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SOUTH AFRICAN QUALIFICATIONS AUTHORITY 
REGISTERED QUALIFICATION: 

Master of Design 
SAQA QUAL ID QUALIFICATION TITLE
119202  Master of Design 
ORIGINATOR
Cape Peninsula University of Technology 
PRIMARY OR DELEGATED QUALITY ASSURANCE FUNCTIONARY NQF SUB-FRAMEWORK
-   HEQSF - Higher Education Qualifications Sub-framework 
QUALIFICATION TYPE FIELD SUBFIELD
Master's Degree  Field 02 - Culture and Arts  Visual Arts 
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 0333/25  2025-07-10  2028-07-10 
LAST DATE FOR ENROLMENT LAST DATE FOR ACHIEVEMENT
2029-07-10   2032-07-10  

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 Design is for the qualifying learner to have the competence to make a significant contribution to the understanding, application, and evaluation of existing knowledge in a specialised field of design and will be able to demonstrate a high level of overall knowledge in that specialised area, ranging from fundamental concepts to advanced theoretical or applied knowledge. The emphasis will be on applied design thinking at an advanced level in solving practical challenges facing society.

The graduate attaining this qualification is expected to provide leadership in the profession whether in practice and/or academia. The qualifying learner will be able to source and critically analyse relevant academic literature toward a theoretical framework that supports the chosen project. Learners will acquire the skills to comprehensively analyse a design-related problem situation that is within or closely related to the scope of his/her professional design discipline. This can be applied to familiar and unfamiliar contexts.

Qualified learners will be required to demonstrate a synthesis of complex applied theories and design practice with a high level of autonomy through the execution and evaluation of creative endeavours within a critical social context. They will be able to apply this to their respective industries and a social context in general.
The qualification will contribute to the following graduate attributes:
  • Produce substantive and valid project proposals including appropriate design research methodology with appropriate ethical considerations.
  • Source and critically analyse relevant academic literature towards a theoretical framework that supports the chosen project.
  • Demonstrate synthesis of complex applied theories and design practice with a high level of autonomy through the execution and evaluation of creative endeavours within a critical social context.
  • Identify and address ethical issues based on critical reflection on the suitability of different cultural value systems to specific contexts.
  • Present and communicate academic ideas and texts effectively to a scholarly audience, offering creative insights, rigorous interpretation and solutions to problems and issues appropriate to the context
  • Apply appropriate and creative methods, techniques, processes, or technologies to explore complex practical and theoretical design challenges in unfamiliar contexts.
  • Analyse the role of design and reflect on the implications of her/his own activities as a designer and consumer in relation to the social and environmental imperatives of contemporary design practice.

    Upon completion of this qualification, qualifying learners will be able to:
  • Recognise that society, technology, and science are intertwined, so that technology and science have the capacity to effect changes in society.
  • Recognise that science and technology should be used for the overall benefit of society even though its effects may also sometimes be harmful.
  • Recognise that scientific knowledge and its related technologies will need to be transformed/adapted to complex and changing circumstances.
  • Take a critical and reflective stance on how technology is used and for what ends, including issues of environmental awareness and sustainability, and act accordingly.
  • Recognise the complexity of problem-solving in society (including technological problem-solving) and will be able to engage confidently with such complexity.
  • Recognise that there are no simple solutions to problems in society and that they will need to act with resilience to succeed in entrepreneurial, innovation and investigative/research activities.
  • Relational capability to act with understanding of others different from themselves, at both the interpersonal and inter-professional level.
  • Engage with others for the best possible solutions to work and societal problems.
  • Have the ethical capability to be orientated towards the well-being and improvement of society in addition to technological and practical knowledge.

    Rationale:
    The Department of Economic Development and Tourism (DEDAT) has identified design as an important catalyst for economic growth. The design industry in South Africa is showing encouraging signs of growth. It is estimated that close to 80 000 people work in design-related businesses and contribute R14 billion a year to South Africa's GDP.

    This qualification meets the requirements of the labour market locally and globally. The qualification is suitable for continuing professional development and provides a deep, systematic understanding of design theory and practice for advanced education and training in design and related innovation fields.
    The situational analysis was completed to identify the needs and relevance of the proposed qualification to the industry and stakeholders. To discuss the current national and international trends, and factors that impact the industry, key stakeholders and current learners were consulted in interactive workshops. The members of the Advisory Boards of the Design Programmes in the Department (Visual Communication, Fashion, Surface, Jewellery, Product, and Industrial Design) and various industry contacts were consulted.

    There was overwhelming support for the qualification as it addressed the following needs identified by stakeholders:
  • The need to empower individuals to view industry, technology, and innovation in a more holistic way.
  • The need to develop individuals' ability to think creatively, analytically and in a disruptive manner (Mike Gingerich defines disruptive thinking as: "getting 'out-of-the-box', breaking routine thinking. It's about gaining a new, fresh perspective and seeing things from another angle or in another light. In business, it's moving from simply working 'in' your business to working 'on' your business.")
  • The need to support individuals in trans- and multidisciplinary work environments.
  • The need to prepare individuals to manage and flourish within a design domain.
  • The need to facilitate confidence in individuals when engaging with the unknown, by providing tools and methods to explore the complexity of the unknown. 
    		•

    LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING 
    Recognition of Prior Learning (RPL):
    The institution has an approved Recognition of Prior Learning (RPL) policy which is applicable with regard to equivalent qualifications for admission into the qualification. RPL will be applied to accommodate applicants who qualify. RPL thus provides alternative access and admission to qualifications, as well as advancement within qualifications. RPL may be applied for access, credits from modules and credits for or towards the qualification.

    RPL for access:
  • Learners who do not meet the minimum entrance requirements or the required qualification that is at the same NQF level as the qualification required for admission may be considered for admission through RPL.
  • To be considered for admission in the qualification based on RPL, applicants should provide evidence in the form of a portfolio that demonstrates that they have acquired the relevant knowledge, skills, and competencies through formal, non-formal and/or informal learning to cope with the qualification expectations should they be allowed entrance into the qualification.

    RPL for exemption of modules
  • Learners may apply for RPL to be exempted from modules that form part of the qualification. For a learner to be exempted from a module, the learner needs to provide sufficient evidence in the form of a portfolio that demonstrates that competency was achieved for the learning outcomes that are equivalent to the learning outcomes of the module.

    RPL for credit:
  • Learners may also apply for RPL for credit for or towards the qualification, in which they must provide evidence in the form of a portfolio that demonstrates prior learning through formal, non-formal and/or informal learning to obtain credits towards the qualification.
  • Credit shall be appropriate to the context in which it is awarded and accepted.

    Entry Requirements:
    The minimum entry requirement for this qualification is:
  • A relevant Honours Degree in the related field at NQF Level 8.
    Or
  • A relevant Postgraduate Diploma in the related field at NQF Level 08.
    Or
    A relevant qualification in the related field at NQF Level 08. 
    		•

    RECOGNISE PREVIOUS LEARNING? 
    Y 

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

    Compulsory Modules, Level 9,180 Credits:
  • Design Project, 60 Credits.
  • Design Research Methods, 24 Credits.
  • Design Management, 24 Credits.
  • Service Innovation Design, 24 Credits.
  • Design and culture, 24 Credits.
  • Design for Sustainability, 24 Credits. 
    		•

    EXIT LEVEL OUTCOMES 
    1. Design a scholarly research proposal with appropriate ethical considerations.
    2. Analyse relevant academic literature towards a theoretical framework that supports the chosen project.
    3. Demonstrate synthesis of complex applied theories and design practice with a high level of autonomy through the execution and evaluation of creative endeavours within a critical social context.
    4. Address ethical issues based on critical reflection on the suitability of different cultural value systems to specific contexts.
    5. Communicate academic ideas and texts effectively to a scholarly audience, offering creative insights, rigorous interpretation, and solutions to problems and issues appropriate to the context.
    6. Apply appropriate and creative methods, techniques, processes, or technologies to explore complex practical and theoretical design challenges in unfamiliar contexts.
    7. Analyse the role of design and reflect on the implications of her/his own activities as a designer and consumer in relation to the social and environmental imperatives of contemporary design practice. 

    ASSOCIATED ASSESSMENT CRITERIA 
    Associated Assessment Criteria for Exit Level Outcome 1:
  • Address the project questions that need valid answers through an appropriate methodology project.
  • Provide ethical clearance and approval as given by the institutional structure.

    Associated Assessment Criteria for Exit Level Outcome 2:
  • Illustrate an appropriate choice of theories that fit the nature and purpose of the project through the literature review.
  • Demonstrate substantial literature coverage of the relevant topic using a variety of appropriate, relevant, related, and current sources found inside the final research proposal.
  • Guide the project in a relevant direction through statements of current authors in the field that support the validity of the project.

    Associated Assessment Criteria for Exit Level Outcome 3:
  • Propose solutions to address the project's questions/problems in ways that are justified.
  • Recognise the possible shortcomings of proposed design interventions as opportunities for further study.
  • Understand the evidence in the project report that indicates the stakeholder's feedback and supports the implementation of the design interventions.

    Associated Assessment Criteria for Exit Level Outcome 4:
  • Dissect the research proposal to unpack the variety of ethical issues at stake and describe practical and appropriate means to overcome them.

    Associated Assessment Criteria for Exit Level Outcome 5:
  • Compile a final research proposal that is original, legible, succinct, and relevant.
  • Design a dissertation that complies with institutional policies and formal protocols and requirements.
  • Draft the dissertation so that it covers all aspects of the projects as a real-life situation taking all stakeholders and their roles into account.
  • Provide a methodology that is used in the project to prove it produces the desired and credible results.

    Associated Assessment Criteria for Exit Level Outcome 6:
  • Implement principles of creativity to develop original and useful service ideas.
  • Demonstrate an understanding of the relationship between business, technology, and human values.
  • Relate the emerging service concept against stakeholder and/or end-user insights.
  • Choose and critically evaluate the suitability of a research topic in relation to the context of the programme and nature of qualification in preparing a project and research proposal.
  • Conceptualise and implement innovation in a design business project through the identification of business opportunities and design concepts.

    Associated Assessment Criteria for Exit Level Outcome 7:
  • Recognise the role of design as a human activity to understand it as a contributing factor to the quality of the human condition.
  • Identify after reflection the opportunities to adapt one's own design process towards more sustainable outcomes.
  • Demonstrate an understanding of the relationship between business, technology, and human values.

    INTEGRATED ASSESSMENT
    The assessment of subjects is in accordance with the assessment policy of the institution. The learning guides for the subjects contain the subject's intended outcomes and assessment criteria which must be satisfied to pass. Learner guides will include:
  • Description of the number and types of assignments/projects/case studies.
  • Timelines and dates of assessments.
  • Explanations on Formative and summative assessments.
  • Both formative and summative assessments are integral components within this qualification and have an application to continuous assessment, ensuring overall applied competence. 
    		•

    INTERNATIONAL COMPARABILITY 
    Country: United Kingdom
    Institution: Royal College of Art, London
    Qualification title: Master of Research (MRes)
    Number of credits: 180 full-time study

    Qualification content
    MRes RCA learners will share College-wide units on Research Methods, and Research Cultures, which will serve as the foundation for the qualification, equipping learners with the necessary intellectual framework and practical tools to progress through the award.
    Learners will take a pathway-specific Research in Practice unit that will focus on the process of research from a disciplinary perspective. It will use a case study approach that connects learners with practising researchers and research teams and encourages them to reflect on how research projects are developed, managed, evaluated and communicated.
    Modes of Teaching & Learning:
    MRes RCA qualification is delivered through a combination of structured learning, comprising of lectures and masterclasses by practitioners and senior academics; workshop classes based around a set task (a 'brief');

    Assessment:
    Learners are encouraged to: demonstrate an advanced understanding of the tools, methods, theories, and techniques of research in Art and Design; experiment in the development, evaluation, and presentation of complex research projects.
    The ethos of the qualification will be collaborative, so learners should be prepared to engage fully within their peer group, and with established and emerging research communities throughout the College.

    Qualification outcomes & graduating attributes
    The MRes RCA concludes with a Personal Research Project, in which learners apply the knowledge, skills and practices developed throughout the qualification. The submission could take the form of an extended thesis or an original work of art, design, or communication, along with a shorter thesis that defines the purpose, context, and impact of the work.
    Learners will complete a supporting statement that reflects on the process of developing, managing, and communicating the outcomes of the research project, and provides an action plan that specifies ongoing professional development.

    Similarities:
  • Both qualifications included research projects and have 180 Credits.
  • Same mode of teaching in the second year.

    Differences:
  • The duration for this qualification is two years.
  • Although the South African qualification makes note of group discussions no other mention of peer engagement is made.

    Country: Australia
    Institution: University of South Australia
    Qualification title: Master in Design (Industrial)
    Duration: 2 years Full time

    Rationale for comparison to the proposed qualification
    The University of South Australia offers a practice-based pathway built on the wide range of our design research exploring the space between society and technology supported by expertise spanning Innovation Design Engineering, Global Innovation Design, Design Products, Healthcare Design, Service Design, Vehicle Design, and Intelligent Mobility.

    Structure:
    This qualification will equip you with an advanced understanding of the innovative, changing world of design. You will study emerging trends and technologies, contemporary design issues, construction challenges and management.

    Modes of Teaching & Learning
    For each course you study, you will need to allocate time for various classes such as lectures, tutorials, workshops, seminars, and practicals. Learners need additional hours to study on their own time to complete assignments, readings and projects and contribute to online discussion forums. So as a general rule, if you are studying full-time you would need to allocate 12 - 26 hours of study when at university and 14 - 28 hours of independent study per week.

    Assessment
    The studies will incorporate practical, professionally focused, and research-based learning, so assessment types will vary.
  • Proposal 2700 words
  • Projects 6300 words
  • Literature and Artefacts reviews
  • Research proposals
  • Essays and assignments
  • Physical artefacts
  • Video presentations explaining design concepts
  • Visual explanations of design proposals
  • 3D computer models
  • Oral presentations
  • Exhibitions

    The ethos of the qualification will be collaborative, so learners should be prepared to engage fully within their peer group, and with established and emerging research communities.
    Qualification outcomes & graduating attributes
    Learners qualify to enter the industry as:
  • Industrial designer
  • Furniture designer
  • Product designer

    Similarities:
  • Both qualifications have research projects and are at NQF Level 9.
  • Same Mode of teaching in certain assessments like lecturers and classes.

    Differences:
  • Has a different subfield as this qualification is specialised in industrial design and the South African qualification is a general arts degree.
  • Differences in train out periods as this degree takes 2 years to complete.

    Country: Netherlands
    Institution: TU Delft University
    Qualification title: MSc Design for Interaction and MSc Integrated Product design
    Number of Credits: 120 Credits
    Duration: 2 years full time

    Content:
    The qualification focuses on the ways in which people and products interact: how does a user understand, use, and experience a product? This raises the question of how designers can conceptualise products that are relevant to the user. The qualification educates designers who understand what people do with and expect from the products they use in everyday life, and who can design products appropriate to their needs, concerns, and abilities.
    Learners are to design interaction visions; through technological knowledge, they can create realistic and working demonstrators. This combination prepares learners both theoretically and hands-on, to become user experience experts.

    This qualification consists of the following compulsory Master specific modules totalling 120 EC or 180 Credits for the first year.
  • First year, 60 EC
  • DE Academy 4 EC
  • Manage your Master 1 E
  • Design Theory and Methodology,3 EC
  • Manage your Master 1 EC
  • Reflection on Designing 3 E
  • Exploring Interaction 12E
  • Visual Communication Design,3 EC
  • DFL Research Methodology,3 EC
  • Project Usability and User experience Assessment in Design,9 EC
  • Product Understanding, Use and Experience,6 E
  • Interactive Technology Design,9 EC
  • Context and Conceptualisation,6 EC

    This qualification consists of the following compulsory Master specific modules totalling 120 EC or 180 Credits for the second year.
  • Semester for creating personal focus 30 EC
    Graduation Project 30 EC
    Modes of Teaching and Learning:
  • Year one
    Contact / Group work for projects
  • Year two
    Applied research to different projects

    Rationale for comparison to proposed qualification
    The management and leadership components of the qualifications offer a holistic view of the growing need for designers who are experts at 'the user perspective' of products and services, who understand the impact products have on people's lives, their experiences, motivation, and their behaviour.
    An applied focus on research practice and problem-based activities supports a more real-world learning experience.

    Peer Engagement:
  • Group work and group projects are embedded into the approach.
  • Master students are encouraged to collaborate with PhD students.

    Similarities
  • Both qualifications have the research projects and are at NQF Level 9.
  • Same Mode of teaching in the second year.
  • Both qualifications fall under the same field of design.

    Difference
  • Differences in train out periods as this degree takes 2 years to complete.
  • Although the SA qualification makes note of group discussions no other mention of peer engagement is made. 
    		•

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

    Horizontal Articulation:
  • Master of Art and Design, NQF Level 9.
  • Master of Arts in Fashion and Textile, NQF Level 9.

    Vertical Articulation:
  • Doctor of Applied Arts in Design, NQF level 10.
  • Doctor of Art and Design, 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.
     
    NONE 


    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.