Master of Engineering in Satellite Systems and Applications

Purpose

The primary purpose of the Master of Engineering in Satellite Systems and Applications 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 space industry. This qualification is intended to enable learners to apply integrated technical knowledge, advanced skills, analysis and problem-solving techniques to particular specialisations in the field of Space Engineering and Applications.

Learners are immersed in a state-of-the-art environment and provided with advanced nanosatellite technology platforms that facilitate cutting-edge research in a number of niche areas in the broader discipline of satellite systems and applications, including, technology development at the subsystem and fully integrated satellite levels, space-based services and applications. Furthermore, the participation of leading space experts will ensure that students benefit from global exposure and will provide an inter-disciplinary qualification that exposes participants to all key aspects of space engineering, technology and applications.

The research and innovation emanating from the qualification will contribute to the development of satellite engineering, technology and applications to support the National and African Space Programmes. 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 Space Landscape.

The collective purpose of the qualification is to produce learners that have a deep theoretical understanding of engineering and applications in the space environment, with the ability to apply this knowledge in a vibrant research and innovation ecosystem with actual satellite hardware, and to synthesise space-based engineering solutions in a multi-disciplinary environment to support the national and regional space industries.

Qualifying learners would have developed a high level of intellectual independence through their engagement with theoretical coursework and project-based applied research in the areas of Satellite Systems and Applications. These attributes are developed through a range of modules dealing with complex issues in the satellite systems space, where solutions are driven by both systematic and creative design. The module outcomes are driven by carefully selected overarching material. A successful dissertation further emphasises the learner's ability to critically appraise information from a range of sources, make judgements through the application of sound theory and communicate their conclusions to specialist and non-specialist audiences.

Learners can be employed in a number of satellite engineering phases, including design and development of subsystems; systems and full satellite missions; assembly, integration and environmental testing of satellites; operating satellite missions, development of applications and services based on satellite data; project management of satellite mission's development, and management of the respective phases.

Rationale

Research activities are alligned strategically with the national needs and the continuing imperative for social and economic transformation to remain responsive to the economic and societal needs of the country and the continent.

From a national perspective, South Africa has become increasingly dependent on 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 DST has identified Space Science (and its supporting technologies) as one of the five 'Grand Challenges' to be addressed in its Ten-Year Innovation Plan of 2008. The establishment of the South African National Space Agency (SANSA) in 2010 signalled a coherent approach to the development of space-based research, engineering and technology innovation in South Africa.

The National Space Strategy states three key priority areas that a space technology platform must deliver on, namely: environmental resource management; health, safety and security; and innovation and economic growth. Within these priority areas, the Strategy identifies the following key objectives:

• Respond to opportunities with international industrial partners.
• Partner with established and developing space-faring countries for industrial and capacity development purposes.
• Strengthen training and technology transfer qualifications, including the sharing of experience and expertise.
• Promote space science and technology in academic institutions and science centres and the provision of opportunities for both short-term and long-term training and education.
• Respond to challenges and opportunities in Africa.
• Advocate the importance of space science and technology as a priority measure for meeting national development needs.
• Build local awareness of space science and technology.
• Develop user-responsive services and products, and.
• Develop a local private space science and technology industry sector.

The qualification will address all of these objectives through its multi-disciplined human capacity development for the national and regional space industries by developing research, improving postgraduate output and incubating industry-driven technology innovation to address the societal needs of Africa. The focus on nanosatellites enables the qualification to bridge the innovation chasm that implicitly exists due to the inhibitive high technology and resource threshold of bigger satellites. Internationally, there is an acknowledgement of this paradigm shift that nanosatellites have brought about in the space industry.

From an industry stakeholder perspective, the South African National Space Agency (SANSA) supports the implementation of the qualification. SANSA recognises the gap in South African academic qualifications to develop the technical skills to support the space industry. In developing their long-term Space Industry Development Framework, SANSA sees institutions playing a significant role towards human capital development. The qualification addresses these current gaps within the space industry (Furthermore, the African Union is committed to the development of an indigenous space industrial capability.

The qualification will consequently serve the skills and technological requirements of the national and regional space industries at a pivotal time of their development. In order to provide learners with a deeper theoretical foundation to prepare them for Postgraduate research, a professional Master's qualification with a focus on Satellite Systems and Applications is required. This is especially relevant to this field, where Undergraduate and graduate degrees do not prepare the learners sufficiently for postgraduate research in this highly specialised field.

The discipline covers a range of related engineering fields, namely Electrical, Mechanical, Industrial, and Mechatronics Engineering. Learners with a NQF Level 8 qualification in any of these fields can enter the qualification.

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.

Learners who enrol for this qualification will be able to articulate to the international Master of Science with appropriate augmentation of the coursework and research project.

Recognition of Prior Learning (RPL)

The institutional Recognition of Prior Learning (RPL) policy will be applied to learners who seek to join the qualification via this route. The intent of the policy speaks to the institution's commitment to align with the principles of the National Qualifications Framework (NQF) and the National Plan for Higher Education in South Africa. Specific reference is given to broadening the social base of higher education, increasing access to higher education, increasing the mobility of learners across higher education institutions, accelerating progress through learning qualifications, increasing the number of graduates and developing staff.

RPL considers formal, non-formal and informal learning in granting a status to learners based on their prior learning type, either for "access" or "advanced standing" or a combination of the two. If applicant learner has considerable work experience but does not meet the entry requirements of this qualification, the learner may apply for entry into this qualification through RPL. This is referred to as "access". Applicant 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 subjects and this is called "advanced standing".

The learner indicates the reason for applying for recognition of previous learning that could be the entrance to the qualification or exemption from certain modules in the qualification.

The institution will determine the criteria for the recognition of prior learning based on the request (could be admission requirements of the qualification, assessment of exit level outcomes of modules for which exemption are requested or approved guidelines required by the industry).

The learner must submit a portfolio of evidence of learning in place (what the applicant knows).

Entry Requirements

The minimum entry requirement for this qualification is

• Bachelor of Engineering, National Qualifications Framework (NQF) Level 8, 480 Credits.

Or

• Bachelor of Engineering Technology (Honours), NQF Level 8, 120 Credits.

Or

• Postgraduate Diploma in Engineering, NQF Level 8, 120 Credits.

Or

• Bachelor of Science in Engineering, NQF Level 8, 480 Credits.

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

Compulsory Modules, 165 Credits

• Satellite Applications, 18 Credits.
• Satellite Mission Analysis and Design, 18 Credits.
• Engineering for Space Environment, 21 Credits.
• Satellite Subsystems, 18 Credits.
• Research Methodology, 15 Credits.
• Mini Thesis, 75 Credits.

Elective Modules, 15 Credits

• General History of Africa, 7.5 Credits.
• Gender and Human Rights, 7.5 Credits.

Or

• Management of Space Technology, 15 Credits.

1. Demonstrate specialist knowledge through the interrogation and evaluation of multiple sources in the design and application of satellite technology and apply and critique advanced techniques from a range of methods in the processing, analysis, and interpretation of complex problems in the field of satellite systems and applications.
2. Understand the unique complexities of satellite systems and applications and are able to select and apply appropriate design procedures, processes, and techniques associated with the development of space mission planning strategies that are suitable for high-reliability environments.
3. Acquire advanced, specialist knowledge to identify, conceptualise, design and implement satellite technological solutions and use design concepts and application of appropriate methods in addressing user-responsive satellite applications.
4. Understand and commit to professional ethics, responsibilities, and norms in the peaceful and sustainable use of outer space.
5. Communicate effectively, both orally and in writing, within the context of satellite systems and applications, utilising advanced computer literacy skills to enhance communications.
6. Take interventions at an appropriate level within a system, based on an understanding of hierarchical relations within the system and the ability to address the intended and unintended consequences of intervention.
7. Develop his or her own life-long learning strategies, which sustain independent learning and academic or professional development and can interact effectively within the learning or professional groups as a means of enhancing learning.
8. Operate independently and take full responsibility for his or her own work and where appropriate, to account for leading and initiating processes and implementing systems, ensuring good resources management and governance practices.

Associated Assessment Criteria for Exit Level Outcome 1

• Assess the current research theories and practices in understanding the functions and interoperability of satellite sub-systems.
• Understand and be able to critically evaluate a range of methods for designing subsystems.
• Apply appropriate methods to design a subsystem.
• Assess the quality of acquired remote sensing data.
• Apply the appropriate correction techniques for the enhancement of the remote sensing data.

Associated Assessment Criteria for Exit Level Outcome 2

• Analyse a complex problem by breaking it into the different constraints imposed by user requirements, orbital geometry, launch systems and the space environment.
• Apply advanced analytical techniques in executing full space mission lifecycle of analysis and design phases.
• Critically review the information on the space environment and analyse the complexities associated with the effects of space weather and radiation.
• Conduct risk and reliability analyses of space missions.
• Critically evaluate methods applicable to space mission design that will support solving complex analytical and design problems based on defined user requirements. This is done through subsystem analysis.
• Apply judgment in the use of advanced techniques for the processing of various forms of data gathered in the space environment via sensors for defined user requirements.

Associated Assessment Criteria for Exit Level Outcome 3

• Address complex design and analytical problems related to the space mission.
• Apply evidence-based solutions, drawing on theory and relevant literature in the field of satellite systems and applications.
• Conceptualise, analyse and design the complete space mission lifecycle against a defined set of user requirements.
• Synthesise various design techniques into one coherent mission strategy.
• The results from the evaluation of current processes of knowledge production are published in a research report paying attention to all stakeholders in the process i.e. academia, industry and international academic partners.

Associated Assessment Criteria for Exit Level Outcome 4

• Demonstrate competence in understanding and committing to the professional ethics, norms, and responsibilities related to international treaties and best practice in terms of the peaceful and sustainable use of outer space.
• Demonstrate a basic understanding of relevant space policies and law.
• Accept responsibility for consequences stemming from own actions.
• Decision making is limited to the area of current competence.

Associated Assessment Criteria for Exit Level Outcome 5

• Present and communicate a space mission analysis and design effectively to an audience of peers.
• Competently defend design choices to a mixed audience.
• Produce text that effectively communicates complex problems, solutions and designs.

Associated Assessment Criteria for Exit Level Outcome 6

• Understand the interrelation between satellite subsystems.
• Accept the consequence of any intervention to the system.
• Recognise the need for the intervention in the structure of the subsystem.

Associated Assessment Criteria for Exit Level Outcome 7

• Manage learning tasks autonomously and ethically, individually and in learning groups.
• Reflect on learning undertaken and individual learning requirements and strategies are determined to suit personal learning style and preferences.
• Source, organise and evaluate relevant information.
• Comprehend and apply knowledge acquired outside of formal instruction.

Associated Assessment Criteria for Exit Level Outcome 7

• Carry out individual work as a team member effectively and on time.
• Initiate and carry out contributions to team activities that support output of the team.
• Organise and manage a design and research project.
• Carry out effective communication in the context of individual or teamwork.

Integrated Assessment

The institution's policy on assessments of learners governs the formulation of the assessment criteria. A variety of teaching and learning methods will be used. Different modalities of learning, such as theoretical learning, problem-based and project-based learning are staggered throughout the qualification. This approach ensures that learners engage actively with the material in different ways and at different cognitive levels.

A blended assessment approach is used, including class tests, assignments, integrated projects, practical work, tutorials and presentations.

The feedback provided after formative assessments enhance learner engagement with the subject and their own learning. There will be no grading for the formative evaluations.

• Learners will develop appropriate processes of information gathering through the use of journal databases and library resources. This will be assessed on an ongoing basis when used in defence of chosen methods of problem-solving during group discussion and one on one discussions with supervisors and subject lecturers.
• Learners will present their tutorials, case studies, simulation results and findings in class, communicating their own ideas and opinions, to be questioned and critiqued by fellow learners with the subject lecturer providing oversight and feedback.
• There will be ongoing assessment and appraisal of project progress especially in subjects with a strong project focus. During these sessions, learners will be guided through group and individual discussion until completion of the project.
• The learner must critically discuss concepts used in projects and assignments individually and as part of a group.

Summative Assessment will assess the extent to which the learner has achieved curricular objectives. The grade will form part of the overall grade at the end of the study unit.

• A variety of assessments, including assignments, simulation work and projects, will be used to assess the students' ability to apply their knowledge and practical skills.
• At least one assessment will be done for the practical component of each subject. Although students are allowed to work in groups on practical projects, the assessment will be done on an individual basis.
• A final summative assessment, written at the end of the course, will evaluate key theoretical concepts in line with the outcome objectives of the course.