Postgraduate Diploma in Industrial Engineering

Purpose

The purpose of the Postgraduate Diploma in Industrial Engineering is to provide a bridging mechanism for learners from other fields of engineering, such as Mechanical, Chemical and Civil engineering. They require insight and practical training in the field of Industrial Engineering to improve the quality and effectiveness of day to day work. Although the nature of the Postgraduate Diploma in Industrial Engineering PGDip (Industrial Engineering) is interdisciplinary, it will serve to strengthen and deepen the learners' knowledge in the particular field of Industrial Engineering. Moreover, the qualification provides training for learners to undertake continuous improvement activities.

Rationale

Three years of consultations and advisory meetings revealed that many practising engineers and engineering technicians (with relevant years of experience) eventually find themselves dealing with Industrial Engineering problems. This predicament is ascribed to, amongst others, inadequate exposure at the undergraduate level to Industrial Engineering knowledge and an absence of suitable training opportunities in the work environment. There is a gap in know-how on how to evaluate and resolve these types of problems correctly. These learners often have a solid background in engineering activity and possess the problem-solving attitude required in any Industrial Engineering undergraduate qualification. However, they often lack specialised knowledge of the appropriate Industrial Engineering theories and practical tools. Also, a significant number of these prospective learners are interested in further postgraduate education but not necessarily with a focus on research. Thus, a postgraduate diploma provides a gateway to accommodate these individuals.

Recognition of Prior Learning (RPL)

Learners that completed at least one year of Bachelor of Science studies with a proven success record and positive results in the Engineering test may enrol in the qualification. Recognition will be given to modules passed that form part of the qualification, or are equivalent to outcomes of other modules in the qualification. Learners will be required to progress as per usual after that. The same applies to learners entering the University from other tertiary institutions. Note that recognition of prior learning may be provided for the qualification's credits. Learners who wish to enrol after obtaining an equivalent Bachelor of Technology qualification are required to start at the first-year level.

Entry Requirements

The minimum entry requirement for this qualification is

• Bachelor's Degree in Industrial Engineering, NQF Level 7.

Or

• Advanced Diploma in Industrial Engineering, NQF Level 7.

Or

• Bachelor of Science in Engineering related studies, NQF Level 7.

Or

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

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

Compulsory Modules, 96 Credits

• Industrial Thinking and Philosophies, 24 Credits.
• Math, Science and Technology for Industrial Engineers, 12 Credits.
• Operational Management and Supervision, 12 Credits.
• Statistical Quality Control, 12 Credits.
• Business Process Re-Engineering, 12 Credits.
• Operational Excellence, 24 Credits.

Elective Modules, 24 Credits (Choose/Select two)

• Decision Support Systems, 12 Credits.
• Discrete Event Simulation, 12 Credits.
• Logistics Planning, 12 Credits.
• Initiative Management, 12 Credits.

1. Demonstrate integrated and applied knowledge of and engagement in various sub-disciplines of Industrial Engineering and critical understanding and application of the theory, methods and techniques relevant to the field of Industrial Engineering and Operations Management.
2. Critically interrogate multiple sources of knowledge such as case studies, journal articles and other supplementary references of expertise within the discipline of Industrial Engineering, and critically evaluate and review that expertise and how to produce knowledge to address specific problems that they encounter within their working environment.
3. Select, apply and critically judge the effectiveness of the implementation of a range of appropriate industrial analysis, design methodologies, and intervention techniques to make workplace improvements.
4. Effectively implement Industrial Engineering techniques to bring about operational excellence.
5. Conduct oneself ethically and professionally in a workplace environment with a specific focus on acknowledging one's competencies in a given problematic situation.
6. Analyse, select and effectively apply carefully supervised industrial thinking method of enquiry to reflect on and then address complex operational or abstract strategic problems and contribute to positive change within the practice.
7. Communicate effectively in a variety of formats (oral, written, visual and electronic) to diverse audiences and for various workplace purposes.
8. Interact and collaborate effectively with others, and to work as part of a team, in diverse social, cultural and professional contexts.
9. Work independently, utilise resources effectively and exercise initiative.
10. Articulate a clear vision and goals and to motivate others to achieve them.

Associated Assessment Criteria for Exit Level Outcome 1

• Integrate, understand and apply the given field of knowledge with particular focus on the specialisation of the diploma in operations management.
• Compare different theories in terms in terms of Industrial Engineering and its applications.

Associated Assessment Criteria for Exit Level Outcome 2

• Explore case studies, journal articles and supplementary sources of knowledge that develop their ability to research and find the knowledge needed to tackle specific problems facing their work environment.
• Critically evaluate the application of various pieces of knowledge related to Industrial Engineering in terms of their working environment.

Associated Assessment Criteria for Exit Level Outcome 3

• Apply the knowledge to the work environment through the work-based learning portion of the Diploma.
• Apply the learnt methods and procedures.
• Conduct consultations with workplace mentor and lecturing staff to expand their responsibilities to include areas that are unfamiliar to the student to develop them optimally.

Associated Assessment Criteria for Exit Level Outcome 4

• Apply the knowledge learnt in the work environment and report on it in various formats (reports, interviews assignments and reflection logs).
• Show creativity and impact of the solutions to developed problems.

Associated Assessment Criteria for Exit Level Outcome 5

• Engage in discussions regarding the responsibility attached to the developed knowledge as well as the typical professional expectations of an Industrial Engineer.
• Illustrate the development of identity and ethics related to an Industrial Engineering professional.

Associated Assessment Criteria for Exit Level Outcome 6

• Review and process various forms of academic knowledge (case studies, journal articles, class notes and other reading material).
• Consult library services and other electronic databases to source and process information that assist them in developing better solutions.

Associated Assessment Criteria for Exit Level Outcome 7

• Collect, process, summarise and present information in a meaningful and timely fashion.

Associated Assessment Criteria for Exit Level Outcome 8

• Understand the system perspective relating to the knowledge acquired (and how it fits together).
• Engage with employer and academic staff to further understand one's developing role within the organisation.

Associated Assessment Criteria for Exit Level Outcome 9

• Take ownership over the learning activities, including internalising and critically analysing them.
• Critically reflect on activities performed to showcase personal development.

Associated Assessment Criteria for Exit Level Outcome 10

• Take ownership of the solutions developed.
• Take responsibility for the implementation, which requires articulating clear goals and creating positive energy to implement the improvement.

Integrated Assessment

This qualification will make use of both formative and summative assessment in most modules. In modules where project work is the primary focus exceptions are made (as documented here).

In the case of a typical engineering module consisting of theoretical and practical parts, the assessment will be as follows:

• Formative assessment: The Faculty grades a series of tutorial tests or class tests or laboratory sessions with the intent of providing feedback to learners with regards to their mastery of the material under consideration. Typically, these assessments take place in tutorial periods and as such rarely exceed 30 minutes.
• Summative assessment: The Faculty uses semester tests to assess the level of competency learners achieved with regards to the application of the subject matter. At least a single semester test much be written (typically in the middle of the semester), although a weighted average of more than one test is also acceptable. Practical tests are also included there as a form of summative assessment.
• Practical assessment: In the case of a module with a practical component, learners must successfully complete the practical assignment. Such assignment typically involved practical work (circuit construction, simulation, experimentation, etc.) and a form of reporting on said work. Acceptable forms of reporting are technical reports, laboratory reports, oral presentation or small interviews.

The qualification requires a combination of summative assessments (at least 3) for the generation of the participation mark. A sub-minimum requirement of 50% holds for all practical assessments.