Master of Engineering in Engineering Management

Purpose

The purpose of the Master of Engineering in Engineering Management is to develop Engineering Managers, across different fields of engineering who can contribute to the development of knowledge in their field of work, and ensure that they are prepared enough to operate at an advanced and professional level since the skills of Engineering Managers are in demand on a global level. Qualifying learners will have advanced technical knowledge, excellent interpersonal communication skills, and expert business management and financial skills. Moreover, the purpose of the Master of Engineering in Engineering Management qualification is to ensure that successful graduates can learn and conduct research independently and can take full responsibility while operating independently.

On a macro-level, the purpose of the qualification is to ensure that Engineering Managers who have come through this qualification, add value to industry and the community by being able to effectively utilise technical, financial, and human resources. They should be able to draw on their conceptual skills and academic skills, such as critical thinking, analytical thinking, and problem-solving.

Rationale

With the contemporary technological challenges facing humanity on a global level, there is a critical need for organisations to integrate technological skills with business acumen to solve these difficult problems. Duke University (2020) claims that Master of Engineering in Engineering Management graduates are specifically able to fill this gap.

Engineering Managers are responsible for hiring staff, supervising employees, setting budgets and goals for projects, leading research and development projects, and also checking the accuracy of the work produced under their supervision. Since the work they perform is located in the engineering discipline, they must have the appropriate technical knowledge and rational skills in the relevant engineering discipline, in addition to several cross-functional skills (for example project management skills, enterprise management skills and the ability to analyse big data) to be able to adequately fulfil the role of an engineering manager.

Essentially, successful Engineering Managers understand that they must take an integrated view of management to streamline operational activities, meet deliverables on time, and achieve organizational goals. As engineers progress in their respective engineering careers (industrial, mechanical, electrical, civil, chemical), the skills required from them by industry becomes more complex. Increasing seniority of the roles they fulfil in organisations necessitates skills that are classically regarded as more management skills than technical skills (Kettering University 2020).

The qualification is intended to deepen the knowledge of learners who already have a background in engineering with suitable industry experience and enable them to become experts at the interface between engineering and management through the development of the ability to apply contemporary principles and practice to a greater extent. Ultimately, twenty-first-century engineers all over the world require an interdisciplinary approach to solve today's complex problems. Notably, the envisaged learner intake will thus be professionals who previously qualified as an engineer, and are already working with at least two years working experience in an engineering discipline.

The driving force behind the development of the qualification is an expression from industry partners which highlighted the importance of managing cross-disciplinary engineering projects. Moreover, the advent of Industry 4.0 has brought this particular career into sharp focus.

Significantly, the most recent Department of Higher Education, Science and Technology (DHET) list of qualifications in high demand (Government Gazette, June 2018) also lists 'engineering manager' (OFO code 132104) as one of the occupations in the highest demand category in South Africa. Also, the South African National Development Plan 2030 (2012) which is an all-encompassing plan that offers a long-term perspective across all spheres of South African society, identifies the role that different sectors should play in overcoming poverty and inequality and reducing employment, and the implications these have for skills development and illustrates that the economic growth of a country depends on the availability of highly skilled personnel at all levels.

This qualification will provide an articulation route for the development of cumulative knowledge and expertise in the important field of engineering management. It is also worth noting that the latest accessible Government National Scarce Skills List of 2014 (Government Gazette, May 2014) lists 14 different engineering occupations (including electrical, mechanical, chemical and civil engineering) in the top 20 positions. The qualification will support the further development of graduates in this area in South Africa.

Recognition of Prior Learning (RPL)

RPL is a process of identifying the knowledge and skills of a learner against the admission requirements of the qualification and/or for credits against a 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, aimed at the individual needs of applicants and is handled following 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.

The RPL process requires applicants to prepare a body of evidence in the form of a portfolio, which includes curriculum vitae, certification and all related documentation (nature of work completed as well as experience and knowledge developed in the workplace) concerning the entry requirements for this qualification to meet institutional requirements. The portfolio of evidence documentation is submitted via the Admissions Office the institutional RPL Unit. Evidence presented in the application is compared to that of any of the entry requirement qualifications. Applicants may be subjected to an interview as well as written and oral competency assessments to corroborate the evidence presented.

It is noteworthy that the RPL process is multi-dimensional and multi-contextual, aimed at meeting the individual needs of applicants and is handled following an institutional RPL policy by a unit dedicated to this activity. The RPL process includes guidance and counselling, as well assistance with the preparation of a body of evidence to be presented by the RPL candidate to meet institutional requirements.

Through the RPL process, applicants may obtain

• Access to this qualification;
• Credits and module exemptions, and
• Advanced standing as described in the institutional guidelines.

Finally, an appeal procedure is also in place to accommodate queries.

Entry Requirements

The minimum entry requirement for this qualification is

• Postgraduate Diploma (PGDip) in Engineering, NQF Level 8.

Or

• 4-year Bachelors in Engineering, NQF Level 8.

Or

• Bachelor Honours Degree in Engineering, NQF Level 8.

Or

• Relevant Bachelor's, such as Engineering Design and Synthesis or Applied Sciences at NQF Level 8.

This qualification consists of the following compulsory and elective modules at NQF Level 9 totalling 180 Credits.

Compulsory Modules, Level 9, 165 Credits

• Technology and Innovation Management, 15 Credits.
• Enterprise Management, 15 Credits.
• Industry X.0, 15 Credits.
• Business for Engineering, 15 Credits.
• Research Methods, 15 Credits.
• Research Project, 90 Credits.

Elective Modules, 15 Credits (Select one)

• Large Project Engineering, 15 Credits.
• Supply Chain Management, 15 Credits.

1. Demonstrate specialist knowledge to enable engagement with and critique of current engineering management practices in the industry.
2. Manage engineering management systems and associated processes in unfamiliar and variable contexts, recognising that problem solving within the system of processes being managed, is contextual.
3. Evaluate, products and processes in systems of an engineering management network, and assess the social, legal, health, safety and environmental impact of systems on each other and where applicable, benefits of the relationships within the context of the engineering management discipline.
4. Critically appraise research methods to manage engineering management research projects, as well as technology and information technology for application in engineering research projects that constitute socially responsible research to local and other communities.
5. Plan and manage engineering management research projects using the available resources assigned to the research project within a prescribed timeframe and demonstrate an underlying fundamental knowledge, understanding and insight into engineering management principles and concepts, as well as the application of theory.
6. Conduct a review of literature pertinent to engineering management or associated problem and demonstrate the ability to communicate effectively to specialist (engineering) and non-specialist (non-engineering) audiences using appropriate academic structure, style and graphical support.
7. Conclude and present the results of a research project in the field of engineering management.
8. Manage academic activities responsibly, effectively, professionally and ethically and takes responsibility within own limits of competence and exercise judgement commensurate with knowledge and expertise, about the field of research.
9. Effectively work with others as a member of a team, group, organisation, community or in multidisciplinary environments in the chosen field of research.

Associated Assessment Criteria for Exit Level Outcome 1

• Synthesise information from various relevant sources and apply it to current engineering management practices and contexts.
• Analyse and interpret data appropriately to develop engineering management practices (on the foundation of theory) and improve current engineering practices.
• Develop risk management interventions for engineering management practices, for example, technology management, operations management, engineering design inter alia.

Associated Assessment Criteria for Exit Level Outcome 2

• Evaluate the state of an engineering management system based on criteria in different contexts.
• Conduct a feasibility study of the state of the engineering management system and associated processes.
• Design interventions at the appropriate level to address inadequacies in engineering management systems and associated processes, based on an understanding of the relations between processes in a system.
• Address intended or unintended consequences of interventions.

Associated Assessment Criteria for Exit Level Outcome 3

• Compile a comprehensive evaluative report of the products and processes within an engineering management network concerning their environmental impact.
• Assess the social, legal, health, safety and environmental impact of systems within an engineering management network to provide recommendations as required.
• Assess the benefits of relationships between products and processes in systems within the context of the engineering management discipline.

Associated Assessment Criteria for Exit Level Outcome 4

• Select an appropriate research method that aligns with the objectives of the research project.
• Provide a plausible rationale for the selected research method and explain how this method will contribute to solving the research problem.
• Acknowledge and accept accountability for the impact that the selected research method might have on society and the environment.

Associated Assessment Criteria for Exit Level Outcome 5

• Schedule and execute actions (for example selects appropriate equipment where needed, conducts investigations or experiments) in engineering management research projects.
• Perform appropriate data analysis and accurately interpret the findings of data analysis.
• Demonstrate underlying fundamental knowledge, understanding and insight into engineering principles and concepts to derive a solution to the research problem.

Associated Assessment Criteria for Exit Level Outcome 6

• Select relevant sources of literature and draw on the work of leading scholars in the field of engineering management and cognate disciplines.
• Produce a comprehensive literature review evaluating different perspectives in the field of study.
• Communicate arguments in writing to engineering and non-engineering audiences and the community at large in so far as they are affected by the research, using appropriate structure, style and graphical support.
• Formulate deductions from the analysis of different perspectives (arguments).
• Use Harvard referencing techniques correctly and accurately for both in-text and bibliographical references.

Associated Assessment Criteria for Exit Level Outcome 7

• Compile coherent and cohesive arguments to deduce conclusions for the project.
• Articulate written conclusions to specialist and non-specialist audiences emphasising the contribution of knowledge in the field of engineering management and to the society/community in general.
• Prepare an article for publication in a DHET accredited journal or peer-reviewed conference paper, in consultation with the supervisor(s).

Associated Assessment Criteria for Exit Level Outcome 8

• Adhere to institutional policies and regulations in terms of plagiarism.
• Consider issues of confidentiality during the process of research.
• Complete FREC 1.1 (internal ethical clearance form) to demonstrate knowledge and level judgement about ethical considerations in the field of engineering management research.

Associated Assessment Criteria for Exit Level Outcome 9

• Participate as a member of the research team, project group in multidisciplinary research or development project which is assessed via a peer-ranking and peer rating procedure.
• Perform critical functions as part of a group and demonstrate leadership in aspects of a chosen field of research which is assessed via a peer-ranking and peer rating procedure.

Integrated Assessment

An assessment strategy, which includes both formative and summative assessments, was developed for the qualification. All assessments will be designed to assess three forms of competence in learners, namely practical competence, knowledge competence and reflexive competence. Assessments will be explicit and transparent (rubrics or criteria always given), reliable and fair (moderated and consistent marking criteria), free from bias and reasonable time will be given to learners to complete them. Moreover, sufficient practice assessments will be given and feedback given to learners to ensure learner success.

Different assessment approaches, such as problem-based, or case-based assessments will be used, depending on what is deemed to be most appropriate for the specific course, and where appropriate, assessment 'as' learning (self-and peer-assessment) will be used. Assessments will be done each term and will be in form of, for example, but not limited to, online homework assignments, graded online reflections (discussions, journals or wikis), presentations and projects. Significantly, a very important part of the assessment strategy for this qualification is the measurement of graduate attributes.

Except for the final Research Project subject, learners will have to perform at least seven online assessments per subject, per semester, of which there are at least three are formative assessments that do not contribute towards the final grades of the learners, and at least four are summative assessments that contribute toward the final summative weighting. The summative assessments include at least one online homework assessment (10%), one online midterm assessment (25%), one online semester project submission (15%) and a final online summative assessment (FISA) (50%). There will be at least one online formative assessment that will prepare learners for homework submission(s), one formative online assessment to prepare learners for midterm exams, and one will be a formative online assessment to prepare learners for project submission.

Formative feedback (or feed-forward) on all assessments aside from the summative assessments will be given to learners after all assessments.