Master of Nuclear Technology Leadership

Purpose

The qualification will produce skilled practitioners who can adopt leadership roles in the nuclear industry in the context of planning and implementing the procurement, establishment, financing, operation and finally the decommissioning of nuclear projects worldwide.

Graduates will be able to offer their services in terms of providing critical, interpretive, evaluative and discriminating inputs with respect to all aspects of the lifecycle of nuclear projects, with a particular emphasis on the common thread of safety, licensing and regulatory processes in line with international standards and best practice.

Students will be required to consider and evaluate relevant economic and social issues at a level expected from an expert in the specific technology area or sector. Students are also expected to apply and integrate principles and methods introduced in each of the qualification's individual modules.

Rationale

This qualification has been requested by Eskom, the country's main electricity producer, and is pertinent to its planned multi-billion Rand nuclear build. Therefore, the qualification has validity on the basis that the mission of the University is inherently aligned to the socio-techno- economic needs of South Africa.

The Nuclear Technology Leadership initiative clearly fulfils a substantial role by providing trained and educated practitioners in the vital nuclear industry, thus satisfying Eskom's operational requirements, but more broadly the needs of South and Southern Africa and beyond. Thus, in addition to Eskom's needs, this presents a great opportunity for this institution to then tap into the African and Middle Eastern markets, a number of which have already expressed a desire to "gonuclear".

Recognition of Prior Learning (RPL)

Learners who do not have a four-year (Honours level) Engineering degree such as the BSc (Mech) Eng. offered at the institution will, subject to the discretion of the institution, be considered for admission on an individual basis according to at least one of the institutions Recognition of Prior Learning (RPL) criteria:

In addition, the learner must meet one of the following experiential criteria, required to demonstrate the necessary nuclear technology knowledge required for this course:

1. Certificate of completion of the Koeberg Eskom Nuclear Engineers Programme.
2. An international qualification at MSc level (or equivalent) in nuclear engineering or science that has been recognised as such by SAQA.
3. Demonstrate to the satisfaction of Faculty of Engineering and Built Environment, an adequate knowledge of nuclear technology that will allow the student to successfully complete the qualification contemplated in this document.

Entry Requirements

The minimum requirements for admission into the Advance Diploma studies are

• Engineering Degree such as the BSc (Mech) Eng.
• An Honours Degree at Level 8.

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

Elective Modules Level 9, 80 Credits

• Financial Modeling for Nuclear Energy, 20 Credits.
• Global Trends and Sustainability, 20 Credits.
• Leadership of Nuclear Strategy, 20 Credits.
• Managing the Environmental Impact of a Nuclear Energy Project, 20 Credits.
• Regulation and Security of Nuclear Energy Projects, 20 Credits.
• Strategic Management of the Nuclear Energy Projects Lifecycle, 20 Credits.

Compulsory Modules Level 9, 100 Credits

• Research Methods in Engineering 10 Credits.
• Research Report, 90 Credits.

1. Apply specialist knowledge to engineering problems.
2. Perform high order problem solving techniques.
3. Apply specialised engineering tools and techniques.
4. Demonstrates a critical awareness of the impact of engineering activities on the social, industrial and physical environments.

Associated Assessment Criteria will be assessed in an integrated manner across the Exit Level Outcomes

• Comprehensive, systematic and integrated knowledge of all the relevant disciplines, with specialist knowledge at the forefront of professional practice.
• A coherent and critical understanding of the theories, research methodologies, epistemologies, and methods/techniques relevant to the individual disciplines and the area of practice as a whole.
• Rigorously critique and evaluate current research in the area and participate in scholarly debates; to relate theory and practice and vice versa; familiarity with the application of relevant research methodologies, methods/techniques and technologies should be demonstrated.
• Use range of specialised skills to identify, analyse and deal with complex problems and issues drawing systematically and creatively on the theories, research methodologies, methods/techniques, literature and materials of the disciplines contained in the field should be demonstrated.
• Advanced information retrieval and processing skills to identify, analyse, synthesise and independently evaluate quantitative and/or qualitative data, using appropriate Information and communication technology (ICT) should be demonstrated.
• Plan, execute and write up a research, investigation in an area of specialisation, under supervision should be demonstrated.
• Effectively present and communicate the results of research to specialist and non- specialist audiences, using the resources of academic/professional discourse, and the production of a research report which meets the standards of scholarly/professional writing/presentation should be demonstrated.

Integrated Assessment

Assessment within each module follows the principles of integrated assessment. Formative assessment is limited in view of the Postgraduate nature of the qualification. Assessment concentrates on the demonstration of competence to apply specialist knowledge. In those components of the qualification focusing on professional competencies, assessment is performed by project work, within or simulating a professional practice environment.

Integrated assessment will be both summative and formative. The summative component of the qualification allows students to undertake significant investigation projects. The assessment will thus integrate practical, theoretical and reflective competence. In addition there will be a long technical report and oral presentations that will require integration of information from different areas of the course content.

Formative integrated assessment will take place during seminar presentations and discussions in which students are expected to participate in self-assessment, peer assessment and assessment by members of the academic staff.

Thus, there is integration of various technical, socio-economic and policy issues in each of the courses, excluding Research Methods in Engineering. The Research Report is also inherently integrative in nature, combining inter alia the application of mathematics, basic sciences, engineering sciences, financial considerations and human sciences to solve engineering problems.