Postgraduate Diploma in Chemical Engineering

Purpose

The purpose of the Postgraduate Diploma in Chemical Engineering is to equip learners with technical skills and competencies to work in the industry as a professional technologist or to progress to do higher academic qualifications. The knowledge emphasises general principles and application or technology transfer. The qualification provides learners with a solid foundation in Chemical Engineering. Learners will be able to apply their knowledge and skills in the area of Chemical Engineering. They will also be able to undertake more specialised and intensive learning.

Engineering learners completing this qualification will demonstrate competence in all the Exit Level Outcomes (ELO's) contained in the ECSA standards. This qualification focuses on equipping learners with the skills to interpret information and apply engineering principles and approaches to solve ill-defined chemical engineering problems. Learners will learn to solve ill-defined problems and gain experience in solving practical engineering problems, which include the running or managing unit operations in a chemical plant and or environment. The Postgraduate Diploma in Chemical Engineering will enhance the learner's critical thinking competencies. The qualification will also develop the specialised skills to ensure for preparation of the challenges modern technology brings to the workplace.

Through comparison of national and international higher education institutions as well as consultation with relevant stakeholders (Petro-chemical industry, Metal Industry etc.) it became clear that a research component is imperative to prepare learners for Postgraduate research work. The integration of a research module in the qualification design promotes applied research in the niche discipline of Chemical Engineering.

Rationale

The current BTech Chemical Engineering qualification will be phased out in 2019; therefore, new Advanced and Postgraduate Diplomas in Chemical Engineering are imperative for progression and articulation purposes. The Postgraduate Diploma in Chemical Engineering, NQF 8 will enable learners to cope with the changing needs, markets and the latest technology.

The research module in the qualification (Postgraduate Diploma in Chemical Engineering) prepares learners for vertical articulation into a Master's Degree. The current technological advancement creates a need in the industry for technicians to have the pyramidal type of knowledge structures, which is broad at the base but specialised at higher NQF levels. This qualification aims at providing knowledge architecture. Learners with a Postgraduate Diploma in any relevant discipline (field of study) will be able to articulate horizontally into the Postgraduate Diploma in Chemical Engineering or vertically into the MEng Degree in Chemical Engineering (NQF Level 9), eventually a Doctorate (NQF Level 10).

The advisory committee/board and other stakeholders in the discipline provided inputs; therefore, the qualification meets the needs of the industry.

Learners completing this qualification will have specialisation in the fields of design, applied research and operations of chemical processes, water and wastewater management, fundamentals of mineral processing, simulation and modelling. Specifically, the qualification design is to meet the industry and community requirements. Therefore the qualification purpose is to build the necessary knowledge, understanding, abilities and skills for further learning towards becoming a competent practising engineering technologist. This qualification provides:

• Preparation for careers in chemical engineering;
• To contribute to the economy and national development;
• The educational base required for registration as a Professional Engineering Technologist with ECSA;
• Entry to NQF Level 9 qualifications, e.g. Masters Qualifications (NQF Level 9).

Recognition of Prior Learning (RPL)

The qualification may be granted, according to policies governing higher education, to learners who have acquired the skills and knowledge without attending formal courses provided they can demonstrate competence in the outcomes of the qualification as required by the fundamental, core and elective areas stipulated in the Qualification and Exit Level Outcomes.

An RPL process may also be used to credit learners with credits in which they have developed the necessary competency because of workplace and work-integrated learning.

Learners submitting themselves for RPL should be thoroughly briefed prior to assessment, and may be required to submit a portfolio or evidence in the prescribed format to be accessed for formal recognition.

Entry Requirements

The minimum entry requirement for this qualification is

• Advanced Diploma in Chemical Engineering, NQF Level 7.

Or

• Bachelor of Engineering Technology in Chemical Engineering, NQF Level 7.

This qualification consists of the following compulsory and elective modules at NQF Level 8 totalling 120 Credits.

Compulsory Modules, 100 Credits

• Research Project (Chemical Engineering), 20 Credits.
• Environmental Engineering I (Chemical Engineering), 15 Credits.
• Chemical process design I (Chemical Engineering), 15 Credits.
• Research Project (Chemical Engineering), 20 Credits.
• Environmental Engineering II (Chemical Engineering), 15 Credits.
• Chemical process design II (Chemical Engineering), 15 Credits.

Elective Modules, 20 Credits (Choose two modules from one of the elective groups)

Group 1: Bioprocess Engineering

• Bioprocess Engineering I, 10 Credits.
• Bioprocess Engineering II, 10 Credits.

Group 2: Petrochemical Engineering

• Petrochemical Engineering I, 10 Credits.
• Petrochemical Engineering II, 10 Credits.

Group 3: Mineral Processing

• Mineral Processing I, 10 Credits.
• Mineral Processing II, 10 Credits.

1. Identify, formulate, analyse and solve complex problems creatively and innovatively.
2. Demonstrate competence to apply knowledge of mathematics, natural science and engineering sciences to the conceptualisation of engineering models and to solve complex problems.
3. Demonstrate competence to perform creative, procedural and non-procedural design and synthesis of components, systems, engineering works, products or processes of a complex nature.
4. Demonstrate competence to conduct investigations of complex problems including engagement with the research literature and use of research methods including design of experiments, analysis and interpretation of data and synthesis of information to provide valid conclusions.
5. Demonstrate competence to use appropriate techniques, resources, and modern engineering tools, including information technology, prediction and modelling, for the solution of complex problems, with an understanding of the limitations, restrictions, premises, assumptions and constraints.
6. Demonstrate competence to communicate effectively, both orally and in writing, with engineering audiences and the community at large.
7. Demonstrate knowledge and understanding of the impact of engineering activities on society, economy, industrial and physical environments.
8. Demonstrate competence to work effectively as an individual, in teams in multidisciplinary environments and within a managing capacity.
9. Demonstrate competence to engage in independent and life-long learning through well-developed learning skills.
10. Comprehend and apply knowledge and understanding of engineering management principles and economic decision-making and integrating ethical principles and commit to professional ethics, responsibilities and norms of engineering practice.

Associated Assessment Criteria for Exit Level Outcome 1

• Apply integrated advanced knowledge of regulations, control processes and prevention of industry and activity pollution of water, air and land.
• Display specific skills, techniques, appropriate technologies and competencies to creatively and innovatively identify, investigate, analyse, interpret, formulate, design and implement plans and actions to resolve complex problems.

Associated Assessment Criteria for Exit Level Outcome 2

• Apply and demonstrate advanced knowledge of mathematics, natural and engineering sciences to interrogate and contribute to the development of engineering models, frameworks and structures to resolve complex chemical engineering problems and situations.
• Integrate cross disciplinary fundamental knowledge in the workplace or sector on a national and global level.

Associated Assessment Criteria for Exit Level Outcome 3

• Select appropriate equipment, components, systems, chemical engineering works, products or processes required for developing, designing and managing a chemical engineering project to meet the desired needs.
• Maintain applicable standards, codes of practice and legislation.

Associated Assessment Criteria for Exit Level Outcome 4

• Develop and apply critical thinking and problem solving skills by conducting scientific research of a phenomenon through consulting and critically evaluating relevant literature.
• Plan, design and execute investigations and experiments within the chemical engineering discipline, drawing valid conclusions from analysis and synthesis of all relevant evidence, which is recorded in a technical report.

Associated Assessment Criteria for Exit Level Outcome 5

• Identify, evaluate, select and utilise appropriate discipline specific methods, skills, technologies and techniques or creatively developing engineering tools and computer applications.
• Test and assess for applicability, limitations, restrictions, premises, assumptions and constraints against the required result which is digitally processed and stored.

Associated Assessment Criteria for Exit Level Outcome 6

• Implement and utilise accepted methods and practices.
• Enhance the meaning of text, ensuring the professional and technical communication of information in oral and written format to relevant stakeholders involved in chemical engineering activities and industry.

Associated Assessment Criteria for Exit Level Outcome 7

• Apply integrated advanced knowledge and understanding of the chemical engineering activity in order to act professionally when identifying, analysing, evaluating and reporting the impact on the environment.

Associated Assessment Criteria for Exit Level Outcome 8

• Integrate and utilise specialised knowledge of engineering management principles (e.g. planning, organising, leading and control) to critically function and perform effectively as a member or leader in a diverse team.
• Manage chemical engineering projects co-operate across disciplinary or even outside of chemical engineering.

Associated Assessment Criteria for Exit Level Outcome 9

• Apply acquired technical and technological skills and well-developed learning skills.
• Autonomously and ethically engage in lifelong learning endeavours.

Associated Assessment Criteria for Exit Level Outcome 10

• Demonstrate advanced competence in evaluating and synthesising complexities of ethical dilemmas, ethical reasoning and decision making.
• Engage in planning, developing, designing and evaluating activities aimed at producing chemical engineering solutions and accepting responsibility for consequences from actions taken.

Integrated Assessment

The following sets of assessments will be to use to assess the modules offered

Two class tests, Laboratory Practical assessment. The year mark contributes 50% of the final mark. One final summative assessment of 3 hours (50% of the final mark).

Formative and summative assessment

The Exit Level Outcomes are

1. Collect, process data and evaluate information on different problems;
2. Perform duties of a site agent;
3. Show responsibility towards safety, health and the environment;
4. Describe and communicate effectively and be capable of report writing;
5. Demonstrate creativity in solving chemical engineering problems which might arise in the laboratory or industrial site;
6. Demonstrate the ability to perform under pressure using their initiatives.

Lecturers will make use of summative, formal and informal assessment strategies to develop the learners' competence in this qualification. Informal assessments such as discussions, quizzes, feedback sessions, and peer assessments, will be used to assess the learners. Furthermore, formal assessments such as class tests, presentations, and assignments will be used to determine the learner's progress. Summative assessments will typically include semester tests (usually three per semester, 100 marks each), and a final exam at the end of the semester (three hours, 180 marks).