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SOUTH AFRICAN QUALIFICATIONS AUTHORITY 
REGISTERED QUALIFICATION: 

Master of Engineering Management 
SAQA QUAL ID QUALIFICATION TITLE
121067  Master of Engineering Management 
ORIGINATOR
Tshwane University of Technology (TUT) 
PRIMARY OR DELEGATED QUALITY ASSURANCE FUNCTIONARY NQF SUB-FRAMEWORK
CHE - Council on Higher Education  HEQSF - Higher Education Qualifications Sub-framework 
QUALIFICATION TYPE FIELD SUBFIELD
Master's Degree  Field 06 - Manufacturing, Engineering and Technology  Engineering and Related Design 
ABET BAND MINIMUM CREDITS PRE-2009 NQF LEVEL NQF LEVEL QUAL CLASS
Undefined  180  Not Applicable  NQF Level 09  Regular-Provider-ELOAC 
REGISTRATION STATUS SAQA DECISION NUMBER REGISTRATION START DATE REGISTRATION END DATE
Reregistered  EXCO 0638/26  2026-10-03  2029-10-03 
LAST DATE FOR ENROLMENT LAST DATE FOR ACHIEVEMENT
2030-10-03   2033-10-03  

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
96899  Master of Engineering in Engineering Management  Not Applicable  NQF Level 09  180  Complete 

PURPOSE AND RATIONALE OF THE QUALIFICATION 
Purpose:
The Master of Engineering Management is a postgraduate qualification, characterised by the fact that it prepares learners for industry and research. The purpose of this fully online qualification is to empower practising career engineering professionals and technologists with specialist knowledge that will enable them to conduct applied research projects in the field of engineering. The successful candidate will contribute meaningfully to the advancement of performance in their industries. The qualification prepares learners for advanced and specialised professional employment, through the completion of self-directed and autonomous research-related tasks within the engineering profession. Candidates will be equipped with the necessary applied competencies to make sound judgements using data, make effective decisions and solve complex, practical, professional, and theoretical problems in their capacity as leaders and managers, independently and collaboratively. The successful learners will also be able to use a range of critical, creative, analytical, and reflective inquiry methods, to inform educational and management decisions.

This qualification serves to consolidate and deepen the learner's expertise in a particular discipline and to develop research capacity in the methodology and techniques of that discipline. This qualification is also designed to address complex engineering problems and demands a high level of theoretical engagement and intellectual independence.
This qualification provides preparation for careers in engineering and areas that potentially benefit from engineering skills, for achieving technological proficiency and contributing to the economy and national development; and entry to an NQF level 10 Doctoral qualification in the field of engineering.
Upon completion of this qualification, qualifying learners will be able to:
  • Identify, formulate, analyse, and solve complex industrial engineering problems creatively and innovatively.
  • Demonstrate competence in performing creative, procedural, and non-procedural design and synthesis of components, systems, engineering works, products, or processes of a complex nature.
  • Conduct investigations of complex industrial engineering problems including engagement with the research literature and use of research methods including design of experiments, analysis and interpretation of data and synthesis of the information to provide valid conclusions.
  • Apply appropriate techniques, resources, and modern engineering tools, including information technology, prediction, and modelling, for the solution of complex industrial engineering problems, with an understanding of the limitations, restrictions, premises, assumptions, and constraints.

    Rationale:
    In South Africa, there is a continued and growing demand for highly skilled engineers. According to the Engineering Council of South Africa (ECSA), the international benchmark of engineers per population shows that South Africa lags globally. South Africa has one engineer per 2 600 people compared to international norms, where one engineer serves 40 people. In South Africa, there are only approximately 16 000 registered professional engineers in the country. In addition to this Engineers often find themselves in management positions as they progress in their careers and thus require the necessary competencies to enable them to do so successfully. This Master of Engineering Management is designed to equip engineers to take up and excel in industry roles at middle to senior management level.

    This Master of Engineering Management (professional) is intended to replace the existing structured Master of Engineering in Engineering Management consisting of 90 credits attained through completion of research and 90 credits allocated to the completion of modules. With the introduction of this Master of Engineering Management (professional), students will be required to engage at a high level with the relevant theory and demonstrate intellectual independence and the ability to solve complex problems in the engineering and engineering management field. Using a research project of 45 credits, the students will be required to demonstrate their ability to solve complex problems through innovation and expertise.

    This qualification is designed for professional engineers and technologists of all disciplines (Civil-, Mechanical-, Industrial- or Chemical Engineering etc.) who are employed as or strive to be employed as managers in the engineering environment. These managers will typically be responsible for the management of specific engineering units or divisions or be responsible for the engineering function in a company. Employed as Chief Engineer, Engineering Manager, Chief Technical Officer or Chief Operating Officer, this program will grow management-related technical content with additional electives that specialise in targeted sectors including construction, energy infrastructure development, bulk water supply and wastewater and manufacturing. As these professionals progress through their careers, the required skills expand into more management-related content. This professional Master's Degree is a multidisciplinary qualification making provision for admission of engineers from a range of disciplines providing them with the competencies required to grow in a professional engineering management environment, with the required specialist- and management-related skills.

    In addition to coursework, this qualification is designed to educate and train researchers who can contribute to the development of knowledge at an advanced level and prepare graduates for advanced and specialised professional employment in the engineering management field. This is a professional multidisciplinary Master's Degree aimed at professionals in the engineering environment who aim to develop their skills in the field of engineering management. This qualification will further contribute to the development of an advanced capability to conduct research in engineering and related fields thereby contributing to lifelong learning of candidates. The research conducted in this professional Master's Degree will be aimed at solving practical or theoretical problems relevant to the engineering management profession and may be subdivided into research reports from the specialised fields as selected from the electives.

    This qualification will provide articulation to learners from any engineering discipline who have obtained a Bachelor of Engineering (NQF level 8), Bachelor of Engineering Technology Honours or Postgraduate Diploma in Engineering. Students in possession of a relevant Bachelor of Technology degree may also be considered for admission but will be subject to the completion of an appropriate number of formal bridging modules.

    This qualification will be offered in a distance mode of presentation enhanced with online facilitation from the Tshwane University of Technology's Pretoria Campus. This qualification will be designed to provide access to the institution's alumni and other learners. 
    		•

    LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING 
    Recognition of Prior Learning (RPL):

    The institution has an approved Recognition of Prior Learning (RPL) policy applicable to equivalent qualifications for admission into the qualification. RPL will be applied to accommodate applicants who qualify. RPL thus provides alternative access and admission to qualifications, as well as advancement within qualifications.

    RPL for access:
  • Learners who do not meet the minimum entrance requirements or the required qualification that is at the same NQF level as the qualification required for admission may be considered for admission through RPL.
  • To be considered for admission in the qualification based on RPL, applicants should provide evidence in the form of a portfolio that demonstrates that they have acquired the relevant knowledge, skills, and competencies through formal, non-formal and/or informal learning to cope with the qualification expectations.

    RPL for exemption of modules:
  • Learners may apply for RPL to be exempted from modules that form part of the qualification. For a learner to be exempted from a module, the learner needs to provide sufficient evidence in the form of a portfolio that demonstrates that competency was achieved for the learning outcomes that are equivalent to the learning outcomes of the module.

    RPL for credit:
  • Learners may also apply for RPL for credit for or towards the qualification, in which they must provide evidence in the form of a portfolio that demonstrates prior learning through formal, non-formal and/or informal learning to obtain credits towards the qualification.
  • Credit shall be appropriate to the context in which it is awarded and accepted.

    Entry Requirements:
    The minimum entry requirement for this qualification is:
  • Bachelor of Engineering Honours, NQF Level 8.
    Or
  • Postgraduate Diploma in Engineering Management, NQF Level 8.
    Or
  • Bachelor's Degree in a cognate field, NQF Level 8. 
    		•

    RECOGNISE PREVIOUS LEARNING? 
    Y 

    QUALIFICATION RULES 
    This qualification consists of the following compulsory and elective modules at National Qualifications Framework Level 9 totalling 180 Credits.

    Compulsory Modules, Level 9, 120 Credits:
  • Engineering Business Dynamics, 15 Credits.
  • Engineering Project Management, 15 Credits.
  • Engineering Finance, 15 Credits.
  • Technology Venture Creation, 15 Credits.
  • Supply Chain Management, 15 Credits.
  • Research Project, 45 Credits.

    Elective Modules, Level 9, 60 Credits: (Select any four from the following)
  • Physical Asset Management, 15 Credits.
  • Life Cycle Management, 15 Credits.
  • Organisational Behaviour, 15 Credits.
  • Energy Management, 15 Credits.
  • Operational Research, 15 Credits.
  • Quality Engineering, 15 Credits.
  • Environmental & Waste Management, 15 Credits.
  • Advanced Manufacturing Systems, 15 Credits.
  • Transportation Management, 15 Credits.
  • Construction Management, 15 Credits. 
    		•

    EXIT LEVEL OUTCOMES 
    1. Demonstrate competence to identify, formulate, analyse, and solve complex industrial engineering problems creatively and innovatively.
    2. Demonstrate competence to apply knowledge of mathematics, natural science, and engineering sciences to the conceptualization of engineering models and to solve complex industrial engineering problems.
    3. Demonstrate competence to perform creative, procedural, and non-procedural design and synthesis of components, systems, engineering works, products, or processes of a complex nature.
    4. Demonstrate competence to conduct investigations of complex industrial engineering problems including engagement with the research literature and use of research methods including design of experiments, analysis and interpretation of data and synthesis of the information to provide valid conclusions.
    5. Demonstrate competence in using appropriate techniques, resources, and modern engineering tools, including information technology, prediction, and modelling, for the solution of complex industrial engineering problems, with an understanding of the limitations, restrictions, premises, assumptions, and constraints.
    6. Demonstrate competence to communicate effectively, both orally and in writing, with engineering audiences and the community at large.
    7. Demonstrate knowledge and understanding of the impact of engineering activities on society, economy, industrial and physical environment.
    8. Demonstrate knowledge and understanding of engineering management principles.
    9. Demonstrate competence to engage in independent and life-long learning through well-developed learning skills.
    10. Comprehend and apply ethical principles and commit to professional ethics, responsibilities, and norms of engineering practice.
    11. Demonstrate knowledge and understanding of economic decision-making. 

    ASSOCIATED ASSESSMENT CRITERIA 
    Associated Assessment Criteria for Exit Level Outcome 1:
  • Analyse and define the problem and criteria for an acceptable solution.
  • Identify relevant information, engineering knowledge and skills for solving complex problems.
  • Generate and formulate possible approaches that would lead to a workable solution for the problem.
  • Model and analyse possible solutions.
  • Evaluate possible solutions and the best solution must be selected.
  • Formulate and present the solution in an appropriate form.

    Associated Assessment Criteria for Exit Level Outcome 2:
  • Apply an appropriate mix of knowledge of mathematics, numerical analysis, statistics, natural science, and engineering science at a fundamental level and in a specialist, area brought to bear on the solution of complex engineering problems.
  • Use theories, principles, and laws.
  • Perform formal analysis and modelling on engineering materials, components, systems, or processes.
  • Communicate concepts, ideas, and theories.
  • Perform reasoning and conceptualising engineering materials, components, systems, or processes.
  • Handle uncertainty and risk.
  • Perform work within the boundaries of the practice area.

    Associated Assessment Criteria for Exit Level Outcome 3:
  • Formulate design problems to satisfy user needs, applicable standards, codes of practice and legislation.
  • Plan and manage a design process to focus on important issues and recognise and deal with constraints.
  • Acquire and evaluate knowledge, information, and resources to apply appropriate principles and design tools to provide a workable solution.
  • Perform design tasks including analysis, quantitative modelling and optimisation of the product, system, or process subject to the relevant premises, assumptions, constraints, and restrictions.
  • Evaluate alternatives for implementation and a preferred solution selected based on techno-economic analysis and judgement.
  • Assess the selected design in terms of the social, economic, legal, health, safety, and environmental impact and benefits.
  • Communicate design logic and relevant information in a technical report.

    Associated Assessment Criteria for Exit Level Outcome 4:
  • Plan and conduct investigations and experiments within an appropriate discipline.
  • Critically evaluate available literature searched and material for suitability to the investigation.
  • Perform analysis as necessary to the investigation.
  • Select and use equipment or software as appropriate in the investigations.
  • Analyse, interpret and derive information from available data.
  • Draw conclusions from an analysis of all available evidence.
  • Record the purpose, process, and outcomes of the investigation in a technical report or research project report.

    Associated Assessment Criteria for Exit Level Outcome 5:
  • Assess the method, skill or tool for applicability and limitations against the required result.
  • Apply the method, skill or tool correctly to achieve the required result.
  • Test and assess results produced by the method, skill, or tool against required results.
  • Create, select and use computer applications as required by the discipline.

    Associated Assessment Criteria for Exit Level Outcome 6:
  • Use structure, style, and language of written and oral communication appropriate for the communication and the target audience.
  • Use graphics appropriate and effective in enhancing the meaning of the text.
  • Use visual materials to enhance oral communications.
  • Use accepted methods for providing information to others involved in the engineering activity.
  • Deliver oral communication fluently with the intended meaning being apparent.

    Associated Assessment Criteria for Exit Level Outcome 7:
  • Explain the impact of technology in terms of its benefits and limitations to society.
  • Analyse the engineering activity in terms of the impact on public and occupational health and safety.
  • Analyse the engineering activity in terms of the impact on the physical environment.
  • Apply personal, social, economic, and cultural values and requirements into consideration for those who are affected by the engineering activity.

    Associated Assessment Criteria for Exit Level Outcome 8:
  • Explain the principles of planning, organising, leading, and controlling.
  • Curry out individual work effectively, strategically and on time.
  • Contribute to team activities, including at disciplinary boundaries, and support the output of the team as a whole.
  • Illustrate functioning as a team leader.
  • Organise and manage design or research projects.
  • Carry out effective communication in the context of individual or teamwork.

    Associated Assessment Criteria for Exit Level Outcome 9:
  • Manage learning tasks autonomously and ethically, individually and in learning groups.
  • Reflect learning undertaken on and own learning requirements and strategies determined to suit personal learning style and preferences.
  • Organise and evaluate relevant information sourced.
  • Comprehend and apply the knowledge acquired outside of formal instruction.
  • Critically challenge assumptions and new thinking.

    Associated Assessment Criteria for Exit Level Outcome 10:
  • Describe the nature and complexity of ethical dilemmas.
  • Describe the ethical implications of decisions made.
  • Apply ethical reasoning to evaluate engineering solutions.
  • Maintain continued competence by keeping abreast of up-to-date tools and techniques available in the workplace.
  • Understand the system of continuing professional development and embrace it as an ongoing process.
  • Accept responsibility for consequences stemming from own actions.
  • Justify judgements made in decision-making during problem-solving and design.
  • Limit decision-making to the area of current competence.

    Associated Assessment Criteria for Exit Level Outcome 11:
  • Apply basic techniques from economics, business management, and project management to one's work, as a member and leader in a team, to manage projects and in multidisciplinary environments. 
    		•

    INTERNATIONAL COMPARABILITY 
    Country: Ireland
    Institution: University College Dublin (UCD)
    Qualification Title: Engineering Management
    Duration: One year full-time
    Level 9 National Framework of Qualifications (NFQ)

    Entry requirements
  • An honours degree (NFQ Level 8) with minimum upper second-class honours or international equivalence in a relevant Engineering programme.
    And
  • Applicants whose first language is not English must also demonstrate English language proficiency of IELTS 6.5 (no band less than 6.0 in each element), or equivalent.

    Modules
  • Engineering Project Management - Tools & Techniques.
  • Design & Innovation.
  • Applied Research Project.
  • Introduction to Manufacturing Simulation and Robotics.
  • Eng. Decision Support Systems.
  • Operations Management.
  • Systems Analysis and Improvement.

    Optional Modules
  • Professional Engineering (Finance)
  • Professional Engineering (Management)
  • Technical Communication.

    Exit Level Outcome
  • Describe the basic principles of management and business organization and explain their application in a technical environment.
  • Display understanding of the social, ethical, and legal considerations relating to engineering practice in society.
  • Learners will be able to acquire capability in analysis, problem-solving, and inductive and deductive reasoning in both quantitative and qualitative contexts.
  • Learners will be able to apply their knowledge and understanding of engineering and business in industrial and public service contexts. This will involve the integration of technical and business knowledge and skills in the design, implementation, and management of complex engineering systems.
  • Learners will be able to communicate articulately and persuasively to a range of audiences both specialist and non-specialist, to disseminate knowledge and facilitate debate and effective decision-making in organizations and society.

    Similarities
  • Both University College Dublin (UCD) and South African (SA) qualifications are offered over one year full-time.
  • Both UCD and SA qualifications require learners who completed an honours degree in the relevant field.
  • Both UCD and SA qualifications offer similar modules such as engineering Project Management - Tools and Techniques and Professional Engineering (Finance).
  • Both UCD and SA qualifications share similar exit-level outcomes.
  • Both qualifications are at Level 9 (NFQ) and NQF.

    Difference
  • The UCD qualification is offered face to face while the SA qualification is offered online.

    Country: United States of America
    Institution: Master of Science in Engineering Management
    Qualification Title: George Washington University (GWU)
    Duration: Two to three years online.
    Total Credits: 36 credits

    Entry requirements
    English Language Testing System (IELTS), or the PTE Academic are required of all applicants who are not citizens of countries where English is the official language, with the possible exception of those who hold a bachelor's, master's, or doctoral degree from an institution in which English is the language of instruction and the official language of the country in which the university is located, or who hold a bachelor's, master's, or doctoral degree from an institution that is accredited by a U.S. regional accrediting agency.

    Modules
  • Engineering Law (3 credits).
  • Decision Making with Uncertainty (3 credits).
  • Management of Research and Development (3 credits).
  • Problems in Engineering Management and Systems Engineering Capstone (3 credits).
  • Survey of Finance and Engineering Economics (3 credits).
  • Systems Engineering, I (3 credits).
  • Systems Analysis and Management (3 credits).
  • Program and Project Management (3 credits).

    Similarities
  • Both George Washington University (GWU) and South Africa (SA) qualifications require learners who completed bachelor's Honours.
  • Both GWU and SA qualifications offer similar modules such as Program and Project Management.

    Difference
  • The GWU qualification is offered for a period of two to three years online, while the SA qualification is offered for one year.
  • The GWC qualification has 36 credits, while the SA qualification has 180 credits. 
    		•

    ARTICULATION OPTIONS 
    Horizontal Articulation:
    This qualification allows possibilities for both vertical and horizontal articulation.
  • Master of Engineering, NQF Level 9.
  • Master of Science in Engineering, NQF Level 9.
  • Master of Engineering in Industrial Engineering, NQF Level 9.

    Vertical Articulation:
  • Doctor of Engineering, NQF Level 10.
  • Doctor of Science: Engineering, NQF Level 10
  • Doctor of Philosophy: Engineering, NQF Level 10

    Diagonal Articulation
  • Occupational Certificate: Mining Engineering Manager, NQF Level 7. 
    		•

    MODERATION OPTIONS 
    N/A 

    CRITERIA FOR THE REGISTRATION OF ASSESSORS 
    N/A 

    NOTES 
    N/A 

    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. Tshwane University of Technology (TUT) 


    All qualifications and part qualifications registered on the National Qualifications Framework are public property. Thus the only payment that can be made for them is for service and reproduction. It is illegal to sell this material for profit. If the material is reproduced or quoted, the South African Qualifications Authority (SAQA) should be acknowledged as the source.