University of Johannesburg

Bachelor of Engineering Technology in Industrial Engineering

Manufacturing, Engineering and Technology - Engineering and Related Design

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Purpose and Rationale

Bachelor of Engineering Technology (BEngTech) (Industrial Engineering)

Purpose:

The purpose of the Bachelor of Engineering Technology (BEngTech) (Industrial Engineering) is to build the necessary knowledge, understanding, abilities and skills required for further learning towards becoming a competent practicing industrial engineering technologist. Specifically, the qualification provides learners with:

  • Preparation for careers in engineering itself and areas that potentially benefit from engineering skills, for achieving technological proficiency and to make a contribution to the economy and national development.
  • The educational base required for registration as a Professional Engineering technologist with Engineering Council of South Africa (ECSA).
  • An appropriate level of achievement, the ability to enter NQF Level 8 qualifications and then proceed to Master's Degrees.
  • The education base for achieving proficiency in industrial engineering/plant operations and occupational health and safety.

Rationale:

The phasing out of the National Diploma and Baccalaureus Technologiae prompted the Department of Mechanical and Industrial Engineering Technology to replace the two qualifications in Industrial engineering with the Engineering Council of South Africa (ECSA) standard for a three-year professional Bachelor's Degree, called the Bachelor of Engineering Technology (B.EngTech). The new B.EngTech is a step towards the alignment of all the technology-based engineering qualifications offered by the Faculty of Engineering and the Built Environment with the new requirements of the professional body for the training of Engineering Technologists. The curriculum is continuously scrutinised by industry and ECSA to ensure conformance with the required standard. The curriculum for the proposed new Degree is based on the ECSA standard.

Outcomes

  1. Apply knowledge of mathematics, natural sciences and engineering sciences to define and applied engineering procedures, processes, systems, and methodologies.
  2. Systematically diagnose and solve broadly defined engineering problems by applying mechanical engineering principles.
  3. Use appropriate techniques, resources, and modern engineering tools including information technology, prediction and modelling, with an understanding of their limitations, restrictions, premises, assumptions and constraints.
  4. Communicate effectively both orally and in writing with engineering audiences and affected parties.
  5. Demonstrate knowledge and understanding of mechanical engineering management principles and apply these to one's own work.
  6. Engage in independent and life-long learning through well-developed learning skills.
  7. Comprehend and apply ethical principles and commit to professional ethics, responsibilities and norms of mechanical engineering practice.
  8. Demonstrate knowledge and understanding of the impact of mechanical engineering activity on the society, economy, industrial and physical environment.

Assessment Criteria

Associated Assessment Criteria for Exit Level Outcome 1

  • Concepts, ideas and theories are communicated.
  • Reasoning about and conceptualising engineering materials, components, systems, or processes is performed.
  • Formal analysis and modelling of engineering materials, components, systems or processes is performed.

Associated Assessment Criteria for Exit Level Outcome 2

  • The problem is analysed and defined and criteria are identified for an acceptable solution.
  • Possible approaches that would lead to a workable solution for a problem are generated and formulated.
  • Possible solutions are evaluated and the best solution is selected.

Associated Assessment Criteria for Exit Level Outcome 3

  • The method, skill or tool is assessed for applicability or limitations against the required results.
  • The method, skill or tool is applied correctly to achieve required results.
  • Computer applications are created, selected and used as required by the discipline.

Associated Assessment Criteria for Exit Level Outcome 4

  • Appropriate structure, style and language of oral and verbal communication for the purpose of the communication and the target audience are used.
  • Graphics that are appropriate and effective in enhancing the meaning of the text are used.
  • Oral communication with the intended meaning being apparent is fluently delivered.

Associated Assessment Criteria for Exit Level Outcome 5

  • The principles of planning, organising, leading and controlling are explained.
  • Individual work is carried out effectively, strategically and on time.

Associated Assessment Criteria for Exit Level Outcome 6

  • Learning tasks individually and in a small group are managed autonomously and ethically.
  • Learning undertaken and own learning requirements and strategies are reflected upon.
  • Knowledge acquired outside of formal instruction is comprehended and applied.

Associated Assessment Criteria for Exit Level Outcome 7

  • The nature and complexity of ethical dilemmas is described.
  • Ethical reasoning to evaluate engineering solutions is applied.
  • Continued competence through keeping abreast of up-to-date tools and techniques available in the workplace is maintained.

Associated Assessment Criteria for Exit Level Outcome 8

  • The impact of technology in terms of the limitations and benefits to the society is explained.
  • The engineering activity in terms of the impact on occupational and public health and safety is explained.
  • Personal, economic, social, cultural values and requirements are taken to consideration for those who are affected by the engineering activity.

Integrated Assessment

  • Continuous assessment (CA) is used to monitor the learner's progress.
  • Formative and summative assessments are conducted through various methods like class tests, assignments, and practical projects.
  • Internal moderation checks are undertaken for summative assessments to ensure reliability.

Formative Assessment

  • Supports teaching and learning process.
  • Provides feedback to the learner on progress.
  • Diagnoses learners' strengths and weaknesses.
  • Assists in planning future learning.
  • Contributes to the learner's capacity for self-evaluation.

Summative Assessment

  • Conducted to judge the level of competence of learners.
  • Results are expressed as a pass or fail.
  • Minimum number of summative opportunities required is specified in Academic Regulations.

Qualification Details

Type
National First Degree
NQF Level
07
Min. Credits
427
SAQA Source
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University of Johannesburg
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The University of Johannesburg (UJ) is a public university located in Johannesburg, South Africa. It was established in 2005 through the merger of the Rand Afrikaans University, Technikon Witwatersrand, and the Soweto and East Rand campuses of Vista University. UJ is one of the largest universities in South Africa, with over 50,000 students enrolled across its four campuses. The university offers a wide range of undergraduate and postgraduate programs in various fields, including arts, humanities, sciences, engineering, business, and health sciences. UJ is known for its commitment to providing quality education, promoting social justice, and fostering innovation and entrepreneurship.
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This page includes information from the South African Qualifications Authority (SAQA) . Builtneat Pty Ltd trading as Study Start, has modified all or some of this information. SAQA has not approved, endorsed, or tested these modifications.