Master of Engineering in Energy

Purpose

The purpose of this qualification is to educate and train researchers who can contribute to the development of knowledge in Energy Engineering at an advanced level. This qualification is intended to enable qualifying learners to apply integrated technical knowledge, advanced analysis skills and problem solving to a particular specialisation in the field of Energy, through involvement in an applied research project. The qualifying learners will develop the capacity to conduct research and be able to reflect critically on theory and its application. The qualifying learners will be able to deal with complex issues both systematically and creatively, critically appraise research and make sound judgments based on data and available information, and to make conclusions on the findings. Furthermore, the qualifying learner will be able to continue advancing their knowledge and skills within the profession.

Rationale

For Africa, the transition towards a knowledge economy provides significant opportunities for higher education. Higher education should therefore focus on government-and market-driven demands. Education in engineering in particular will play a key role in building Africa's future technological innovation. This transition, also driven by globalisation, industry and employability, calls for matters such as developing an interdisciplinary approach and the ability to combine theory and practice. As global energy resources come under pressure, engineers are needed that have a broad and expansive awareness of energy related issues such as energy efficiency, energy management, energy policy, energy access, etc. This qualification aims to address the current shortfall in this arena. Energy access and efficiency, is both a prerequisite for reaching the Millennium Development Goal of halving poverty, as well as for reducing carbon emissions in Africa. The outcomes of this qualification will create a platform for innovation in the Energy Access and Efficiency sector and therefore have a positive impact on socio-economic conditions in Africa.

Consultations were made with European Union Edulink consortium Programme on Energy Efficiency in Southern Africa (PEESA) that includes African and German partners. The aims are to: facilitate the installation of advanced curricula at the African partner universities that meet European quality standards for engineering education, develop a methodology for curriculum design and develop and implement a Postgraduate Master's Degree level engineering qualification. This qualification will offer a mix of subject and research options that look at the specific regional energy resources in light of their specific societal needs. This will range from natural to renewable resources with an emphasis on the technologies, processes and standards for efficient energy use and resource management. This includes the conventional energy production sectors (such as oil, gas and coal), as well as renewable sectors (such as solar, wind and biofuels), and will become a platform for human capital development on standards and policy directives of the participating countries' governments and its agencies.

The planned qualification would be a benefit and a necessary addition to the current Postgraduate Degree offerings. The benefits derived from this qualification are directly applicable to the South African economy through the energy sector. The energy sector in South Africa is experiencing a growth phase in many areas such as the boom and rapid expansion in the natural gas industry and the planned expansion of the nuclear energy capability. This qualification demands a high level of theoretical engagement and intellectual independence and will meet the minimum entry requirement for admission to a National Qualifications Framework (NQF) level 10 Doctoral Degree.

Recognition of Prior Learning (RPL)

Recognition of Prior Learning 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. PRL provides an opportunity to identify the learning and the have it assessed and formally acknowledged.

Recognition of Prior Learning (RPL) may be used to demonstrate competence for access to this qualification. This qualification may be achieved in part through recognition of prior learning processes.

Gaining access.

If an applicant 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

An applicant might have gained knowledge and/or experience in specific areas, when compared to the outcomes against this qualification that might cover some subjects. The applicant may apply for recognition of these subjects and this is called "advanced standing". Once the assessment is done, the institution might give recognition for specific subjects, 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 requirement for admission into this qualification is

• Any Postgraduate Diploma, Bachelor Honours Degree or Professional Bachelor in Engineering qualification registered at NQF Level 8.

This qualification comprises compulsory and elective modules at Level 9 totalling 180 Credits.

Compulsory Modules Level 9, 150 Credits

• Research Methodology V, 15 Credits.
• Energy Efficiency in Industry/Residential, 15 Credits.
• Energy Access in Africa and Developing Countries, 15 Credits.
• Alternative and Sustainable Energy Technologies, 15 Credits.
• Dissertation, 90 Credits.

Elective Modules Level 9, 30 Credits (Choose 2)

• Generation, Transmission and Distribution of Energy (ElecEng), 15 Credits.
• Energy Auditing (ElecEng), 15 Credits.
• Energy Modelling (ElecEng), 15 Credits.
• Process Energy Analysis and Integration (ChemEng), 15 Credits.
• Bio-Energy Technology (ChemEng), 15 Credits.
• Fossil Fuels and Waste to Energy Technologies (ChemEng), 15 Credits.
• Sustainable Building Services and Energy Efficiency (Construction Management), 15 Credits.
• Green Building Economics and Valuation (Construction Management), 15 Credits.
• Wind Energy - Advanced (MechEng), 15 Credits.
• Solar Thermal Systems (MechEng), 15 Credits.

1. Use a wide range of specialist skills to identify, conceptualise, design and implement methods of enquiry to solve complex and challenging engineering problems creatively and innovatively 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 sciences to solve complex 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, demonstrate the ability to propose interventions at an appropriate level within a system based on an understanding of interdependent relations and address intended and unintended consequences of interventions.
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. Ability to 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 practice, to communicate to a range of audiences with different levels of knowledge or expertise.
7. Demonstrate critical awareness of sustainability and the impact of engineering activity on the social, industrial and physical environment.
8. Work effectively as an individual, in teams and in multidisciplinary environments.
9. Ability to develop own learning strategies to sustain independent learning and academic and professional development, including effective interaction within the learning or professional group as a means of enhancing learning.
10. Demonstrate critical awareness of the need to act professionally and ethically, to exercise judgment 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 practices.

Associated Assessment Criteria for Exit Level Outcomes 1

• Apply system design, modelling and simulation skills to conceptualise and implement complex engineering problems.
• Use multi-criteria decision method to select an optimal solution from a solution space.
• Demonstrate the task based structure of a complex problem solving activity such as designing a hierarchical organisation of subtasks.

Associated Assessment Criteria for Exit Level Outcomes 2

• Apply mathematical modelling to different energy resources to size and develop energy system components.
• Demonstrate the ability to identify the methods used for problem solving, which some can be domain-specific, or more generic in character, or may involve traditional computational techniques.
• Apply fundamental and specialist knowledge by bringing mathematical, numerical analysis, statistical knowledge and methods to bear on engineering problems.
• Use techniques, principles and laws of engineering science in specialist areas.

Associated Assessment Criteria for Exit Level Outcomes 3

• Apply cross-disciplinary theoretical analysis and design to real life problem solving related to optimal operation and control of energy systems.
• Assess the ability to approach the design problem of energy system components, operation and control, as a systematic process that needs identifying tasks, sub-tasks, and design methods.
• Demonstrate the ability to follow the required sequence to prove the validity of the design, which is mainly to propose, verify, critique, and modify.

Associated Assessment Criteria for Exit Level Outcomes 4

• Investigate information from a wide range of information sources to critically assess technical problems.
• Assess technical observations and deductions from information sources in order to provide insight for further study and analysis.
• Compose and synthesise appropriate solutions to energy engineering problems that display ability for critical thinking.
• Discuss technical advances in the energy engineering with substantive findings and methodical contributions.
• Construct technical arguments to display awareness of the practical challenges posed in energy engineering.

Associated Assessment Criteria for Exit Level Outcomes 5

• Use computer packages for computation, modelling, simulation, and information handling for specific design problems related to different aspects of energy engineering.
• Apply prediction techniques for energy generation systems such as wind, and photovoltaic, etc.
• Address different design constraints related to different attributes of energy engineering such as economic constraints, management constraints, and health, safety and environmental protection constraints.
• Define the objective functions for the optimal design while addressing the defined systems' constraints.

Associated Assessment Criteria for Exit Level Outcomes 6

• Identify a range of relevant and reputable sources of information including books, journal articles, conference proceedings and other relevant printed and relevant electronic material to inform the research topic.
• Analyse and critically appraise the information obtained from these relevant and reputable sources in order to extract key concepts and aspects to be considered in preparing a literature review on the research topic.
• Synthesise the key concepts and aspects into a coherently structured literature review of acceptable length and word count using good academic writing skills to inform and support the research design and methodology relevant to the research topic.

Associated Assessment Criteria for Exit Level Outcomes 7

• Investigate and assess different energy supply options, including renewable energy systems, related to environmental impacts, including the potential to reduce, fragment, or degrade habitat for wildlife, fish, and plants.
• Assess socio-economic and cultural impacts on different human activities related to energising urban and rural communities.
• Address impact minimisation, siting, and permitting issues are among the energy industry's highest priorities.
• Assess the awareness of ethical and professional responsibilities of energy engineers to public safety and community welfare.

Associated Assessment Criteria for Exit Level Outcomes 8

• Assess the ability and competency of students to perform multidisciplinary tasks to solve complex problems.
• Assess the ability to co-operate with others across different disciplinary boundaries.
• Assess the ability to co-operate with engineering disciplines with different fundamental bases to achieve successful design and implementation of energy projects.

Associated Assessment Criteria for Exit Level Outcome 9

• Assess the ability and competency of students to define different energy problems, with multidisciplinary learning approach.
• Demonstrate the ability to think independently of the required tools to be used in the design process and implementation.
• Assess the ability to design the solution framework based on different theoretical studies.
• Demonstrate the ability to hold personal responsibility and initiative, accurately self-evaluate and take responsibility for learning and implementation requirements related to different tasks of a project.

Associated Assessment Criteria for Exit Level Outcomes 10

• Report about managerial requirements for energy projects, to address different financial and technical sides.
• Comparative analysis of successful and failed energy management projects, to reflect professional leadership role, and the recommendations should be given by students to ensure proper governance.
• About case studies of typical engineering practices of energy engineering projects.
• Investigate different social and ethical implications of applying knowledge in particular contexts.

Integrated Assessment

All modules in the Department will be evaluated on a continuous assessment basis. Formative Assessment consists of various kinds of individual and group assignments, presentations, case studies, role plays and simulations, research essays provided for feedback and mentoring. Summative Assessment is by formal examination.