Postgraduate Diploma in Energy Leadership

Purpose

The purpose of the Postgraduate Diploma in Energy Leadership is to empower learners with leadership skills within the energy sector, providing a holistic and integrated approach to energy supply and demand, driving change in energy markets, doing business in energy in the face of technological disruptive innovations and, meeting Africa's energy needs. This qualification has amongst others, been designed to achieve energy leadership problem-solving competencies and respond to energy leadership ethics, professional practices with skills and values for energy leadership context and systems.

The qualification has been designed specifically to serve as a foundational platform for mid-tier managers wishing to accelerate their energy sector careers through postgraduate management education, to achieve success as senior managers and leaders. In particular, it will serve as access for mid-tier energy sector business managers who wish to pursue a Master of Management in Energy Leadership but do not have the required postgraduate qualifications.

The qualification seeks to produce qualified learners with 'adaptive expertise' and an awareness of ethical, social, technical, entrepreneurial, economic and cultural issues within the South African/African and global context and their importance in the exercise of professional skills and responsibilities. The qualification equips learners with general intellectual and life skills that will lay a foundation for good citizenship and a lifetime of continuous learning. The learner will also be able to interpret and communicate advanced information effectively, perform incisive decision-making and contextual interventions, all the while benefiting from enhanced learning practices and holding solid and responsible accountability.

Rationale

The qualification has been developed with a specific set of parameters and principles to serve as the basis for its considered design logic. These include the range of typical learners with a minimum of two years' work experience, who have a three-year undergraduate qualification. These are learners in entry-level positions who wish to develop broad-ranging foundational knowledge in the application of energy sector management or to become involved in technical start-ups or new ventures or become energy entrepreneurs. The opportunities are limitless in terms of how the knowledge acquired can be applied to various professions within the energy sector. The learners will be provided with broad knowledge within the energy to equip them to be generalist managers and leaders, specifically within the energy sector.

The qualification is the first step towards a ladder of learning within the nested suite of energy leadership academic qualifications, and adds value to learners through extensive exposure to an introductory, broad curriculum of the energy sector and industry disciplines. Learners are sought after by both private and non-profit sector organisations due to the critical need for energy generalist managers across all industry sectors.

The professions and occupational areas in which the qualifying learner will operate include state energy policymaking, electricity utilities, oil and gas companies, energy equipment manufacturing, independent power producers, energy extractive industries, energy-intensive users/consumers, the legal profession, banking and financing, consulting, construction, engineering supply/infrastructure industries, energy marketers, business science professionals, and environmental planners and professionals.

Focus group and stakeholder interviews were investigated as a final confirmation of market interest and potential uptake of this In addition, a preliminary investigation study was conducted in 2016 on the merits and demand for such a suite of qualifications for the energy sector in Africa. The study revealed that there is a significant opportunity for an institution to bridge the energy leadership skill gap by providing high-quality energy training, education and networking opportunities for industry members and thought leaders. In addition, the study showed that the qualification specifically needed to focus on the management of energy (not technical) and to cover the full energy value chain. Furthermore, the investigation demonstrated both demand and supply-side trends within the energy sector.

Demand-side trends included

• The energy industry in Africa faces a significant skills supply shortage.
• The energy workforce is ageing; the oil and gas sector is reliant on a workforce nearing retirement, with the average age being 50.
• More than half of the current workforce is expected to retire within the next 5 years.
• 90% of major international oil and gas companies currently face a significant shortage of talent.
• Fewer young skilled workers are entering the industry as access to energy training and education is often expensive and/ or overseas.

Supply-side trends included

• The demand for energy skills is forecasted to increase significantly.
• Demand for petroleum engineers is set to increase by 17% by 2020.
• The energy industry is projected to generate hundreds of thousands of direct, indirect and induced jobs over the next decade.
• Executives/ postgraduates require a greater understanding of the energy industry.
• High competition for energy experts as the pool is small.
• Intensified focus on recruiting women into the industry.

The conclusion of this empirical research, as well as the industry, calls for education and skills development due to a huge dearth in energy management and leadership expertise, such as recognised through the generosity in this area of Sector Education and Training Authority (SETA) as The Chemical Industries Education & Training Authority (CHIETA), all provide evidence for demand for these qualifications, as well as the continuum of benefit to African economies and societies.

Recognition of Prior Learning (RPL)

The recognition of prior learning (RPL) constitutes an essential element of the transformation of access and admissions policies intended to increase participation and to broaden access to higher education to produce qualifying learners with the skills and competencies necessary to meet the human resource needs of the country.

Learners involved in non-formal learning activities related to Management but does not receive certification such as those undertaken in the workplace, voluntary sector or trade union and in community-based settings will be eligible for RPL. Also, informal learning which took place through life and work experience may be recognised by the institution. Senate permits faculties to allow access to the qualification and/or the granting of exemption or full/partial credits towards one or more modules; which will have been acquired through non-formal and informal learning.

Entry Requirements

The minimum entry requirement for this qualification is

• An NQF Level 7 qualification in Management or related discipline field with two years' work experience.

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

Compulsory modules, Level 8, 120 Credits

• Energy Value Chains, 10 Credits.
• Energy Geography, Geopolitics and Macroeconomics, 10 Credits.
• Strategic Management of Energy Innovation, 10 Credits.
• Energy and Environmental Sustainability, 10 Credits.
• Energy, Finance, Business Strategy and Investment, 10 Credits.
• Ethics and Corporate Governance, 10 Credits.
• Talent Management Fundamentals, 10 Credits.
• Leadership Fundamentals, 10 Credits.
• Introduction to Energy Policy and Regulation, 10 Credits.
• Energy Entrepreneurship and Enterprise Development in Africa, 10 Credits.
• Energy Decarbonisation Fundamentals, 10 Credits.
• Introduction to Systems Thinking in Energy Environments, 10 Credits.

1. Engage and critique the energy demand/supply balance through the energy carrier value chains, the convergence and interplay between these value chains, applicable to African and South African contexts, at an advanced scholarly level
2. Demonstrates knowledge of the broad sweep of global energy history, its current and evolving geographic patterns of demand and supply in the context of global strategic geopolitics.
3. Access, use and manage quantitative and qualitative information in such a way that the learner can interpret and produce insights in a range of energy business management areas.
4. Apply conceptual and analytical frameworks of the energy value chain to generate solutions and insights that can address complex and challenging problems in a range of complex organisational internal and external energy management conditions.
5. Illustrate probable consequences of management implementation of energy business solutions and insights generated through the use of energy business-management concepts and frameworks, and address the intended and unintended consequences of such interventions.
6. Present information and defend substantial insights and solutions to energy management business dilemmas in a range of written and oral modes and genres appropriate to both academic and senior business management audiences.
7. Enhanced strategic leadership and problem-solving skills and scholarly expertise in energy sector business appropriate to complex and rapidly changing organisational environments.
8. Develop ethical and practical managerial, leadership and good governance skills.
9. Conceptualise, pursue and present research into complex problems in the contextualised energy sector and industry business- management environments and makes persuasive recommendations.
10. Sustain independent and professional learning and interact in the learning group; as well as accountability for own work, and governance practices in the learning group.

Associated Assessment Criteria for Exit Level Outcome 1

• Analyse and solve complex and ambiguous problems.
• Evaluate the energy carrier value chains energy/demand-supply balance.
• Critically assess the elements of the energy value chain that lead to an organisation gaining an effective advantage in the marketplace.
• Appraise a range of methods and techniques for value chain analysis and demonstrate the digital hooks of the theoretical and empirical underpinnings for effectiveness.
• Employ fundamental thinking from an energy perspective and methods of analysis to the specific context of doing business in emerging markets in the energy sector, with specific reference to South Africa.
• Attribute the causes of failure of energy project implementation based on a structured analysis of the importance of planning/value chain thinking.
• Evaluate a range of value chain models through the examination of applicable case studies.es.

Associated Assessment Criteria for Exit Level Outcome 2

• Conduct strategic analysis in the rapidly changing and contested world of energy management.
• Apply historical knowledge of the broad sweep of global energy history, its current and evolving geographic patterns of demand and supply in the context of global strategic geopolitics.
• Apply historical obligation, knowledge and the importance of the global energy industry to geography, geopolitics and macroeconomics.
• Demonstrate knowledge of the basic characteristics, scale and major changes in the industry.
• Apply the knowledge of the different subsectors of the energy industry and how they function in terms of supply and demand, infrastructure and energy pricing.
• Analyse the transformative political, regulatory and technological changes/trends in the global energy sector
• Discuss concepts of environmental sustainability, and its socioeconomic impacts.
• Critically assess the integration of the geopolitical and microeconomic dimensions of the energy environment in policy-making in South Africa.
• Analyse and critique the major theories explaining the political and economic forces at work in a modern energy economy, to make constructive use of geopolitical and macroeconomic information in operational and strategic decision-making.
• Consider the importance and impact of the energy industry on Africa's energy leadership development.

Associated Assessment Criteria for Exit Level Outcome 3

• Collect, analyse and critically evaluate information.
• Collect, analyse and critically evaluate information.
• Demonstrate accurate and clear application and critical analysis of information to interpret and produce insights in a range of energy business management areas.

Associated Assessment Criteria for Exit Level Outcome 4

• Demonstrate an understanding of the world as a set of related systems by recognising that problem-solving does not exist in isolation.
• Explicate the context and rationale for the energy value chain to generate solutions to address complex and challenging problems to a range of internal and external organisational energy management conditions.
• Evaluate and assess energy processes through systems thinking approach and identify the appropriate connections between systems, solutions and societal needs;
• Demonstrate the links necessary to build systems that correlate the interdependence between energy systems;
• Illustrate effective systems approaches to understand systems and work with complexity, uncertainty and risk.

Associated Assessment Criteria for Exit Level Outcome 5

• Apply a range of systems analysis tools in the context of energy systems to diagnose and manage system-related issues.
• Critically assess the challenges of enterprise development.
• Critically analyse the environmental and broader sustainability impacts of energy extraction, transport, transformation and consumption along the energy value chain.

Associated Assessment Criteria for Exit Level Outcome 6

• Communicate effectively using visual, mathematical and/or language skills in the modes of written presentation.
• Demonstrate proficiency in presenting and impact in a compelling manner, either orally or in written form.
• Critically reflect on insights and solutions to energy management business dilemmas in a range of written and oral modes and genres.

Associated Assessment Criteria for Exit Level Outcome 7

• Work effectively with others as a member of a team or group through leadership effectiveness to solve complex problems of an organisation.
• Demonstrate an understanding of innovation system concepts and apply them to energy management.
• Critique and analyse the dominant understanding of innovation systems in general, and energy technology innovation systems in particular, in Global, Continental and South African contexts.

Associated Assessment Criteria for Exit Level Outcome 8

• Analyse and solve divergent leadership and managerial problems.
• Consistently apply ethical principles and good governance practice in the management and leadership of the energy-related business.
• Critically assess the key functions of leadership, namely, setting direction, building and maintaining relationships and ensuring effective execution of strategy;
• Critically evaluate the different functions of managers and leaders;
• Critically evaluate the role of the leader in ensuring that the appropriate technologies are used in the organisation.
• Formulate a comprehensive definition of "governance" and interpret the different ways "governance" is used in the academic, policy and development literature.
• Demonstrate knowledge of the relationship between "governance" and "corruption"; and assess the relationship between "governance" and specific "anti-corruption" measures.
• Analyse the governance and development challenges facing many African countries.

Associated Assessment Criteria for Exit Level Outcome 9

• Use science and technology effectively and critically, showing responsibility towards the environment in community, national and global contexts.
• Demonstrates rigour in the selection and examination of complex problems in a contextualised energy sector and industry business management environments.
• Critically evaluate the literature and apply it to real-world situations where the intersection between science, technology, energy challenges, societal concerns and the natural environment, reflects an arena where innovation can have a decisive impact.
• Analyse the relationships between complexity, uncertainty and risk, and how to manage them to produce outcomes that are robust as well as efficient.

Associated Assessment Criteria for Exit Level Outcome 10

• Manage change as individuals and in groups.
• Demonstrate an understanding and use skills to manage oneself and exercise self-discipline.
• Initiate and plan the successful completion of projects and administrative tasks individually or in collaboration.

Integrated Assessment

Integrated assessment will be achieved through a variety of strategies. These include written examinations, group and individual projects and assignments. Some of the criteria may be assessed through observation of the learners during their presentations in class.

Formative assessment will take place during seminar and class presentations, discussions and project sessions. Self- and peer-assessment will contribute to formative assessments.

Summative components of an assessment are written examinations.