SAQA

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SOUTH AFRICAN QUALIFICATIONS AUTHORITY

REGISTERED QUALIFICATION THAT HAS PASSED THE END DATE:

Doctor of Engineering in Mechanical Engineering

SAQA QUAL ID	QUALIFICATION TITLE
73863	Doctor of Engineering in Mechanical Engineering
ORIGINATOR
University of Johannesburg
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	Level 8 and above	NQF Level 10	Regular-Provider-ELOAC
REGISTRATION STATUS		SAQA DECISION NUMBER	REGISTRATION START DATE	REGISTRATION END DATE
Passed the End Date - Status was "Reregistered"		SAQA 091/21	2021-07-01	2023-06-30
LAST DATE FOR ENROLMENT		LAST DATE FOR ACHIEVEMENT
2024-06-30		2027-06-30

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
4045	Doctor of Engineering: Mechanical Engineering	Level 8 and above	NQF Level 10	360	Complete

PURPOSE AND RATIONALE OF THE QUALIFICATION

The aim of the qualification is to develop an engineering intellectual with advanced abilities in applying fundamental engineering sciences and/ design and synthesis and related principles in an original fashion to specific problems of society at large. One of the main objectives in this process is to develop an advanced capability to do own engineering research of original nature in a fundamental manner. It also enforces an approach to lifelong learning as well as an aptitude to train other learners in similar fields.

LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING

Recognition of Prior Learning (RPL):
An RPL procedure will also be in place covering the following essentials:

Learners supply at own cost all relevant information and documentation.

Learners will be assessed via RPL.

RPL can be done at individual module or on an ac accumulative level.

All RPL applications are handled at a predetermined time in the academic year.

RPL applications are referred by the Dean/Deans committee to the relevant departmental chairperson for evaluation and recommendation.

RPL Learners may be required to be assessed orally or in written format on module or combined level for access to qualifications.

RPL assessment is typically done by a faculty committee constituted for that purpose.

RPL in the faculty of engineering is done within the RPL framework policy of the RAU.

Entry Requirements:
The minimum entry requirements for this qualification is

Master of Science in Engineering, NQF Level 9
Or

Master of Science in Mechanical Engineering, NQF Level 9.

RECOGNISE PREVIOUS LEARNING?

EXIT LEVEL OUTCOMES

a) Identify, assess, formulate, interpret, analyse and solve engineering research/development problems of original nature creatively and innovatively by applying relevant advanced fundamental knowledge of i. a. Mathematics, basic science and engineering sciences in the chosen field of research.

b) Plan and manage advanced research projects, demonstrating an underlying fundamental knowledge, understanding and insight into the principles, methodologies and concepts that constitute socially responsible (to local and other communities) engineering research/development in the chosen field of research practice.

c) Work effectively individually or with others as a member of a team, group, organisation, and community or in multidisciplinary environments in the chosen field of research.

d) Organise and manage him/herself and his/her activities responsibly, effectively, professionally and ethically and to take responsibility within his/her own limits of competence and to exercise original judgment commensurate with knowledge and expertise, pertaining to the field of research.

e) Plan and conduct advanced investigations, research and/or experiments of original nature by applying or developing appropriate theories and methodologies and perform appropriate data analysis and interpretation.

f) Communicate effectively, both orally and in writing, with engineering and specifically research audiences and the community at large in so far as they are affected by the research using appropriate structure, style and graphical support.

g) Use and assess appropriate advanced interdisciplinary research methods, skills, tools, technology and information technology effectively and critically in engineering research/development practice and show a responsibility for the impact that engineering research/development activities have on society and the environment.

h) Perform procedural and non-procedural design and synthesis of components systems, works, products or processes as a set of related systems and assess their social, legal, health, safety and environmental impacts and benefits where applicable in the chosen field of interdisciplinary research.

i) Employ various learning and research strategies and skills to master outcomes required preparing him/herself to engage in continuous learning and research to keep abreast of knowledge and skills required in the engineering management research/development field.

j) Participate as a responsible citizen in the life of local, national, and global communities by acting professionally and ethically in the chosen field of research.

k) Demonstrate where applicable cultural and aesthetic sensitivity across a range of social context in the execution of engineering research/development activities.

l) Explore where applicable education and career opportunities in advanced engineering research/development.

m) Organise and develop, where applicable, entrepreneurial opportunities through engineering, technical research, development and/or managerial skills.

ASSOCIATED ASSESSMENT CRITERIA

a) Engineering research problems, making a contribution to the body of knowledge, are identified, assessed, formulated, interpreted, analysed and solved effectively creatively and innovatively by applying relevant advanced fundamental knowledge of Mathematics, basic science and engineering sciences displaying original approaches.

b) Advanced research project(s) are planned and managed so that an underlying fundamental advanced knowledge, understanding and insight into the principles, methodologies and concepts that constitute socially responsible (to local and other communities) engineering research/development practice are demonstrated.

c) Participation as a member of a research team, group, organisation, and community or in multidisciplinary research projects results in leadership and the performance of critical functions in the chosen field of research.

d) Activities are organised and managed responsibly, effectively, professionally and ethically, responsibility is taken within his/her own limits of competence and original judgment is exercised in commensuration with knowledge and expertise pertaining to the field of research.

e) Advanced investigations, research and/or experiments are effectively planned and conducted by applying or developing appropriate theories and methodologies and suitable data analysis and interpretation are performed.

f) Communication is effectively carried out, both orally and in writing, with specifically research audiences and the community at large in so far as they are affected by the research, using appropriate structure, style and graphical support.
A research thesis is written on the chosen field displaying adequate appropriate literacy and technical skills. The findings in the thesis are suitable for external publication.

g) Appropriate advanced engineering research methods, skills, tools, technology and information technology are effectively and critically used and assessed in engineering research/development practice and a responsibility for the impact that research/development activities have on society and the environment.

h) Procedural and non-procedural design and synthesis of components, systems, works, products of processes are performed as a set of related systems and their social, legal, health, safety and environmental impacts and benefits are assessed where applicable in the chosen field of research.

i) Various learning and research strategies and skills are employed to master outcomes in preparation to engage in continuous learning and research to keep abreast of knowledge and skills required in the engineering research/development field.

j) Responsible citizenship is practiced in terms of the local, national and global communities by acting professionally and ethically in the application of chosen research.

k) Cultural and aesthetic sensitivity are shown where applicable across a range of social context in the execution of interdisciplinary engineering research/development activities.

l) Education and career opportunities in advanced engineering research/development are explored.

m) Entrepreneurial opportunities are organised and developed through engineering, technical research and/or managerial skills acquired in the advanced research of original nature.

Integrated Assessment:
Formative assessment practices that will be implemented:

Successful presentation of progress on research at six monthly seminars is required. Furthermore it is required of learners (doctoral students) to take part in regular discussions with promoters and co-learners on research problems encountered as well as to discuss progress. A camera-ready article in publishable format on an aspect(s) of the research is also required of the learner. Contact at regular intervals between promoters and a learners is required to monitor progress and assist in the research process.

Summative assessment practices that will be implemented:

Learners are required to submit a research thesis on the chosen advanced engineering research topic. The thesis is examined. An oral examination on the research topic and related fields is required. No mark is awarded for the doctoral thesis or oral examination. The candidate/learner either passes or fails.

Pass requirements that will be implemented:

To attain this qualification, every qualifying learner would have demonstrated via formative and summative assessment his/her:

Advanced discipline- and scientific-related knowledge understanding and insight relevant to the research modules.

Relevant discipline-related skills aimed at

Advanced problem identification, assessing, formulating and solving.

Applying scientific and fundamental engineering research methodology in an original manner.

Acquiring, analysing and interpreting scientific and engineering research data demonstrating original approaches.

Presenting and communicating engineering research findings to learned audiences.

Doing advanced individual engineering research while appreciating engineering interaction team and multidisciplinary working.

Appreciation of academic values that should reflect in his/her attitude towards and service to society.

Ability to make an original contribution to the knowledge of an/or insight in the subject.

No mark is awarded for the doctoral thesis; the candidate either passes or fails.

ARTICULATION OPTIONS

This qualification allows possibilities for horizontal articulation.

Horizontal Articulation:

Doctor of Engineering in Engineering Management, NQF Level 10.

MODERATION OPTIONS

N/A

CRITERIA FOR THE REGISTRATION OF ASSESSORS

N/A

REREGISTRATION HISTORY

As per the SAQA Board decision/s at that time, this qualification was Reregistered in 2006; 2009; 2012; 2015.

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.	University of Johannesburg