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SOUTH AFRICAN QUALIFICATIONS AUTHORITY

REGISTERED QUALIFICATION:

Bachelor of Science in Biotechnology Management

SAQA QUAL ID	QUALIFICATION TITLE
120719	Bachelor of Science in Biotechnology Management
ORIGINATOR
EDUVOS (Pty) Ltd (Previously Pearson Institute of Higher Education (Pty) Ltd)
PRIMARY OR DELEGATED QUALITY ASSURANCE FUNCTIONARY			NQF SUB-FRAMEWORK
CHE - Council on Higher Education			HEQSF - Higher Education Qualifications Sub-framework
QUALIFICATION TYPE	FIELD		SUBFIELD
National First Degree	Field 09 - Health Sciences and Social Services		Promotive Health and Developmental Services
ABET BAND	MINIMUM CREDITS	PRE-2009 NQF LEVEL	NQF LEVEL	QUAL CLASS
Undefined	360	Level 6	NQF Level 07	Regular-Provider-ELOAC
REGISTRATION STATUS		SAQA DECISION NUMBER	REGISTRATION START DATE	REGISTRATION END DATE
Registered		EXCO 0512/22	2022-11-22	2025-11-21
LAST DATE FOR ENROLMENT		LAST DATE FOR ACHIEVEMENT
2026-11-21		2031-11-21

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
62753	Bachelor of Science in Biotechnology Management	Level 6	NQF Level 07	360	Complete

PURPOSE AND RATIONALE OF THE QUALIFICATION

Purpose: We believe that MGI's proposed BSc Biothechnology Management Programme will provide a much needed model of higher education in this discipline: The programme will fulfil the need for people who can communicate at appropriate technical levels to bridge the gap between the layman and the expert. The programme has a strong entrepreneurial approach, thus encouraging graduates to connect biology with business. Undergraduate learners will have an opportunity to participate in research and to present their findings in a public forum. MGI has developed a fully functional biotechnology laboratory in which learners will be able to develop the necessary practical skills to handle both plant and animal tissues as well as DNA. In addition to providing learners with a solid grounding in the academic theory underpinning the main concepts of biotechnology, the programme includes a significant experiential component culminating in an internship as part of the final year curriculum. The profound changes in the nature of biology and how biological research is performed and communicated has resulted in biology learners requiring strong foundations in mathematical, physical and information sciences to be prepared for research that is increasingly interdisciplinary. The small size of the institution, and the fact that maths, physics, chemistry and biology fall within a single department, make interdisciplinary collaboration in teaching easier since barriers to cross-discipline collaboration are absent. Coupled with the curriculum model described above, the classes are small and thus the resulting staff: learner ratio makes it possible for learners to receive individual and specialized attention. The result is a well-rounded graduate who, on successful completion of the curriculum, has the option either of entering the world of work immediately, or of continuing with further study. Rationale: Biotechnology is widely recognized as the new wave of knowledge based sciences after information technology, creating new opportunities for our societies and economies. South Africa needs to increase dramatically the quantity and quality of research in this field, grow our talent pool and develop exciting new products for global markets. The BSc Biotechnology Management programme is grounded in a fundamental body of molecular biology knowledge in both a medical and an agricultural setting. The purpose of this programme is to help meet future human resource needs by contributing to the building of a talent pool of appropriately qualified scientists and scientific entrepreneurs. Graduates will have a solid knowledge-base of molecular biology and its applications as well as an understanding of the fundamentals of project management. They will be able to provide professional services to various types of businesses, filling posts such as laboratory technicians, clinical research associates, production technicians, technical sales representatives and scientific communication officers. The South African government has indicated its intention to keep South Africa on track with biotechnology research and development by allocating funds to create Biotechnology Regional Innovation Centres (BRICS). The BRICS are designed to stimulate economic development and job creation and to facilitate building world-class skills and technology platforms to sustain and continue development. In order to achieve these goals, South Africa needs scientists, business people and entrepreneurs trained in the field of biotechnology. The Midrand Graduate Institute BSc Biotechnology Management programme will contribute to meeting the human resource needs of this industry by: Focusing on science and technology: Skills in science and technology have been identified amongst those which are greatly needed in South Africa. Midrand Graduate Institute's Biomedicine programme is structured so as to expose learners to an appropriate mix of theoretical knowledge and practical skills. Broadening access to higher education: Midrand Graduate Institute's policy of flexible entry and fixed exit standards, together with the additional academic support components of the programme, make it possible for a greater number of learners to enter and succeed as learners of Biotechnology Management at a tertiary level. Inclusion of certain generic competencies: The curriculum is structured in such a way that learners, during the course of their studies will be exposed to certain generic competencies that will assist them in their future careers. Such competencies include: > The ability to work as a member of a team. > The ability to collect, analyse and present information. > A knowledge of the use of technology. > The ability to use technology and other methods of presentation for communication purposes. > The ability to identify and suggest possible solutions to a problem. > The ability to organise work requirements so as to meet set deadlines. > The ability to understand the world as a set of related systems by recognizing that problem-solving contexts do not exist in isolation. Learners will be employable on graduation, but at the same time will have the knowledge base to continue with further learning: One of Midrand Graduate Institute's overall objectives is to produce qualifying learners who are able either: > To enter and perform competently in the workplace immediately after qualification. > To continue with further study in the field of Biotechnology. We believe that the structure and content of the programme fulfils this objective, by enabling learners to build a solid knowledge base in the core fields of Biotechnology and its related subjects, and by including a significant experiential component in the curriculum.

LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING

Learners who register for this qualification at NQF Level 6 are assumed to have: A foundational knowledge and understanding of mathematics equivalent to NQF Level 4. Basic information-gathering, analysis and presentation skills equivalent to NQF Level 4. The capacity to learn from written material in the technical language of mathematics and science. The ability to communicate what they have learned reliably, accurately, and comprehensively in the required medium of instruction (currently English). The ability to begin to take responsibility for their own learning and its progress within a well-structured and managed learning environment. The ability to evaluate their own performance. Furthermore following the entry requirements mentioned in Access to the Qualification: The minimum level of learning required for a learner to enter and complete successfully the Midrand Graduate Institute Degree in Biotechnology Programme, is a level equivalent to that required for successful completion of the South African Grade 12 Examination. Based on the Critical and Developmental Outcomes of the Curriculum Framework the following learning outcomes are defined per subject, and upon entering the Degree in Biotecnology programme we assume that the following learning is in place: Languages: Listening: The learner is able to listen for information and enjoyment, and respond appropriately and critically in a wide range of situations. Speaking: The learner is able to communicate confidently and effectively in a spoken language in a wide range of situations. Reading and Viewing: The learner is able to read and view for information and enjoyment, and respond critically to the aesthetic, cultural and emotional values in texts. Writing: The learner is able to write different kinds of factual and imaginative texts for a wide range of purposes. Thinking and Reasoning: The learner is able to use language to think and reason, and access, process and use information for learning. Language structure and use: The learner knows and is able to use the sounds, words, and grammar of a language to create and interpret texts. Mathematics: Numbers, Operations and Relationships: The learner is able to recognize, describe and represent numbers and their relationships and can count, estimate, calculate and check with competence and confidence in solving problems. Patterns, Functions and Algebra: The learner is able to recognize, describe and represent patterns and relationships and solve problems using algebraic language and skills. Space and Shape: The learner is able to describe and represent characteristics and relationships between 2-D and 3-D objects in a variety of orientations and positions. Measurement: The learner is able to use appropriate measuring units, instruments and formulae in a variety of contexts. Data Handling: The learner is able to collect, summarise, display and critically analyse data in order to draw conclusions and make predictions, and to interpret and determine chance variation. Natural Sciences: Scientific investigations: Learners act confidently on their curiosity about natural phenomena; they investigate relationships and solve problems in Science, Technology and environmental contexts. Constructing Science Knowledge: Learners know, interpret and apply scientific, technological and environmental knowledge. Science, Society and the Environment: Learners are able to demonstrate an understanding of the interrelationships between Science and Technology, society and the environment. Technology: Technological processes and Skills: The learner is able to apply technological processes and skills ethically and responsibly using appropriate information and communication technology. Technical Knowledge and understanding: The learner is able to understand and apply relevant technological knowledge ethically and responsibly. Technology, Society and Environment: The learner is bale to demonstrate an understanding of the interrelationship between science, technology, society and the environment over time. Recognition of Prior Learning: Prior learning is recognised in the following ways: A learner, who has completed a specific module/subject at Midrand Graduate Institute, may apply for credit for that module/subject. A learner, who has completed the equivalent of a specific module/subject either at Midrand Graduate Institute or at another recognised higher education institution, may apply for exemption from that module/subject. In the case of a practically orientated module/subject, a learner who is able to demonstrate appropriate competence may be granted exemption from that module/subject. Access to the Qualification: The admission criteria for the BSc Biotechnology Programme are as follows: A Matriculation (Grade 12) certificate, or equivalent qualification, is the minimum requirement for admission. In addition to this a learner must satisfy one of the following requirements: A Grade 12 certificate with exemption. Learners entering via this path must obtain a minimum of 33 points for their Grade 12 results (calculated according to the points system described below) and must have achieved at least a E symbol on Higher Grade or a D symbol on Standard Grade for Mathematics at Grade 12 level. Successful completion of a combination of Cambridge International Examinations IGCSE, O-level, HIGCSE, AS-level and A-level subjects which would be equivalent to a minimum of a South African Grade 12 certificate with exemption. A learner entering via this path must obtain a minimum of 33 points (calculated according to the points system described below) and must have a credit for Mathematics at HIGCSE level or higher. Successful completion of a relevant diploma. Learners entering via this path will be granted credit for a maximum of 50% of the curriculum. If the Mathematics requirement described in 1 or 2 above was not met, then the learner must have completed a relevant Mathematics bridging programme. Successful completion of the Midrand Graduate Institute Predegree programme. Learners entering via this path will be granted credit for a maximum of 4 modules at 1st year level. If the Mathematics requirement described in 1 or 2 above was not met, then the learner must have completed a relevant Mathematics bridging programme. (The Predegree programme includes a range of modules aimed to improve the learner's preparedness for tertiary level study, as well as 2 modules from the standard curriculum, in respect of which modules, learners on the Predegree Programme will be required to attend an additional 2 tutorial periods per week). Mature Age applicants, applicants with non-South African school-leaving qualifications (other than Cambridge International Examinations), and applicants with previous tertiary experience will be considered individually by the Faculty Head. Points calculation for learners with a grade 12 certificate: Points are allocated for the symbols attained in the 6 best subjects. The points attained for the two best subjects from English, Mathematics, Physical Science and Biology must be doubled. Points are allocated as follows: Symbol; HG; SG: A; 8 Points; 5 Points. B; 7 Points; 4 Points. C; 6 Points; 3 Points. D; 5 Points; 2 Points. E; 4 Points; 1 Points. F; 3 Points; 0 Points. Points calculation for learners having completed a combination of IGCSE, O-level, higcse, AS-level and A-level: The score must be calculated on five different subjects (i.e. the same subject cannot be included more than once, e.g. A level Maths and IGCSE Maths). The five subjects should include: English (preferably as a first language). A science subject (maths, biology, physical science). Another language. 2 additional academic subjects. The points attained for the two best subjects from English, Mathematics, Physical Science and Biology must be doubled. Points are allocated as follows: Symbol; IGCSE; AS-level; A-level; Level; HIGCSE; O-level: A; 5 Points; 9 Points; 11 Points; 1 Point; 7 Points; 5 Points. B; 4 Points; 8 Points; 10 Points; 2 Points; 6 Points; 4 Points. C; 3 Points; 7 Points; 9 Points; 3 Points; 5 Points; 4 Points. D; 2 Points; 6 Points; 8 Points; 4 Points; 4 Points; 4 Points. E; N/A; N/A; 7 Points; 5 Points; N/A; 3 Points. N/A; N/A; N/A; N/A;6 Points; N/A; 3 Points. N/A; N/A; N/A; N/A; 7 Points; N/A; 2 Points.

RECOGNISE PREVIOUS LEARNING?

Y

QUALIFICATION RULES

Total number of credits: 390. NQF Level 4: 9,75. NQF Level 5: 236,34. NQF Level 6: 132,21. Fundamental component credits: 69,42. Core component credits: 310,83. Electives credits: 9,75. Exit Level qualification: NQF Level 6: Total number of credits: 390.00. The credit value of the programme was determined as follows: The credit value of individual modules and thus of the programme was calculated using both quantitative and qualitative criteria. Quantitative: The number of credits per module was calculated using the NQF credit system where one credit represents ten notional hours of active learning. Qualitative: Each module was allocated a weighting, based on the level of complexity of the learning outcomes to be attained. The credit value of each module was then calculated by applying the individual module weighting to the total number of credits for the programme. It should be noted that the number of credits has been calculated as accurately as possible, based on our best estimate of the number of formal and non-formal hours of active learning that the average learner will devote to completing the requirements for the qualification. Biotechnology Management Curriculum and Credits shows: The learning components that comprise the curriculum. The weighting of and allocation of credits to each component. The distribution of credits amongst fundamental, core and elective components. We believe that, given the career-focussed nature of the programme, the spread of credits amongst fundamental, core and elective modules is appropriate. Over time, as both the programme and the institution develop, it may be appropriate to introduce a range of elective modules.

EXIT LEVEL OUTCOMES

After learners have successfully completed this degree programme they should have achieved the following: Sufficient understanding of the scientific principles and knowledge underlying biotechnological advances. Be able to perform basic laboratory techniques required in biotechnological research and development. Have acquired skills and attributes important for a biotechnology business. Understand the ethical and social issues involved in biotechnological developments. Generic Critical Cross-field Outcomes and Exit-Level Outcomes: 1. Demonstrate a knowledge and understanding of fundamental concepts and principles. 2. Recognise that scientific knowledge and understanding are changeable. 3. Demonstrate key scientific reasoning skills through identifying and solve problems using critical and creative thinking. 4. Work effectively as a member of a team or group in scientific projects or investigations. 5. Manage and organize their learning activities responsibly. 6. Communicate scientific understanding in writing, orally and using visual, symbolic and/or other forms of representation. 7. Demonstrate effective Information and Communication Technology (ICT) skills. 8. Apply scientific knowledge and ways of thinking to societal issues, taking into account ethical and cultural considerations. For reference on Core Module Outcomes see below: Year 1: Module Name: Science Skills (NQF Level 5): Specific Module Outcomes: At the end of this module learners should: Demonstrate an understanding of the scientific research process. Develop interpersonal, communication and information technology skills necessary to work in a team on a research project. Module Name: Biology IA: Principles of Biology (NQF Level 5): Specific Module Outcomes: After completion of this module, learners should be able to: Demonstrate an understanding of cellular structure and function as well as the inter-relationships between nucleic acids and proteins. Demonstrate basic laboratory skills. Module Name: Chemistry IA: Introduction to Chemistry (NQF Level 5): Specific Module Outcomes: After completion of this module, learners should be able to demonstrate a foundational understanding of chemical bonding and interatamoic interactions and the way these determine the structure and reactivity of compounds. Module Name: Biology IB: Plant and Animal diversity (NQF Level 5): Specific Module Outcomes: After completion of this module, learners should be able to demonstrate an understanding of biological diversity within the plant and animal kingdoms. Module Name: Chemistry IB: Applied Chemistry (NQF Level 5): Specific Module Outcomes: After completion of this module, learners should be able to demonstrate an understanding of the applications of chemistry in industry. Year 2: Module Name: Microbiology IIA: Introduction to Microbiology (NQF Level 5): Specific Module Outcomes: After completion of this module, learners should be able to demonstrate an understanding of the structure, metabolism, growth and genetics of the major groups of microorganisms. Module Name: Biochemistry IIA: Molecular Biology (NQF Level 5): Specific Module Outcomes: After completion of this module, learners should be able to demonstrate an understanding of gene structure, gene expression and its regulation work with DNA in laboratory. Module Name: BMarketing IIA: Biopharmaceutical Marketing (NQF Level 5): Specific Module Outcomes: After completion of this module, learners should be able to demonstrate an understanding of the basic marketing principles with respect to the promotion of health products. Module Name: Botany IIA: Ethnobotany (NQF Level 5): Specific Module Outcomes: After learners have completed this module they should be able to demonstrate an understanding of how people of a particular culture and region conceptualise plants in their local environment and use them in everyday life. Module Name: Microbiology IIC: Applied Microbiology (NQF Level 5): Specific Module Outcomes: After learners have completed this module they should be able to demonstrate an understanding of the principles and applications of environmental and industrial microbiology. Module Name: Biochemistry IIC: Enzyme Chemistry (NQF Level 6): Specific Module Outcomes: After learners have completed this module they should be able to demonstrate an understanding of the main methods and techniques used in modern biochemistry. Module Name: Marketing IIB: Personal Selling and sales management (NQF Level 5): Specific Module Outcomes: After completion of this module, learners should be able to understand the role of personal selling in the promotional mix. Module Name: Botany IIC: Plant physiology (NQF Level 6): Specific Module Outcomes: After completion of this module, learners should be able to demonstrate an understanding of the basic structural and functional relationships of the plant body and the pattern of plant development. Module Name: Bioethics (NQF Level 5): Specific Module Outcomes: After completion of this module, learners should be able to demonstrate an understanding of the diverse views on biotechnology. Year 3: Module Name: Biotechnology IIIA: Technology commercialization (NQF Level 6): Specific Module Outcomes: After completion of this module, learners should be able to demonstrate an understanding of how research into commercial use. Module Name: Biological Products IIIA: Medical Biotechnology (NQF Level 5): Specific Module Outcomes: After completion of this module, learners should be able to: Demonstrate an understanding of how biotechnology techniques are applied in the medical field. Recognize emerging technology developments in the field of biotechnology. Module Name: Bioprocessing IIIA: Fermentation technology (NQF Level 6): Specific Module Outcomes: After completion of this module, learners should be able to demonstrate an understanding of the practicalities of handling cells and organisms on a large scale, optimisation of growth and product formation and the techniques of downstream processing leading to the recovery and purification of cells and their products. Module Name: Bioprocessing IIIB: Operations Management (NQF Level 6): Specific Module Outcomes: After completion of this module, learners should be able to demonstrate an understanding of the managerial concepts and quantitative tools and techniques required in the design, operation and control of operation systems in the production of goods and/or services. Module Name: Biological Products IIIB: Agricultural biotechnology (NQF Level 5): Specific Module Outcomes: After completion of this module, learners should be able to: Demonstrate an understanding of how foods can be used to modify physiology. Recognize social, cultural and regulatory issues governing the nutraceutical industry. Module Name: Biotechnology IIIB: Tissue culture (NQF Level 6): Specific Module Outcomes: After completion of this module, learners should be able to demonstrate an understanding of the principles and practice of animal and plant cell and tissue culture. Module Name: Internship (NQF Level 6): Specific Module Outcomes: After completion of this module, learners should be able to develop the skills and attitudes to work within a biotechnology field.

ASSOCIATED ASSESSMENT CRITERIA

Associated Assessment Criteria for Generic Critical Cross-field Outcomes and Exit-Level Outcome 1: The core concepts and principles of the Biotechnology discipline are identified, described and explained. The relationships among the core concepts and principles are demonstrated. The range and limits of applicability of the core concepts and principles are identified. The core concepts and principles are applied to standard problems. Examples of changes in knowledge and understanding in the fields of Biomedicine are described and explained. Each of the above can be assessed within the core modules of the Biotechnology Programme. Associated Assessment Criteria for Generic Critical Cross-field Outcomes and Exit-Level Outcome 2: The limitations of basic techniques used in Biotechnology are appraised. The significance of contested scientific knowledge in a contemporary context is recognised. An understanding of how scientific information and ideas become generally accepted is demonstrated. Logical thinking is demonstrated and naive and flawed scientific reasoning is identified. Inductive (effect to cause or specific to general) and deductive (cause to effect or general to specific) reasoning can be discriminated. Thinking and reasoning processes are reflected upon. The self-conscious capacity to judge when understanding has been achieved or a problem has been adequately solved is demonstrated. Concrete and abstract problems, in familiar and unfamiliar contexts, are formulated, analysed and solved. The knowledge of theory is applied to particular real-world contexts. Knowledge is integrated, e.g. from various disciplines or modes of enquiry, in solving scientific problems. Assessed through various different types of assessments including practical assignments, research papers, visual presentations and the various formative assessment tasks in each module. Associated Assessment Criteria for Generic Critical Cross-field Outcomes and Exit-Level Outcome 3: Evidence of successful and effective contributions in group work is provided within various activities during module assignments. The outcomes of scientific group work are communicated effectively and with respect for the contributions of each group member. Organisational skills in managing group work are applied. Associated Assessment Criteria for Generic Critical Cross-field Outcomes and Exit-Level Outcome 4: Appropriate study skills are demonstrated (e.g. learning from text, note-taking, summarising, analysis and synthesis). Effective learning strategies which suit personal needs and contexts are developed and used. (This includes use of both summative and formative assessment procedures). Effective time management is demonstrated, e.g. by completing tasks/assignments to deadlines. Scientific language is used correctly to produce clear and coherent written documents, which follow appropriate scientific conventions. Scientific information is presented verbally in front of others. Appropriate referencing conventions are used, plagiarism is avoided and intellectual property is respected. Non-verbal forms of representation are used correctly and appropriately. Various module assignments include a visual presentation component, which requires the learner to present information on a topic to the class (using visual aids and in some cases a PowerPoint Slide Show). Associated Assessment Criteria for Generic Critical Cross-field Outcomes and Exit-Level Outcome 5: Tasks related to basic computer literacy skills are performed. The validity of ICT solutions for problems posed by the Informatics discipline are critically assessed. ICT that is appropriate to the Informatics discipline is used, e.g., for: computational applications; simulation applications; pattern recognition; automation and control; managing large volumes of data. (Above included in all modules with a practical component, where learners are required to complete practical assignments, class work, laboratory work and exams). Scientific knowledge that is relevant to current societal issues is identified. Public information dealing with current scientifically related issues is critically evaluated. Ethically and culturally sensitive decisions on the effects of scientifically based activities on society are made. The socio-economic impact of scientific interventions in society is identified. Scientific knowledge is applied for the direct benefit of others, e.g. to junior learners, in schools or in the community. For reference on Core Module Assessment Criteria see below: Year 1: Module Name: Science Skills (NQF Level 5): Assessment Criteria: Organize, graph, interpret, and make predictions based on data either provided by the instructor or self-generated. Design an experiment in an acceptable manner that will demonstrate an ability to state a scientific problem, form hypotheses, use a control, conduct an adequate and unbiased sample, and use inductive reasoning. Demonstrate a working knowledge of laboratory safety by practicing safe science when doing laboratory work. Effectively communicate in a professional setting, including oral presentations using available technology, design and presentation of a scientific poster and technical writing. Understand the ethical complexities and requirements of scientific research. Work individually and collaboratively to recognize and solve problems. Apply the processes of science in preparing an argument relating to a current biological/earth science problem. Develop study skills which will ensure success in a university environment. Develop an understanding of what skills are required to be successful in their chosen career and a plan to develop the required skills. Be able to solve well defined but unfamiliar problems using correct procedures and appropriate evidence. Module Name: Biology IA: Principles of Biology (NQF Level 5): Assessment Criteria: Incorporate basic chemical concepts into descriptions of cell functions. Name basic cell structures and explain their role in the cell. Compare and contrast plant and animal cell structures and functions. Define levels of structural organization. Identify the systems of the body and describe the basic function of each system. Describe the planes that divide the body. Describe the features, locations and functions of epithelium, connective tissue, nervous tissue. Use prepared slides and a compound microscope. Be able to recognize connective, epithelial, muscle and nerve tissue. Explain the sequence of events in photosynthesis and respiration. Relate the exchange and transfer of energy in the cell to major cell functions. Describe the roles of DNA and RNA in protein synthesis. Explain the major features of gametogenesis and sporogenesis. Incorporate the concepts of meiosis and mitosis into an explanation of how species maintain a constant chromosome number. Predict the results of 2-factor Mendelian genetic crosses. Analyze simple pedigree charts. Recognize basic chemical functional groups and describe their role in the behaviour of biologically important molecules. Describe the basic features of natural selection. Discuss the history of scientific thought with respect to evolution. Be able to solve well defined but unfamiliar problems using correct procedures and appropriate evidence. Module Name: Chemistry IA: Introduction to Chemistry (NQF Level 5): Assessment Criteria: Correctly use laboratory equipment and use proper techniques in basic chemical measurements and analyses. Apply the metric system and scientific notation in chemical measurements and calculations. Identify the fundamental particles of matter and differentiate between the physical and chemical properties. Predict the behaviour of the elements from their positions on the periodic table and their electron configurations. Predict the type of chemical bonds which occur in compounds by calculating the difference in electronegativity between the atoms. Name and write the chemical formula for common cations, anions, polyatomic anions and compounds such as salts, acids, bases and hydrates. Draw electron-dot diagrams to explain chemical bonding between atoms. Calculate the empirical formula and molar mass of compounds. Balance chemical equations. Predict the solubility characteristics of ionic and molecular compounds. Solve stoichiometric problems. Calculate solution concentration problems. Assign oxidation numbers and apply these to solve redox reaction problems. Explain the role of electrolytes, the ionization of water and the pH scale. Describe the properties of acids and bases and carry out calculations involving them. Name and draw structural formulas of simple hydrocarbons. Differentiate between oxidation, substitution and addition reactions. Be able to solve well defined but unfamiliar problems using correct procedures and appropriate evidence. Module Name: Biology IB: Plant and Animal diversity (NQF Level 5): Assessment Criteria: Recognize and be able to classify the major (common, economically or medically important, evolutionarily significant, or for other reasons) groups of animals and plants. Be familiar with specialised terminology and basic concepts of zoology and botany. Understand the evolutionary relationships among the different groups of animals and plants. Describe selected external and internal structure and associated biology/function for different kinds of animals and plants. Appreciate and enjoy the subjects of zoology and botany and be able to place the subject in the larger context of human knowledge and experience on a global scale. Be able to solve well defined but unfamiliar problems using correct procedures and appropriate evidence. Module Name: Chemistry IB: Applied Chemistry (NQF Level 5): Assessment Criteria: Write down the chemical and physical properties of any given matter. Perform mathematical calculations to the desired significant figures. Relate the chemical concepts (especially acid-base and equilibria, electrochemistry and buffer systems) to physiological processes in the human body and geochemistry. Perform simple experiments to confirm certain theories and to determine the quantitative relationships between acids and bases, some metals and their complexes. Apply the QSAR principle (quantitative structure activity relationship) as well as list the four levels of pattern recognition. State the clinical significance of certain chemical elements/compounds and chemical processes. State the environmental hazards associated with certain chemical elements/compounds and chemical processes. Give examples of chemical applications in a range of industries. Be able to solve well defined but unfamiliar problems using correct procedures and appropriate evidence. Year 2: Module Name: Microbiology IIA: Introduction to Microbiology (NQF Level 5): Assessment Criteria: Have an appreciation for early investigations carried out in the area of microbiology with respect to such things as experimental design, interpretation of results, significance of contributions, etc. Be aware of the significant differences between prokaryotic and eukaryotic microorganisms with emphasis on cellular structures and functions. Be familiar with viral architecture, replication, and quantification. Be aware of the numerous chemical and physical factors affecting microbial growth and how these factors can be managed in order to establish optimal growth conditions. Be aware of the varied metabolic types as far as microorgansisms are concerned (learners should have a sound understanding of the terminology and major pathways of metabolism). Have a basic understanding of microbial reproduction with emphasis on conjugation, transformation, and transduction. Be in a position to view the activities of microorganisms objectively as related to their constant influence on man and their environment. Have the ability to perform basic microbiological techniques such as staining, culturing, and biochemical testing of varied microorganisms. Understand and be able to apply principles of asepsis, disinfection, sterilization, and sanitation. Establish an appreciation of the fact that microorganisms are omnipresent and will be in a position to apply this knowledge to personal and community hygiene. Be aware of both harmful and beneficial roles played by microorganisms in abiotic and biotic environments. Be able to solve well defined but unfamiliar problems using correct procedures and appropriate evidence. Module Name: Biochemistry IIA: Molecular Biology (NQF Level 5): Assessment Criteria: Understand the structure and differences between various genomes. Locate genomic data on the Internet. Describe the structure of DNA. Describe the process of DNA replication. Understand the structure of a chromosome. Explain how nucleosomes affect nuclear processes. Describe transcription and translation in the prokaryotic cell. Compare and contrast the mechanism of transcription between prokaryotic and eukaryotic cells. Describe eukaryotic translation. Explain the various mechanisms of regulating eukaryotic gene expression. Understand principles of reagent preparation. Understand and use rationale of DNA separation to isolate cellular components. Explain and use principles of restriction digests. Run agarose gel electrophoresis. Understand and use PCR. Gain an appreciation of the power that molecular techniques has to affect all aspects of our lives. Be able to solve well defined but unfamiliar problems using correct procedures and appropriate evidence. Module Name: BMarketing IIA: Biopharmaceutical Marketing (NQF Level 5): Assessment Criteria: Define marketing and explore the key concepts associated with it including: the marketing concept, target markets and the marketing environment. Understand the pharmaceutical marketing environment both locally and internationally. Analyse buyer behaviour and target markets. Successfully manage the activities associated with developing and maintaining effective marketing mixes. Understand the product life cycle and the steps required to manage the product from inception to elimination. Set up and manage an exhibit. Organise and manage an event. Be able to solve well defined but unfamiliar problems using correct procedures and appropriate evidence. Module Name: Botany IIA: Ethnobotany (NQF Level 5): Assessment Criteria: Describe plant morphology. Relate the various plant structures with their particular function(s). Understand how people are shaped by their social, cultural and physical environments. Be familiar with the current theories concerning the domestication and evolution of cultivated plants. Be familiar with the major crop plants that supply calories and nutrients to the human population. Understand the importance of plants in the supply and creation of medicine. Understand the influence of plants on the development of human cultures. Be familiar with the use of plants in the production of fibre, essential oils, structural members, and other uses. Know how plants are used ornamentally. Be able to solve well defined but unfamiliar problems using correct procedures and appropriate evidence. Module Name: Microbiology IIC: Applied Microbiology (NQF Level 5): Assessment Criteria: Understand the fundamentals of environmental microbiology including: aerobic, anoxic, anaerobic and photosynthetic metabolism; biosynthesis, genetics, biogeochemical cycles and microbial ecology. Be familiar with and be able to formulate and apply stoichiometric equations for microbial processes, mathematical models of microbial growth and substrate utilization. Understand the biological processes relevant to the design of bioremediation, natural wastewater treatment systems, composting, acid mine drainage, biological production of energy, biopesticides and biological drinking water treatment. Understand the impact of biological phenomena on public health and the environment. Be familiar with range of commercial products produced by microorganisms. Produce a microbial based product. Understand the concept of biological control. Be able to solve well defined but unfamiliar problems using correct procedures and appropriate evidence. Module Name: Biochemistry IIC: Enzyme Chemistry (NQF Level 6): Assessment Criteria: Calculate kinetics of enzymes. Measure enzyme activity. Prepare enzymes (isolate, purify and to some extent characterize). Describe the principles of analysis by acid-base reactivity, absorption of light, photon emission, complexation reactivity, electrode potential, oxidation-reduction reactivity, interphase partition, biochemical reactivity. Be able to solve well defined but unfamiliar problems using correct procedures and appropriate evidence. Module Name: Marketing IIB: Personal Selling and sales management (NQF Level 5): Assessment Criteria: Master the ten basic steps of the sales process. Understand the importance of relationship marketing, product and customer knowledge. Prepare a sales presentation. Handle objections from customers. Close a sale. Be able to perform sales forecasting and budgeting. Have an appreciation of the problems and methods involved in managing a sales force. Be able to solve well defined but unfamiliar problems using correct procedures and appropriate evidence. Module Name: Botany IIC: Plant physiology (NQF Level 6): Assessment Criteria: Understand basic structural and functional relationships in plants. Understand water relations in plants, including themodynamics, diffusion, concept of water potential and osmosis. Understand the movement of water through a plant. Understand the movement of nutrients through a plant. Understand the basic biochemistry and environmental aspects of photosynthesis and respiration. Understand the roles of various plant hormones in plant growth and development (auxin, cytokinin, abscisic acid, ethylene and others). Understand the principles of movement in plants. Understand principles of phtomorphogenesis, circadian rhythms, growth response to temperature and photoperiodism. Understand the principles of plant-gene interactions. Understand plant responses to environment ecotypes and stress. Be able to solve well defined but unfamiliar problems using correct procedures and appropriate evidence. Module Name: Bioethics (NQF Level 5): Assessment Criteria: Understand ethical theory. Be aware of the rights and responsibilities with regards the patient-professional relationship. Discuss the ethical issues regarding management of medical information. Discuss the ethical issues of abortion and maternal-fetal relations. Discuss the ethical issues of euthanasia. Discuss the ethical issues of justice in the administration of healthcare. Understand the ethical practices required to conduct experiments on animal and human subjects. Discuss the ethical issues of eugenics. Discuss the ethics of reproductive technologies and surrogate parenting arrangements. Discuss the ethics of cloning. Discuss the ethical issues of genetically modified foods. Discuss the ethical issues of biological warfare. Discuss the ethical issues of gene therapy. Be able to solve well defined but unfamiliar problems using correct procedures and appropriate evidence. Year 3: Module Name: Biotechnology IIIA: Technology commercialization (NQF Level 6): Assessment Criteria: Be able to develop a product from proof of concept, through business analysis to product development. Understand the current distribution of biotechnology markets. Understand the business of biotechnology. Get a taste of its wild, random, high-pace, money-denominated, hugely complex dynamism. Provide an overview of the fundamental aspects that underpin all biotechnology and to give case studies of how these principles are put into operation. Be aware of the social, ethical issues surrounding the applications of biotechnology. Be aware of the legal issues surrounding the applications of biotechnology. Be aware of sources of funding and how to access funding. Understand the importance of quality control in production and quality certification. Be able to solve well defined but unfamiliar problems using correct procedures and appropriate evidence. Module Name: Biological Products IIIA: Medical Biotechnology (NQF Level 5): Assessment Criteria: Describe the historical development of medical biotechnology. Describe recombinant DNA technologies and discuss products currently available as well as products in development. Describe monoclonal antibody technology and discuss its clinical and diagnostic applications. Discuss new innovations in human gene therapy. Describe reproductive technologies and discuss its medical applications. Be familiar with the developments in stem cell research and its applications. Discuss the use of criminalistics to solve crime. Discuss transplant technology using human and mechanical parts. Discuss the regulations, ethics and cost issues associated with development of medical biotechnology products. Module Name: Bioprocessing IIIA: Fermentation technology (NQF Level 6): Assessment Criteria: Apply the principles of microbial physiology and genetics to the industrial production of microbial metabolities. Appreciate the relationships between chemical engineering, microbiology and genetics in the design of industrial fermentation processes. Diagnose the major causes of microbial spoilage of natural products, manufactured goods and machines. Understand how the nature of raw materials, available production technologies, market considerations and the regulatory environment impact on the production of major products within selected bioprocess industries. Be aware of the importance of microbiology and biochemistry in the processing of biological materials. Be aware of the scale and requirements of industrial bioprocessing. Know how to cultivate microorganisms on a large-scale under aseptic conditions. Know how to recover bioproducts using a variety of separation techniques. Ascertain the temporal variations in substrate, biocatalyst and product concentration over the course of a bioconversion. Convey fluids between vessels. Heat and cool the contents of vessels in an efficient manner. Be able to solve well defined but unfamiliar problems using correct procedures and appropriate evidence. Module Name: Bioprocessing IIIB: Operations Management (NQF Level 6): Assessment Criteria: Principal functions of management (i.e. Finance, Marketing, Operations, Human Resources & Strategy). Implementing of these functions into business strategy. Results-driven project management team. SWOT analysis. Object Directed Project Management Methodology. Differences between various automated configuration management toolsets. Software Engineering Institute (SEI). RAD environment. Earned Value Analysis to complex project. Knowledge Management. Parallel Project Management. Module Name: Biological Products IIIB: Agricultural biotechnology (NQF Level 5): Assessment Criteria: Identify and describe key vitamins and minerals and describe areas of metabolic function. Be able to research herb/botanical products and comprehend key issues of harvest, manufacture, processing, analysis and usage. Understand the role of functional foods with an emphasis on the unique regulatory environment. Interpret health claims information and regulatory requirements for labeling. Comprehend issues surrounding use of GMO food products. Be able to solve well defined but unfamiliar problems using correct procedures and appropriate evidence. Module Name: Biotechnology IIIB: Tissue culture (NQF Level 6): Assessment Criteria: Establish and manage a tissue culture laboratory. Create a cell tissue culture procedures notebook detailing procedures used to set up and manage a cell culture laboratory. Prepare culture medium from reagent grade chemicals and stock solutions. Maintain plant and animal cell lines without contamination. Demonstrate knowledge and understanding of tissue culture principles, and the application of these principles in troubleshooting problems. Explore effects of variables in culture conditions on cell proliferation with appropriate assay techniques. Isolate cells and initiate primary culture. Carry out a stable transfection to the point of isolating and freezing viable clones. Decontaminate and place into culture suitable explants capable of being cultured and multiplied. Be able to solve well defined but unfamiliar problems using correct procedures and appropriate evidence. Module Name: Internship (NQF Level 6): Assessment Criteria: Experience working in a biotech company. Record experiences in a journal form. Develop interpersonal skills. Integrated Assessment: Learning and assessment should be integrated. Midrand Graduate Institute practices such an integrated system of assessment. Continual formative assessment is conducted so that learners are given feedback on their progress in the achievement of specific learning outcomes. The formative assessment tasks occur every fortnight and can be in the form of one of the following: A 5-item multiple choice test. A short questions test. Construction of concept maps. Take home tests with long questions. Short practical tasks. Short class presentations. For each of these activities learners will be supplied with the model answers and they will be required to mark their own work or the work of someone else in the class. The marks for these activities will be recorded by the lecture for feedback purposes. The purpose of formative assessment is to improve the learning of individual learners, and to improve the lecturing. Summative assessment is concerned with the judgement of the learning in relation to the exit-level outcomes of the qualification. Such judgement includes integrated assessment(s)' which test the learners' ability to integrate the larger body of Informatics knowledge, skills and attitudes that are represented by the exit-level outcomes as a whole. At MGI summative assessment takes the form of class tests, assignments, practical work (in certain cases) and a final examination. The marks attained in these activities will contributes to the learners' final mark for the module.

INTERNATIONAL COMPARABILITY

To our knowledge, this Programme has not been assessed internationally. However, given that: The curriculum incorporates the latest trends and practices in the discipline (The recommendations of the Biology 2010 Report, produced by the Committee on Undergraduate Biology Education to Prepare Research Scientists for 21st Century, convened by the American National Research Council (NRC), served as a framework for the development of the programme). Well-qualified academics and industry practitioners act as external examiners and moderators of the Programme. We have no reason to doubt that the quality and content of our Programme would meet international standards.

ARTICULATION OPTIONS

One of the objectives of our rigorous external moderation and examination procedure, and of our ongoing interaction with academic staff of other tertiary level institutions, is to ensure that the content and standard of our curriculum is such that our learners will have the opportunity for both vertical and horizontal articulation, both within and outside of Midrand Graduate Institute. There are very few possibilities for vertical articulation at MGI, as we are an undergraduate institute. Our Business School has agreed to allow graduates to register for an MBA, upon completion of certain undergraduate modules that are not included in the BSc Biotechnology Management curriculum. With regard to vertical articulation, a learner who wishes to proceed to further studies at another higher education institution, having completed the BSc Biotechnology Management programme at Midrand Graduate Institute, should be able to do so based on the knowledge and skills acquired during the course of the programme, provided, of course, that his/her academic performance has been of the required standard. In terms of horizontal articulation: A learner who transfers to another programme within Midrand Graduate Institute will be given credit for relevant modules successfully completed towards the BSc Biotechnology Management programme. Learners who, having completed certain modules in the BSc Biotechnology Management programme at Midrand Graduate Institute, wish to transfer to another higher education institution, are able to apply successfully for exemption from relevant modules on the basis of modules passed at Midrand Graduate Institute. A number of such articulations have taken place successfully in the past.

MODERATION OPTIONS

Internal moderation: The lecturer/s responsible for a particular module is/are appointed as internal examiner/s for that module. Internal examiners are responsible for the marking of all assessments related to the module for which they are responsible. Currently, Midrand Graduate Institute is reviewing this process and considering the need for a second marker on all work produced by the learner. External moderation: All final assessments at all levels of the curriculum are moderated by academic staff of public higher education institutions or by appropriately qualified industry practitioners. Good practice in the selection and appointment of assessors or external examiners is achieved by both academic and administrative involvement in approving the appointment of external examiners within Midrand Graduate Institute. This ensures that all staff members involved in appointments understand the criteria for the appointment of external examiners as well as that appointees are assessed effectively and rigorously. External examiners are recommended by MGI academics, members of the Advisory Board and Academic Heads of other universities. The criteria which are employed in the selection of external examiners are: Individuals having suitable experience and who have had some prior experience of external examining. Have available sufficient time for the proper performance of function. External examiners who have completed their period of appointment are not eligible for reappointment before a lapse of at least two years. External examiners from outside the higher education system, for example from industry are appropriate in certain situations. The academic and/or professional standing of such examiners will be vetted by the Head of Faculty. External examiners who are academics at other public universities must meet the following requirements: A minimum academic qualification of an honours degree in the subject concerned. A minimum teaching experience of 3 years in the module he/she will moderate. Previous experience as an examiner in an equivalent module. External examiners who are from Industry must meet the following requirements: An appropriate academic qualification. Considerable work experience in the field. A reputation in the industry. External examiners are appointed for final assessments at every level of study. Prior to each examination session, a copy of each examination paper, together with a marking memorandum and course outline, is sent to the relevant external examiner for moderation. As of 2004 module tests and assignments will also be sent through to external examiners when assessing the examination papers. Once the internal examiner has marked the examination papers, a sample pack for each module is sent to the relevant external examiner. In the case of practical assessments, external moderation takes place on campus. Sample packs are compiled as follows: Where the number of candidates is equal to or less than 20, all scripts are moderated. Where the number of candidates is between 21 and 40, 40% of the scripts are moderated. When the number of candidates is higher than 41, 20% of the scripts are sent for moderation. In terms of criteria for moderation, the following applies: External examiners/assessors are required to evaluate the examination paper using certain parameters: Syllabus (for example, is the required syllabus covered, is there enough variation between easy and difficult questions, does the paper test the objectives of the module as set out in the course outline and is the paper set at the required NQF level?). Duration (will learners be able to complete the paper in the proposed time allocated?). Grammar and format (is there correct spelling/grammar/sentence construction, are all the pages numbered, are the marks allocated clearly for each question, do the marks calculate correctly, where required, are all diagrams/articles/reading excerpts supplied and labelled, have the correct font types been used, are the appendices correct?). Marking memorandum (is the memo clearly watermarked, has the mark allocation been clearly indicated, are the marks allocated correctly, are all the answers correct/complete, is it clear how the answers that deviate from the memo should be marked and what would be correct?). Where there is a disparity between the internal and external examiner's assessment, the assessor concerned together with the relevant HOD will discuss and reach consensus. An Advisory Board for Biomedicine related modules, consisting of members from industry and from academia, has been established to ensure that MGI's Biomedicine learning programme is relevant to the learners' needs and appropriately benchmarked against academic and industry standards. The Advisory Board provides feedback on: The ability of the curriculum to provide learners with the experiential elements essential for success in the field. Whether the curriculum meets the requirements of the sector in which the graduate will be employed. Whether the curriculum provides a sound theoretical basis upon which the experiential elements of the curriculum can be based. Whether the desired outcomes of the programme are fairly and rigorously assessed by the tests, assignments and examinations. The following academics/experts are members of the Faculty's Advisory Board for Biomedicine related modules. Name; Industry/Academic: Dr J Devine; Industry. Paul Abrahams; Industry. Prof. Webster; Academic (Wits University). Dr. Vernon Coyne; Academic (University of Cape Town). In addition to the Programme Advisory Board: Midrand Graduate Institute's Academic Board, with external representation from the public university sector, and MGI's Quality Assurance Office, oversee the quality assurance processes of all programmes. External examiners are appointed to ensure that the quality of the relevant programme's assessment is commensurate with both academic and industry standards. External input is furthermore ensured through various other quality assurance processes of which the placement of learners in internships or projects, in collaboration with the industry, forms a major component. The internship or project arrangement provides the programme with a virtual advisory council that contributes hugely to the success of the programme and the maintenance of high standards. Assessed by the tests, assignments and examinations.

NOTES

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