SAQA 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.
SOUTH AFRICAN QUALIFICATIONS AUTHORITY 
REGISTERED QUALIFICATION: 

Master of Education in Higher Education Studies 
SAQA QUAL ID QUALIFICATION TITLE
98935  Master of Education in Higher Education Studies 
ORIGINATOR
North West 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  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
Registered-data under construction  EXCO 0324/24  2024-07-01  2027-06-30 
LAST DATE FOR ENROLMENT LAST DATE FOR ACHIEVEMENT
2028-06-30   2031-06-30  

Registered-data under construction

The qualification content is currently being updated for the qualifications with the status “Registered-data under construction” or showing “DETAILS UNDER CONSTRUCTION” to ensure compliance with SAQA’S Policy and Criteria for the registration of qualifications and part-qualifications on the National Qualifications Framework (NQF) (As amended, 2022). These qualifications are re-registered until 30 June 2027 and can legitimately be offered by the institutions to which they are registered.

 

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.  

PURPOSE AND RATIONALE OF THE QUALIFICATION 
Purpose:
The primary purpose of this qualification is to equip learners with advanced knowledge, appropriate educational skills, and the disposition to function as researchers and professional higher education experts in their respective institutions. Furthermore, the qualification aims at equipping learners with focused research skills in order to enhance the scholarship of the teaching and learning profile of lecturers regardless of the focus of each individual discipline.

Learners who are accredited with this qualification will be able to function with advanced intellectual, practical and research competencies in complex and challenging situations in diverse areas in Higher Education.

Rationale:
In the most recent White Paper for Post-School Education and Training. The Department of Higher Education (DHET) has indicated that its focus will be on providing "education of a high quality" to learners in the Higher Education (HE) system; and has emphasised that "as participation increases, universities must simultaneously focus their attention on improving learner performance. Improving learner access, success and throughput rates are a serious challenge for the university sector and must become a priority focus for national policy and for the institutions themselves." The Master of Philosophy in Higher Education (MPhil in Higher Education) was developed in answer to DHET's focus in need of improving the teaching skills and deepening the necessary pedagogical knowledge of lecturers employed by HE institutions.

The development of the Master of Philosophy in Higher Education at the institution is an initiative by faculty management to provide academic staff, employed in the Higher Education sector with the opportunity to deepen scholarly knowledge and develop higher educational skills within their field of expertise. 

LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING 
Recognition of Prior Learning (RPL):
The institution acknowledges that RPL must be conducted in a valid, reliable and equitable way and that it must take place in accordance with the terms of the University's Policy on the RPL and in accordance with the relevant procedures laid down by the Faculty.

According to this policy, learners with no formal qualifications, but who can demonstrate through the production of substantial and satisfactory evidence that their experiential or work-based learning or non-formal learning can be considered for admission to the qualification.

Entry Requirements:
A learner qualifies for admission to this qualification if he/she is in possession of:
  • An Honours Degree at NQF Level 8.
    Or
  • Relevant four-year Bachelors' Degree at NQF Level 8.
    Or
  • Postgraduate Diploma at NQF Level 8. 
    		•

    RECOGNISE PREVIOUS LEARNING? 
    Y 

    QUALIFICATION RULES 
    This qualification comprises compulsory and elective modules at NQF Level 9, totalling 180 Credits.

    Compulsory Modules:
  • Perspectives in Higher Education, 10 Credits.
  • Teaching and Learning in Higher Education, 20 Credits.
  • Curriculum Inquiry and Programme Design in Higher Education, 10 Credits.
  • Blended Learning Technologies in Higher Education, 10 Credits.
  • Assessment and Evaluation in Higher Education, 10 Credits.
  • Introduction to Research in Higher Education, 20 Credits.
  • Research Mini-Dissertation, 90 Credits.

    Elective Modules:
  • Leadership in Higher Education SMHE 816, 10 Credits.
  • Scholarship in Higher Education SMHE 817, 10 Credits. 
    		•

    EXIT LEVEL OUTCOMES 
    1. Demonstrate advanced and integrated knowledge of concepts related to, and important for, engagement with the higher education context in South Africa and Africa in order to analyse, implement and critique current and appropriate practices at higher education institutions.
    2. Apply theories and specialised tools and techniques to identify and analyse a range of complex real-world problems in a higher education context and to draw valid, reliable and relevant conclusions from different sources.
    3. Undertake a critical, relevant, and comprehensive literature review as a basis for contextualising an identified research problem.
    4. Advanced, systematic and specialist knowledge, understanding and skill to undertake empirical research by applying appropriate research methods and techniques to identify, analyse and offer viable solutions to a complex real-world research problem in the domain of higher education.
    5. Select or develop an appropriate mix of learning strategies and apply them in a self-critical manner to sustain or enhance independent learning and academic and professional development in a higher education context, while also focusing on effective interaction with peers and other role-players in the higher education environment as a means of enhancing learning.
    6. Communicate the results of the research in an academically acceptable and ethical manner in the form of a coherent mini-dissertation, and orally to an academic audience of peers with the aid of suitable IT. 

    ASSOCIATED ASSESSMENT CRITERIA 
    Associated Assessment Criteria for Exit Level Outcome 1:
  • After selection and study of appropriate literary sources, higher education practices prevalent in Higher Education institutions in South Africa and Africa are analysed, evaluated and critically discussed.
  • Appropriate teaching, learning and assessment of Higher Education practices are identified to implement within certain contexts and choices are motivated or justified.

    Associated Assessment Criteria for Exit Level Outcome 2:
  • Theories, tools and techniques are used to gather, analyse and evaluate current research on a topic of choice and the information and conclusions are presented in an academically acceptable review.
  • A variety of different academic sources are effectively integrated in order to analyse the existing problems in higher education practice.

    Associated Assessment Criteria for Exit Level Outcome 3:
  • A critical and comprehensive literature review is effectively undertaken.
  • Discussions on an identified research problem in higher education contexts are analysed.
  • The information and possible solutions in an academically acceptable format is presented.

    Associated Assessment Criteria for Exit Level Outcome 4:
  • An appropriate research topic with the guidance of a supervisor is selected.
  • Relevant research questions are identified.
  • An appropriate research design to do the intended research is developed.
  • Data is collected, analysed and interpreted.
  • The intended research project in the higher education context, under supervision, is completed, and findings and conclusions are presented coherently.

    Associated Assessment Criteria for Exit Level Outcome 5:
  • Own learning strategies are selected, justified and implemented during the preparation for assessments in all modules.
  • The academic and professional development resulting from this study is reflected upon by engaging with peers in various contexts and also during an organised colloquium.

    Associated Assessment Criteria for Exit Level Outcome 6:
  • A body of research work is compiled as a mini-dissertation within the framework of the university's requirements.
  • Ideas and insights are communicated in a verbal and written format according to the ethical and quality standards of the institution and faculty.
  • Appropriate resources of academic discourse are used to communicate knowledge, insight and critical understanding of all relevant leadership issues in higher education in an academically acceptable manner.
  • Qualitative and Quantitative data and findings are related while adhering to academic writing conventions in the reporting of research.

    Integrated Assessment:
    Assessment of this qualification is done through formative and summative assessment methods and will fit the needs and experience level of the learners as well as that of the prescribed NQF level 9 descriptor. An inclusive and integrated approach to assessment will be incorporated into the qualification; assessment practices will be open, transparent, fair, valid, and reliable to ensure that learners are not disadvantaged during the assessment process.

    Formative Assessment: Assignments will take the form of a portfolio, a research project, and/or a case study. Various assignments will be used in order to compile a portfolio for final assessment in respective modules.

    Summative Assessment: Learners will provide proof that they can identify, assess, formulate and solve problems innovatively using applicable information and techniques in assignments, portfolios or projects at the end of the modules.

    The mini-dissertation:
    Integrated summative assessment in the form of the mini-dissertation will furnish proof of the learner's ability to interpret, integrate, and critically use the literature to do research in the relevant field of study and report such research results satisfactorily. 
    		•

    INTERNATIONAL COMPARABILITY 
    At the University of Oslo in Norway the Master of Philosophy in Higher Education aims to educate learners with a solid basis for analysing and critically assessing change processes at all relevant levels in Higher Education, and for understanding the management dimension in these processes. The qualification has a special emphasis on change processes related to quality development in higher education. This implies, amongst other things, that the relationship between institutional approaches concerning areas such as funding, Information and Communications Technology, Human Resources Development, Teaching and Learning and Student Support, as well as quality development will be discussed from a number of perspectives.

    Upon completing the qualification, the learners should be able to:
  • Demonstrate understanding of the basic nature of Higher Education and Research, its institutions, systems, programmes and curricula.
  • Analyse and describe how changes in policies, functions and operations of Higher Education are related.
  • Analyse and explain the role of management in Higher Education change processes.
  • Demonstrate an understanding of the nature of quality development in higher education change processes.
  • Demonstrate a capacity to make an individual contribution to the knowledge on Higher Education through their thesis-related research.
  • Apply the main concepts, theories, and disciplinary perspectives used in the field of higher education research to the practice of higher education.
  • Master academic writing.
  • Document analytical competencies in various areas of higher education research.
  • Communicate and discuss research-based knowledge with Higher Education professionals and laypeople.
  • Initiate and contribute to constructive and critical ways to change processes and developmental work in Higher Education.

    The University of Oxford also offers a Master of Science Education (Higher Education). The MSc Education (Higher Education) at Oxford University provides a broad introduction into the complex field of theories and practice in higher education globally.

    The increasing significance of university rankings and the growing range of international student exchange schemes, as well as public discussion of tuition fees and the 'vocationalisation' of degree qualifications, are just some of the current issues within higher education in many countries.

    The Master's qualification provides learners with the possibility to engage not only with the issues outlined but also with a wide range of stimulating topics surrounding universities and colleges.

    It is aimed at future leaders in the field - academics, policy-makers, researchers and managers. The qualification provides a strong foundation for:
  • Using research to analyse and evaluate current structures and future reforms of higher education in different international contexts.
  • Developing higher education provision, curricula and learning programmes to meet a range of local and international needs.
  • Understanding the economic impacts of higher education and their implications for policymaking.
  • Analysing transitions of Higher Education graduates into the labour market and further studies.
  • Conducting doctoral, post-doctoral and professional research into various teaching and learning methods.

    Conclusion:
    This qualification compares favourably with the above-cited international qualifications in terms of the competencies that learners will develop upon completion of the qualifications. 
    		•

    ARTICULATION OPTIONS 
    This qualification allows opportunities for both horizontal and vertical articulation:

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

    Vertical Articulation:
  • Doctor of 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. North West 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.