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SOUTH AFRICAN QUALIFICATIONS AUTHORITY 
REGISTERED QUALIFICATION: 

Master of Higher Education Studies 
SAQA QUAL ID QUALIFICATION TITLE
101565  Master of Higher Education Studies 
ORIGINATOR
University of the Free State 
PRIMARY OR DELEGATED QUALITY ASSURANCE FUNCTIONARY NQF SUB-FRAMEWORK
CHE - Council on Higher Education  HEQSF - Higher Education Qualifications Sub-framework 
QUALIFICATION TYPE FIELD SUBFIELD
Master's Degree  Field 05 - Education, Training and Development  Higher Education and Training 
ABET BAND MINIMUM CREDITS PRE-2009 NQF LEVEL NQF LEVEL QUAL CLASS
Undefined  180  Not Applicable  NQF Level 09  Regular-Provider-ELOAC 
REGISTRATION STATUS SAQA DECISION NUMBER REGISTRATION START DATE REGISTRATION END DATE
Reregistered  EXCO 0821/24  2021-07-01  2027-06-30 
LAST DATE FOR ENROLMENT LAST DATE FOR ACHIEVEMENT
2028-06-30   2031-06-30  

In all of the tables in this document, both the pre-2009 NQF Level and the NQF Level is shown. In the text (purpose statements, qualification rules, etc), any references to NQF Levels are to the pre-2009 levels unless specifically stated otherwise.  

This qualification does not replace any other qualification and is not replaced by any other qualification. 

PURPOSE AND RATIONALE OF THE QUALIFICATION 
Purpose:
The purpose of the Master of Higher Education Studies by dissertation is to educate and train learners as competent researchers in the higher education and training sphere and to produce theoretically sound scholarly pieces in the form of either a conventional research dissertation or a research dissertation containing two interrelated published articles/publishable manuscripts.

Rationale:
Higher Education Studies (HES) is a broad, transdisciplinary field of study drawing from a variety of other fields and disciplines within the higher education and training sector. Worldwide, including South Africa, the field of Higher Education Studies and Research is evolving, developing and growing rapidly, not only for using and interpreting data for the "effective management and governance" of universities and other higher education and training institutions, but also for the purpose of knowledge production which is closely tied with policy making and practice. Eight key themes in this regard have been identified. However, in terms of mapping the field of Higher Education Studies more interdisciplinary, recognition is required due to the fact that higher education and training practitioners and researchers are practicing in multiple communities with diverse backgrounds and perspectives. There is emphasis on the emerging nature of the field from an active, confusing field towards a more mature, perplexed field - demanding to be strengthened by interdisciplinary attributes. Furthermore, the complexity of this field is emphasised by Altbach (2014:1319) who states that "higher education is a field without clear intellectual, methodological or disciplinary centre".

The broad knowledge area of Higher Education Studies (HES) is therefore characterised by a set of multiple, but related, interdisciplinary fields of study where mutual understanding is based in different institutional locations with different underlying purposes. Although the scope of Higher Education Studies may be broad, the Master's qualification will be limited to a niche area and capacity.

Higher education and training is a complex space and it is the belief that not sufficient higher education opportunities exist to capacitate academic and support staff in the higher education and training sector. Hence, the understanding of the various ways of being expressed in this context is key for continual deepening of research and practice in this space. In this regard, four key areas that cover the expertise and niche areas of the academics from the mentioned divisions are focused on:
  • Research, from a critical perspective and, also, descriptive in nature, is needed to make sense of the wave of change demands alive in the sector. The call for the professionalisation of the work of Student Affairs and Housing/Residence Affairs practitioners in higher education and training, gives another rationale for studies about and within these particular practice domains. As core work of higher education and training, programme development, teaching, learning, assessment and community engagement, the need for continuous reflection and development for improved through-put and other success indicators. In a dynamic sector such as higher education and training, policies are drafted and implemented, so, research into this policy process is always needed.

    The Master of Higher Education Studies by dissertation is particularly aimed at academically preparing different layers of higher education and training of staff through supervised research related to their ever changing roles and responsibilities within the higher education and training environment. Learners who will enrol for this qualification are academics, administrative and support staff at traditional and comprehensive universities, universities of technology, colleges, public and private sector training units and similar divisions who meet the minimum requirements for the qualification. 
    		•

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

    Where applicants do not meet the minimum admission requirements, access to the Master of Education (MEd) will be considered according to the national RPL and institutional RPL policy, including the MRTEQ.

    Applications for assessment of prior learning are governed by the regulations of the institution and supported by the RPL Centre, in collaboration with heads of departments and qualification directors.

    Entry Requirements:
  • A Bachelor of Education Honours Degree at Level 8.
    Or
  • A relevant Honours Degree, Level 8.
    Or
  • A Postgraduate Diploma, Level 8, may also be recognised as meeting the minimum entry requirement for a cognate Master of Education Degree qualification, as long as it meets the Higher Education Qualifications Sub-Framework (HEQSF) research requirement of at least 30 research credits. 
    		•

    RECOGNISE PREVIOUS LEARNING? 
    Y 

    QUALIFICATION RULES 
    The Master of Higher Education Studies is presented as a research-based qualification.
  • Learners have to complete either the conventional research dissertation or a research dissertation containing two interrelated published articles or two interrelated publishable manuscripts successfully to be awarded the Degree at Level 9 totalling 180. 
    		•

    EXIT LEVEL OUTCOMES 
    Exit Level Outcomes:
  • Produce and defend a conventional research dissertation or a research dissertation containing two interrelated published articles/publishable manuscripts, based on the selection and application of appropriate research methodologies, scholarly engagement with theories of knowledge, in an intellectually independent and ethical manner in the field of Higher Education Studies. 
    		•

    ASSOCIATED ASSESSMENT CRITERIA 
    The Associated Assessment Criteria will be applied in an integrated manner across the Exit Level Outcome.
  • Choose a title/subject, scope and objectives of the dissertation are clearly defined, contextualised and scientifically founded.
  • Provide proof of sufficient knowledge, interpretation and application of the relevant literature in the dissertation.
  • Demonstrate sufficient understanding and application of appropriate research methodology, techniques and analysis.
  • Present the argument in the dissertation in a systematically, logically, in a well-structured and coherent manner.
  • Justify the subject of the study to form a logical progression from the research questions and/or objectives to the final chapter with coherent chapters.
  • Present the research findings and interpret them in a satisfactorily and with evidence-based personal insight into the field.
  • Make contributions to the research findings and knowledge base of the field of Higher Education Studies/an interdisciplinary field related to higher education and training.
  • Validate conclusions and present and evaluate in the context of authoritative published literature.
  • Convey the significance of the research findings and conclusions clearly and confirm to the existing opinions in the field and/or disproved where necessary.
  • Demonstrate sufficient attention to literary style and layout with a dissertation that is free of linguistic and typographical errors.
  • Display tables, illustrations and/or graphic representations satisfactorily and in accordance with formal conventions of scholarship.
  • Provide references in a proper manner and format and ensure the layout of the list of references are correct and include the most important and recent sources.
  • Assess the final summary to be relevant and convey the aim and findings of the study clearly.
  • Defend the work or parts thereof for suitable for publication.

    Integrated Assessment:
    To successfully complete the Master of Higher Education Studies Degree, students are required to complete either a conventional research dissertation or a research dissertation containing a minimum of two interrelated, published articles/publishable manuscripts contributing 180 Credits at Level 9 to obtain the qualification.

    Formative assessment: All written work submitted by the student as part of preparing, writing and finalising his/her research dissertation (in whatever format, e.g. the research proposal, documents prepared for title registration and ethical clearance, chapters or major sections of chapters, etc.), are continuously and formatively assessed by the relevant supervisor and co-supervisor(s) by providing constructive feedback that may include recommendations for amendment.

    The student's research dissertation is eventually summatively assessed by at least one internal and at least two external assessors as per the institution's General Rules. Assessment is based on the evaluation of the student's ability to successfully conduct research and show attainment of advanced knowledge as expected of/from students at Level 9. 
    		•

    INTERNATIONAL COMPARABILITY 
    There are variations of Master's Degrees in Higher Education (Studies) or different fields in the broader higher education and training context. Most of these are structured programmes that include a number of coursework modules to be completed before the degree study may be completed by means of a research dissertation which carries the majority of credits for the qualification. Below are examples of two of these qualifications. The purpose, learning outcomes and assessment criteria for the research dissertations in these international Master's Degrees in Higher Education programmes are similar/comparable to those of this Master of Higher Education Studies and indicative to competencies at the Level 9.
  • University of Oslo (UiO), Higher Education (Master's Degree; two years).
  • University of Oxford, MSc Education (Higher Education). 
    		•

    ARTICULATION OPTIONS 
    University of the Free State offer specific horizontal articulation qualification options.

    Horizontal Articulation:
  • Master of Education in different specialisation areas Level 9.

    The qualification offers systemic articulation with the following qualifications offered by other institutions provided the learner meets the minimum entry requirements:

    Horizontal Articulation:
  • Master of Education in different specialisation areas Level 9.

    Vertical Articulation:
  • Doctoral Degree Level 10.
  • A cognate Doctoral Degree Level 10. 
    		•

    MODERATION OPTIONS 
    N/A 

    CRITERIA FOR THE REGISTRATION OF ASSESSORS 
    N/A 

    NOTES 
    N/A 

    LEARNING PROGRAMMES RECORDED AGAINST THIS QUALIFICATION: 
     
    NONE 


    PROVIDERS CURRENTLY ACCREDITED TO OFFER THIS QUALIFICATION: 
    This information shows the current accreditations (i.e. those not past their accreditation end dates), and is the most complete record available to SAQA as of today. Some Primary or Delegated Quality Assurance Functionaries have a lag in their recording systems for provider accreditation, in turn leading to a lag in notifying SAQA of all the providers that they have accredited to offer qualifications and unit standards, as well as any extensions to accreditation end dates. The relevant Primary or Delegated Quality Assurance Functionary should be notified if a record appears to be missing from here.
     
    1. University of the Free State 


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