Postgraduate Diploma in Engineering Management

Purpose

The purpose of the Postgraduate Diploma in Engineering Management is to deepen the learner's knowledge in the field of engineering management, as this relates to leading, planning, organising, and controlling socio-technical business systems, computers, machines and equipment, people and projects. This qualification will consolidate and deepen the learner's skill and expertise in engineering management, develop competence to solve complex problems, and lay the foundation for research capacity in the methodology and techniques of engineering management.

Qualifying learners will be able to apply management practices that are based on sound engineering and scientific principles, drawing on in-depth knowledge of mathematical sciences, natural sciences, engineering sciences, engineering design and synthesis and complementary studies. It is to enable qualifying learners to undertake advanced reflection and development through a systematic approach towards current critical thinking, practice and research methods within engineering management and related fields which benefits the industry locally and globally. Ongoing education is important to keep abreast of technological and professional development, which is changing the current work opportunity and needs a higher level of critical, analytical and adaptable graduates, which is crucial in sustaining organisations in the ever-changing and competitive environment in their respective industries.

Rationale

This qualification is a collaboration between the various Engineering Departments in the Faculty of Engineering and Built Environment at the institution, the Department of Industrial and Systems Engineering (DISE) and The Product Lifecycle Competency Centre Unit (PLMCC). The industry partners (represented by the Advisory Board/Committee), Universities of Technology (UoT), offering similar qualifications, current learners and alumni, the various Sector Education and Training Authority and Engineering Council of South Africa (ECSA) were extensively consulted.

In the National Scarce Skills List: Top 100 Occupants in Demand, 20 June 2014, and the Government Gazette 41728, vol 636, 22 June 2018 and the DHET list of qualifications in high demand (2018) the profession, "engineering manager" (OFO code 132104) is listed in the highest level of demand category.

The National Development Plan (NDP) illustrates that the economic growth of a country depends on the availability of highly skilled personnel at all levels. This qualification will address the existing need within the engineering management field as it will contribute towards the development of cumulative knowledge and produce professionally qualified experts who can render appropriate engineering management support. Due to the scope, ability, and impact that competent engineering managers make they are sought after by the industries they are employed in. Young engineering technologists require management skills in an engineering context, not only to progress in their careers but to promote the employability of learners and to contribute to the socio-economic needs of the country.

This qualification is intended to attract and accommodate various engineering disciplines to develop their managerial skills within the requirements of their respective engineering professions. It is noted that there are increasing previously disadvantaged learners and female technicians and technologists who require these skills to step up their careers, to develop their theoretical knowledge, to develop their management skills, to hone their ability to apply engineering tools and technologies, to develop their ability to conduct high-level scientific research, and ultimately, to enhance their place of work and the societies from which they come from. These factors underpin the development of this qualification. Furthermore, the qualification will be offered part-time over two years to accommodate the current cohort of employed learners.

The characteristic attributes of the learner

• Consolidated and deepened expertise in engineering management, competence to solve complex problems, and a thorough understanding of the research methodologies and techniques of engineering management.
• Works independently and responsibly, applying original thought and judgment to technical and risk-based decisions in complex situations.
• Has a broad, fundamentals-based appreciation of engineering sciences with depth in specific areas, together with knowledge of financial, commercial, legal, social and economic, health, safety and environmental matters.

The industry is rapidly professionalising and requires managers who have competent business skills combined with an understanding of the nuances and challenges that the industry comes across occasionally, especially within an emerging economy context. Furthermore, several mid-level managers within this industry need to improve their management skills at an academic and applied level.

Due to the increasing complexity and ever-shifting global changes in all areas of business, there is a South African and global shortage and rapidly increasing demand for qualified graduates that are specialists in the fields of engineering management. Engineering management experts/specialists work independently as well as provide technical support and services in the design, development, testing, maintenance, production and operation of products in both product and service-based industries.

This qualification will prepare learners for careers in engineering and areas that potentially benefit from engineering skills, for achieving technological proficiency and to contribute to the economy and national development. Qualifying learners could be deployed in a range of industries throughout the economy and add value where they are placed.

Recognition of Prior Learning (RPL)

RPL will be applied following the institutional RPL policy by a unit dedicated to this activity. The RPL process includes guidance and counselling, as well as assistance with the preparation of a body of evidence to be presented by the applicant.

Through the RPL process, the learner may obtain

• Access to the qualification.
• Credits and module exemptions.
• Advanced standing.

RPL for access

If an applicant has considerable work experience but does not meet the entry requirements of this qualification, the applicant may want to apply for entry into this qualification through RPL. This is referred to as "access". The RPL application will be evaluated against the entry requirements of this qualification according to the departmental RPL policy and the institution's admissions policy. If access is granted, the qualification on the lower level is not awarded.

RPL for credits and module exemptions

RPL can enable exemption from courses or components of courses in cases where learners have gained sufficient mastery of the content and skills of those areas of the curriculum.

Advanced Standing

An applicant might have gained knowledge and/or experience in specific areas when compared to the outcomes against this qualification that might cover some subjects. The applicant may apply for recognition of these subjects, and this is called "advanced standing". Once the assessment is done, the institution might give recognition for specific subjects, but not for the entire qualification. There are guidelines governing the maximum number of subjects for which advanced standing may be granted.

Entry Requirements

The minimum entry requirement for this qualification is

• Advanced Diploma in Industrial Engineering, NQF Level 7.

Or

• Advanced Diploma in Electrical Engineering, NQF Level 7.

Or

• Advanced Diploma in Mechanical Engineering in Mechatronics, NQF Level 7.

Or

• Advanced Diploma in Civil Engineering, NQF Level 7.

Or

• Advanced Diploma in Chemical Engineering, NQF Level 7.

Or

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

Or

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

Or

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

Or

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

Or

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

This qualification consists of the following compulsory modules at National Qualifications Framework Level 8 totalling 140 Credits.

Compulsory Modules, Level 8, 140 Credits.

• Strategic Enterprise Management, 14 Credits.
• Commercial Management, 14 Credits.
• Digital Industry, 14 Credits.
• Data Analytics, 14 Credits.
• Engineering Project, 30 Credits.
• Introduction to Quality Management, 12 Credits.
• Asset Management, 14 Credits.
• Value Chain Management, 14 Credits.
• Product Life-Cycle Management (PLM), 14 Credits.

1. Use a range of specialised and appropriate skills and techniques to clearly identify, accurately analyse and effectively solve a complex or abstract problem presented by socio-technical operational systems,
2. Apply knowledge of mathematics, natural science and engineering sciences in conceptualising engineering models (simulations) to solve complex problems.
3. Perform procedural and non-procedural design and synthesis of components, systems, engineering management works, products, systems or processes of a complex nature.
4. Conduct investigations of complex engineering management-related 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. Ability to utilise appropriate engineering management 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. Communicate effectively, both orally and in writing, with engineering management audiences and the community at large,
7. Critically assess sustainability issues and evaluate the impact of engineering management activities on society, the economy, industrial and physical environments.
8. Work considerately, amicably and effectively as an individual, in teams and multidisciplinary environments.
9. Plan, conduct and finalise a research project within the context of Engineering Management by engaging in independent and life-long learning through well-developed learning skills, time management and personal goal planning.
10. Apply and comprehend ethical principles and commit to professional ethics, responsibilities and norms of engineering practice.
11. Understand the many and complex engineering management principles and economic decision-making theories, techniques and challenges.

Associated Assessment Criteria for Exit Level Outcome 1

• Solve complex or ill-defined problems pertaining to innovative digital products and processes e.g. the increased communication between machines and other smart devices.
• Collect and analyse production data to predict how production volume may be affected under certain operational conditions, e.g. high level of worker absenteeism.
• Formulate a project based on market research and needs analyses that represent a solution requiring the development of an intelligent electro-mechanical apparatus.

Associated Assessment Criteria for Exit Level Outcome 2

• Apply digital technologies which meet the criteria of disruptive and game-changing processes and/or products innovatively.
• Analyse, evaluate and apply disruptive digital technologies and economic decisions drawing on relevant natural, mathematical and engineering sciences accurately.
• Formulate concepts and theories pertaining to future trends in digital industry engineering (Industry 4.0), enterprise engineering, business for engineers, production and operations management, large project engineering, and related trends in industrial engineering.
• Evaluate and recommend innovative industrial engineering processes with emphasis on the design and development of smart systems and products.

Associated Assessment Criteria for Exit Level Outcome 3

• Develop a conceptual design of a product that has value in a socio-economic or environmentally friendly setting.
• Draft a detailed design of the product and evaluate the cost feasibility thereof.
• Print the product on a 3D printer and present it for final evaluation. This evaluation is also contingent on the student's self-reflection of their understanding of the theory, through to the final physical product.
• Draft the method and procedure required for the introduction of a new product from the original design, testing, production to final commercialisation.

Associated Assessment Criteria for Exit Level Outcome 4

• Select, use, and defend the appropriateness of, selected data collection and analysis methods and techniques.
• Integrate results from different data collection methods, or different data sets, to provide a coherent, complete representation of data analysis.
• Conduct experimental trials, collect, and scientifically interpret data within the context of digital industry engineering (Industry 4.0), enterprise engineering, business for engineers, production and operations management, large project engineering, and related trends in industrial engineering.

Associated Assessment Criteria for Exit Level Outcome 5

• Illustrate with examples the technique of life cycle costing.
• Develop a life cycle asset management plan for an item.
• Describe the main applications for which an asset management information system is programmed.
• Analyse and apply principles involved in populating a database with data from a business.
• Structure and code a database.
• Model to understand, explain and predict complex systems such as customer responses to future products.

Associated Assessment Criteria for Exit Level Outcome 6

• Prepare presentation, technical reports, proposals, portfolios of evidence, designed products/artefacts using relevant industry.
• Develop arguments, based on research results and with references to key ideas presented, to support conclusions in the research report.
• Present the research findings and conclusions, in verbal, written and/ or visual form, and/ or as designed artefacts to the class.
• Write a report to meet acceptable standards of academic writing by formulating other possible alternatives in the innovative use of digital technologies, using the correct use of various procedures that relate to problem-solving and gathering alternatives.

Associated Assessment Criteria for Exit Level Outcome 7

• Select standards and major documentation which deal with risks appropriately.
• Apply the techniques of hazard analysis, the assessment of consequences, the use of contingency allowances, and methods of mitigating risk.
• Explain the risk considerations in safety-critical plants confidently.
• Draw on engineering problem-solving principles to evaluate stakeholder engagement and impact assessment in the context of Sustainable Development Goals and the implementation thereof.

Associated Assessment Criteria for Exit Level Outcome 8

• Use an online learner management platform to facilitate blended-learning elements such as group communications, self-study, supervisory feedback, and reflection.
• Participate in scheduled discussions with supervisor/lecturer regarding the management and execution of the integrated research project and act on feedback to ensure the rigour of the process and validity and reliability of results.
• Identify the role-players involved in Product Life-Cycle Management (PLM) and explore their roles and responsibilities in multidisciplinary environments.
• Complete group and individual assignments on models and theories of understanding leadership and management. These may include:
• Servant, adaptive, transformational, strength-based leadership and leader-member exchange theory.
• Classical, behavioural, quantitative and quality management, systematic and contingency theory

Associated Assessment Criteria for Exit Level Outcome 9

• Develop a rigorous researchable topic and interrogate a problem/study to establish a suitable and manageable focus for an integrated enquiry-based research project.
• Generate research question/s, aims, and objectives for the integrated research project based on criteria and guidelines relevant to the engineering field.
• Demonstrate an understanding of the nature of research relevant to the industrial engineering industry within the areas of digital industry engineering (Industry 4.0), enterprise engineering, business for engineers, production and operations management, large project engineering, and related trends in industrial engineering.
• Apply standard aspects of design - such as investigation, description, and explanation of the research process in planning an integrated, enquiry-based project.
• Present a report on benefits of learning acquired and a detailed schedule of future learning aspirations based on areas of interest.

Associated Assessment Criteria for Exit Level Outcome 10

• Adhere to institutional policies and requirements in terms of ethical considerations and plagiarism.
• Identify possible ethical issues related to data collection and analysis and suggest ways to address them with approval from relevant parties.
• Act within prescribed organizational and professional ethical codes of conduct, values and practices while seeking guidance on ethical and professional issues where necessary.
• Validate the ideas used by devising tests and/or methods to objectively evaluate the efficacy of the solution to meet its objectives in terms of technical success, legal requirements, socio-cultural and ethical considerations, environmental impact and/or customer satisfaction

Associated Assessment Criteria for Exit Level Outcome 11

• Appraise the suitability of software or a software suite, cost the solution and present to management for investment appraisal.
• Show understanding of elements of these topics in a subject portfolio:

> Adapting supply chain to customer needs.

> Customize logistics network.

> Align demand planning across the supply chain.

> Differentiate products close to customers, outsource strategically,

> IT support for decision making.

• Develop a strategic plan as part of the assignment/project specifically.
• Use business analysis tools to solve practical management problems in confidence.
• Develop a portfolio that shows the ability of a learner to do strategic analysis. Tools used may include SWOT analysis, PESTEL analysis, Pareto analysis, Mc Kinsey 7S, Pareto analysis.