and engineering to solve complex engineering problems.

Associated Assessment Criteria for Exit Level Outcome 4

• Apply Research methodology in research or investigation, where the student engages with selected knowledge in research literature of the specialised topic. (Conduct in depth literature review).
• Design and conduct analytic, modelling and experimental investigations, and to draw conclusions from critically evaluating the data collected.
• Investigate the application of new and emerging technologies in the specialised engineering topic, and to report and communicate the findings.

Associated Assessment Criteria for Exit Level Outcome 5

• Utilise specialised discipline specific tools, processes or procedures promoting sustainability are utilised 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 6

• Do the material to be communicated in an academic or simulated professional context.
• Write reports as either short (300 to 1000 words plus tables and figures) like a research proposal, to a substantial research project of 60 or more credits at NQF Level 9.

Associated Assessment Criteria for Exit Level Outcome 7

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

Associated Assessment Criteria for Exit Level Outcome 8

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

Associated Assessment Criteria for Exit Level Outcome 9

• 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 10

• Perform case studies of typical engineering practice situations in which the graduate is likely to participate.

Associated Assessment Criteria for Exit Level Outcome 11

• Apply techniques, including economics, business management and project management to ones' work, as a member or 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, student centred-learning and assessment, and the importance of feedback to enhance 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.

A constructive alignment approach will be adopted with alignment between learning outcomes, teaching-learning activities and assessment tasks. A variety of teaching and learning methods will be used in an integrated manner consisting of class room teaching, tutorials and small group teaching, practicals, computer laboratory work, field work, peer learning groups, independent learning (self-study), and independent research.

Formative assessment is aimed at enhancing learning and provides learners with an opportunity to reflect critically on their own learning and to improve their own levels of personal accountability and time management. Formative assessment usually consists of a variety of assessment tasks relevant to the field of study.

There will be multiple assessment opportunities for learners demonstrate the Exit Level Outcomes as specified previously. All assessments and moderation will be performed and is subject to the institutional Assessment policies, procedures and guidelines.

Integrated assessments take the form of a variety of both summative and formative assessment methods including written and oral examinations, problem solving assignments and tutorials, projects, case studies, presentations, class tests and final summative assessment.

Integrated assessments are designed to assess the extent to which students satisfy the ten Exit Level Outcomes of the programme, and to provide an opportunity for the student to critically reflect on knowledge gained.