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SAQA 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.
SOUTH AFRICAN QUALIFICATIONS AUTHORITY 
REGISTERED QUALIFICATION: 

Doctor of Engineering in Electrical Engineering 
SAQA QUAL ID QUALIFICATION TITLE
97019  Doctor of Engineering in Electrical 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 12 - Physical Planning and Construction  Electrical Infrastructure Construction 
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
Registered-data under construction  EXCO 0324/24  2024-07-01  2027-06-30 
LAST DATE FOR ENROLMENT LAST DATE FOR ACHIEVEMENT
2027-06-30   2029-06-30  

Registered-data under construction

The qualification content is currently being updated for the qualifications with the status “Registered-data under construction” or showing “DETAILS UNDER CONSTRUCTION” to ensure compliance with SAQA’S Policy and Criteria for the registration of qualifications and part-qualifications on the National Qualifications Framework (NQF) (As amended, 2022). These qualifications are re-registered until 30 June 2027 and can legitimately be offered by the institutions to which they are registered.

 

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.  

PURPOSE AND RATIONALE OF THE QUALIFICATION 
Purpose:
The primary purpose of the Doctor of Engineering in Electrical Engineering is to educate and train engineers, technologists and researchers who can effectively contribute to the development of knowledge at an advanced level, as required for the Electrical, Electronics, Energy, Computer Engineering and Space industries. This qualification is intended to enable qualifying learners to apply integrated technical knowledge, advanced skills, analysis and problem-solving techniques to particular specialisations in these fields.

Learners are immersed in a state-of-the-art environment and provided with Advanced Energy, Electrical/Electronic/Computer Engineering and Nanosatellite Technology platforms that facilitate cutting-edge research in a number of niche areas in the broader disciplines of computers, energy, electrical/electronic systems and satellite systems and applications, including, technology development at the subsystem levels. Furthermore, the participation of leading experts will ensure that learners benefit from global exposure and will open opportunities for inter-disciplinary research that exposes participants to all key aspects of electrical, electronics, energy, computer and space engineering, technology and applications.

The research and innovation emanating from the qualification contributes to the development of electrical, electronics, energy, computer and satellite engineering, technology and applications to support the National Initiatives as highlighted in the Departments of Energy and Science and Technology. The qualification will furthermore provide access to a pool of highly developed knowledge, maintain databases and promote knowledge sharing and transfer in support of the National Landscape.

Considering the above, the collective purpose of the qualification is to produce graduates that have a deep theoretical understanding of engineering and applications in the electrical, electronics, energy, computer engineering and space environment, with the ability to apply this knowledge in a vibrant research and innovation ecosystem.

Graduates can be employed and be leaders in any number of Electrical, Electronics, Energy, Computer and Satellite sectors of the South African industrial and economic sectors related to these fields.

Rationale:
The institution seeks, inter alia, to strengthen research and foreground innovation and global best practices effectively across the institution. This provided the impetus for the development of a long-term Research and Technology Innovation (RTI) strategy, which culminated in the adoption of the institutional RTI Blueprint by Senate in 2012. In particular, the RTI Blueprint embodies responsibility as a university to contribute to the erstwhile goals of the National Development Plan, of which research, innovation, and postgraduate output are recognised as key to sustainable economic growth. The institution has great potential, and therefore continuously strive to be a leading higher education force in terms of applied research and innovation capacity within the region and the country at large. The identified focus areas and niche areas relate closely to the DST Grand Challenges, the National Development Plan and global Millennium Development Goals.

From a national perspective, South Africa has become increasingly dependent on energy and space-based applications to manage its national resources and to support its safety and security objectives. It is therefore not difficult to grasp why the Department of Energy formulated its energy security plan and DST has identified Energy and Space Science (and its supporting technologies) as two of the five 'Grand Challenges' to be addressed in its Ten-Year Innovation Plan of 2008.

Currently, the Department of Electrical, Electronic and Computer Engineering offers a Doctor of Engineering in Electrical Engineering that caters for industry related research projects in Electrical Engineering, Electronic Engineering, Energy, Computer Engineering and Satellite Technology. This is directly in line with the requirements and needs of South Africa. The qualification broadens the intake of students from related undergraduate and graduate disciplines creating opportunities for young South Africans from all races to make major contributions across the Electrical, Electronics, Energy, Computer and Satellite technology fields.

The qualification combines aspects of both technology and applications, which provide learners with a skills set of appreciating and understanding the interplay between user-responsive applications and the technology that supports it. This holistic approach is unique in South Africa, and will provide learners with a competitive edge in the market, as well as benefit the industry through employing these individuals. 

LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING 
Recognition of Prior Learning (RPL):
In keeping with national policy frameworks and the institution's mission and vision, widening of access is promoted through Recognition of Prior Learning (RPL). RPL is a process of identifying the knowledge and skills of an applicant against a qualification or 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. Learners may obtain access to this qualification through recognition of prior learning by means of a portfolio of evidence of relevant work experience. Such evidence should be screened by the institutional Recognition of Prior Learning committee and should be approved by the Faculty Board. An independent RPL advisor may be appointed to determine, in consultation with the relevant subject/programme specialists, if sufficient evidence has been presented by the learner for consideration. The portfolio of evidence should be evaluated against the relevant SAQA level descriptors. The Exit Level Outcomes of the qualification should also be taken into consideration. Upon Faculty Board approval the application should be considered at institutional level by the Higher Degrees Committee and approved by Senate.

Entry Requirements:
The minimum entry requirement for this qualification is:
  • Master of Engineering in Electrical Engineering or appropriate qualification, National Qualifications Framework (NQF) Level 9. 
    		•

    RECOGNISE PREVIOUS LEARNING? 
    Y 

    QUALIFICATION RULES 
    This qualification consists of the following compulsory module at National Qualifications Framework Level 10 totalling 360 Credits.

    Compulsory Modules, Level 10:
  • Research Project and Dissertation, 360 Credits. 
    		•

    EXIT LEVEL OUTCOMES 
    1. Use a wide range of specialist skills and fundamental and advanced knowledge of emerging research practices to identify, conceptualise, design and implement methods of enquiry to solve complex engineering problems using innovation.
    2. Perform creative, procedural and non-procedural design and synthesis of components, to demonstrate the ability to propose innovative interventions, taking into account all the consequences of the interventions proposed.
    3. Conduct research, execute detailed technical investigations, and implement strategies for information management to produce innovative insights into and solve complex engineering problems.
    4. Develop, select and apply appropriate and creative techniques, resources, and modern engineering tools, including information technology, prediction and modelling, for the solution of complex engineering problems, with an understanding of the limitations, restrictions, premises, assumptions and constraints.
    5. Use the resources of academic, professional and occupational discourses to communicate and defend substantial ideas that are products of research, investigation or development in an area of specialisation, and a range of advanced and specialised skills and discourses appropriate to the field, discipline or practise, to communicate to a range of audiences with different levels of knowledge or expertise.
    6. Demonstrate critical awareness of the sustainability and impact of engineering activity on the social, industrial and physical environment.
    7. Work effectively as an individual, and lead a team in multi-disciplinary environments.
    8. Develop own learning strategies to sustain independent learning and academic and professional development, including interaction within the learning or professional group as a means of enhancing learning.
    9. Demonstrate critical awareness of the need to act professionally, ethically and with integrity to exercise judgement and take responsibility within own limits of competence and where appropriate to account for leading and initiating processes and implementing systems, ensuring good resource and governance practice.
    10. Demonstrate knowledge and understanding of engineering management principles and economic decision making. 

    ASSOCIATED ASSESSMENT CRITERIA 
    1. Associated Assessment Criteria for Exit Level Outcome 1:
  • Identify, analyse and develop an approach to investigate a complex problem.
  • Use a high level of personal autonomy and accountability, plan, manage and execute a detailed literature review, demonstrating critical review of the knowledge which is at the forefront of the field investigated.

    Associated Assessment Criteria for Exit Level Outcome 2:
  • Evaluate the research topic and develop a design plan to innovatively propose investigations to solve the problem in an original and sustainable manner.


    Associated Assessment Criteria for Exit Level Outcome 3:
  • Compile a literature review which reflects in depth knowledge of the relevant and recent trends in technologies, trends, models and theories related to solving the complex problem.
  • Analyse and explain models, principles, theories, techniques and methodologies.
  • Identify, define and analyse the research problem.
  • Provide logical interpretation of the data collected that reflects a clear understanding of the relationship between facts in the research and evaluate contradictory information.

    Associated Assessment Criteria for Exit Level Outcome 4:
  • Utilise specialised discipline specific tools, processes or procedures promoting sustainability to solve complex problems.
  • Use computer packages for computation, simulation and information handling.
  • Utilise computers and networks for data processing, handling and storage.

    Associated Assessment Criteria for Exit Level Outcome 5:
  • Apply language and numeric skills effectively and correctly in the clear communication of the research to a wide range of audiences, and through a wide range of formats.
  • Print at least two peer reviewed articles providing clear identification of the research problem, how it was analysed, how logical conclusions were arrived at, and diagnosed. Improvements should be recommended and must comply with the technical requirements of the journal submitted to.

    Associated Assessment Criteria for Exit Level Outcome 6:
  • Demonstrate comprehension of the role of engineering in society and identified issues in engineering practice, health, safety and the environment.
  • Apply the combination of social, workplace (industrial) and physical environmental factors appropriate to the complex problem investigated.

    Associated Assessment Criteria for Exit Level Outcome 7:
  • Perform multi-disciplinary tasks that require co-operation across at least one disciplinary boundary as a leader.

    Associated Assessment Criteria for Exit Level Outcome 8:
  • Operate independently in complex, ill-defined contexts.
  • Be aware of social and ethical implications of applying knowledge in particular contexts.

    Associated Assessment Criteria for Exit Level Outcome 9:
  • 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.
  • Make autonomous ethical decisions related to the research project which affect knowledge production, and/or complex organisational and professional issues.
  • 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 10:
  • Apply techniques, including economics, business management and project management to ones' work, as a leader of a team, to manage projects in a multidisciplinary environment.

    Integrated Assessment:
    Integrated assessment forms part of continuous assessment at the institution and takes the form of an appropriate mix of both formative and summative assessment methods. Assessment policy and practices at the institution promote constructive alignment of the curriculum, learner- centred and assessment, and the importance of feedback to enhance the learner engagement. Assessment practices should be fair, reliable and valid. It should also be in keeping with academic disciplinary and professional field norms and standards.

    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 fields of Electrical and Electronics Engineering, Energy, Computer Engineering and the various sub disciplines and Satellite Technology and its associated disciplines.
  • 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 fields of Electrical, Electronics, Energy, Computer and Satellite Technology by applying knowledge, research methods and techniques appropriately and correctly.
  • Deal with unpredictability in problem solving, extracting, interpreting and analysing research results accurately.
  • Take 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 
    International benchmarking was conducted to determine international comparability and the extent to which this qualification 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.

    The international benchmarking included the following higher education institutions: Delft University of Technology (Netherlands), RMIT University, Melbourne, (Australia), Curtin University, Perth (Australia), University of Toulouse III Paul Sabatier (France) and RWTH Aachen University (Germany). 

    ARTICULATION OPTIONS 
    This qualification allows possibilities for horizontal articulation.

    Horizontal Articulation:
  • Doctor of Science, NQF Level 10. 
    		•

    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. Cape Peninsula University of Technology 


    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.