australian maritime college - amc.edu.au · naval engineering graduate diploma in maritime...

CRICOS Provider Code: 00586B THE AUSTRALIAN MARITIME COLLEGE IS AN INSTITUTE OF THE UNIVERSITY OF TASMANIA

AUSTRALIAN MARITIME COLLEGE

NATIONAL CENTRE FOR MARITIME ENGINEERING AND HYDRODYNAMICS

COURSE RULES AND INFORMATION 2018

Graduate Certificate in Maritime Engineering Technology Management

Naval Engineering

Graduate Diploma in Maritime Engineering Technology Management

Naval Engineering

Master of Engineering Technology Management

Naval Engineering Maritime Design

Valid 26 February to 31 December 2018 Last update: 8 February 2018 C ABRAHAM

AMC Postgraduate Maritime Engineering Programs – Course Rules

© Australian Maritime College, 2018 i

Preface This document provides the following information with regard to the postgraduate by coursework programs conducted at the Australian Maritime College in Maritime Engineering:

introduction;

course structure;

course administration;

course content; and

assessment system. Any queries with regard to the above should be directed to the postgraduate course coordinator in the first instance.

Course Personal Contact Information

Responsibility Name Room* Telephone Email

AMC Postgraduate Course Coordinator

Dr Reza Emad F91 (03) 6324 9594 [email protected]

Industry Coordinator Mr Mike Plakalovic G73 (03) 6324 5007 [email protected]

Academic Lead: Students Dr Vikram Garaniya G65 (03) 6324 9691 [email protected]

Academic Lead: Education Dr Christopher Chin G62 (03) 6324 9441 [email protected]

Academic Lead: Research Dr Jonathan Duffy G66 (03) 6324 9899 [email protected]

Academic Lead: Postgraduate Dr Roberto Ojeda G61 (03) 6324 9695 [email protected]

Academic Lead: Facilities A/Prof Gregor Macfarlane (03) 6324 9880 [email protected]

Academic Lead: Partners A/Prof Irene Penesis G74 (03) 6324 9770 [email protected]

Director A/Prof Michael Woodward F9 (03) 6324 9385 [email protected]

Faculty Officer Mrs Tracey Gruber Student Centre

(03) 6324 3135 [email protected]

Student Experience & Lifecycle Officer (AMC)

Mrs Cassie Abraham G17 (03) 6324 9883 [email protected]

*All staff are located in the Swanson Building on the AMC/UTAS campus in Newnham.

The contact details of all staff within the National Centre for Maritime Engineering and Hydrodynamics are available at: http://www.amc.edu.au/about-amc/our-people

mailto:[email protected]










http://www.amc.edu.au/about-amc/our-people


© Australian Maritime College, 2018 ii

TABLE OF CONTENTS

LIST OF FIGURES AND TABLES .......................................................................................... iii

LIST OF ACRONYMS .......................................................................................................... iv

1. Course Introduction .............................................................................................. 5

1.1 Postgraduate by Coursework Degree Objectives ............................................ 5

1.2 Postgraduate Course Learning Outcomes ....................................................... 5

1.3 Course Origins .................................................................................................. 7

1.4 Course Accreditation ........................................................................................ 7

1.5 Degree Names and Course Codes .................................................................... 8

2. Course Administration .......................................................................................... 9

2.1 AMC Structure .................................................................................................. 9

2.2 Committees .................................................................................................... 11

2.3 Academic Standards ................................................................................. 12

2.4 Academic Rules, Policies and Procedures ................................................ 12

3. Course Structure ................................................................................................. 13

3.1 Study Program ................................................................................................ 13

4. Assessment ......................................................................................................... 17

4.1 Student Assessment ....................................................................................... 17

4.2 Assessment Grades ........................................................................................ 17

4.3 Standard Assessment ..................................................................................... 18

4.4 Supplementary examinations ........................................................................ 19

4.5 Course Progression Rules ............................................................................... 19

4.6 Award of Degree ............................................................................................ 20

4.7 Academic Referencing ................................................................................... 20

4.8 Academic Misconduct .................................................................................... 21

4.9 Work Health and Safety (WH&S) ................................................................... 21

5. Further Information, Advice and Assistance ...................................................... 23

Appendix I: Course Mapping .......................................................................................... 24

Appendix II: Engineers Australia Stage 1 Competencies ................................................ 25


© Australian Maritime College, 2018 iii

LIST OF FIGURES AND TABLES

Table 1.1 Course Codes for Postgraduate Maritime Engineering Degrees ...................... 8

Figure 2.1 AMC-NCMEH Organisation Structure ............................................................ 10

Table 3.1: Course Schedule J7Z2 - MEng (Technology Management) ........................... 14

Table 3.1 (a): Technology Management Elective Schedule ............................................ 14

Table 3.2: Course Schedule: J7Z1 - MEng (Naval Engineering) ...................................... 15

Table 3.2 (a): Naval Engineering Elective Schedule ........................................................ 15

Table 3.3 Course Schedule 27B1 - MEng (Maritime Design) .......................................... 16

Table 3.3 (a): Maritime Design Elective Schedule .......................................................... 16


© Australian Maritime College, 2018 iv

LIST OF ACRONYMS

AMC Australian Maritime College BE Bachelor of Engineering EA Engineers Australia GPA Grade Point Average Grad Cert Graduate Certificate Grad Dip Graduate Diploma IAC Industry Advisory Committee IMarEST Institute of Marine Engineering, Science and Technology MD Maritime Design MEng Master of Engineering NCMEH National Centre for Maritime Engineering and Hydrodynamics NE Naval Engineering PPE Personal Protective Equipment RAN Royal Australian Navy RINA Royal Institution of Naval Architects RPL Recognition of Prior Learning TM Technology Management UTAS University of Tasmania WH&S Work Health and Safety


© Australian Maritime College, 2018 5

1. Course Introduction

The Australian Maritime College (AMC) conducts three articulated postgraduate degree programs in Maritime Engineering to meet the needs of the maritime industry. The following sections describe the course objectives, outcomes, and attributes. 1.1 Postgraduate by Coursework Degree Objectives The postgraduate degree programs in Maritime Engineering provide the opportunity for engineering graduates to gain an in-depth exposure to a range of subjects relevant to the development, procurement and through-life support of marine engineering plant. The degrees prepare students for making high level independent judgments in areas of planning, design, operational, technical and management functions in a maritime engineering context. Students undertaking the Master program will acquire an in-depth understanding of a topic and related research skills through a research project that is undertaken in a chosen field of specialist study. The fields of study encompassed through three major specialisations and electives are:

1. Technology Management (TM), which focuses on the knowledge required to develop a career in technical management across a broad range of maritime sectors. It extends undergraduate engineering knowledge into aspects of ship design, propulsion systems and associated auxiliary machinery. Management theory in a variety of specialisms is acquired and critically applied through prescribed and electives units.

2. Naval Engineering (NE), which focuses on the knowledge necessary to work in defense-related sectors and develop a career in areas of technical design and the systems engineering of naval projects. It extends undergraduate engineering knowledge into areas related to the design and performance of surface vessels and submarines.

3. Maritime Design (MD), which focuses on knowledge necessary to work in a broad range of maritime sectors and develop a career combining maritime engineering technical knowledge with research, project planning and management skills. It extends undergraduate engineering knowledge into areas of naval architecture, experimental/numerical fluid mechanics, marine and offshore systems.

On successful completion of the Graduate Certificate, Graduate Diploma or Master of Engineering degree (Technology Management/Naval Engineering/Maritime Design), graduates will have achieved the specific course learning outcomes outlined in Section 1.2 below. 1.2 Postgraduate Course Learning Outcomes

Master of Engineering (Technology Management) Master of Engineering (Naval Engineering) Master of Engineering (Maritime Design) Upon completion of their course, students will be capable graduate Maritime Engineers, and able to:

1. Rationally apply high level knowledge and skills underpinning the maritime engineering discipline, with an advanced, integrated understanding of complex maritime systems using critical thinking and judgement

2. Apply knowledge of research principles and management methods to devise, plan and execute a substantial independent piece of engineering research



3. Investigate, analyse and synthesise problem solving, design and decision-making methodologies to identify complex problems in both the maritime and wider engineering fields and to formulate innovative solutions with intellectual independence

4. Investigate, analyse and synthesise abstraction to complex problems in the maritime sector whilst concurrently considering the implications of the solution in a global and sustainable context using appropriate engineering methods and tools

5. Demonstrate a high level of communication skills in professional practice and articulate complex knowledge, by written and oral means, to specialist and non-specialist audiences; including clients, multi-disciplinary and multi-cultural project teams and stakeholders

6. Demonstrate a high level of autonomy, professional accountability and ethical conduct through the application of design, research and project management techniques while concurrently displaying an awareness of professional engineering practice

7. Review personal performance, demonstrate independent initiatives and leadership as a means of managing continuing professional development and lifelong learning

Graduate Certificate in Maritime Engineering (Naval Engineering) Graduate Certificate in Maritime Engineering (Technology Management) Graduate Diploma in Maritime Engineering (Naval Engineering) Graduate Diploma in Maritime Engineering (Technology Management) Upon completion of their course, students will be capable graduate Maritime Engineers, and able to:

1. Rationally apply high level knowledge and skills underpinning the maritime engineering discipline, with an advanced, integrated understanding of complex maritime systems using critical thinking and judgement

2. Investigate, analyse and synthesise problem solving, design and decision-making methodologies to identify complex problems in both the maritime and wider engineering fields and to formulate innovative solutions with intellectual independence

3. Investigate, analyse and synthesise abstraction to complex problems in the maritime sector whilst concurrently considering the implications of the solution in a global and sustainable context using appropriate engineering methods and tools

4. Demonstrate a high level of communication skills in professional practice and articulate complex knowledge, by written and oral means, to specialist and non-specialist audiences; including clients, multi-disciplinary and multi-cultural project teams and stakeholders

5. Demonstrate professional accountability and ethical conduct through the application of design, research and project management techniques while concurrently displaying an awareness of professional engineering practice

6. Review personal performance, demonstrate independent initiatives and leadership as a means of managing continuing professional development and lifelong learning



1.3 Course Origins

Master of Engineering (Specialisation) The AMC proposed its Master of Engineering (MEng) program in 2010 and implemented it in 2011.The MEng program emerged following discussions between the (then) Head, Maritime Engineering and the Director of Navy Professional Requirements (Engineering and Logistics) for the Royal Australian Navy (RAN). The RAN identified a need among their employees for professional training/development in the area of maritime engineering and management logistics for their graduate officer streams. Discussions with other industry groups further confirmed the need for a postgraduate level course that would assist engineering graduates from disciplines such as mechanical, electrical and mechatronics to transition into the maritime engineering sector. A need for programs in Technology Management and Naval Engineering were identified. It was considered strategically important that AMC should develop a postgraduate coursework engineering program to reinforce its position as Australia’s national institute for maritime education training and research. In 2013 the two-year Maritime Design specialisation of the MEng was introduced. The Maritime Design specialisation is offered on-campus and the extra semester is used as a mechanism to check professional engineering qualifications as the specialisation is intended for students not necessarily in the maritime engineering workforce and intending on obtaining a broader education, hence opening up significant employment opportunities. The two-year program lends itself to be professionally accredited as a two-year conversion Masters, which will be an attractive option for students coming from a non-accredited BE degree. The Master of Engineering (Maritime Design) program underwent accreditation with Engineers Australia in September 2015 and was awarded provisional accreditation. 1.4 Course Accreditation The Graduate Certificate, Graduate Diploma and Master of Engineering qualifications are Australian Qualifications Framework (AQF) accredited, as authorised by the Tertiary Education Quality Standards Agency (TEQSA). Please see http://www.aqf.edu.au/ for more information. The two-year Maritime Design specialisation of the MEng underwent provisional accreditation by Engineers Australia in 2015. Provisional accreditation was awarded for the MEng program until assessment for full accreditation can be carried out, following the emergence of the first representative group of graduates. This program addresses the Engineers Australia Stage 1 Competencies for a Professional Engineer which can be seen in Appendix II or at the following link: http://www.engineersaustralia.org.au/sites/default/files/shado/Education/Program%20Accreditation/130607_stage_1_pe_2013_approved.pdf Mapping of the Graduate Certificate, Graduate Diploma and Master of Engineering course learning outcomes to the EA Stage 1 Competencies and AQF Level 8/9 criteria can be seen in Appendix I.

http://www.aqf.edu.au/

http://www.engineersaustralia.org.au/sites/default/files/shado/Education/Program%20Accreditation/130607_stage_1_pe_2013_approved.pdf

http://www.engineersaustralia.org.au/sites/default/files/shado/Education/Program%20Accreditation/130607_stage_1_pe_2013_approved.pdf



1.5 Degree Names and Course Codes Students who have satisfied the examiners in all units will be awarded the degree that they are enrolled in as follows:

Graduate Certificate in Maritime Engineering (Technology Management) abbreviated as GradCertMarEng (Technology Management)

Graduate Diploma in Maritime Engineering (Technology Management) abbreviated as GradDipMarEng (Technology Management)

Master of Engineering (Technology Management) abbreviated as MEng (Technology Management).

Graduate Certificate in Maritime Engineering (Naval Engineering) abbreviated as GradCertMarEng (Naval Engineering)

Graduate Diploma in Maritime Engineering (Naval Engineering) abbreviated as GradDipMarEng (Naval Engineering)

Master of Engineering (Naval Engineering) abbreviated as MEng (Naval Engineering)

Master of Engineering (Maritime Design) abbreviated as MEng (Maritime Design)

Course Code Degree Name

J5Z1 Graduate Certificate in Maritime Engineering (Naval Engineering)

J5Z2 Graduate Certificate in Maritime Engineering (Technology Management)

J6Z1 Graduate Diploma in Maritime Engineering (Naval Engineering)

J6Z2 Graduate Diploma in Maritime Engineering (Technology Management)

J7Z1 Master of Maritime Engineering (Naval Engineering)

J7Z2 Master of Maritime Engineering (Technology Management)

27B1 Master of Engineering (Maritime Design)

Table 1.1 Course Codes for Postgraduate Maritime Engineering Degrees



2. Course Administration

2.1 AMC Structure The AMC, established in 1978, is the primary national educational institute for Australia which focuses on the maritime sector, and has national and international roles in training, education, and research. In 2008, AMC integrated with UTAS as a specialist institute in accordance with the Maritime Legislation Amendment Act 2007, supplemented by the Heads of Agreement and the University Ordinance 15. See UTAS Organisation Structure on the UTAS website: http://www.utas.edu.au/__data/assets/pdf_file/0017/914003/University-Organisational-Chart-Current.pdf The management of AMC is overseen by the AMC Board in accordance with the AMC Board Charter. The Chief Executive of AMC is the (Interim) Principal (Prof Natalia Nikolova) who reports to the Board (and the Vice-Chancellor on management matters), and the Board is in turn accountable to the University Council through the Vice-Chancellor. The AMC Board has significant delegated authority including:

Monitoring the implementation of strategic priorities;

Determining the AMC Budget submission to UTAS and monitoring compliance with the approved Budget;

Maintaining AMC’s relationship with international, national and state maritime regulatory agencies and industry; and,

Development and maintenance of the AMC brand and reputation. NCMEH is one of two National Centres within the AMC. Figure 2.1 outlines the AMC organisational structure, detailing the executive management team and the reporting format within the NCMEH and the AMC.

http://www.utas.edu.au/__data/assets/pdf_file/0017/914003/University-Organisational-Chart-Current.pdf

http://www.utas.edu.au/__data/assets/pdf_file/0017/914003/University-Organisational-Chart-Current.pdf



Figure 2.1 AMC-NCMEH Organisation Structure

Technical staff

Technical Manager

Mr Michael Underhill

Higher Degree by

Research Students Facility Staff

Academic Lead Education

Dr Christopher Chin

Academic Lead Students

Dr Vikram Garaniya

Academic Lead Research

Dr Jonathan Duffy

Academic Lead Postgraduate

Dr Roberto Ojeda

Academic Lead Facilities

A/Prof Gregor Macfarlane

Academic Lead Partners

A/Prof Irene Penesis

Teaching Team

Research Staff

AMC Postgraduate Course Coordinator

Dr Reza Emad

Director Maritime Engineering and

Hydrodynamics A/Prof Michael Woodward

Director [Acting] Ports and Shipping

Dr Prashant Bhaskar

Business Manager

Mr Phil Bishop

AMC Principal [Acting] Prof Natalia Nikolova

Head of School, Engineering (Hobart)

Prof Andrew Chan



2.2 Committees

The following committees have a direct bearing on the planning, development, management, delivery, and assessment of the Associate Degree in Engineering, Bachelor of Engineering and Master of Engineering programs. These committees are established and function under University ordinances, rules and policies, and in line with the Learning & Teaching policies and procedures. College of Sciences and Engineering (CoSE) Learning and Teaching Committee (LTC) The CoSE LTC is the peak academic body and is chaired by the Associate Dean (Learning and Teaching). It is established in accordance with UTAS Ordinance 15 and reports to Academic Senate through the University Learning & Teaching Committee on academic matters. It is responsible for setting and maintaining academic standards, and can approve or recommend for approval changes to academic programs and recommend for award those students who have fulfilled the requirements for degrees, diplomas and certificates offered through AMC. NCMEH Course Team The National Centre’s undergraduate and postgraduate coursework programs are serviced by a Course Team that consists of the lecturers involved with the delivery and assessment of the course. The Course Team is led by the Academic Lead – Education who acts as the overall Course Coordinator. NCMEH Course Committee The NCMEH Course Committee oversees the delivery and development of the undergraduate and postgraduate programs and ensures compliance with University and CoSE policies and procedures with regard to learning and teaching, assessment, and quality assurance. It is responsible for maintaining the academic standard of the course and for the continuing review of the course operations. The NCMEH Course Committee oversees all undergraduate degrees and postgraduate coursework degree and consists of the respective Course Teams. The Academic Lead – Education chairs the Course Committee. NCMEH Examination Committee The NCMEH Examination Committee oversees the assessments, grading, and progression within the National Centre. All members of the NCMEH Course Committee are members of the NCMEH Examination Committee, with the Associate Dean (Learning and Teaching) attending as required. This Committee determines the classification of students in all units as indicated in the assessment schedule, and is responsible for all recommendations on student progression. It submits, via the AMC Student Experience and Lifecycle Officer, the approved results to the UTAS Examination Office, which are then ratified by the AMC Assessment Committee (see below) before being published. AMC Assessment Committee The AMC Assessment Committee is chaired by the Associate Dean (Learning and Teaching) and includes a representative from the UTAS Examination Office and the relevant National Centre representatives. In the case of the Bachelor of Engineering (Specialisation) and postgraduate coursework programs, the latter consists of the Director, NCMEH or the Academic Lead - Education, the Academic Lead – Students and the AMC Student Experience and Lifecycle Officer. The Committee meets as required by UTAS Academic Senate Rule 6: Admission, Assessment and Student Progress and ratifies all results. Academic Progress Review (APR) Committee Chaired by the Principal or delegate (currently the Associate Dean, Learning and Teaching), the Committee meets as per UTAS Academic Senate Rule 6: Admission, Assessment and Student Progress. Membership of the Committee is the same as for the AMC Assessment Committee. The Committee determines student progression including graduation, exclusions, and probations. NCMEH Industry Advisory Committee The National Centre operates with the support of an Industry Advisory Committee (IAC) comprising experienced persons drawn from across the maritime sectors. The Committee was established on the



recommendation of the Accreditation Panel of Engineers Australia in 2010 and replaced the two Industry Liaisons Committees that provided industry input to the undergraduate and postgraduate coursework programs. The Committee provides strategic advice and support to the Director, NCMEH. The IAC conducts two meetings annually, with at least one being held at AMC in Launceston. During the latter meeting, members formally meet student representatives from each year of the course to obtain feedback, comments, and concerns related to the courses. They also provide guidance to students with regard to potential career paths and employment. The Principal of AMC, Director of NCMEH, all Academic Leads, Industry Coordinator, Executive Secretary and a student representative are also members of the IAC. The current membership of the IAC is listed below.

Dr Astrid Barros (Chair): Chief Floating Structures Engineer – Woodside Energy

Mr Tim Holt: Country Manager, Australia and New Zealand, DNV GL– Maritime

Dr Hayden Marcello: Director, AMOG Consulting

Dr Alex Robbins: Engineering Manager, FMSC CAAP – DMS Maritime

Ms Sally Calder: KPMG

Dr Vicki Gardiner: Engineers Australia

Mr Kevin Gaylor: DST group

Rear Admiral Peter Marshall: Royal Australian Navy (retired) 2.3 Academic Standards The course is periodically reviewed and evaluated by the NCMEH Course Committee, UTAS Course Review Committee, the IAC, EA, IMarEST and RINA. 2.4 Academic Rules, Policies and Procedures The rules, policies and procedures are available on the web at: http://www.utas.edu.au/academic-governance/academic-senate/academic-senate-rules

http://www.utas.edu.au/academic-governance/academic-senate/academic-senate-rules



3. Course Structure

3.1 Study Program The Master of Engineering (Specialisation) course is structured in a four-semester nested program comprising three semesters of coursework based study and one semester of research with dissertation. Students may complete four units (4x12.5% units) and exit the course with a Graduate Certificate in Maritime Engineering (Named Specialisation) or complete eight units (8x12.5% units) and exit with a Graduate Diploma in Maritime Engineering (Named Specialisation) or complete twelve units (12x12.5% units) and exit with a Master of Engineering (Named Specialisation). By completing all four semesters, students can exit with a Master of Engineering (Maritime Design). Completion times Min. Completion Time Max. Completion Time Graduate Certificate 0.5 years (one semester) 2 years Graduate Diploma 1 year 3 years Master of Engineering (NE/TM) 1.5 years 4 years Master of Engineering (MD) 2 years 5 years Tables 3.1 to 3.3 list the units required to complete each program specialisation together with their respective credit points. Tables 3.1 (a), 3.2 (a) and 3.3 (a) list the elective options for the three specialisations. Note: the schedule shown is for the current year, and may change in future years due to on-going developments and industry feedback.



Unit Code Unit Title Campus Sem. Study Mode Credit Points

Pre-Requisite

1st Semester Graduate Certificate Aus. Prof. Eng. Status

JEE500 Marine Propulsion Systems L 1 D 12.50

JNB517 Management L 1 C or D 12.50

JEE504 Principles of Naval Architecture L 1 C or D 12.50

JEE529 Design of Marine Machinery Systems L 1 C or D 12.50

GradCert Course Total 50.00

2nd Semester Graduate Diploma

JEE503 Ship Design 2 D 12.50

JEE505 Management of Engineering Projects L, S 2 C or D 12.50

Elective (from TM Elective Schedule below) 2 C or D 12.50

Elective (from TM Elective Schedule below) 2 C or D 12.50

GradDip Course Total 100.00

3rd Semester Master of Engineering

JEE501 Dissertation A L, S 1 or 2 C or D 12.50 JNB508

JEE502 Dissertation B L, S 1 or 2 C or D 12.50

JEE521 Dissertation C L, S 1 or 2 C or D 12.50

JNB508 Research Methods L 1 or 2 C or D 12.50

MEng Course Total 150.00

Table 3.1: Course Schedule J7Z2 - MEng (Technology Management)

Unit Code Unit Title Campus Sem Study Mode

Credit Points

JNB513 International Human Resource Management L 1 C, D 12.5

JNB521 Maritime Economics for Managers L 1 C, D 12.5

JNB522 Business Logistics L 1 C, D 12.5

JNB516 Port Management and Strategy L, S 2 C, D 12.5

JNB518 Finance for Decision-Making L, S 2 C, D 12.5

JNB519 Strategic Management L 2 C, D 12.5

JNB524 Supply Chain Management L 2 C, D 12.5

Table 3.1 (a): Technology Management Elective Schedule

NOTE FOR ALL SCHEDULES: L – Launceston campus H – Hobart campus S – AMC Sydney campus C – On-campus study mode D – Distance study mode




Pre-Requisite

1st Semester Graduate Certificate Aus. Prof. Eng. Status

JEE500 Marine Propulsion Systems 1 D 12.50



Elective (from NE Elective Schedule below) 1 C or D 12.50

GradCert Course Total 50.00

2nd Semester Graduate Diploma



JEE518 Offshore safety and Risk Analysis L, S 2 C or D 12.50

Elective (from NE Elective Schedule below) 2 C or D 12.50

GradDip Course Total 100.00

3rd Semester Master of Engineering




JNB508 Research Methods L 1 or 2 C or D 12.50

MEng Course Total 150.00

Table 3.2: Course Schedule: J7Z1 - MEng (Naval Engineering)

Unit Code Unit Title Campus Sem. Study Mode

Credit Points

KSM606 Fisheries Biology and Population Dynamics L 1 C 12.5

JND512 Marine Superintendency 1 D 12.5

JEE509 Computational Fluid Dynamics and Hydrodynamics L 1 C 12.5

KSM612 Aquatic Animal Health L 1 C 12.5

KSM607 Marine Resource Economies L 1 C 12.5

JEE358 Bluefin: Maritime Engineering L 1,2 C 12.5

KSM609 Fisheries Management and Planning L 2 C 12.5

JEE508 Signal Conditioning, Data Acquisition & Data Analysis L 2 C 12.5

JND513 Marine Surveying and Inspection 2 D 12.5

JND514 Shipyard Production Processes 2 D 12.5

*ZITE8226 Systems Engineering Practice UNSW 1 12.5

*ZACM8324 Project Administration UNSW 1 12.5

*ZITE8230 Requirements Engineering UNSW 2 12.5

*ZITE8231 Test and Evaluation UNSW 2 12.5 *These units are offered through the University of New South Wales at the Australian Defence Force Academy

Table 3.2 (a): Naval Engineering Elective Schedule




Pre-Requisite

Year 1 B.Eng

JEE500 Marine Propulsion Systems L 1 D 12.50


JEE509 Applied Computational Fluid Dynamics L 1 C 12.50

Elective (from MD Elective Schedule below) 1 C or D 12.50


JEE508 Signal Conditioning, Data Acquisition & Data Analysis L, S 2 C 12.50

JEE518 Offshore safety and Risk Analysis L, S 2 C or D 12.50

JNB508 Research Methods L 2 C or D 12.50

Year 1 Total 100.00

Year 2









Year 2 Total 100.00

Table 3.3 Course Schedule 27B1 - MEng (Maritime Design)

Unit Code Unit Title Campus Sem. Study Mode

Credit Points

JND512 Marine Superintendency 1 D 12.5

KSM606 Fisheries Biology and Population Dynamics L 1 C 12.5

KSM612 Aquatic Animal Health L 1 C 12.5

JEE358 Bluefin: Maritime Engineering L 1,2 C 12.5

KSM608 Fisheries Assessment L 2 C 12.5

KSM609 Fisheries Management and Planning L 2 C 12.5

JNB516 Port Management and Strategy L, S 2 C, D 12.5

JNB518 Finance for Decision-Making L, S 2 C, D 12.5

JNB519 Strategic Management L 2 C, D 12.5

JNB524 Supply Chain Management L 2 C, D 12.5

JNB526 International Maritime Policy L 2 C, D 12.5

JND513 Marine Surveying and Inspection 2 D 12.5

Table 3.3 (a): Maritime Design Elective Schedule



4. Assessment

The AMC and UTAS rules, policies, and procedures for assessments and student progression, including UTAS Academic Senate Rule 6: Admission, Assessment and Student Progress, are accessible on the web as stated in Section 2.4. In addition, the following rules apply specifically to the postgraduate coursework programs conducted at NCMEH, AMC. 4.1 Student Assessment The course delivery structure is a semester-based unit system, with each unit generally being assessed through a combination of formative (coursework) and summative (final) assessments. The weighting of the two assessment components may vary between units, and is decided by the Unit Coordinator in consultation with the AMC Postgraduate Course Coordinator. Most units use a “standard assessment” criterion as described in Section 4.3. The assessments may include a variety of assessment methods, including formal examinations, class tests, assignments, project work, and laboratory work. Prior to the commencement of each semester, the Unit Coordinator, in conjunction with the unit lecturer(s), develops the Unit Outline detailing the assessment requirements for that semester, which are made available to the students via the University’s online learning environment MyLO. These include: assessment methods, schedule, weighting, assessment criteria, workload, and duration. Where a unit includes a final exam as an assessment method, examination papers are prepared by unit lecturers and moderated by the unit moderator before submission to the UTAS Examination Office. The NCMEH Examination Committee ratifies the final results for students in all units as indicated in the assessment schedule, and is responsible for all recommendations on student progression. It submits, via the AMC Student Experience & Lifecycle Officer, the approved results to the UTAS Examination Office which are then further ratified by the AMC Assessment Committee before being published. Student progression is reviewed and determined by the Academic Progress Review Committee based on the recommendations of the NCMEH Examination Committee. General information on examinations and results procedures at UTAS is given at the website: http://www.utas.edu.au/exams 4.2 Assessment Grades Where a student’s performance in a unit is assessed by the NCMEH Examination Committee, in accordance with the procedures approved by the AMC Board, as being of a grade of High Distinction (HD), Distinction (DN), Credit (CR) or Pass (PP) the student is deemed for the purposes of the Rules, have passed that unit. If a student fails to show that they have achieved the learning outcomes for a unit the NCMEH Examination Committee may, at the discretion of the Committee, award a supplementary assessment to allow the student to satisfy the examiners that they have met the learning outcomes (see Section 4.4 for more information). In exceptional cases where a student, through documented cases such as personal illness, proven medical grounds or other valid causes, fails in part of the assessment contributing to the final award in a unit, the NCMEH Examination Committee may consider awarding a grade. The grade may be based on the student’s completed assessments in the unit, or the student may be required to complete alternative forms of assessment as directed by the Committee. A student’s academic performance is assessed in accordance with the assessment criteria stipulated for that unit. A Criterion Based Assessment system is used in most assignments and project work, with the relevant marking rubrics provided (where applicable) during the semester. These are in accordance with

http://www.utas.edu.au/exams



the scale shown in Table 4.1 and are applied to a student's statement of results and academic record where appropriate.

Table 4.1 Criterion-Based Assessment scale

High Distinction (HD)

Distinction (DN)

Credit (CR)

Pass (PP)

Fail (NN)

General description

Outstanding or exceptional work in terms of understanding, interpretation and presentation

A very high standard of work which demonstrates originality and insight

Demonstrates a high level of understanding and presentation and a degree of originality and insight

Satisfies the minimum requirements

Fails to satisfy the minimum requirements

Reading Strong evidence of independent reading beyond core texts and materials

Evidence of reading beyond core texts and materials

Thorough understanding of core texts and materials

Evidence of having read core texts and materials

Very little evidence of having read any of the core texts and materials

Knowledge of topic

Demonstrates insight, awareness and understanding of deeper and more subtle aspects of the topic. Ability to consider topic in the broader context of the discipline

Evidence of an awareness and understanding of deeper and more subtle aspects of the topic

Sound knowledge of principles and concepts

Knowledge of principles and concepts at least adequate to communicate intelligently in the topic and to serve as a basis for further study

Scant knowledge of principles and concepts

Articulation of argument

Demonstrates imagination or flair. Demonstrates originality and independent thought

Evidence of imagination or flair. Evidence of originality and independent thought

Well-reasoned argument based on broad evidence

Sound argument based on evidence

Very little evidence of ability to construct coherent argument

Analytical and evaluative skills Problem solving

Highly developed analytical and evaluative skills Ability to solve very challenging problems

Clear evidence of analytical and evaluative skills Ability to solve non-routine problems

Evidence of analytical and evaluative skills Ability to use and apply fundamental concepts and skills

Some evidence of analytical and evaluative skills Adequate problem-solving skills

Very little evidence of analytical and evaluative skills Very little evidence of problem-solving skills

Expression and presentation appropriate to the discipline

Highly developed skills in expression and presentation

Well-developed skills in expression and presentation

Good skills in expression and presentation. Accurate and consistent acknowledgement of sources

Adequate skills in expression and presentation

Rudimentary skills in expression and presentation Inaccurate and inconsistent acknowledgement of sources

The full list of grades, with their respective explanations, is given at the website: http://www.utas.edu.au/__data/assets/pdf_file/0016/314620/Legend-Of-Results-V3.pdf 4.3 Standard Assessment The standard assessment* (as used in most units) requires the following:

A minimum of 50% for the combined mark of all the assessment components.

Coursework and examination carries a weighting of 50% and 50% respectively.

Extensions will normally not be given, unless the student can show exceptional circumstances. In this case, the student must apply for an extension to the unit coordinator before the due date.

Coursework submitted late and without an extension will, at the lecturer’s discretion, be penalised by deducting ten per cent of total marks for each day overdue. Assignments submitted more than five days late will normally not be accepted by the lecturer.

*Some units have different assessment requirements, which are described in the relevant Unit Outlines available on MyLO.

http://www.utas.edu.au/__data/assets/pdf_file/0016/314620/Legend-Of-Results-V3.pdf



4.4 Supplementary examinations The award of the interim grade of Supplementary (NS) is restricted to situations where there is uncertainty that the student has successfully achieved the required learning outcomes and is awarded where exceptional circumstances are demonstrated, and where the mark is normally between 45% and 49%. Supplementary examinations are granted at the discretion of the NCMEH Examination and AMC Assessment Committees under guidelines provided by Academic Senate. Table 4.2 outlines supplementary grading.

Table 4.2 Supplementary grading

Supplementary Outcome New Grade New Mark

Passed Supplementary PP 50

Failed Supplementary NN Original mark from ordinary exam

Absent from supplementary NN Original mark from ordinary exam

The guidelines for awarding supplementary examinations can be found at the website: http://www.utas.edu.au/governance-legal/academic-governance/plans-and-policies/guidelines-for-awarding-supplementary-examinations,-terminating-and-faculty-passes 4.5 Course Progression Rules

The status of each student is determined at the end of each semester by the NCMEH Examination Committee. This takes into consideration the student’s overall performance in all units enrolled/attempted during the year. Progression through the course is dependent upon fulfilment of the following:

satisfactory completion of all assessments; and

satisfactory completion of all pre-requisites.

Satisfactory completion of all assessments throughout the course will mean that the student has satisfied the requirements as set out by individual unit lecturers in the Unit Outline produced at the beginning of each semester. Unless otherwise specified, late submissions will fail to qualify as work completed and hence will be given zero marks; extensions may be granted by the unit lecturer for special circumstances, but are at the discretion of the unit lecturer and the course coordinator (please consult the Unit Outline for specific unit requirements). A student who is required to repeat a unit is responsible for completion of all class assignments, tutorials, laboratories, and tests as well as any scheduled examinations in order to pass that unit unless alternative arrangements have been confirmed in writing with the unit lecturer.

Unsatisfactory Performance Academic Progress Review (APR) is a formal process to assess students’ academic progress and identify students who are not making satisfactory progress. The APR committee reviews the academic progress of students after the release of results at the end of semester one and semester two, and identifies students who have made unsatisfactory progress. See Section 2.2 for APR committee information.

Academic progress is governed by the following:

UTAS Academic Senate Rule 6: Admission, Assessment and Student Progress National Code of Practice

Unsatisfactory performance is normally defined as:

failing 50% or more of the units studied in a semester; or

failing a unit for a second time.

http://www.utas.edu.au/governance-legal/academic-governance/plans-and-policies/guidelines-for-awarding-supplementary-examinations,-terminating-and-faculty-passes

http://www.utas.edu.au/governance-legal/academic-governance/plans-and-policies/guidelines-for-awarding-supplementary-examinations,-terminating-and-faculty-passes



Students with unsatisfactory performance may be placed on probation for their course. Students identified in this category are formally informed by Student Administration and strongly advised to discuss their options with the AMC Postgraduate Course Coordinator. Assistance for such students may include access to additional learning support and counselling. Future progression is monitored to assist in their studies through the course.

Exclusion In the following circumstances, the APR committee may recommend the exclusion of a student from the course:

unsatisfactory performance in two consecutive semesters;

unsatisfactory performance while on probation;

failing all units attempted in one semester; or

failing a unit for a third time.

The Committee will consider any extenuating circumstances when making the above decision and may formally request the student to explain reasons for such performance.

At the end of the academic year, the BE/MEng Exam Committee will recommend to the AMC Academic Progress Review Committee any students to be:

excluded;

permitted to re-enrol on probation, with or without restrictions or conditions; or

permitted to re-enrol unconditionally.

The Committee will consider a student’s request to continue in the Course based on the student’s overall performance. A student who is not granted permission to continue will normally be excluded from the Course for at least twelve months.

4.6 Award of Degree The Academic Lead – Education, with the support of the NCMEH Faculty Officer, will assess the completion of all the academic requirements of students whom have been identified as eligible to graduate, including the mandatory work experience requirement, for the award of the degree. As per UTAS rules, this information is forwarded to the UTAS Student Centre for approval and notification to the university for the award of the degree, provided the student meets all other requirements stipulated in the UTAS Academic Senate Rule 6: Admission, Assessment and Student Progress. Students who have satisfied the examiners in all units and who have completed the required work experience will be awarded their respective degree as detailed in Section 1.5. 4.7 Academic Referencing Students will be expected to support their ideas in written work by referencing scholarly literature, works of art and/or inventions. It is important that students understand how to correctly refer to the work of others, and how to maintain academic integrity. Failure to appropriately acknowledge the ideas of others constitutes academic dishonesty (plagiarism), a matter considered by the University of Tasmania as a serious offence. Information on presentation of assignments, including referencing styles, can be found at the website: http://utas.libguides.com/referencing Please read the statement in Section 4.8 on plagiarism. If clarification is required, contact the unit coordinator or lecturer.

http://utas.libguides.com/referencing



4.8 Academic Misconduct Academic misconduct includes cheating, plagiarism, allowing another student to copy work for an assignment or an examination, and any other conduct by which a student:

a. seeks to gain, for themselves or for any other person, any academic advantage or advancement to which they or that other person are not entitled; or

b. improperly disadvantages any other student.

Students engaging in any form of academic misconduct may be dealt with under the Ordinance of Student Discipline, and this can include imposition of penalties that range from a deduction/cancellation of marks to exclusion from a unit or the University. Details of penalties that can be imposed are available in Ordinance 9: Student Discipline – Part 3 Academic Misconduct: http://www.utas.edu.au/__data/assets/pdf_file/0006/23991/Ordinance-9-Student-Discipline-December-2017.pdf

Plagiarism is a form of cheating. It is taking and using someone else's thoughts, writings or inventions and representing them as your own; for example, using an author's words without putting them in quotation marks and citing the source, using an author's ideas without proper acknowledgment and citation, copying another student's work. If you have any doubts about how to refer to the work of others in your assignments, please consult your lecturer or tutor for relevant referencing guidelines, and the academic integrity resources on the web at: http://www.academicintegrity.utas.edu.au/ The intentional copying of someone else’s work as one’s own is a serious offence punishable by penalties that may range from a fine or deduction/cancellation of marks and, in the most serious of cases, to exclusion from a unit, a course or the University. The University and any persons authorised by the University may submit your assessable works to a plagiarism checking service, to obtain a report on possible instances of plagiarism. Assessable works may also be included in a reference database. It is a condition of this arrangement that the original author’s permission is required before a work within the database can be viewed.

For further information on this statement and general referencing guidelines, see http://www.utas.edu.au/plagiarism/ or follow the link under ‘Policy, Procedures and Feedback’ on the Current Students homepage. 4.9 Work Health and Safety (WH&S) The University is committed to providing a safe and secure learning and teaching environment. In addition to specific requirements of individual units, you should refer to UTAS WH&S Policies: http://www.utas.edu.au/work-health-safety/ Students must provide and use Personal Protective Equipment (PPE) for their own protection against risks. All Professional Engineering students must possess or obtain the following baseline PPE and wear it as directed by their lecturers:

industrial safety footwear (steel-capped boots);

lab-coats (overalls may be required for some activities);

clear safety glasses with side ingress protection;

UV protection; and

full hair restraint, if possessing long hair.

http://www.utas.edu.au/__data/assets/pdf_file/0006/23991/Ordinance-9-Student-Discipline-December-2017.pdf

http://www.utas.edu.au/__data/assets/pdf_file/0006/23991/Ordinance-9-Student-Discipline-December-2017.pdf

http://www.academicintegrity.utas.edu.au/

http://www.utas.edu.au/plagiarism/

http://www.utas.edu.au/work-health-safety/



For more information, please see the UTAS PPE Policy and Procedure documents: http://www.utas.edu.au/policy/by-category

NCMEH WH&S Requirements

Students must ensure they wear suitable footwear and clothing in order to participate in activities (i.e. no fashion wear or jewellery). Students must observe all safety instructions and/or requirements posted around the campus for entry to all AMC facilities, including vessels.

Students must have completed a White Card course before they can be given access to AMC facilities, workshops and build studios. They must exercise their ‘duty of care’ and uphold the WH&S culture of safety within AMC.

Food and beverages are prohibited in AMC classrooms and teaching facilities. AMC maintains a smoke-free working environment.

UTAS Code of Conduct for Learning and Teaching The University undertakes to provide a secure, supportive yet challenging environment for teaching and learning and research supervision – an environment in which students will be stimulated to reach a high level of intellectual attainment. To achieve this, the University will strive to provide appropriate resources (including libraries and computer facilities), teaching and study facilities. The University is committed to high standards of professional conduct in all activities, and holds its commitment and responsibilities to its students as being of paramount importance. Likewise, it holds expectations about the responsibilities students have as they pursue their studies within the special environment the University offers. The Code of Conduct for Teaching and Learning sets out the responsibilities and expectations the University of Tasmania and its students can legitimately and fairly expect of each other. Please see http://www.utas.edu.au/governance-legal/policy/codes-of-conduct

http://www.utas.edu.au/policy/by-category

http://www.utas.edu.au/governance-legal/policy/codes-of-conduct



5. Further Information, Advice and Assistance

If students are experiencing difficulties with studies or assignments, have personal or life planning issues, disability or illness which may affect their course of study, they are advised to raise these with their lecturer in the first instance. There are a range of University-wide support services available to students including Teaching & Learning, Student Services, and International Services. Please refer to the UTAS Current Students homepage at: http://www.utas.edu.au/students/ Should students require assistance in accessing and/or utilising the Library, please see the website for more information at: http://www.utas.edu.au/library/

UTAS Student Advisors in Launceston: Kellie Brandenburg | Student Adviser, AMC & SET Student Centre, Newnham Campus Tel: 03 6324 9701 Email: [email protected] Ginni Woof| International Student Adviser Student Centre, Newnham Campus Tel: 03 6324 3506

Email: [email protected]

http://www.utas.edu.au/students/

http://www.utas.edu.au/library/





Appendix I: Course Mapping

A mapping of the Engineers Australia Stage 1 Competencies for a Professional Engineer against the AQF Level 9 Descriptors, as presented in the table below, shows that meeting the Engineers Australia Stage 1 Competencies for a Professional Engineer implies meeting the AQF Level 9 Descriptors in terms of comparable outcomes.

AQF Type Descriptor EA Stage 1 Professional Competency

Knowledge Graduates of a Masters Degree (Coursework) will have a body of knowledge that includes the understanding of recent developments in a discipline and/or area of professional practice and knowledge of research principles and methods applicable to a field of work and/or learning

1.1, 1.2, 1.3, 2.2, 3.1

Skills Graduates of a Masters Degree (Coursework) will have cognitive skills to demonstrate mastery of theoretical knowledge and to reflect critically on theory and professional practice or scholarship

1.1, 1.2, 2.1

Graduates of a Masters Degree (Coursework) will have cognitive, technical and creative skills to investigate, analyse and synthesise complex information, problems, concepts and theories and to apply stablished theories to different bodies of knowledge or practice

1.1, 1.2, 1.4, 3.4

Graduates of a Masters Degree (Coursework) will have cognitive, technical and creative skills to generate and evaluate complex ideas and concepts at an abstract level

2.2, 2.3

Graduates of a Masters Degree (Coursework) will have technical and communication skills to design, evaluate, implement, analyse and theorise about developments that contribute to professional practice or scholarship

1.2, 2.2

Graduates of a Masters Degree (Coursework) will have communication and technical research skills to justify and interpret theoretical propositions, methodologies, conclusions and professional decisions to specialist and non-specialist audiences

3.2

Application of knowledge and skills

Graduates of a Masters Degree (Coursework) will demonstrate the application of knowledge & skills with creativity and initiative to new situations in professional practice and/or for further learning

1.1, 1.2, 1.3, 1.4, 1.5, 1.6, 2.1, 2.2, 2.3, 3.5

Graduates of a Masters Degree (Coursework) will demonstrate the application of knowledge & skills with high level personal autonomy and accountability

1.6, 2.4, 3.3, 3.5, 3.6

Graduates of a Masters Degree (Coursework) will demonstrate the application of knowledge & skills to plan and execute a substantial research-based project, capstone experience and/or piece of scholarship

1.6, 2.1, 2.2, 2.4



Appendix II: Engineers Australia Stage 1 Competencies

STAGE 1 COMPETENCY STANDARD FOR PROFESSIONAL ENGINEER

ROLE DESCRIPTION - THE MATURE, PROFESSIONAL ENGINEER

The following characterises the senior practice role that the mature Professional Engineer may be expected to fulfil and has been extracted from the role portrayed in the Engineers Australia - Chartered Status Handbook. This is the expectation of the development of the engineer who on graduation satisfied the Stage 1 Competency Standard for Professional Engineer. Professional Engineers are required to take responsibility for engineering projects and programs in the most far-reaching sense. This includes the reliable functioning of all materials, components, sub-systems and technologies used; their integration to form a complete, sustainable and self-consistent system; and all interactions between the technical system and the context within which it functions. The latter includes understanding the requirements of clients, wide ranging stakeholders and of society as a whole; working to optimise social, environmental and economic outcomes over the full lifetime of the engineering product or program; interacting effectively with other disciplines, professions and people; and ensuring that the engineering contribution is properly integrated into the totality of the undertaking. Professional Engineers are responsible for interpreting technological possibilities to society, business and government; and for ensuring as far as possible that policy decisions are properly informed by such possibilities and consequences, and that costs, risks and limitations are properly understood as the desirable outcomes. Professional Engineers are responsible for bringing knowledge to bear from multiple sources to develop solutions to complex problems and issues, for ensuring that technical and non-technical considerations are properly integrated, and for managing risk as well as sustainability issues. While the outcomes of engineering have physical forms, the work of Professional Engineers is predominantly intellectual in nature. In a technical sense, Professional Engineers are primarily concerned with the advancement of technologies and with the development of new technologies and their applications through innovation, creativity and change. Professional Engineers may conduct research concerned with advancing the science of engineering and with developing new principles and technologies within a broad engineering discipline. Alternatively, they may contribute to continual improvement in the practice of engineering, and in devising and updating the codes and standards that govern it. Professional Engineers have a particular responsibility for ensuring that all aspects of a project are soundly based in theory and fundamental principle, and for understanding clearly how new developments relate to established practice and experience and to other disciplines with which they may interact. One hallmark of a professional is the capacity to break new ground in an informed, responsible and sustainable fashion.

Professional Engineers may lead or manage teams appropriate to these activities, and may establish their own companies or move into senior management roles in engineering and related enterprises.

STAGE 1 COMPETENCIES

The three Stage 1 Competencies are covered by 16 mandatory Elements of Competency. The Competencies and Elements of Competency represent the profession's expression of the knowledge and skill base, engineering application abilities, and professional skills, values and attitudes that must be demonstrated at the point of entry to practice.

The suggested indicators of attainment in Tables 1, 2 and 3 provide insight to the breadth and depth of ability expected for each element of competency and thus guide the competency demonstration and assessment processes as well as curriculum design. The indicators should not be interpreted as discrete sub-elements of competency mandated for individual audit. Each element of competency must be tested in a holistic sense, and there may well be additional indicator statements that could complement those listed.

Definitions of terms used in the statements of the Competencies and Elements of Competency follow those used by the International Engineering Alliance in Section 4 Common Range and Contextual Definitions of Graduate Attributes and Professional Competencies Version 2 - 18 June 2009, available at http://www.washingtonaccord.org/IEA-Grad-Attr-Prof-Competencies-v2.pdf

http://www.washingtonaccord.org/IEA-Grad-Attr-Prof-Competencies-v2.pdf

http://www.washingtonaccord.org/IEA-Grad-Attr-Prof-Competencies-v2.pdf



STAGE 1 COMPETENCIES and ELEMENTS OF COMPETENCY

1. KNOWLEDGE AND SKILL BASE 1.1. Comprehensive, theory based understanding of the underpinning natural and physical

sciences and the engineering fundamentals applicable to the engineering discipline.

1.2. Conceptual understanding of the mathematics, numerical analysis, statistics, and computer and information sciences which underpin the engineering discipline.

1.3. In-depth understanding of specialist bodies of knowledge within the engineering discipline.

1.4. Discernment of knowledge development and research directions within the engineering discipline.

1.5. Knowledge of engineering design practice and contextual factors impacting the engineering discipline.

1.6. Understanding of the scope, principles, norms, accountabilities and bounds of sustainable engineering practice in the specific discipline.

2. ENGINEERING APPLICATION ABILITY 2.1. Application of established engineering methods to complex engineering problem solving.

2.2. Fluent application of engineering techniques, tools and resources.

2.3. Application of systematic engineering synthesis and design processes.

2.4. Application of systematic approaches to the conduct and management of engineering projects.

3. PROFESSIONAL AND PERSONAL ATTRIBUTES 3.1. Ethical conduct and professional accountability.

3.2. Effective oral and written communication in professional and lay domains.

3.3. Creative, innovative and pro-active demeanour.

3.4. Professional use and management of information.

3.5. Orderly management of self, and professional conduct.

3.6. Effective team membership and team leadership.



Table 1: Knowledge and Skill Base: Elements and Indicators

ELEMENT OF COMPETENCY INDICATORS OF ATTAINMENT

1.1 Comprehensive, theory based understanding of the underpinning natural and physical sciences and the engineering fundamentals applicable to the engineering discipline.

a) Engages with the engineering discipline at a phenomenological level, applying sciences and engineering fundamentals to systematic investigation, interpretation, analysis and innovative solution of complex problems and broader aspects of engineering practice.

1.2 Conceptual understanding of the mathematics, numerical analysis, statistics, and computer and information sciences which underpin the engineering discipline.

a) Develops and fluently applies relevant investigation analysis, interpretation, assessment, characterisation, prediction, evaluation, modelling, decision making, measurement, evaluation, knowledge management and communication tools and techniques pertinent to the engineering discipline.

1.3 In-depth understanding of specialist bodies of knowledge within the engineering discipline.

a) Proficiently applies advanced technical knowledge and skills in at least one specialist practice

domain of the engineering discipline.

1.4 Discernment of knowledge development and research directions within the engineering discipline.

a) Identifies and critically appraises current developments, advanced technologies, emerging issues and interdisciplinary linkages in at least one specialist practice domain of the engineering discipline.

b) Interprets and applies selected research literature to inform engineering application in at least one specialist domain of the engineering discipline.

1.5 Knowledge of engineering design practice and contextual factors impacting the engineering discipline.

a) Identifies and applies systematic principles of engineering design relevant to the engineering discipline.

b) Identifies and understands the interactions between engineering systems and people in the social, cultural, environmental, commercial, legal and political contexts in which they operate, including both the positive role of engineering in sustainable development and the potentially adverse impacts of engineering activity in the engineering discipline.

c) Appreciates the issues associated with international engineering practice and global operating contexts.

d) Is aware of the founding principles of human factors relevant to the engineering discipline.

e) Is aware of the fundamentals of business and enterprise management.

f) Identifies the structure, roles and capabilities of the engineering workforce.

1.6 Understanding of the scope, principles, norms, accountabilities and bounds of sustainable engineering practice in the specific discipline.

a) Appreciates the basis and relevance of standards and codes of practice, as well as legislative and statutory requirements applicable to the engineering discipline.

b) Appreciates the principles of safety engineering, risk management and the health and safety responsibilities of the professional engineer, including legislative requirements applicable to the engineering discipline.

c) Appreciates the social, environmental and economic principles of sustainable engineering practice.

d) Understands the fundamental principles of engineering project management as a basis for planning, organising and managing resources.

e) Appreciates the formal structures and methodologies of systems engineering as a holistic basis for managing complexity and sustainability in engineering practice.

Notes:

1. ‘engineering discipline’ means the broad branch of engineering (civil, electrical, mechanical, etc.) as typically represented by the Engineers Australia Colleges.

2. ‘specialist practice domain’ means the specific area of knowledge and practice within an engineering discipline, such as geotechnics, power systems, manufacturing, etc.



Table 2: Engineering Application Ability: Elements and Indicators

ELEMENT OF COMPETENCY

INDICATORS OF ATTAINMENT

2.1 Application of established engineering methods to complex engineering problem solving.

a) Identifies, discerns and characterises salient issues, determines and analyses causes and effects, justifies and applies appropriate simplifying assumptions, predicts performance and behaviour, synthesises solution strategies and develops substantiated conclusions.

b) Ensures that all aspects of an engineering activity are soundly based on fundamental principles - by diagnosing, and taking appropriate action with data, calculations, results, proposals, processes, practices, and documented information that may be ill-founded, illogical, erroneous, unreliable or unrealistic.

c) Competently addresses complex engineering problems which involve uncertainty, ambiguity, imprecise information and wide-ranging and sometimes conflicting technical and non-technical factors.

d) Investigates complex problems using research-based knowledge and research methods.

e) Partitions problems, processes or systems into manageable elements for the purposes of analysis, modelling or design and then re-combines to form a whole, with the integrity and performance of the overall system as the paramount consideration.

f) Conceptualises alternative engineering approaches and evaluates potential outcomes against appropriate criteria to justify an optimal solution choice.

g) Critically reviews and applies relevant standards and codes of practice underpinning the engineering discipline and nominated specialisations.

h) Identifies, quantifies, mitigates and manages technical, health, environmental, safety and other contextual risks associated with engineering application in the designated engineering discipline.

i) Interprets and ensures compliance with relevant legislative and statutory requirements applicable to the engineering discipline.

2.2 Fluent application of engineering techniques, tools and resources.

a) Proficiently identifies, selects and applies the materials, components, devices, systems, processes, resources, plant and equipment relevant to the engineering discipline.

b) Constructs or selects and applies from a qualitative description of a phenomenon, process, system, component or device a mathematical, physical or computational model based on fundamental scientific principles and justifiable simplifying assumptions.

c) Determines properties, performance, safe working limits, failure modes, and other inherent parameters of materials, components and systems relevant to the engineering discipline.

d) Applies a wide range of engineering tools for analysis, simulation, visualisation, synthesis and design, including assessing the accuracy and limitations of such tools, and validation of their results.

e) Applies formal systems engineering methods to address the planning and execution of complex, problem solving and engineering projects.

f) Designs and conducts experiments, analyses and interprets result data and formulates reliable conclusions.

g) Analyses sources of error in applied models and experiments; eliminates, minimises or compensates for such errors; quantifies significance of errors to any conclusions drawn.

h) Safely applies laboratory, test and experimental procedures appropriate to the engineering discipline.

i) Understands the need for systematic management of the acquisition, commissioning, operation, upgrade, monitoring and maintenance of engineering plant, facilities, equipment and systems.

j) Understands the role of quality management systems, tools and processes within a culture of continuous improvement.



Table 2 (cont.): Engineering Application Ability: Elements and Indicators



2.3 Application of systematic engineering synthesis and design processes.

a) Proficiently applies technical knowledge and open ended problem solving skills as well as appropriate tools and resources to design components, elements, systems, plant, facilities and/or processes to satisfy user requirements.

b) Addresses broad contextual constraints such as social, cultural, environmental, commercial, legal political and human factors, as well as health, safety and sustainability imperatives as an integral part of the design process.

c) Executes and leads a whole systems design cycle approach including tasks such as: - determining client requirements and identifying the impact of relevant contextual factors,

including business planning and costing targets; - systematically addressing sustainability criteria; - working within projected development, production and implementation constraints; - eliciting, scoping and documenting the required outcomes of the design task and defining

acceptance criteria; - identifying assessing and managing technical, health and safety risks integral to the design

process; - writing engineering specifications, that fully satisfy the formal requirements; - ensuring compliance with essential engineering standards and codes of practice; - partitioning the design task into appropriate modular, functional elements; that can be separately

addressed and subsequently integrated through defined interfaces; - identifying and analysing possible design approaches and justifying an optimal approach; - developing and completing the design using appropriate engineering principles, tools, and

processes; - integrating functional elements to form a coherent design solution; - quantifying the materials, components, systems, equipment, facilities, engineering resources and

operating arrangements needed for implementation of the solution; - checking the design solution for each element and the integrated system against the engineering

specifications; - devising and documenting tests that will verify performance of the elements and the integrated

realisation; - prototyping/implementing the design solution and verifying performance against specification; - documenting, commissioning and reporting the design outcome.

d) Is aware of the accountabilities of the professional engineer in relation to the ‘design authority’ role. 2.4 Application of systematic approaches to the conduct and management of engineering projects.

a) Contributes to and/or manages complex engineering project activity, as a member and/or as the leader of an engineering team.

b) Seeks out the requirements and associated resources and realistically assesses the scope, dimensions, scale of effort and indicative costs of a complex engineering project.

c) Accommodates relevant contextual issues into all phases of engineering project work, including the fundamentals of business planning and financial management

d) Proficiently applies basic systems engineering and/or project management tools and processes to the planning and execution of project work, targeting the delivery of a significant outcome to a professional standard.

e) Is aware of the need to plan and quantify performance over the full life-cycle of a project, managing engineering performance within the overall implementation context.

f) Demonstrates commitment to sustainable engineering practices and the achievement of sustainable outcomes in all facets of engineering project work.



Table 3: Professional and Personal Attributes: Elements and Indicators



3.1 Ethical conduct and professional accountability.

a) Demonstrates commitment to uphold the Engineers Australia - Code of Ethics, and established norms of professional conduct pertinent to the engineering discipline.

b) Understands the need for ‘due-diligence’ in certification, compliance and risk management processes.

c) Understands the accountabilities of the professional engineer and the broader engineering team for the safety of other people and for protection of the environment.

d) Is aware of the fundamental principles of intellectual property rights and protection.

3.2 Effective oral and written communication in professional and lay domains.

a) Is proficient in listening, speaking, reading and writing English, including: - comprehending critically and fairly the viewpoints of others; - expressing information effectively and succinctly, issuing instruction, engaging in discussion, presenting

arguments and justification, debating and negotiating - to technical and non-technical audiences and using textual, diagrammatic, pictorial and graphical media best suited to the context;

- representing an engineering position, or the engineering profession at large to the broader community;

- appreciating the impact of body language, personal behaviour and other non-verbal communication processes, as well as the fundamentals of human social behaviour and their cross-cultural differences.

b) Prepares high quality engineering documents such as progress and project reports, reports of investigations and feasibility studies, proposals, specifications, design records, drawings, technical descriptions and presentations pertinent to the engineering discipline.

3.3 Creative, innovative and pro-active demeanour.

a) Applies creative approaches to identify and develop alternative concepts, solutions and procedures, appropriately challenges engineering practices from technical and non-technical viewpoints; identifies new technological opportunities.

b) Seeks out new developments in the engineering discipline and specialisations and applies fundamental knowledge and systematic processes to evaluate and report potential.

c) Is aware of broader fields of science, engineering, technology and commerce from which new ideas and interfaces may be drawn and readily engages with professionals from these fields to exchange ideas.

3.4 Professional use and management of information.

a) Is proficient in locating and utilising information - including accessing, systematically searching, analysing, evaluating and referencing relevant published works and data; is proficient in the use of indexes, bibliographic databases and other search facilities.

b) Critically assesses the accuracy, reliability and authenticity of information.

c) Is aware of common document identification, tracking and control procedures.

3.5 Orderly management of self, and professional conduct.

a) Demonstrates commitment to critical self-review and performance evaluation against appropriate criteria as a primary means of tracking personal development needs and achievements.

b) Understands the importance of being a member of a professional and intellectual community, learning from its knowledge and standards, and contributing to their maintenance and advancement.

c) Demonstrates commitment to life-long learning and professional development.

d) Manages time and processes effectively, prioritises competing demands to achieve personal, career and organisational goals and objectives.

e) Thinks critically and applies an appropriate balance of logic and intellectual criteria to analysis, judgement and decision making.

f) Presents a professional image in all circumstances, including relations with clients, stakeholders, as well as with professional and technical colleagues across wide ranging disciplines.

3.6 Effective team membership and team leadership.

a) Understands the fundamentals of team dynamics and leadership.

b) Functions as an effective member or leader of diverse engineering teams, including those with multi-level, multi-disciplinary and multi-cultural dimensions.

c) Earns the trust and confidence of colleagues through competent and timely completion of tasks.

d) Recognises the value of alternative and diverse viewpoints, scholarly advice and the importance of professional networking.

e) Confidently pursues and discerns expert assistance and professional advice.

f) Takes initiative and fulfils the leadership role whilst respecting the agreed roles of others.

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