Master of Engineering in Nuclear Engineering

Purpose

The qualification is aimed at producing competent, ethical and professional practitioners who will meet the needs of South Africa for competent engineers, able to identify, plan, execute and evaluate the solving of engineering problems, as well as providing them with specialist knowledge in a chosen field and advanced competence in research methodology. This qualification will empower students to study further towards a Doctor of Philosophy (PhD) Degree.

Rationale

The rationale of the qualification is to provide students with advanced knowledge and research skills enabling continued personal intellectual growth (towards Doctoral studies), valuable economic activity and research contributions to the engineering industry in South Africa and internationally.

Recognition of Prior Learning (RPL)

RPL for access purposes will require the candidate to comply with the admission requirements of the North West University (NWU). The North-West University accepts the principle underlying outcomes-oriented, source-based and lifelong learning in which considerations of articulation and mobility play a meaningful role.

The University also underwrites the view that recognition of previous learning, obtained either by formal teaching qualifications at this or another institution, or informally (obtained by experience), is an indispensable element in granting admission or credits with the aim of placing in a specifically chosen teaching-learning qualification of the University. In recognising previous learning, it deals with provable knowledge and learning that the applicant obtained by following formal teaching qualifications or by experience.

At all times the question will be what level of competence was reached, judged in the context of the exit level skills required for this qualification or status for which the applicant is applying and not merely about the experience the applicant can prove. Recognition of previous learning takes place in terms of the relevant skills that the applicant demonstrated in the application with reference to the exit outcomes that should be reached in the chosen qualification. Students holding a foreign qualification (that is to say not obtained at a South African University), are required to have the qualification evaluated by SAQA (South African Qualifications Authority) and a certificate regarding the evaluation must be submitted with the application form.

Entry Requirements

The minimum requirement for admission to the Master's Degree is

• A Bacheor of Science (BSc) Degree with at Level 7.

Or

• A Bachelor of Technology (BTech) Degree in Engineering (Mechanical Degree in Engineering (Mechanical, Electrical or Chemical).
• BSc Honours Degree in Physics or Mathematics or Postgraduate Diploma in Nuclear Engineering.

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

Compulsory Modules, Level 9

• Reactor Analysis, 16 Credits.
• Dissertation, 92 Credits.
• Nuclear Engineering II, 16 Credits.
• Nuclear Engineering 1, 16 Credits.

Elective Modules, Level 9

• Nuclear Project Management, 16 Credits.
• High Temperature Reactor Technology, 16 Credits.
• High Temperature Reactor Fuels and Materials, 16 Credits.
• High Temp Gas Cool React Theme Fluid Anal, 16 Credits.
• Advanced Reactor Analysis I, 16 Credits.
• Pressurized Water Reactor Technology, 16 Credits.
• Reactor Safety, 16 Credits.
• System Engineering, 16 Credits.
• Computational Fluid Mechanics, 16 Credits.
• Pebble Bed Reactor, 16 Credits.
• Thermal Fluid Systems Modelling II, 16 Credits.
• Thermal Fluid Systems Modelling I, 16 Credits.
• Light Water Reactor Thermal Hydraulics, 16 Credits.

1. Demonstrate a specialised knowledge and understanding of cognate fields at the forefront of research in a chosen field of Engineering.
2. Demonstrate the ability to apply specialised tools and techniques to engage with and critique current research and practices.
3. Demonstrate the ability to analyse, evaluate and debate current issues giving evidence of advanced scholarship.
4. Demonstrate the ability to identify and implement a suitable process of inquiry, and integrate knowledge across fields.
5. Demonstrate the development of personal learning strategies for independent learning, research and professional development; and the - application of research methodology or advanced design and investigative skills as evidenced by a dissertation with proper structure, style and language.

Associated Assessment Criteria for Exit Level Outcomes 1

• Identification of the research or engineering problem and formulation of clear objectives for the study.

Associated Assessment Criteria for Exit Level Outcomes 2

• Design and implementation of a strategy for processing and managing information (comprehensive literature review).

Associated Assessment Criteria for Exit Level Outcomes 3

• Development of the necessary research or design/investigative procedures and experimental facilities/ numerical models.

Associated Assessment Criteria for Exit Level Outcomes 4

• Execution of a comprehensive design or investigation to address the problem.

Associated Assessment Criteria for Exit Level Outcomes 5

• Academic and professional discourses to communicate and defend substantial ideas, coming from own perspectives.
• Assessment of the results via verification and validation of findings.

Integrated Assessment

A range of formative and summative assessment methods, such as simulations, demonstration of implemented designs, laboratory assignments, written and oral examinations is used to interactively assess the learners:

• Understanding of specific sections and aspects of the curriculum, as well as the ability to establish connections between various parts of the curriculum. In the final examination the emphasis falls upon the learners.
• Ability to solve complex problems in which various concepts play a role, and which requires an integrated approach. The dissertation is evaluated by at least 2 examiners, specialists in the field, (of which one must be an external examiner) appointed by the postgraduate faculty board. The faculty examination committee reviews both examiners' reports.