Master of Engineering in Electrical Engineering

Purpose

The primary purpose of the Master of Engineering in Electrical Engineering is to educate and train engineers, technologists and researchers who can effectively contribute to the development of knowledge at an advanced level, as required for the Electrical, Electronics, Energy, Computer Engineering and Space industries. This qualification is intended to enable qualifying learners to apply integrated technical knowledge, advanced skills, analysis and problem-solving techniques to particular specialisations in these fields.

Learners are immersed in a state-of-the-art environment and provided with Advanced Energy, Electrical/Electronic/Computer Engineering and Nanosatellite Technology platforms that facilitate cutting-edge research in a number of niche areas in the broader disciplines of computers, energy, electrical/electronic systems and satellite systems and applications, including, technology development at the subsystem levels. Furthermore, the participation of leading experts will ensure that learners benefit from global exposure and will open opportunities for inter-disciplinary research that exposes participants to all key aspects of electrical, electronics, energy, computer and space engineering, technology and applications.

The research and innovation emanating from the qualification contributes to the development of electrical, electronics, energy, computer and satellite engineering, technology and applications to support the National Initiatives as highlighted in the Departments of Energy and Science and Technology. The qualification will furthermore provide access to a pool of highly developed knowledge, maintain databases and promote knowledge sharing and transfer in support of the National Landscape.

Considering the above, the collective purpose of the qualification is to produce graduates that have a deep theoretical understanding of engineering and applications in the electrical, electronics, energy, computer engineering and space environment, with the ability to apply this knowledge in a vibrant research and innovation ecosystem.

Graduates can be employed and be leaders in any number of Electrical, Electronics, Energy, Computer and Satellite sectors of the South African industrial and economic sectors related to these fields.

Rationale

The institution seeks, inter alia, to strengthen research and foreground innovation and global best practices effectively across the institution. This provided the impetus for the development of a long-term Research and Technology Innovation (RTI) strategy, which culminated in the adoption of the institutional RTI Blueprint by Senate in 2012. In particular, the RTI Blueprint embodies responsibility as a university to contribute to the erstwhile goals of the National Development Plan, of which research, innovation, and postgraduate output are recognised as key to sustainable economic growth. The institution has great potential, and therefore continuously strive to be a leading higher education force in terms of applied research and innovation capacity within the region and the country at large. The identified focus areas and niche areas relate closely to the DST Grand Challenges, the National Development Plan and global Millennium Development Goals.

From a national perspective, South Africa has become increasingly dependent on energy and space-based applications to manage its national resources and to support its safety and security objectives. It is therefore not difficult to grasp why the Department of Energy formulated its energy security plan and DST has identified Energy and Space Science (and its supporting technologies) as two of the five 'Grand Challenges' to be addressed in its Ten-Year Innovation Plan of 2008.

Currently, the Department of Electrical, Electronic and Computer Engineering offers a Master of Engineering in Electrical Engineering that caters for industry related research projects in Electrical Engineering, Electronic Engineering, Energy, Computer Engineering and Satellite Technology. This is directly in line with the requirements and needs of South Africa. The qualification broadens the intake of students from related undergraduate and graduate disciplines creating opportunities for young South Africans from all races to make major contributions across the Electrical, Electronics, Energy, Computer and Satellite technology fields.

The qualification combines aspects of both technology and applications, which provide learners with a skills set of appreciating and understanding the interplay between user-responsive applications and the technology that supports it. This holistic approach is unique in South Africa, and will provide learners with a competitive edge in the market, as well as benefit the industry through employing these individuals.

Recognition of Prior Learning (RPL)

In keeping with national policy frameworks and the institution's mission and vision, widening of access is promoted through Recognition of Prior Learning (RPL). RPL is a process of identifying the knowledge and skills of an applicant against a qualification or part thereof. The process involves the identification, mediation, assessment and acknowledgement of knowledge and skills obtained through informal, 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 procedure is also in place to accommodate queries.

RPL in this qualification will relate to gaining access to the qualification and/or credits/advanced standing as described in institutional guidelines. Learners may obtain access to this qualification through Recognition of Prior Learning by means of a portfolio of evidence of relevant work experience. Such evidence should be screened by the institutional Recognition of Prior Learning committee and should be approved by the Faculty Board. An independent RPL advisor may be appointed to determine, in consultation with the relevant subject/programme specialists, if sufficient evidence has been presented by the learner for consideration. The portfolio of evidence should be evaluated against the relevant SAQA level descriptors. The Exit Level Outcomes of the qualification should also be taken into consideration. Upon Faculty Board approval the application should be considered at institutional level by the Higher Degrees Committee and approved by Senate.

Entry Requirements

The minimum entry requirement for this qualification is

• Bachelor of Engineering Technology Honours in Electrical Engineering B.Eng Tech. (Electrical Engineering), NQF Level 8.

Or

• Bachelor of Engineering Technology Honours in Electrical Engineering B.Eng Tech. (Computer 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. Identify, assess, formulate, interpret, analyse and solve engineering research/development problems creatively and innovatively by applying relevant fundamental knowledge of i.e. Mathematics, Basic Science and Engineering Sciences in the chosen field of research.
2. Plan and manage engineering research projects, demonstrating fundamental knowledge, understanding and insight into the principles, methodologies and concepts that constitute socially responsible (to local and other communities) research/development in the chosen field of research practice.
3. Work effectively, individually or with others, as a member of a team, group, organisation and the community or in multi-disciplinary environments in the chosen field of research.
4. Organise and manage him/herself and his/her activities responsibly, effectively, professionally and ethically, accept responsibility within his/her limits of competence, and exercise judgement based on knowledge and expertise, pertaining to the field of research.
5. Plan and conduct applicable levels of investigation, research and/or experiments by applying appropriate theories and methodologies, and perform appropriate data analysis and interpretation.
6. Communicate effectively, both orally and in writing, with engineering and specifically research audiences and the community at large, in so far as they are affected by the research, using appropriate structure, style and graphical support.
7. Use and assess appropriate research methods, skills, tools and information technology effectively and critically in engineering research/development practice, and show an understanding and a willingness to accept responsibility for the impact of inter-disciplinary research/development activities on society and the environment.
8. Perform synthesis of components, systems, works, products or processes as a set of related systems and assess their social, legal, health, safety and environmental impact and benefits, where applicable, in the chosen field of research.
9. Employ various learning strategies and skills to master outcomes required for preparing him/herself to engage in continuous learning, to keep abreast of knowledge and skills required in the interdisciplinary field.
10. Participate as a responsible citizen in the life of local, national and global communities by acting professionally and ethically in the chosen field of research.
11. Demonstrate, where applicable, cultural and aesthetic sensitivity across a range of social contexts in the execution of research/development activities.
12. Explore, where applicable, education and career opportunities in engineering research/development.
13. Organise and develop entrepreneurial opportunities through engineering, technical research, development and/or managerial skills.

The following Associated Assessment Criteria applies across all Exit Level Outcomes

• Ensure that listed and cited literature of the literature survey, and the exposition of the research, reflect familiarity with relevant and recent trends in technologies, techniques, models and theories in the chosen field.
• Analyse, explain and justify models, principles, theories, techniques and methodologies in the chosen field correctly in oral presentations and the written record of research.
• Justify the use of literature surveys, experimentation, correlation, and/or causal analysis and use in oral presentations and the written record of research.
• Identified, define and detail the research problem in the research proposal.
• Provide logical interpretation of data reflects clear understanding of the relationship between facts in the study and the ability to evaluate contradictory information.
• Use information sources correctly and appropriately and include a range of media.
• Apply information technology skills are applied effectively in information searches, data-analyses, data presentation, and the production of the dissertation.
• Apply the appropriate mathematical and statistical methods correctly to quantitative and qualitative date.
• Validate the inferences, interpretations and conclusions from measurements and statistical analyses are valid.
• Apply language and numeracy skills effectively and correctly in clearly communicating the research problem, its investigation, outcome and recommendations.

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, students are required to

• Compile a scientific research proposal through integration and application of knowledge and skills within the area of specialisation in the fields of Electrical and Electronics Engineering, Energy, Computer Engineering and the various sub disciplines and Satellite Technology and its associated disciplines.
• 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 fields of Electrical, Electronics, Energy, Computer and Satellite Technology 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.