Postgraduate Diploma in Engineering and Technology Management

Purpose

The purpose of the Postgraduate Diploma in Engineering and Technology Management is to prepare Science, Engineering, Technology (SET) Professionals to manage complex business operations and projects within organisations. This qualification is based on engineering and technology management discipline and is career-oriented. The qualification will provide engineering professionals with the opportunity to develop the skills needed as the first step to possible career pathways in engineering and technology management.

On completion of this qualification, qualifying learners will be able to

• Apply advanced and cutting-edge engineering and technology management techniques in an organisational context.
• Provide input on operational and strategic management decisions in organisations based on their knowledge and skills in engineering and technology management.
• Lead multi-disciplinary teams and contribute to managing organisations of varying complexities, with a focus on risk, maintenance, project, and innovation management.
• Apply coherent and advanced knowledge of key engineering and technology management principles, processes, standards and practices which are underpinned by appropriate theories and frameworks to manage science, engineering and technology enterprises.
• Critically analyse information from interdisciplinary perspectives to develop innovative approaches and solutions to contemporary real-world problems through the creation, implementation and use of engineering and technology management theories, methods, principles and practices in various science, engineering, and technology business contexts.
• Identify communication needs and prepare appropriate verbal, written and visual responses to communicate engineering and technology management solutions proficiently and professionally that meet business needs in complex environments.
• Apply critical thinking techniques, identify, evaluate, justify, and articulate appropriate responses to ethical issues and dilemmas in engineering and technology environments.
• Demonstrate accountability by working independently as well as interdependently to lead in a diverse and multidisciplinary team environment.

Rationale

South Africa is a country with various engineering and technological management challenges as evidenced by serious failures being reported on in the private and public sectors. This qualification will prepare SET professionals to fill the management needs experienced in private and public organisations.

The qualification provides the first step towards engineering and technology management and exposes the young graduate to scenarios pertaining to the management of technological innovation, projects, risk, operations, and maintenance to prepare them to be proficient engineering and technology managers in the workplace. This is done through predefined modules designed to realise the exit-level outcomes of the qualification.

This qualification follows upon the primary Bachelor of Engineering degree/BSc/National Diploma and has the purpose of

• Providing additional depth and specialisation in engineering and technology management.
• Providing continued education on a postgraduate level in engineering science and technology for practising engineers/scientists/technologists.
• Providing advanced and in-depth understanding and competence in the field of engineering and technology management as preparation for engagement in master's or other engineering research qualification.

The qualification will provide engineering professionals with the opportunity to develop the skills needed as the first step to possible career pathways in engineering and technology management. To respond to the changing socio-political, economic, and higher education environment, the qualification will be offered online, implementing an authentic continuous assessment model. The qualification will expand access to a global audience, ensuring that a vast majority of learners are accommodated. The qualification will also equip graduates with relevant knowledge, skills, and values related to the scope of systems thinking, entrepreneurship, innovation, and associated technical management topics through the integration of frequent, diverse, and industry-relevant learning assessments. This is aligned with the institution's effective learning and teaching approach of producing knowledgeable and highly skilled graduates.

Offering this qualification online will ensure that there is increased participation and diversity of learners from a wide range of demographic backgrounds, including international learners, thereby increasing the institution's competitiveness in the engineering and technology management field. The qualification is expected to increase the responsiveness of science, engineering, and technology professionals to the management needs of value-driven, technical-oriented industries in South Africa and abroad. Furthermore, the qualification will assist the Faculty of Engineering, Build Environment and Information Technology and the Graduate School of Technology Management to attract and equip learners for further specialisation in its corresponding Masters in Engineering Management, Technology and Innovation Management and Project Management. The qualification is designed with the latest needs, developments, and knowledge trends in the management of science, engineering, technology, and other technically oriented fields in mind. It aligns itself well against international best practices in the same field of study.

Recognition of Prior Learning (RPL)

RPL is possible in line with the institution's RPL policy stipulation (Policy on Assessment and Accreditation of Prior Learning). The institution has policies and systems to admit prospective learners who do not meet the formal or statutory requirements for entrance but who demonstrate that they possess the appropriate knowledge and skills required for admission to a specific programme. In this regard, the institution supports the principle of RPL as a mechanism for providing prospective learners with status and the opportunity to enrol in a specific programme (if the circumstances warrant it). The institution controls these processes.

Should a prospective learner possess sufficient prior knowledge and skills in the field of engineering and technology management, the institution will arrange for an entry examination and/or evaluation. Prospective learners who pass the entry examination and/or evaluation will then be allowed to register for the Postgraduate Diploma in Engineering and Technology Management.

Entry Requirements

The minimum entry requirement for this qualification is

• Advanced Diploma in Electrical Engineering in Power Engineering, NQF level 7.

Or

• Advanced Diploma in Engineering Technology in Civil Engineering, NQF level 7.

Or

• Bachelor of Engineering Science, NQF level 7.

Or

• Bachelor of Engineering Technology in Civil Engineering, NQF level 7.

Or

• Bachelor of Engineering Technology in Electrical Engineering, NQF level 7.

Or

• Bachelor of Engineering Technology in Mechanical Engineering, NQF level 7.

Or

• Bachelor of Science in Mathematics, NQF level 7.

Or

• Bachelor of Science in Mathematics and Statistical Sciences, NQF level 7.

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

Compulsory Modules, Level 8, 120 Credits

• Technology and Innovation Management, 12 Credits.
• Techno-Economics, 12 Credits.
• Systems Thinking and Engineering, 12 Credits.
• Project Management, 12 Credits.
• Business Intelligence Management, 12 Credits.
• Applied Entrepreneurship, 12 Credits.
• Practical Maintenance Management, 12 Credits.
• Applied Operations Management, 12 Credits.
• Risk and Quality Management, 12 Credits.
• People, Leadership and Communication, 12 Credits.

1. Demonstrate and apply coherent and advanced knowledge of key engineering and technology management principles, processes, standards, and practices which are underpinned by appropriate theories and frameworks to manage science, engineering, and technology enterprises.
2. Critically analyse information from interdisciplinary perspectives to develop innovative approaches and solutions to contemporary real-world problems through the creation, implementation and use of engineering and technology management theories, methods, principles and practices in various science, engineering, and technology business contexts.
3. Demonstrate the ability to identify communication needs and prepare appropriate verbal, written and visual responses to communicate engineering and technology management solutions proficiently and professionally that meet business needs in complex environments.
4. Apply critical thinking techniques, identify, evaluate, justify, and articulate appropriate responses to ethical issues and dilemmas in engineering and technology environments.
5. Demonstrate accountability by working independently as well as interdependently to lead in a diverse and multidisciplinary team environment.

Associated Assessment Criteria for Exit Level Outcome 1

• Interpret and discuss theories and frameworks that form part of the best practices of engineering and technology management.
• Discuss the definitions, principles and processes needed for the management of science, engineering, and technology organisations.
• Apply best practices and standards to manage contemporary science, engineering, and technology organisations.

Associated Assessment Criteria for Exit Level Outcome 2

• Recognise and analyse contemporary and interdisciplinary stakeholder problems found within science, engineering and technology organisations
• Apply critical thinking techniques to develop innovative approaches and solutions to contemporary and interdisciplinary stakeholder problems in science, engineering, and technology organisations.

Associated Assessment Criteria for Exit Level Outcome 3

• Identify and list the communication needs of various stakeholders within science, engineering, and technology organisations.
• Prepare verbal, written and visual content to be communicated to various stakeholders within science, engineering and technology organisations.
• Communicate responses proficiently and professionally that meet the needs of various stakeholders in science, engineering, and technology organisations.

Associated Assessment Criteria for Exit Level Outcome 4

• Identify ethical issues and dilemmas in science, engineering and technology environments and evaluate these against acceptable practices and standards.
• Justify and articulate suitable responses to ethical issues and dilemmas in science, engineering, and technology environments.

Associated Assessment Criteria for Exit Level Outcome 5

• Manage multi-disciplinary teams within science, engineering, and technology organisations.
• Lead an interdisciplinary team within science, engineering, and technology organisations.
• Demonstrate leadership in the completion of assignments in multidisciplinary teams within science, engineering, and technology organisations.

INTEGRATED ASSESSMENT

Assessment is seen as central to the teaching and learning process. All assessment activities adhere to the institution's Assessment Policy and guidelines of being fair, reliable, valid, authentic, and transparent. The institution is accountable for the credibility of its qualifications and, therefore, responsible for collecting evidence of learners' achievement of learning outcomes at all levels of its qualifications, and particularly the exit level, according to standards set by the institution and other relevant stakeholders. Assessment is therefore integrated into the curriculum design process of the learning programme and its component modules at a high level and matched to learning outcomes. Constructive alignment is maintained between outcomes, learning activities, and the methods of and criteria for assessment.

Both formative and summative assessments will be used as part of the continuous assessment model implemented in this online qualification. All assessment opportunities, whether formative or summative will contribute to the learner's final grade.

Formative Assessment

• Formative assessment refers to a range of formal, non-formal, and informal ongoing assessment procedures used to focus teaching and learning activities to improve learner attainment.
• All formative assessments will be viewed as formal assessments which means -assessments for which assessment processes, tools and results are recorded towards the achievement of a qualification.

Continuous assessment will be implemented to allow for multiple assessment opportunities, frequent feedback and a range of assessment tasks such as discussion forums, quizzes, journal entries, tests, assignments, and project reports. Individual and group tasks, which may be self-assessed, peer-assessed, facilitator-assessed or assessed through automation, will be used throughout the qualification to develop an array of 21st-century skills among learners and to provide learners with different forms of feedback. Smaller participatory work will be given a lower weighting, while larger assignment work and tests will be given a higher weighting. No individual assessment opportunity will contribute more than 30% of the final mark.

Summative Assessment

Summative assessment refers to an assessment conducted at the end of sections of learning or the end of a whole learning programme, to evaluate learning achievements related to a particular qualification, part-qualification, or professional designation.

The final module mark will be a culmination of a minimum of seven assessment opportunities per module (e.g. 5 formative and 2 summative).

All assessment tasks have been aligned to the NQF level 8 level descriptors and the purpose is to ensure that integrated assessment takes place to ensure applied knowledge and skills in the achievement of the exit level outcomes. To ensure transparency of assessment practices, learners will have access to rubrics from the start of a module, which contain the assessment criteria and expectations required for assignments.

In line with the Teaching and Learning strategy, formative and summative assessment information reflects learners' progress, and lecturers monitor assessment information to track learners' engagement, participation, and performance and, more importantly, to identify at-risk learners during the qualification. Learner success and progress can be tracked and analysed via the institution's learning management system (Blackboard, customised as ClickUP), which analyses and offers data relating to learners and their engagement with their learning, thus holding the potential to positively influence learner learning and progression.

Reasonable effort will be made to ensure that continuous assessment work is completed and submitted timeously, on a weekly basis, to ensure that the marking can be completed, and feedback is provided, within the week that follows. Since learners are off campus, the lecturer is available per appointment, or feedback is given via ClickUP by means of memorandums, rubrics, timely publication of assessment results, peer review, etc.

Internal and external examination of summative assessment practices takes place according to institutional policy. These requirements include the appointment of external examiners, guidelines on moderation and appeals process, and more. As the qualification comprises exit-level modules only, assessments will be moderated by external moderators appointed as per the institution's policy.

Evaluation of assessment practices, results and success rates will take place at the appropriate academic level (faculty, school, programme, and module) at least once a year, and the assessment practices will be adjusted based on the outcomes of the evaluation.

Learners must obtain an accumulated total of 50%, or more, and must have completed all summative assessments to successfully pass a module. A distinction is awarded for accumulated totals of 75% or above.

The institution commits itself to ensuring the integrity of the assessment process and to maintaining and implementing appropriate grievance procedures.