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SOUTH AFRICAN QUALIFICATIONS AUTHORITY 
REGISTERED QUALIFICATION: 

Master of Food Science and Technology 
SAQA QUAL ID QUALIFICATION TITLE
100755  Master of Food Science and Technology 
ORIGINATOR
Cape Peninsula University of Technology 
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 06 - Manufacturing, Engineering and Technology  Manufacturing and Assembly 
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  EXCO 0733/25  2024-06-30  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 replaces: 
Qual ID Qualification Title Pre-2009 NQF Level NQF Level Min Credits Replacement Status
78753  Master of Technology: Food Technology  Level 8 and above  NQF Level 09  120  Complete 

PURPOSE AND RATIONALE OF THE QUALIFICATION 
Purpose:
The overall aim of Master of Food Science and Technology is to equip learners with the required disciplinary knowledge, practice-based skills and research capacity to produce a research project and dissertation with a high level of personal autonomy and accountability meeting acceptable academic and professional standards. The institution aims to graduate higher degree research learners who are distinguished by their in-depth expertise and understanding of the area of study and/or academic discipline, including, where appropriate, relevant knowledge outside the field of study and/or academic discipline, as well as a critical awareness of current problems and/or new insights at the forefront of the field of study and/or area of professional practice.

The overall purpose of this qualification is to equip learners with in-depth knowledge and understanding of the discipline informed by current scholarship and research, including critical awareness of current issues and developments in this field of study. In addition, Master's degree learners will be required to conduct a research project through independent study culminating in the production and successful completion of a dissertation, which implies that learners must have a high level of personal autonomy and accountability in planning, managing and executing a substantial research project, while demonstrating the ability to apply, integrate and contextualise advanced knowledge and skills in this field of study. In completing the research project and dissertation, learners must demonstrate the ability to address complex and challenging problems and show understanding of the ethical issues and consequences of any solutions or insights generated within a specific context.

The primary purpose of the Master of Food Science and Technology is to educate and train researchers who will be able to reflect critically on food technology theory and practice and its application at an advanced level. Due to the dynamic nature of the food industry, the complexity of and the rapid scientific and technological advances in this field of study, as well as the requirement for safe and sustainable food commodities, there is a need for qualified Food Scientists and Technologists with advanced disciplinary knowledge, who can use advanced technology associated with this field of study and advanced statistical techniques, such as multivariate experimental design and data analytical tools (including statistical quality control) to troubleshoot and solve complex and diverse problems. This qualification will also prepare learners with the required research capacity to embark on a Doctoral qualification in this field of study.

Rationale:
This qualification aims to address the shortage of scientists with advanced knowledge and skills in the country as defined in the National Skills Development Strategy III of the Department of Labour and other national policy frameworks such as 10 year innovation plan of the Department of Science and Technology, the New Growth Plan (2010), the National Development Plan, Industrial Policy Action Plan (IPAP) and initiatives of establishing Centres of Excellence based on close cooperation between Department of Trade and Industry (DTI), Department of Higher Education and Training (DHET), Sector Education and Training Authority (SETAs), University of Technology (UoTs) and Further Education and Training (FET) Colleges.

This qualification is also in keeping with the institution's vision, mission and strategic objectives of enhancing and developing the quality and effectiveness of research and knowledge production and is aligned to the overall aims and research niche areas of the Research, Technology and Innovation blueprint of the institution. The two of the five research focus areas of the Agrifood Technology Station and those of the academic department are directly related to the research niche areas of the institution with established research expertise and facilities.

The establishment of the Agrifood Technology Station, funded through a national government agency (TIA) and the formulation of five research focus areas strengthen the existence for this qualification at this institution. The five research focus areas include: Biopolymer research for food security (cereals, legumes, etc.); Maillard Reaction and Lipid Oxidation; Alternative and conventional new product and process development and analytical services; Fermentations and Brewing; and Fish and Meat Products. International collaboration and partnerships with other higher education institutions have been established to support these research focus areas with several projects already underway. 

LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING 
CPUT has an approved Recognition of Prior Learning (RPL) policy applicable to equivalent qualifications for admission into the qualification. RPL may be applied to accommodate applicants who qualify. RPL thus provides alternative access and admission to qualifications and advancement within qualifications. RPL may be applied for access, module exemption (credit) or advanced standing.

RPL for access:
  • Applicants 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 or other appropriate assessment methods 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:
  • An applicant may apply for RPL to be exempted for modules that form part of the qualification. For an applicant to be exempted from a module, the applicant needs to provide sufficient evidence in the form of a portfolio or via appropriate assessment methods that demonstrates that competency was achieved for the learning outcomes that are equivalent to the module's learning outcomes.
    RPL for credit:
  • An applicant may also apply for RPL for credit for or towards the qualification, in which they must provide evidence in the form of a portfolio and/or appropriate method of assessment 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 candidate should obtain at least 60% in the final year to qualify for the Master of Food Science & Technology.
  • Bachelor's Honours Degree, NQF Level 8
    Or
  • Postgraduate Diploma, NQF Level 8 in the field of study or related field(s) of stud,
    Or
  • A Professional Bachelor's Degree (480 Credits), NQF Level 8 in this field of research or related field(s) of study. 
    		•

    RECOGNISE PREVIOUS LEARNING? 
    Y 

    EXIT LEVEL OUTCOMES 
    1. Critically evaluate and apply advanced knowledge of the research process to design and implement a food science research project.
    2. Source, analyse and synthesise relevant information to support and justify the research rationale, problem statement, and objectives.
    3. Formulate, structure and defend a research proposal demonstrating coherence, methodological soundness, and alignment with ethical research principles.
    4. Manage the research process independently, demonstrating personal accountability, time management, and effective use of resources.
    5. Conduct a systematic literature review, integrating current and relevant research to inform the theoretical and methodological framework.
    6. Apply appropriate research methods and analytical tools, including statistical software, to generate and interpret valid and reliable data.
    7. Present and communicate research findings effectively, using appropriate scientific genres and formats for both specialist and non-specialist audiences.
    8. Demonstrate ethical reasoning and professional conduct, including sensitivity to ethical dilemmas and adherence to research integrity protocols.
    9. Solve complex and unfamiliar problems in the field of food science using innovative and contextually relevant approaches.
    10. Produce a coherent and sustained research report or mini dissertation that critically engages with the literature and contributes to the knowledge base of the discipline. 

    ASSOCIATED ASSESSMENT CRITERIA 
    Associated Assessment Criteria for Exit Level Outcome 1:
    Critically evaluate and apply advanced knowledge of the research process to design and implement a food science research project.
  • Identify and critically appraise research gaps within the domain of food science and technology.
  • Demonstrate a comprehensive understanding of the stages of the research cycle and their interdependencies.
  • Justify the selection of a research problem, showing insight into its scientific and societal relevance.
  • Develop and defend a coherent and feasible research design appropriate to the problem.

    Associated Assessment Criteria for Exit Level Outcome 2:
    Source, analyse and synthesise relevant information to support and justify the research rationale, problem statement, and objectives.
  • Conduct a structured and systematic search of scholarly databases and grey literature.
  • Critically appraise the quality, credibility, and relevance of sources.
  • Integrate and synthesise theoretical and empirical knowledge to construct a robust conceptual framework.
  • Formulate a clear and defensible rationale and research question grounded in literature.

    Associated Assessment Criteria for Exit Level Outcome 3:
    Formulate, structure and defend a research proposal demonstrating coherence, methodological soundness, and alignment with ethical research principles.
  • Present a logically structured and academically rigorous research proposal.
  • Justify the selected methodology, including research design, data collection, and analysis techniques.
  • Identify and address potential ethical issues and demonstrate compliance with ethical guidelines.
  • Engage critically with supervisor feedback to refine and finalise the proposal.

    Associated Assessment Criteria for Exit Level Outcome 4:
    Manage the research process independently, demonstrating personal accountability, time manage-ment, and effective use of resources.
  • Set realistic timelines and milestones and adhere to the approved research plan.
  • Document progress consistently and adjust strategies in response to unforeseen challenges.
  • Demonstrate independent decision-making while recognising the need for supervision and collaboration.
  • Optimise the use of available facilities, materials, and data sources.

    Associated Assessment Criteria for Exit Level Outcome 5:
    Conduct a systematic literature review, integrating current and relevant research to inform the theoretical and methodological framework.
  • Identify seminal works and emerging trends relevant to the study.
  • Evaluate and organise literature to reflect thematic and theoretical progression.
  • Identify contradictions and gaps in the literature and articulate how the study will address them.
  • Use referencing tools and academic conventions consistently and accurately.

    Associated Assessment Criteria for Exit Level Outcome 6:
    Apply appropriate research methods and analytical tools, including statistical software, to generate and interpret valid and reliable data.
  • Select and apply suitable data collection tools, instruments, or protocols.
  • Use statistical software (e.g., SPSS, R, or SAS) to analyse quantitative data or appropriate software for qualitative data (e.g., NVivo).
  • Interpret output with attention to validity, reliability, and significance.
  • Present findings in appropriate graphical and narrative formats with scientific precision.

    Associated Assessment Criteria for Exit Level Outcome 7:
    Present and communicate research findings effectively, using appropriate scientific genres and formats for both specialist and non-specialist audiences.
  • Structure research reports or publications in line with disciplinary conventions.
  • Produce visual, written, and oral presentations tailored to audience needs.
  • Engage with peer review or public critique constructively.
  • Use scientific language with clarity, coherence, and academic integrity.

    Associated Assessment Criteria for Exit Level Outcome 8:
    Demonstrate ethical reasoning and professional conduct, including sensitivity to ethical dilemmas and adherence to research integrity protocols.
  • Apply ethical guidelines and approval processes relevant to human/animal research or food handling.
  • Identify potential ethical risks and implement mitigation strategies.
  • Uphold honesty, rigour, and transparency in all research practices.
  • Maintain confidentiality, responsible authorship, and correct attribution in all documentation.

    Associated Assessment Criteria for Exit Level Outcome 9:
    Solve complex and unfamiliar problems in the field of food science using innovative and contextually relevant approaches.
  • Frame and explore complex food science problems with a multidisciplinary lens.
  • Develop and apply innovative techniques or technologies to address challenges.
  • Evaluate solutions based on scientific, ethical, and practical criteria.
  • Reflect critically on the implications and limitations of proposed interventions.

    Associated Assessment Criteria for Exit Level Outcome 10:
    Produce a coherent and sustained research report or mini dissertation that critically engages with the literature and contributes to the knowledge base of the discipline.
  • Construct an argument that is logically structured, evidence-based, and academically persuasive.
  • Demonstrate mastery of academic writing conventions, including cohesion, referencing, and synthesis.
  • Situate findings within the broader disciplinary discourse and highlight theoretical/practical contributions.
  • Submit a complete mini dissertation that meets institutional and national academic standards.

    Integrated Assessment
    The integrated assessment aims to assess the learner holistically and contributes to the learner's personal and professional development in the field of study in terms of foundational, practical and reflexive competence. The execution of the research project and production and acceptance of the dissertation constitute a total of a combination of formative, summative and integrated assessment methods at this level of study.

    In executing the research project and dissertation, learners will:
  • Compile a scientific research proposal through the integration and application of knowledge and skills within the area of specialisation in the field of study.
  • Demonstrate in-depth learning with abstraction and understanding knowledge of the field/area of investigation using a well-structured literature review.
  • Develop critical research skills and attributes in planning and research in the field of horticulture by applying knowledge, research methods and techniques appropriately and correctly.
  • Dealing with unpredictability in problem-solving, extracting, interpreting and analysing research results accurately.
  • Taking responsibility and autonomy in the research process in drawing conclusions and reporting research results in both scientific article and dissertation formats.
  • Display a professional attitude, ethical behaviour and values in presenting results to a scientific audience in reflecting on professional practice.

    Formative Assessment:
    Formative assessment is integrated throughout the research process to support and guide the learner's development. It occurs during key phases, including the formulation and defence of the research proposal, the implementation of experimental design, laboratory trials, data collection, and the ongoing development of the master's thesis. Regular, structured meetings between the supervisor(s) and the learner will be used to provide timely feedback on written submissions, research planning, data analysis, and academic writing. The primary aim of formative assessment is to ensure progressive mastery of critical thinking, research methodology, advanced academic and digital literacy, as well as statistical and qualitative data interpretation skills. This continuous feedback process fosters independent scholarship and strengthens the learner's ability to contribute original research to the field.

    Summative Assessment:
    Summative assessment consists of the final evaluation of the completed Master's thesis. The institution appoints two suitably qualified and reputable external examiners, none of whom are affiliated with the institution. At least one of these must be an internationally recognised expert in the relevant field of study. The external examiners independently assess the scientific rigour, originality, coherence, and contribution to knowledge demonstrated in the thesis. Examiner reports are reviewed by the Faculty Research Committee (FRC) and then forwarded to the Higher Degrees Committee (HDC) for formal approval. The final outcome, including any required revisions, is subject to ratification by Senate. As a condition for graduation, the candidate must provide evidence of at least one article submitted for publication in an accredited peer-reviewed journal, thereby confirming the research meets national and international scholarly standards. 
    		•

    INTERNATIONAL COMPARABILITY 
    The international benchmarking was conducted to determine the extent programme and subject structures compare with similar offerings at similar institutions. The international benchmarking exercise was undertaken in terms of institutional requirements and The international comparability was conducted to determine the extent programme and subject structures compare with similar offerings at similar institutions. The international comparability exercise was undertaken in terms of institutional requirements and guidelines which include the following: determining the scope of the comparability exercise; the selection of a variety of reputable Higher Education institutions internationally the selection of comparable qualifications and aspects from these qualifications; analysis and evaluation of programme design of the selected qualifications; conclusions and recommendations for curriculum renewal at the institution.

    The international comparison exercise included the following higher education institutions:
    Country: United Kingdom
    Institution: Institute of Food Science and Technology
    International Union of Food Science and Technology - Global organisation.
    New Zealand Institute of Food Science and Technology - New Zealand.
    University of Hohenheim, Germany - Bachelor's and Master's.
    Anhalt University of Applied Sciences, Germany - Master's.
    University Laval, Canada - Bachelor's to Doctor of Philosophy (PhD).
    University of Alberta, Canada - Bachelor's.
    Universitat Autonoma de Barcelona, Spain - Bachelor's.
    The University of Milan - Departmental name and Qualifications.
    Cardiff Metropolitan University, Wales - Bachelor of Science (Honours) (BSc Hons).
    University of Copenhagen, Denmark - Departmental name and course names, e.g. BSc and MSc in Food Science and Technology.
    University of Queensland, Australia - Course names (Certificate to Doctor of Philosophy (PhD).
    University of New South Wales, Australia - Course names (Certificate to Doctor of Philosophy (PhD).
    Virginia Tech, United States of America - Departmental name and course names.
    Kasetsart University, Thailand - Departmental name and course names, e.g. BSc and MSc in Food Science and Technology.

    The following institutions offer Master's qualifications in Food Science and Technology:
    Technische Universit¿t Berlin - Germany (An example of an internationally known University Part of the International Integrating Food Science and Engineering Knowledge into the Food Chain [ISEKI] Association): In order to be admitted as Master's learner, an applicant must have successfully completed a Bachelor's Degree of a university or university of applied sciences or a comparable scientific Degree.
    University of Queensland - Australia: Offers a research Master's Degree in various fields of Food Science and Technology. School admissions requirements for a Master's Degree is a relevant Bachelor's Degree.
    University of Teramo - Italy: Their Master's Degree is the 2nd level of study (Master, 2 years), where the 1st level is a Bachelor's Degree (3 years).
    Groupe-ESA Research Unit, France: This agricultural research unit that specialises, amongst others, in food processing, has many scientific and educational partners such as INRA (National Institute for Agricultural Research), Agrocampus Ouest, University of Angers, University of Nantes, University of Montpellier, AgroParisTech, Oniris, AUDENCIA, ENSAM, ESO, ISTIA, University of Piacenza, Italy, University of Turin, Italy, University of Sydney, Australia and the Faculty of agronomical sciences, ACU, Buenos Aires, Argentina. Master's learners in Food Processing have to complete their full research thesis/dissertation in 2 years, with regular meetings with the professor/curator (that has to possess a specific Degree: the HDR "Habilitation Diriger des Recherches" that could be translated as "the right to conduct research").

    The Learning Outcomes and Assessment criteria were compared with all of the above qualifications and adjusted to meet the requirements of the SAQA and the NQF level for this qualification. In all cases, a research dissertation is required, along with the theoretical and technical proficiencies that are aligned across all comparable Master of Food Science and Technology qualifications, in South Africa and globally. 

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

    Horizontal Articulation:
    Cognate Master's degree, NQF Level 9.
  • Master of Science in Food and Nutrition Security, NQF Level 9.
  • Master of Applied Science in Food Science and Technology, NQF Level 9.
  • Master of Science in Food Science and Technology, NQF Level 9.

    Vertical Articulation:
  • Doctor of Philosophy in Food Science and Technology, NQF Level 10.

    Diagonal Articulation
    There are no diagonal articulation possibilities for this qualification. Diagonal articulation to the OQSF is not possible, as there are currently no NQF level 10 OSQF qualifications. 
    		•

    MODERATION OPTIONS 
    N/A 

    CRITERIA FOR THE REGISTRATION OF ASSESSORS 
    N/A 

    NOTES 
    N/A 

    LEARNING PROGRAMMES RECORDED AGAINST THIS QUALIFICATION: 
    When qualifications are replaced, some (but not all) of their learning programmes are moved to the replacement qualifications. If a learning programme appears to be missing from here, please check the replaced 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. Cape Peninsula University of Technology 


    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.