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SOUTH AFRICAN QUALIFICATIONS AUTHORITY 
REGISTERED QUALIFICATION: 

Master of Philosophy in Higher Education Studies 
SAQA QUAL ID QUALIFICATION TITLE
112993  Master of Philosophy in Higher Education Studies 
ORIGINATOR
Stellenbosch University 
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  Schooling 
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  2019-11-22  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 Master of Philosophy in Higher Education equips lecturers, professional staff and education leaders with research skills. They will be able to undertake research in the field of higher education and to do further study at the Doctoral level.

The secondary aim of the qualification is to equip lecturers, professional staff and education leaders with the expert knowledge, skills and attitudes to function optimally in higher education environments.

Rationale:
This qualification caters primarily for academics and professional staff of South African institutions. The field of higher education is changing rapidly nationally and internationally. Internationally the forces of globalisation and neoliberalism have led to, amongst other things, a decline in public funding for universities which in turn compelled institutions to introduce or increase learner fees. The casualisation of academic staff is another consequence of declining public funding for higher education. Locally the transformation of higher education, free higher education and decolonisation have dominated the public debate over the past three years.

Many staff members experience difficulties in making sense of these rapid changes to their workplace and the effect that these will have on their work and their careers. The qualification will address these needs by creating a learning environment in which robust debate, reflection and guided study. Also, this will enable learners to engage in critical inquiry and research on higher education.

The qualification will address specific gaps in teaching development, research development, social engagement and academic leadership. Also, this qualification is an important building block in the pathway to the doctorate by providing learners with thorough research training and the opportunity to do a substantial research project.

Training interventions in other African countries (through the SU African Doctoral Academy) have revealed the need for Postgraduate qualifications in Higher Education Studies. The blended learning format will make it possible for learners from other African countries to also enrol for the qualification.

The qualification will enable learners to function as researchers in a professional context. The qualification is for lecturers and professional practitioners in higher education environments to extend and deepen their knowledge and skills regarding research into the field of higher education. 

LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING 
Recognition of Prior Learning (RPL):
The Faculty of Education states principles guiding RPL/CAT decision-making according to the institution's policy, 'Regulation for the Recognition of Prior Learning (RPL) and Credit Accumulation and Transfer (CAT)', sections 4.1-4.13.

RPL for access:
Based on such evaluation of formal (where CAT is found not to be applicable), informal and non-formal learning, the institution grants learners admission to an academic programme for which they otherwise do not meet the admission requirements.

A learner who does not have the required Hons degree but has been working at a higher education institution for more than five years and can demonstrate expertise in higher education can gain access. The learner needs to provide evidence such as course materials, publications and referees' letters.

RPL for exemption:
A learner can demonstrate the exit outcomes for a particular module or modules through appropriate evidence such as teaching and learning materials, conference papers, publications and research experience; for example, a learner who has a record of publication in accredited peer-reviewed journals may receive an exemption from relevant module/s.

The institution may transfer credits previously completed by the learner through Credit Accumulation and Transfer based on evaluations of formal learning.

Entry Requirements:
The minimum entry requirement for this qualification is:
  • A Cognate Bachelor Honours in Education, NQF Level 8. 
    		•

    RECOGNISE PREVIOUS LEARNING? 
    Y 

    QUALIFICATION RULES 
    This qualification consists of the following compulsory modules at NQF Level 9 totalling 180 Credits.

    Compulsory Modules, 180 Credits:
  • Perspectives on Higher Education, 20 Credits.
  • Learning in Higher Education, 20 Credits.
  • Research in Higher Education, 20 Credits.
  • Research Thesis, 120 Credits. 
    		•

    EXIT LEVEL OUTCOMES 
    1. Conceptualise, interpret and critically apply in his/her professional context with regards to components of learning in higher education.
    2. Critically analyse and interpret prominent changes and challenges for higher education.
    3. Identify research quality issues and argue the merit of a research project based on quality indicators and apply the practices and conventions of academic and scholarly writing.
    4. Demonstrate knowledge and expertise in the chosen field and competency in conceptualising a feasible research project.
    Present the research results, findings and conclusions in a coherent argument that adheres to discipline-specific conventions. 

    ASSOCIATED ASSESSMENT CRITERIA 
    Associated Assessment Criteria for Exit Level Outcome 1:
  • Conceptualise, interpret and critically apply in his/her professional context, the following components of learning in higher education:
  • Learning theory.
  • Curriculum/programme planning and development.
  • Pedagogy/andagogy/heutagogy.
  • Assessment.
  • Leading for learning.
  • Creativity.
  • Technology for learning.
  • Reflective practice/Scholarship of Teaching and Learning.

    Associated Assessment Criteria for Exit Level Outcome 2:
  • Interpret and analyse prominent changes and challenges to include:
  • Massification economy/neoliberalism.
  • The digital revolution.
  • The financial crunch.
  • Decolonisation.
  • Conceptualise and appreciate Higher Education as a field of study.
  • Distinguish higher education as a distinctive level and form of education, with unique values, structures, forms of organisation, core functions and actors.
  • Contextualise higher education internationally, continentally, (African) and nationally.

    Associated Assessment Criteria for Exit Level Outcome 3:
  • Discuss the following concepts:
  • Epistemological, ontological, methodological and axiological considerations in terms of research traditions.
  • Critically engage with the role of philosophical worldviews and paradigms in research design.
  • Apply the notion of research traditions in conceptualising, planning, executing and positioning research in research projects.
  • Develop insight into different forms of data, collection and analysis.
  • Distinguish between ethical and unethical practices and behaviour in research.
  • Make preliminary decisions as to a research approach for a possible research project.

    Associated Assessment Criteria for Exit Level Outcome 4:
  • Show an awareness of current debates in the discipline.
  • Find and review current, appropriate and relevant literature.
  • Identify and formulate a research problem.
  • Conceptualise a feasible research project.
  • Define and formulate a research question and sub-questions.
  • Identify the appropriate research methodology and design.
  • Formulate a coherent research proposal and successfully defend it.
  • Collect, select and structure available literature that is sufficient for and context-sensitive to the research problem.
  • Collect data appropriate to the research problem in a rigorous and ethically defensible manner.
  • Analyse and interpret the data appropriately.
  • Present results, findings and conclusions in a coherent argument that adheres to discipline-specific conventions.
  • Include consistent and complete referencing and a reference list.
  • Adhere to all the technical requirements prescribed for Master's theses.

    Integrated Assessment:
    There are formative assessments for the compulsory modules:
  • Formative assessment of class discussions and group activities.
  • Formative assessment of online reflective activities to provide evidence of comprehension as well as thoughtful consideration of, and critical engagement with prescribed readings.
  • One assignment to assess the learner's ability to analyse and interpret any one of the components of learning in higher education:
  • To relate it to scholarly literature, to apply it to his/her professional context and to synthesise and present his/her understanding in a convincing academic argument. This assignment will be an essay assignment that may form the foundation of the theoretical point of departure for his/her research thesis.
  • Under supervision, learners will produce a defendable Master's level research proposal that will be presented to and assessed by the qualification committee.

    Research Thesis:
  • The supervisor assesses the outcomes continuously.
    Two examiners will assess the final research thesis (of which at least one will be external) to determine the attainment of the outcomes. 
    		•

    INTERNATIONAL COMPARABILITY 
    Several international institutions offer similar qualifications in the UK, the USA and Australia. Interestingly, there are differences in focus, depending on the national context.

    Master of Science in Education with specialisation in Higher Education, Oxford University:
    Oxford University offers a Master of Science in Education with specialisation in Higher Education. The qualification provides a broad introduction to the theory and practice of higher education globally. Other universities in the UK that offer a Master's in Higher Education include the University of Surrey. The design of the University of Surrey's qualification is for practising university teachers as part of their professional development. The University of Glasgow offers an online programme in Learning and Teaching in Higher Education. The University of Kent offers a Master's in Higher Education with the purpose to develop an understanding of the UK higher education context. The University of Sheffield offers an MEd in Teaching and Learning in Higher Education.

    Examples in the United States:
    In the United States, most Master's qualifications in Higher Education Studies focus on administration and leadership. Examples include the qualifications of Penn State University, the University of Nebraska-Lincoln, the University of Louisville, West Virginia University, the University of Wisconsin and Indiana State University.

    Examples in Australia:
    In Australia, the University of New South Wales offers a Master of Education (Higher Education) for education professionals. The University of Technology Sydney offers an innovative Master of Education in Learning and Leadership, catering to professionals from a range of contexts, including higher education. 

    ARTICULATION OPTIONS 
    This qualification allows possibilities for both vertical and horizontal articulation.

    Horizontal Articulation:
  • Master of Philosophy in Education, NQF, Level 9.

    Vertical Articulation:
  • Doctor of Philosophy in Higher Education, NQF 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. Stellenbosch University 


    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.