SAQA

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SOUTH AFRICAN QUALIFICATIONS AUTHORITY

REGISTERED QUALIFICATION:

Doctor of Engineering in Mechanical Engineering

SAQA QUAL ID	QUALIFICATION TITLE
100782	Doctor of Engineering in Mechanical Engineering
ORIGINATOR
Cape Peninsula University of Technology
PRIMARY OR DELEGATED QUALITY ASSURANCE FUNCTIONARY			NQF SUB-FRAMEWORK
CHE - Council on Higher Education			HEQSF - Higher Education Qualifications Sub-framework
QUALIFICATION TYPE	FIELD		SUBFIELD
Doctoral Degree	Field 06 - Manufacturing, Engineering and Technology		Engineering and Related Design
ABET BAND	MINIMUM CREDITS	PRE-2009 NQF LEVEL	NQF LEVEL	QUAL CLASS
Undefined	360	Not Applicable	NQF Level 10	Regular-Provider-ELOAC
REGISTRATION STATUS		SAQA DECISION NUMBER	REGISTRATION START DATE	REGISTRATION END DATE
Reregistered		EXCO 0821/24	2021-07-01	2027-06-30
LAST DATE FOR ENROLMENT		LAST DATE FOR ACHIEVEMENT
2028-06-30		2031-06-30

In all of the tables in this document, both the pre-2009 NQF Level and the NQF Level is shown. In the text (purpose statements, qualification rules, etc), any references to NQF Levels are to the pre-2009 levels unless specifically stated otherwise.

This qualification replaces:

Qual ID	Qualification Title	Pre-2009 NQF Level	NQF Level	Min Credits	Replacement Status
78781	Doctor of Technology: Engineering: Mechanical	Level 8 and above	NQF Level 10	240	Complete

PURPOSE AND RATIONALE OF THE QUALIFICATION

Purpose:
The overall purpose of this qualification is to develop leading experts in the chosen field of study who has an in-depth knowledge and understanding of the discipline informed by scholarship and research as well as an awareness of current issues, developments and trends in this field of study. Doctoral graduates will be required to conduct a study with a high level of personal autonomy and accountability that will make an original academic contribution at the frontiers of the field(s)/discipline(s). The nature of the research work undertaken should indicate that the doctoral candidate has advanced knowledge and has the ability to apply, evaluate and synthesise information autonomously as well as deal with complexities and/or contradictions in the knowledge base. In executing the research project and dissertation, doctoral candidates must demonstrate mature judgement and the ability to address complex and challenging problems and show understanding of the ethical issues and consequences of any solutions or insights generated within a specialised context. Doctoral candidates must display the ability to communicate the research project, results, conclusions and recommendations effectively in verbal, written and/or visual form to specialist audiences in the form of published articles/papers emphasising the contribution to knowledge production in the field of study, discipline and/or profession.

The purpose of this qualification is to facilitate the advancement of knowledge through original research for academic contexts. Candidates will be required to undertake advanced research work leading to the submission, assessment and acceptance of an original 100% research dissertation in the field(s) of Mechanical Engineering. The characteristics of this qualification are that the candidate will be required to demonstrate high level research capability and to make a significant and original academic contribution at the frontiers of the field(s) of Mechanical Engineering. The work must be of a quality to satisfy peer review and merit publication. In addition to the demonstration of high level research capabilities, it will require the ability to integrate theory with practice through the application of theoretical knowledge to highly complex problems in a wide range of contexts.

This qualification will also prepare graduates with the required academic leadership capabilities to occupy applied research, research and development as well as consulting positions within Mechanical Engineering industries; and in local, provincial, and national government, parastatals/departments/authorities and academic positions at universities.

Rationale:
There is a broad consensus at national level that not enough high-quality PhDs are being produced in relation to the developmental needs of the country. Several high-level studies conducted by national agencies have indicated the need to increase the number of doctoral students in South Africa. The White Paper on Post-School Education and Training (Department Higher Education and Training, 2013) and the 10 Year Innovation Plan (Department Science and Technology) indicate the human resources development strategies needed to support economic growth in South Africa.
In a recent study, it was found that most doctoral graduates are produced in the social sciences, with the headcount figure for these graduates being almost five times that for engineering sciences, materials and technologies (ASSAf, 2010). Given the fact that in 2007, 80% of all graduates were produced by Universities (as opposed to Universities of Technology and Comprehensive Universities) (ASSAf, 2010), there is a need to increase the enrolment and graduation numbers of doctoral candidates at Universities of Technology as well as in the broader context of Science, Technology and Engineering.

Since the offering of doctoral qualifications in this field of study forms part of the vision, mission and strategic plan of this institution and the fact that institution has successfully offer a Doctoral qualification in this field of study for a number of years by means of available staff expertise, research infrastructure and technology, the nature, purpose and graduate outcomes of the existing qualification were revised to align to the requirements of the Higher Education Qualifications Sub-Framework (2013).

In revising the existing doctoral programme, the academic department consulted with a range of stakeholders which included industry, statutory/non-statutory bodies, graduates and other educational institutions. Institutional strategic objectives have also been taken into account in the re-design of this qualification to ensure that the research focus areas align closely to the institutional research niche areas defined in the Research, Technology and Innovation blueprint of the institution.

In addition, the Technology Innovation Agency (TIA) supports the Advanced Manufacturing Laboratory at this institution and promotes the enrolment of doctoral candidates associated with this unit. In terms of a regional focus the department have research initiatives in (Ocean Engineering, support for Oil and Gas, Renewable Energy, Foundry Technology and Innovation in Manufacturing that are supported by the existing postgraduate programmes in this field of study. Academic staff members are encouraged to complete doctoral qualifications and to engage in existing and new research initiatives. Some of the existing research focus areas include: Foundry Technology, Adaptronics, Smart Materials and MEMS (Micro-Electro-Mechanical Systems), Universal Access for Disability, Constitutive Modelling of Materials with Microstructure, Thermo-Mechanical Problems, Methods for NDT, Composite Structures, Ocean Engineering, Aerospace and Green energy Power Generation. The department has established expertise and infrastructure in terms of Computational Mechanics, Applied Finite Element Analysis and Computational Fluid Dynamics (CFD).

LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING

Recognition of Prior Learning (RPL):
Recognition of Prior Learning (RPL) is a process of identifying the knowledge and skills of an applicant against the admission requirements of a qualification and/or for credits against a part thereof. The process involves the identification, mediation, assessment and acknowledgement of knowledge and skills obtained through informal, non-formal and/or formal learning. The RPL process is multi-dimensional and multi-contextual in nature, aimed at the individual needs of applicants and is handled in accordance with an institutional RPL policy by a unit dedicated to this activity. The RPL process includes guidance and counselling, as well as the preparation of a body of evidence to be presented by the RPL candidate to meet institutional requirements. An appeal procedure is also in place to accommodate queries. RPL in this qualification will relate to gaining access to the qualification and/or credits/advanced standing as described in institutional guidelines.

Students may be considered for access to a postgraduate qualification through recognition of prior learning based on the requirements stipulated in national and institutional policies following a structured assessment process.

Entry Requirements:

Non-HEQSF and HESF aligned Master's Degree in the field of study or related field(s) of study as approved by the institution.

RECOGNISE PREVIOUS LEARNING?

QUALIFICATION RULES

Upon approval of the research proposal by the relevant authorities, students are permitted to continue, under supervision, with the research project.

EXIT LEVEL OUTCOMES

1. Plan, manage and execute the research proposal and project with a high level of personal autonomy and accountability.
2. Display intellectual independence and the ability to manage and lead research in the field of study.
3. Show an advanced understanding of the use of research methods for data collection, analysis and interpretation.
4. Draw conclusions and present the research results by compiling a coherent and sustained argument that is supported by research results and conclusions in the research report.
5. Use written communication and technical skills relevant to the discourse of the discipline and choose an appropriate genre to communicate effectively with specialist and non-specialist audiences.
6. Display the ability to adapt and/or develop theories, models, methods, techniques, processes, systems or technologies relevant to the field of study.
7. Demonstrate the ability to make ethical decisions related to the research project which affect knowledge production, and/or complex organisational and professional issues.
8. Demonstrate an ability to apply specialist knowledge and theory in critically reflexive, creative and novel ways to address practical and theoretical problems associated with complex systems.

ASSOCIATED ASSESSMENT CRITERIA

Associated Assessment Criteria for Exit Level Outcome 1:

With a high level of personal autonomy and accountability, plan, manage and execute a substantial research proposal and project using available resources assigned to the task (e.g. funding, infrastructure, academic, technical and administrative staff and/or assistants, etc.) and within the timeframe allocated.

Demonstrate expertise and critical knowledge in an area at the forefront of the field, discipline or practice, and the ability to conceptualise new research initiatives, and create new knowledge or practice.

Consult with supervisor(s) in an effective manner and act on feedback received in a manner that shows improvement and accountability.

Associated Assessment Criteria for Exit Level Outcome 2:

Demonstrate the ability to apply critical judgement and the ability to contribute to scholarly debates by producing a producing a comprehensive literature review on different perspectives in the field of study and/or discipline that shows originality of thought.

Associated Assessment Criteria for Exit Level Outcome 3:

Demonstrate a systematic understanding of a range of research methods and techniques, critically evaluate these and apply them appropriately to investigate the research problem.

Assimilate data where different data collection methods were used, (e.g. qualitative, quantitative, experimental and simulation methods) to present a coherent representation of data analysis.

Analyse, interpret and synthesise data using appropriate computer software programme(s), (if relevant to the chosen research problem).

Demonstrate the ability to compile a coherent and sustained argument that is supported by research results and conclusions in the research report.

Associated Assessment Criteria for Exit Level Outcome 4:

Demonstrate a systematic understanding of a range of research methods and techniques, critically evaluate these and apply them appropriately to investigate the research problem.

Assimilate data where different data collection methods were used, (e.g. qualitative, quantitative, experimental and simulation methods) to present a coherent representation of data analysis.

Analyse, interpret and synthesise data using appropriate computer software programme(s), (if relevant to the chosen research problem).

Demonstrate the ability to present in verbal, written and/or visual form, the research results and conclusions of the study to specialist audiences emphasising the contribution to knowledge production in the field of study, discipline and/or profession.

Associated Assessment Criteria for Exit Level Outcome 6:

Display the ability to adapt and/or develop theories, models, methods, techniques, processes, systems or technologies relevant to the field of study using original, creative and innovative ways of thinking appropriate to specialised and complex contexts.

Associated Assessment Criteria for Exit Level Outcome 7:

Demonstrate an ability to identify, address and manage emerging ethical issues, and to advance processes of ethical decision-making, including monitoring and evaluation of the consequences of these decisions where appropriate.

Demonstrate the ability to make autonomous ethical decisions related to the research project which affect knowledge production, and/or complex organisational and professional issues.

Demonstrate an ability to critically contribute to the development of ethical standards in a specific context (where applicable in terms of research project).

Adhere to institutional policies and requirements in terms of plagiarism and the use of referencing techniques.

Associated Assessment Criteria for Exit Level Outcome 8:

Demonstrate problem solving abilities to address complex and challenging problems relevant to the research project with an understanding of the consequences of any solutions or insights generated to address such problems.

Integrated Assessment:
Integrated assessment aims to assess the student holistically and contributes to the student's personal and professional development in the field of study in terms of foundational, practical and reflexive competence. The execution of the research project and production and acceptance of the dissertation or thesis constitute the sum total of a combination of formative, summative and integrated assessment methods at this level of study.

In executing the research project and dissertation, students are required to:

Compile a scientific research proposal through integration and application of knowledge and skills within the area of specialisation in the field of study.

Demonstrate an in-depth learning with abstraction and understanding knowledge of the field/area of investigation by means of a well-structured literature review.

Develop critical research skills and attributes in planning and conducting research in the field of horticulture by applying knowledge, research methods and techniques appropriately and correctly.

Dealing with unpredictability in problem solving, extracting, interpreting and analysing research results accurately.

Taking responsibility and autonomy in the research process in drawing conclusions and reporting research results in both scientific article and dissertation formats.

Display a professional attitude, ethical behaviour and values in presenting results to a scientific audience in reflecting on professional practice.

INTERNATIONAL COMPARABILITY

National and international benchmarking was conducted to determine the extent programme and subject structures compare with similar offerings at similar institutions. The international benchmarking exercise was conducted in terms of institutional requirements and guidelines which include the following: determining the scope of the benchmarking exercise; the selection of a variety of reputable Higher Education institutions internationally (and nationally); the selection of comparable qualifications and aspects from these qualifications; analysis and evaluation of programme design of the selected qualifications; conclusions and recommendations for curriculum renewal at the institution.

In terms of this qualification, the national benchmarking exercise included the following institutions: the University of Cape Town, University of Stellenbosch and Tshwane University of Technology among others.

The international benchmarking exercise which included the following higher education institutions: Massachusetts Institute of Technology (USA) and Institute of Fundamental Technological Research of the Polish Academy of Sciences (Poland).

The benchmarking exercise revealed that the nature, purpose and graduate outcomes of this doctoral qualification compares well with those offered at other reputable higher education institutions with particular emphasis on originality and advancement of innovation and technology in the field of study.

ARTICULATION OPTIONS

In keeping with the relevant national policies and institutional rules and requirements regarding articulation, from one qualification to another, subject/module credit transfer between qualifications as well as academic progression from one period of study/unit of learning to the next, the following arrangements are applicable to this qualification:

Rules of progression within the qualification: A research proposal including ethical considerations must be submitted for approval at faculty and institutional levels before students will be allowed to commence with the research project. The submission of the research proposal is dependent upon knowledge, skills and attributes associated with research methodology.

Rules of progression within a vocational/professional pathway and suite of qualifications: Vertical progression is possible based on the offering of Diploma(s) in this field of study or related field(s) of study, Advanced Diploma(s) in this field of study and related field(s) of study, Postgraduate Diploma(s) in this field of study and related field(s) of study or a three-year Professional Bachelor's Degree at Level 7 and Honours Degree at Level 8 or a four-year Professional Bachelor's Degree (480 SAQA Credits) at Level 8 and Master's Degree at level. Vertical articulation possibilities within and between institutions (nationally and internationally): Upon successful completion of a Master's Degree students may progress to a Doctoral qualification in the same field or a cognate field if the student meets the admission requirements as stipulated in the faculty handbook of the institution.

Horizontal articulation possibilities between qualification frameworks and Universities of Technology: Articulation possibilities exist between the non- Higher Education Qualifications Sub-Framework (HEQSF) Doctor of Technology Degree and the HEQSF aligned doctoral Degree. Decisions in this regard will be based on the scope, depth and degree of cognitive complexity as defined in the outcomes of the programme and benchmarked against the relevant South African Qualifications Authority Level Descriptors. Academic acceptable standards, regulations and procedural requirements will apply to obtain permission at faculty and institutional level.

LEARNING PROGRAMMES RECORDED AGAINST THIS QUALIFICATION:

When qualifications are replaced, some (but not all) of their learning programmes are moved to the replacement qualifications. If a learning programme appears to be missing from here, please check the replaced qualification.

NONE

PROVIDERS CURRENTLY ACCREDITED TO OFFER THIS QUALIFICATION:

This information shows the current accreditations (i.e. those not past their accreditation end dates), and is the most complete record available to SAQA as of today. Some Primary or Delegated Quality Assurance Functionaries have a lag in their recording systems for provider accreditation, in turn leading to a lag in notifying SAQA of all the providers that they have accredited to offer qualifications and unit standards, as well as any extensions to accreditation end dates. The relevant Primary or Delegated Quality Assurance Functionary should be notified if a record appears to be missing from here.

1.	Cape Peninsula University of Technology