Master of Foundry Engineering

Purpose

The purpose of the Master of Foundry Engineering qualification is to develop foundry engineers with abilities in applying fundamental foundry and interdisciplinary principles. In addition, to being able to respond to complex problems and provide solutions to challenges experienced in local and international foundries, the qualification will promote and develop the capability of learners to perform independent research, investigate foundry phenomena from scientific principles and implement outcomes to improve processes. The curriculum is designed to provide learners with knowledge in areas such as moulding materials, casting materials and design and foundry processes. The qualification includes a mini-dissertation, thus promoting research and independent learning from the learners.

Rationale

Metal casting is a specialised field of knowledge that will be required to advance the infrastructural development in South Africa. The Government of South Africa, on many occasions, has announced the imminence of this imperative initiative that forms an integral part of the strategy to modernise the economy and create the much-needed jobs for the population. Large quantities of diverse casting components will have to be locally produced to be used in railway network systems, power plant turbines, windmills, transportation locomotives, etc. Qualified and skilled foundry learners with knowledge of metal casting in terms of casting alloys, moulding materials and casting simulation will be required in the country to successfully bring to fruition the infrastructure development plan. Unfortunately, there is a recognised scarcity of qualified foundry learners with knowledge of metal casting in South Africa. The reason for this gap is that there are no academic qualifications in the country that offer pure metal casting as a field of study beyond the National Diploma and Bachelor in Metallurgy level.

The South African Government through its Department of Science and Technology (DST) attempted to address this problem by sending learners to study foundry technology abroad. Sending South African learners to study overseas in order to acquire metal casting knowledge is expensive and not a sustainable solution to address the scarcity of these skills. The qualification will remedy this disadvantageous situation and locally produce sufficient learners with knowledge in metal casting, in order to satisfy the national need for highly qualified foundry learners.

This qualification will target Bachelor of Technology or Science learners from diverse ranges of disciplines, which include physical metallurgy, material science and mechanical engineering. These learners will be interested in acquiring knowledge in the manufacturing of castings.

Recognition of Prior Learning (RPL)

Learners not meeting the entrance requirements may be considered for Recognition of Prior Learning process (RPL). In such instance, the RPL will be applied according to the guidelines of the existing institution RPL policy. The institution policy stipulates that any learners who wishes to avail themselves of the opportunities offered by RPL could either approach the institution in person or could do so by letter (either written or electronic).

Entry Requirements

The minimum entry requirement for this qualification is

• Bachelor of Technology in Engineering Metallurgy, NQF Level 8.

Or

• Bachelor Honours within the built environment or related field such as physical metallurgy, material science and mechanical engineering, NQF Level 8.

This qualification comprises of compulsory modules at NQF Level 9 totalling 195 Credits.

Compulsory Modules, 165 Credits

• Mounding Materials and Processes 5, 30 Credits.
• Casting Materials 5, 30 Credits.
• Foundry Process Design 5, 15 Credits.
• Casting Design 5, 15 Credits.
• Research Methodology, 15 Credits.
• Mini-dissertation, 60 Credits.

Elective Modules, 30 Credits: (Choose two)

• CAD for Casting Design and Simulation, 15 Credits.
• Production Management, 15 Credits.
• Casting Repair: Welding, 15 Credits.
• German Language, 15 Credits.

1. Apply research findings to solve engineering problems.
2. Exercise judgment ethically the field of expertise.
3. Undertake foundry engineering related investigations, conduct experiments and analyse relevant data.
4. Do engineering research and show an understanding and a willingness to accept responsibility for the impact of engineering research/development activities on society and the environment.
5. Perform an Engineering Design.
6. Demonstrate independent learning ability.
7. Understand the impact of the Engineering activity.
8. Demonstrate Engineering professionalism.

Associated Assessment Criteria for Exit Level Outcome 1

"Engage engineering research and development problems creatively and innovatively by applying relevant fundamental research knowledge.

Associated Assessment Criteria for Exit Level Outcome 2

• Accomplish activities responsibly, effectively, professionally and ethically.

Associated Assessment Criteria for Exit Level Outcome 3

• Display applicable levels of investigation, research and/or experiments by applying appropriate theories and methodologies, and perform data analysis and interpretation.

Associated Assessment Criteria for Exit Level Outcome 4

• Use engineering methods, skills and tools, including Information Technology and assess appropriate methods, skills, tools and information technology effectively and critically in engineering research/development practice.

Associated Assessment Criteria for Exit Level Outcome 5

• Execute procedural and non-procedural design and synthesis of components, systems, works, products or processes as a set of related systems.
• Assess the social, legal, health, safety and environmental impact and benefits of such systems where applicable.

Associated Assessment Criteria for Exit Level Outcome 6

• Employ various learning strategies and skills to master outcomes required for preparing him/herself to engage in continuous learning and to keep abreast of knowledge and skills required in the engineering field.

Associated Assessment Criteria for Exit Level Outcome 7

• Discuss the cultural and aesthetic sensitivity across a range of social contexts in the execution of engineering research and development activities critically.

Associated Assessment Criteria for Exit Level Outcome 8

• Explore entrepreneurial and developmental opportunities through engineering, technical research, development and/or managerial skills.

Integrated Assessment

The assessment process is governed by the Academic Regulations of the institution. There will be at least one assessment opportunity before the final summative assessment for each coursework module. The elements of integrated assessment include the formative and summative assessments.

Formative assessment: the coursework consists of different forms of formative assessments consisting of project reports, case studies, assignments etc., which will be implemented in each module, depending on the nature of the module. For example, feedback on assignments is returned to the learners within reasonable time, project presentations are scheduled in order for the instructor to provide comments, etc. These progress assessments are done solely by the module instructor. However, the final examination will require the involvement of a suitable external examiner, who will be requested to approve the module examination paper and mark grading provided by the qualification instructor. No experiential learning is involved in the qualification.

Summative assessment: For the coursework component, each intermediate or progress assessment will be awarded a mark, which will be combined with the final examination mark based on pre-determined weightings for the module. For the dissertation component, two assessors will be required, one of whom will be an internal assessor (a full-time academic staff of the institution) and the other, an external assessor.