Appendix 3.6: Food Process Engineering Major Profile
MASSEY UNIVERSITY
BACHELOR OF FOOD TECHNOLOGY with HONOURS
(FOOD PROCESS ENGINEERING)
Major Profile Description
and
Competency Framework
2009
1
1.
Introduction
The BFoodTech(Hons)(Food Process Engineering) degree is one of two options that students enrolled
in the BFoodTech(Hons) are able to select from at the end of the fifth semester of the course, i.e.,
halfway through the third (penultimate) year. The option is almost identical to the former BE(Food
Engineering) major previously accredited by IPENZ, for which 2005 was the last year in which new
enrolments were accepted. The BFoodTech(Hons)(Food Process Engineering) option includes an
extra process engineering paper that the previous major did not.
2.
Goal
The aim of this degree course is to produce graduates who, as professional engineers with a unique
understanding of food-process interactions, can contribute to maintaining and enhancing the
competitiveness of the food industry (and its associated equipment and packaging material supply
companies) by up-to-date, sophisticated and innovative approaches to the design of equipment and
processes, and the implementation and management of processing systems.
3.
Description
Food engineering is the application of quantitative principles and techniques to the design,
commissioning and operation of efficient processes and processing equipment for the
manufacture of food products.
Figure 1 shows an overview of how papers contribute to this subject knowledge.
2
Figure 1: Subject Knowledge and Understanding
4. Graduate Destinations
Food Process Engineering graduates are expected to find employment within:
All sectors of the food industry both nationally and internationally
Food processing equipment manufacturers and suppliers
Packaging materials manufacturers and suppliers
5. Typical Initial Industrial Roles
During the early years of their employment as graduates typical assignments are likely to include:
Researching and evaluating food processing and food processing equipment alternatives
Process improvement projects
Technical troubleshooting in process operations and utilities
Feasibility and preliminary design studies
Management of capital expenditure projects including both new plant and plant modifications
Commissioning of new and modified processing plant
Research and development projects
Ensuring performance of plant to meet quality, safety, sustainability and economic
objectives.
3
6. Graduate Competencies
The major has been developed to produce graduates with Programme Competencies (PCs)
consistent with those prescribed by IPENZ for accreditation as a professional engineer1
1. Understand and apply the mathematical and engineering sciences to one or more of the
broad, general engineering disciplines
2. Formulate and solve models that predict the behaviour of part or all of complex engineering
systems, using first principles of the fundamental engineering sciences and mathematics
synthesise and demonstrate the efficacy of solutions to part or all of complex engineering
problems
3. Synthesise and demonstrate the efficacy of solutions to part or all of complex engineering
problems
4. Recognise when further information is needed and be able to find it by identifying,
evaluating and drawing conclusions from all pertinent sources of information, and by
designing and carrying out experiments
5. Understand the accepted methods of dealing with uncertainty (such as safety factors) and
the limitations of the applicability of methods of design and analysis and identify, evaluate
and manage the physical risks in complex engineering problems
6. Function effectively in a team by working co-operatively with the capacity to become a
leader or manager
7. Communicate effectively, comprehending and writing effective reports and design
documentation, summarising information, making effective oral presentations and giving
and receiving clear oral instructions
8. Understand the role of engineers and their responsibility to society by demonstrating an
understanding of the general responsibilities of a professional engineer
9. Understand and apply project and business management, recognising and using the
appropriate project and business management principles and tools for complex engineering
problems
10. Demonstrate competence in the practical art of engineering in their area of specialisation
by showing in design an understanding of the practical methods for the construction and
maintenance of engineering products, and using modern calculation and design tools
competently for complex engineering problems.
1
Requirements for Initial Academic Education for Professional Engineer. Part B: Accreditation Criteria for
Professional Engineering Degree Programmes
http://www.ipenz.org.nz/IPENZ/Forms/pdfs/Initial_Academic_Policy_Prof_Eng.pdf
The Food Process Engineering major has been developed to produce graduates with Major
Competencies (MCs) so that graduates will be able to apply knowledge of:
physical, chemical, biochemical, nutritional, microbiological and functional properties of
food and food confinement materials;
food process engineering;
food processing, preservation, packaging and storage;
mathematical modelling of food process and processing equipment performance;
automation and control;
materials handling;
food packaging engineering;
food and plant safety;
4
project engineering and management.
Graduates will have competencies in:
applying their knowledge to maintain both food product and plant safety;
the use of a multi-disciplinary professional engineering approach (analysis, synthesis,
design and implementation) to engineering projects in the food industry;
formulating mathematical model-based descriptions of food processing operations, and
using these to make worthwhile predictions of outcomes.
The graduate will:
have sufficient knowledge in the area to define their information needs and apply their
research skills to finding missing data that are needed in the design or modification of a
food processing plant;
be able to competently create and use unit operations, processes and systems capable
of producing high quality, safe food products;
have a broader (managerial) understanding of systems dynamics, and economic and
human considerations relating to managing a food processing factory;
have developed initial understandings and budding skills in project, production, quality
and departmental management;
have advanced understanding of heat, mass and momentum transfer in food processes
and of the kinetics of the chemical, biochemical, microbiological and physical changes
required to produce successful food products;
have the ability to examine and critique the fuller breadth of issues encompassing social,
access and ethical concerns associated with food engineering;
be familiar with such issues as the safety of the engineering system, ensuring that
people are protected from food-borne hazards, and the consideration of what ethically
may be added to products ingested by a community with wide-ranging dietary needs.
7. Major Teaching Strategy
Throughout the degree, students will acquire knowledge, develop practice and apply both
reflective and evaluative abilities, through:
Lecturers as exemplars, modelling appropriate behaviours and application of skills
(handouts, guides, presentations);
Open-ended case studies;
Open ended problem solving and project work;
Individual and group laboratory reports;
Field trips and associated reports;
Use of questioning techniques to encourage students to reflect and evaluate (tutorial
problems, assignments);
Problem scenarios that require an analysis of context, current norms, methodologies
and potential solutions;
Vacation employment and formative assessment (including assignments, projects, self
and peer assessment) and feedback to enhance student learning;
Practicum (vacation employment) reports;
This learning culminates in the major food engineering design project in the final year.
Throughout the degree, students will recognise the importance of developing life long learning
skills through:
5
Academic staff as exemplars, using their experience in research;
Group discussion topics, and projects that require knowledge transfer from life
experience, general knowledge, research and reading;
Formative assessment of practical work reports, field trip reports and project work;
Attendance at seminars, conferences and presentations by guest speakers.
The degree will develop the ability to adapt quickly and flexibly to new environments, through:
Lecturers as exemplars
Case studies
Individual and group oral presentations
Open book assignments
Non-prescribed laboratories
Field trips plus field trip reports plus formative assessment
Vacation employment (practical work) plus practical work reports plus formative
assessment
Open-ended problem solving
Major individual food engineering research and design project
Discussions and projects involving multi-disciplinary topics
Throughout the degree, students will develop individual work skills through:
Seminars and presentations – written, graphic, verbal or visual, and paper based,
computer-based or physical objects-based – to various groups
Class debates and discussions
Review or summaries of peer presentations
Guest speakers
Tutorial presentations and discussion
Field trips
Project reports
Primary research
Projects designed to expose students to relevant contexts
Discussions and projects involving multi-disciplinary topics
Formative assessment of students’ ability to convey and receive information in a range
of contexts
Throughout the degree, students will develop, practice and apply communication skills and will
learn to work productively and effectively in a team environment through:
Individual projects
Case studies that reflect effective team work
Group work: laboratories, projects, assignments etc.
8. Major Structure
Year 1 (Semesters 1 and 2)
The student entering university requires time to adjust to the university style of work and to
develop basic study techniques. Teaching during Semester 1 concentrates on fundamental
6
science, with the emphasis in teaching and assessment being on understanding and recall of
basic scientific principles and knowledge.
In Semester 2, teaching and assessment of fundamental science, mathematics and calculus
continues. The concept of using knowledge to achieve practical solutions starts to emerge in a
paper explaining the principles of technology and industrial communication. In addition, the
students are exposed to the first ideas of technology in a food context using quite specific
examples, which show the roles of the professional food engineer, food technologist and food
scientist.
The first period of vacation employment in the food industry enables students to understand the
basic organisation and communication systems used in an industrial organisation. Students are
required to write a significant industrial style report, for the first time, on their vacation
employment.
Year 2 (Semesters 3 and 4)
The primary purposes of Semesters 3 and 4 are to build the applied science and applied
mathematics core, to introduce process engineering, and to develop the first ideas of process
integration (involving analysis, synthesis and implementation to achieve practical working
solutions).
The last of the basic science is completed, and the philosophy of applied science is directed
towards studies of materials properties, e.g. chemical, biochemical, microbiological and physical
properties of foods and packaging materials. The engineering studies are focused on
understanding of basic engineering principles including analysis and prediction of plant
performance, but not broad ranging design concepts. The approach to food engineering in the
context of quality assurance and the consumer-focused disciplines of marketing and food
product development is established.
Development of skills in industrial style written communication is promoted, but some reporting
in scientific mode is still required. Student assessment is still on a relatively rigid closed book
basis to ensure that there is sufficient commitment of basic principles to memory, but the
emphasis is on principles and not on specific detail.
The second period of vacation employment develops the student by enabling them to see the
context in which the technological skills they have developed in these semesters are used by
industry, and also continues to refine their industrial communication skills.
Year 3 (Semesters 5 and 6)
Students entering Semester 5 are ready for their first full exposure to a "systems" approach
integrating all aspects of food engineering. The studies in material properties finish as early as
possible, and the emphasis moves to looking at properties in relation to processes (an integrated
approach). Teaching still uses a principles-based approach, but there is increasing emphasis on
research and development methodology, and on the mathematical modelling of the kinetics of
process-induced changes, to enable the making of predictions in particular.
The engineering teaching continues but also strongly brings in ideas of design,
integration/synthesis and implementation. Understanding of appropriate legal and social
framework issues is important. Human factors in relationship to appropriateness of engineering
design are also introduced. Engineering support material covers the fundamentals of the supply
of utilities to food factories. Students start examining the fuller breadth of issues encompassing
social, access and ethical concerns.
Methods of teaching increasingly move away from lecture-based factual presentation towards
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interactive sessions where students are expected to contribute. Written communication in an
industrially acceptable format is still encouraged, but assessment based on oral communication
starts to become important. Practical tasks become less defined (more open-ended), but are
still predominantly done as individuals, as an introduction to project work, which involves
research-style methodology. Assessment is increasingly based on open book rather than closed
book techniques (i.e. it tests the ability to interpret rather than to recall).
In the third and last period of vacation employment students either actively evaluate an
industrial food factory operation (if involved in production), or apply their problem solving skills
(if involved in project work), and report accordingly. They also seek industrial links that can be
utilised in Year 4 project work.
Year 4 (Semesters 7 and 8)
Few new principles are introduced in Semesters 7 and 8. Rather, in these semesters teaching
focuses on development of competencies in synthesis and implementation of solutions to food
industry scenarios using previously encountered principles and knowledge. Generic areas of
study common to all food industry professionals include personnel and technical management,
safety assurance, and design and implementation of solutions to multi-disciplinary food industry
problems such as those encountered in food process selection, food preservation, food
packaging and food storage.
The final development of the specialist skills of the food engineer is undertaken via an integrated
project in which a preliminary design of a food processing plant is undertaken, and during which
students apply their research skills to find missing data that are needed in the design. The
project is usually sponsored by a commercial organization, and addresses an issue of interest to
that organization. Students achieve competency in the development, and the practical
application to process design, analysis and control, of mathematical models of simultaneous
heat, mass and momentum transfer, and of the kinetics of process-induced chemical,
biochemical, microbiological, physical and sensory changes. Skills in materials handling,
packaging engineering and automation are developed and practiced.
The personal development of the student is undertaken using interactive teaching methods,
team-based laboratory and other project work, in-depth case study evaluations of specific
situations and open debate amongst staff, students and visiting food industry professionals.
Paper Flow Diagram
The CFD on the following page shows the linkages between papers across the 4 year degree
program. With the exception of the final (fourth) year, the diagram shows the break across the
two semesters. In the final year there are several double semester papers designated as (DS) in
the diagram that break this regular pattern. A point that is not immediately apparent from the
flow arrows is the linkage from semester one to semester two which actually occurs for many
papers, providing appropriate continuity.
Subject Knowledge Map
The Learning Map shows in broad outline how the key knowledge areas feed into the Major to
develop the desired outcome. Additional tables in this profile further expand upon this diagram.
8
Second Semester
First Semester
Paper Flow Diagram
Bachelor of Food Technology (Hons)(Food Process Engineering)
First Year
Second Year
Third Year
Fourth Year
Chemistry & Living
Systems
Food & Packaging
Engineering I
Process Operations
& Modelling
Advanced Food
Engineering
Physics Ia
Engineering
Principles
Food Microbiology &
Safety
Communication &
the Food & Bioproducts Industry
Industrial
Microbiology
Food Chemistry
Biology of Cells
Technological
Mathematics A
Industrial Research
Techniques
Chemistry & the
Material World
Biochemistry for
Technology
Process Operations
& Kinetics
Intro to Food &
Bioprocess
Engineering
Advanced Food
Technology
Technological
Systems Operation
Food Engineering
Project (DS)
Food Process Design
& Safety
Advanced Chemistry
for Technology
Food Formulation
Technology
Process Control
Calculus I
Process Engineering
Project Engineering
& Design
Principles of
Statistics
Industrial Innovation
& Improvement
Bioseparation &
Purification
Processes
Advanced Modelling
& Simulation
9
10
9. Graduate Competency Mapping to Papers
Key: contribution of the learning outcomes of a paper to the graduate competencies x – some, xx – significant, xxx – major
Table 1: Development of Graduate Competencies - Year 1
MANDATORY PAPERS
123.101
123.102
124.101
140.120
PC Apply mathematical and engineering
sciences
xx
xx
xx
xxx
PC Formulate and solve models that predict
the behaviour of part or all of complex
engineering problems
x
x
xxx
140.125
160.101
161.100
162.101
xx
xx
x
xxx
x
x
x
xxx
x
xx
xx
PC Understand the accepted methods of
dealing with uncertainty
xx
x
PC Function Effectively in a team
x
x
xx
xx
x
xxx
xx
xx
xx
Programme Competencies (PCs)
PC Synthesise and demonstrate the efficacy
of solutions to part or all of complex
engineering problems
PC Recognise when further information is
needed and be able to find it
PC Communicate effectively, comprehending
and writing effective reports and design
documentation
PC Understand the role of engineers and
their responsibility to society
x
x
x
PC Understand and apply project and
business management, recognising and using
the appropriate project and business
management principles and tools for complex
engineering problems
PC Demonstrate competence in the practical
art of engineering in their area of
specialisation
Major Competencies (MCs)
MC have sufficient knowledge in the area to
define their information needs and apply their
research skills to finding missing data that are
needed in the design or modification of a food
processing plant
MC be able to competently create and use
unit operations, processes and systems
capable of producing high quality, safe food
products
MC have a broader (managerial)
understanding of systems dynamics, and
economic and human considerations relating
to managing a food processing factory
MC have developed initial understandings and
budding skills in project, production, quality
and departmental management
xx
xx
xxx
x
xxx
x
xxx
x
x
xx
x
x
x
x
xx
x
x
x
11
MC have advanced understanding of heat,
mass and momentum transfer in food
processes and of the kinetics of the chemical,
biochemical, microbiological and physical
changes required to produce successful food
products
MC have the ability to examine and critique
the fuller breadth of issues encompassing
social, access and ethical concerns associated
with food engineering
MC be familiar with such issues as the safety
of the engineering system, ensuring that
people are protected from food-borne
hazards, and the consideration of what
ethically may be added to products ingested
by a community with wide-ranging dietary
needs
x
x
x
x
Table 2: Development of Graduate Competencies – Year 2
MANDATORY PAPERS
141.292
141.294
142.201
143.222
122.222
123.220
142.299
143.292
Programme Competencies (PCs)
PC Apply mathematical and engineering
sciences
xx
xxx
xx
xxx
xx
xx
x
PC Formulate and solve models that predict
the behaviour of part or all of complex
engineering problems
xx
xx
x
xxx
x
xxx
x
PC Synthesise and demonstrate the efficacy
of solutions to part or all of complex
engineering problems
xx
xx
xxx
x
PC Recognise when further information is
needed and be able to find it
xx
xx
x
xx
x
x
xx
PC Understand the accepted methods of
dealing with uncertainty
xx
x
xx
x
x
xx
xx
PC Function Effectively in a team
xx
xx
x
x
x
xx
xx
PC Communicate effectively, comprehending
and writing effective reports and design
documentation
xxx
xx
xx
x
x
xxx
xx
xx
PC Understand the role of engineers and
their responsibility to society
x
x
x
x
xx
x
x
PC Understand and apply project and
business management, recognising and using
the appropriate project and business
management principles and tools for complex
engineering problems
x
x
x
x
PC Demonstrate competence in the practical
art of engineering in their area of
specialisation
x
x
xx
x
x
xx
x
12
Major Competencies (MCs)
MC have sufficient knowledge in the area to
define their information needs and apply their
research skills to finding missing data that are
needed in the design or modification of a food
processing plant
MC be able to competently create and use unit
operations, processes and systems capable of
producing high quality, safe food products
MC have a broader (managerial) understanding
of systems dynamics, and economic and human
considerations relating to managing a food
processing factory
MC have developed initial understandings and
budding skills in project, production, quality and
departmental management
MC have advanced understanding of heat, mass
and momentum transfer in food processes and
of the kinetics of the chemical, biochemical,
microbiological and physical changes required to
produce successful food products
MC have the ability to examine and critique the
fuller breadth of issues encompassing social,
access and ethical concerns associated with food
engineering
MC be familiar with such issues as the safety of
the engineering system, ensuring that people are
protected from food-borne hazards, and the
consideration of what ethically may be added to
products ingested by a community with wideranging dietary needs
x
x
xx
x
x
xx
x
x
x
xx
xx
x
x
x
xx
x
x
x
x
x
Table3: Development of Graduate Competencies – Year 3
MANDATORY PAPERS
140.391
141.393
141.395
143.340
140.392
141.362
140.393
142.304
Programme Competencies (PCs)
PC Apply mathematical and engineering
sciences
xxx
xx
xx
PC Formulate and solve models that predict
the behaviour of part or all of complex
engineering problems
xxx
xx
xx
PC Synthesise and demonstrate the efficacy
of solutions to part or all of complex
engineering problems
xxx
xx
xx
PC Recognise when further information is
needed and be able to find it
xx
xx
xx
PC Understand the accepted methods of
dealing with uncertainty
xx
PC Function Effectively in a team
x
xxx
PC Communicate effectively, comprehending
and writing effective reports and design
documentation
xx
xxx
PC Understand the role of engineers and
their responsibility to society
xx
xxx
xx
xxx
x
x
xx
xx
x
xxx
xx
xx
xx
xxx
xxx
xx
xxx
xx
x
x
x
x
xx
x
xx
xxx
xxx
xx
xx
xx
xxx
xxx
xx
xx
x
xx
x
x
x
13
PC Understand and apply project and business
management, recognising and using the
appropriate project and business management
principles and tools for complex engineering
problems
PC Demonstrate competence in the practical art
of engineering in their area of specialisation
Major Competencies (MCs)
MC have sufficient knowledge in the area to
define their information needs and apply their
research skills to finding missing data that are
needed in the design or modification of a food
processing plant
MC be able to competently create and use unit
operations, processes and systems capable of
producing high quality, safe food products
MC have a broader (managerial) understanding of
systems dynamics, and economic and human
considerations relating to managing a food
processing factory
MC have developed initial understandings and
budding skills in project, production, quality and
departmental management
MC have advanced understanding of heat, mass
and momentum transfer in food processes and of
the kinetics of the chemical, biochemical,
microbiological and physical changes required to
produce successful food products
MC have the ability to examine and critique the
fuller breadth of issues encompassing social,
access and ethical concerns associated with food
engineering
MC be familiar with such issues as the safety of
the engineering system, ensuring that people are
protected from food-borne hazards, and the
consideration of what ethically may be added to
products ingested by a community with wideranging dietary needs
xxx
xx
x
xxx
x
xxx
x
x
x
xxx
x
x
x
x
xx
x
xxx
xxx
xx
x
x
xx
xx
xxx
xxx
xx
x
x
x
xx
xxx
x
x
x
xx
xxx
xx
x
x
xx
x
14
Table 4: Development of Graduate Competencies – Year 4
MANDATORY PAPERS
141.491
141.471
143.479
141.444
141.449
142.402
142.403
xx
xxx
xxx
xx
xxx
xxx
xxx
xxx
xxx
xxx
xxx
xxx
Programme Competencies (PCs)
PC Apply mathematical and engineering sciences
xx
x
x
PC Formulate and solve models that predict the behaviour of
part or all of complex engineering problems
xx
x
xx
PC Synthesise and demonstrate the efficacy of solutions to
part or all of complex engineering problems
xx
xx
xx
PC Recognise when further information is needed and be
able to find it
xxx
xx
x
PC Understand the accepted methods of dealing with
uncertainty
xx
x
xx
x
xx
x
xx
PC Function Effectively in a team
xxx
xxx
xxx
x
xx
x
x
PC Communicate effectively, comprehending and writing
effective reports and design documentation
xxx
xxx
xxx
xx
xxx
PC Understand the role of engineers and their responsibility
to society
xx
xxx
xx
x
xxx
PC Understand and apply project and business management,
recognising and using the appropriate project and business
management principles and tools for complex engineering
problems
xx
xx
xxx
PC Demonstrate competence in the practical art of
engineering in their area of specialisation
xx
xx
MC have sufficient knowledge in the area to define their
information needs and apply their research skills to finding
missing data that are needed in the design or modification of
a food processing plant
xxx
xxx
MC be able to competently create and use unit operations,
processes and systems capable of producing high quality,
safe food products
xx
MC have a broader (managerial) understanding of systems
dynamics, and economic and human considerations relating
to managing a food processing factory
x
xx
x
x
xxx
x
x
xxx
xx
x
xxx
xxx
x
xx
x
xx
xxx
xxx
xxx
xx
xxx
x
xxx
x
MC have developed initial understandings and budding skills
in project, production, quality and departmental
management
x
xx
xx
x
xxx
x
MC have advanced understanding of heat, mass and
momentum transfer in food processes and of the kinetics of
the chemical, biochemical, microbiological and physical
changes required to produce successful food products
xxx
xx
x
xx
xxx
x
MC have the ability to examine and critique the fuller
breadth of issues encompassing social, access and ethical
concerns associated with food engineering
xx
xx
xx
xx
xx
x
MC be familiar with such issues as the safety of the
engineering system, ensuring that people are protected from
food-borne hazards, and the consideration of what ethically
may be added to products ingested by a community with
wide-ranging dietary needs
xx
xx
X
x
xx
xx
xxx
Major Competencies (MCs)
xx
xxx
x
15
16