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 Health Sciences in Transdisciplinary Health

SAQA QUAL ID	QUALIFICATION TITLE
125000	Master of Health Sciences in Transdisciplinary Health
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 09 - Health Sciences and Social Services		Curative Health
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 0836/25	2025-11-13	2028-11-13
LAST DATE FOR ENROLMENT		LAST DATE FOR ACHIEVEMENT
2029-11-13		2032-11-13

In all of the tables in this document, both the pre-2009 NQF Level and the NQF Level is shown. In the text (purpose statements, qualification rules, etc), any references to NQF Levels are to the pre-2009 levels unless specifically stated otherwise.

This qualification does not replace any other qualification and is not replaced by any other qualification.

PURPOSE AND RATIONALE OF THE QUALIFICATION

Purpose:
The purpose of the Master of Health Sciences in Transdisciplinary Health is to produce qualifying learners with the independent ability to identify problems and challenges in the health fields, and who have the necessary research skills and knowledge required to ethically gather, analyse, interpret, and evaluate scientific data, with a high level of competence, to successfully undertake transdisciplinary health research. This qualification aims to meet the needs of health professionals, prospective learner researchers, as well as the broader community and strategic needs of policy makers at the Governmental Health Departments.

Rationale:
The development of this qualification emanated from discussions at the institution, which led to broader consultation and engagement. Communication was had with key opinion leaders, academics, and experts in public health, community eye health, health professions education, as well as family health and primary health care. It was felt that currently, no qualification at the Master's level undertakes research across two or more health fields, and so the development and provision of such a qualification would enhance current research in this area. Trans-disciplinarity in health care involves transcending disciplinary boundaries, a sharing of knowledge, skills, and decision-making, a focus on real-world problems, and the inclusion of multiple stakeholders, including patients, their families, and their communities. More specifically, transdisciplinary in the context of human health may be defined as those approaches that integrate the natural, social, and health sciences in a humanities context, and in so doing, transcend each of their traditional boundaries

As part of the scoping exercise to determine the need and appropriateness of a Master's level qualification in Transdisciplinary Health, a comparative analysis was undertaken to identify and compare similar qualifications as registered on the National Qualifications Framework in South Africa. The results of this analysis identified only one similar qualification, but this is largely a coursework Master's degree and focuses purely on Health Promotion. Therefore, an opportunity exists for potential learners from a diverse range of health professions to enrol for the qualification based on their research interest, which may involve cross-disciplinary health sciences. This would both broaden access to postgraduate study as well as provide for a more comprehensive and real-life response to a health problem. Therefore, a unique opportunity exists to provide a full research-based qualification at master's leveL yet strongly based in the purely clinical health fields.

It is expected that a large demand to enter this unique qualification offering. Since the transdisciplinary nature of the qualification does not require research to be taken in one specific health field, this provides the opportunity for health professionals to undertake a research study that may be based across their own and another health or educational field. Furthermore, it will allow learners to enter the qualification from other healthcare qualifications within the institution or even from other institutions.

In terms of stakeholder needs, these may be broadly categorised as patient and community needs, health care practitioner needs, governmental and health service's needs, as well as the needs of those involved with policy formulation when considering the financial impact of health challenges and socio-economic needs. At its heart, stakeholders need high-quality and efficient health care delivery services while optimising the human and other resources available to them. This qualification aims to address the needs of stakeholders by attempting to provide research-driven empirical evidence that may be used to solve the problems and challenges facing health professionals and healthcare providers in an ever-changing global community.

LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING

Recognition of Prior Learning (RPL):
The Recognition of Prior Learning (RPL) is a widely accepted principle at the institution. Policies and guidelines make provision for this process to widen access to higher education studies.

RPL for access:
RPL applications for advanced standing will be processed for access into the qualification. To start the RPL application, the institution requires a motivation explaining the reason for applying for RPL, a Curriculum Vitae highlighting the work completed, the knowledge developed, and the interests of applicant. Documentation detailing qualifications, both completed and incomplete, should also be included. For any qualifications obtained outside of South Africa, these must include the SAQA evaluation. A summary of short courses completed and found competent, as well as contactable references, should be provided.

To assess the potential research component of the RPL application, the learner is required to submit a two page word outline of the proposed research consisting of the topic name, research question/s or problem to be investigated, rationale outlining the background, context and significance of the proposed study, a brief overview of literature review/theories to be used, a brief indication of how the study will be undertaken, an indication of the projected analysis of findings as well as any ethical considerations. All sources consulted must be cited, and the list of references should be included. Once this preliminary process has been undertaken, additional information, such as a portfolio of evidence reflecting the learning completed as well as a more detailed research proposal, may be requested.

The application and portfolio of evidence will be assessed by the institution to determine eligibility for the qualification. A recommendation will then be made for admission or further assessments to demonstrate competence of research skills and proficiency for the qualification. The decision to grant a person RPL is an academic decision made by the institution. The decision is primarily made by the faculty and confirmed (or not) by the Senate of the University. If the University approves the application, the learner will receive an email from the institution guiding them through the registration process. If the RPL application is not approved, the learner will receive a letter from the University informing them of the outcome of the process. Either the Faculty or the RPL Unit will give reasons for the decision and make suggestions regarding possible future education. Applicants have a right to appeal if they are not satisfied at any stage of the RPL process. The learner would be requested to explain the grounds and reasons for their appeal.

Entry Requirements:
The minimum entry requirement for this qualification is:

A Relevant bachelor's degree in health sciences discipline, NQF Level 8, 480 Credits.
Or

For pre-HEQSF-aligned qualifications, these will be evaluated against the institution's articulation options into the new master's qualifications.

RECOGNISE PREVIOUS LEARNING?

QUALIFICATION RULES

This qualification consists of the following compulsory module at the National Qualifications Framework, Level 9, totalling 180 Credits.

Compulsory Module, NQF Level 9, 180 Credits.

Research Project and Dissertation, 180 credits.

EXIT LEVEL OUTCOMES

1. Apply appropriate scientific principles and select techniques to identify and evaluate research problems in the transdisciplinary health domain.
2. Conceptualise and articulate scientific methods of investigation that will aim to address challenges faced in transdisciplinary health.
3. Demonstrate a mastery of research skills and knowledge to gather, analyse, interpret, and evaluate scientific data about transdisciplinary health.
4. Demonstrate an understanding of, and comply with, the ethical requirements and necessary obligations related to scientific research and knowledge production.
5. Defend and disseminate the findings of the research project, internally to the University and externally to the broader community.
6. Undertake independent transdisciplinary health research and be accountable for the research process and dissemination of the findings.

ASSOCIATED ASSESSMENT CRITERIA

Associated Assessment Criteria for Exit Level Outcome 1:

Appropriately evaluate and synthesise scientific literature to contextualise and frame the research problem.

Correctly identify a narrow research problem or challenge in transdisciplinary health.

Successfully develop a clear goal and associated objectives to address the identified research problem.

Associated Assessment Criteria for Exit Level Outcome 2:

Timeously and successfully develop a research proposal with an appropriate methodology aimed at addressing the research problem.

Correctly identify a suitable study design that would enable the accurate and systematic collection of data in line with accepted scientific principles.

Associated Assessment Criteria for Exit Level Outcome 3:

Successfully obtain ethical approval for the conduct of the research study.

Comprehensively understand the principles of the Helsinki declaration and its relevance to health and medical research involving human subjects.

Strictly adhere to all ethical principles in the process of conducting a research study.

Associated Assessment Criteria for Exit Level Outcome 4:

Successfully obtain ethical approval for the conduct of the research study.

Comprehensively understand the principles of the Helsinki declaration and its relevance to health and medical research involving human subjects.

Strictly adhere to all ethical principles in the process of conducting a research study.

Associated Assessment Criteria for Exit Level Outcome 5:

Competently demonstrate skills in academic writing and communication techniques in the synthesis and dissemination of findings related to the research project.

Successfully produce a high-quality dissertation presenting the review of literature, research methodology, findings and conclusions of an investigation in the field of transdisciplinary health.

Efficiently disseminate the findings and conclusions of the research through peer-reviewed scientific journals and/or conferences.

Associated Assessment Criteria for Exit Level Outcome 6:

Independently and proficiently conclude a scientific study in the field of transdisciplinary health.

Successfully produce a dissertation that meets national and international scientific standards as evaluated by a minimum of two external experts in the field.

INTEGRATED ASSESSMENT
The assessment strategy for the Master of Health Sciences in Transdisciplinary Health includes both formative as well as summative assessment processes.

Formative Assessment
Formative assessment will be carried out throughout the learning experience by means of regular interaction and feedback from the supervisor/s. Specific formative assessment will be provided in terms of the identification and selection of the research topic, identification of the research problem, development of the overall goal and objectives of the study, evaluation of relevant literature as well as the chosen study design and methodology.

Formative assessment will continue to be provided by the supervisor/s during the write-up of the dissertation.

Summative Assessment
The first summative assessment occurs at the Department level, where the proposal will be presented by the learner and evaluated by the academic staff as well as by invited colleagues from other relevant Departments in the Faculty of Health and Wellness Sciences. Constructive review and evaluation by two independent experts will allow for further summative feedback on the overall research proposal and project.

A formal summative assessment is conducted by means of the examination procedures for postgraduate degrees. In this process, the completed dissertation is sent to a minimum of two external examiners whose credentials and expertise have been approved by both the Faculty HDC and University HDC. Throughout all phases of the research process, including the proposal development, the write-up of the dissertation, as well as the writing of any manuscripts emanating from the research, all learner outputs will be submitted to Turnitin for checking of similarity and possible plagiarism to any existing works.

In terms of examination processes, dissertations may not be submitted for examination without the supervisor's signed approval, and learners should submit two copies for examination to the faculty research administrator. Examination is undertaken by a panel of external examiners appointed by the HDC of the institution. Two external examiners will examine the Master's. For the master's examination, three examiner names may be submitted for approval to the Faculty and Institutional HDCs, of which two will be immediately appointed by the HDC. This will prevent a delay of the examination process in case of the possibility of one appointed examiner withdrawing during the examination process, when another examiner will have to be appointed. The external examiners may not both be from the same university in South Africa.

INTERNATIONAL COMPARABILITY

Since this is an entirely new qualification, an extensive scoping exercise was undertaken to benchmark the Master of Health Sciences in Transdisciplinary Health against international qualifications.

An international benchmarking exercise was undertaken to contextualise the proposed qualification and identify possible best practices and comparability. A review of the qualifications listed on Mastersportal.com identified 967 global qualifications having interdisciplinary- or transdisciplinary health in their qualification name. The duration of most of these qualifications ranged from one to three years, although most were stated as being delivered over one or two years in duration. Many stated the qualification type and designator as Master of Science, although the qualifier was frequently listed to contain terms such as interdisciplinary, transdisciplinary, translational, as well as clinical and medical or health sciences. Many of the international qualifications had a large coursework component in fields such as epidemiology, research methods in health and human sciences, biostatistics, public health, as well as courses dealing with health systems. While most international qualifications benchmarked had some component of research, it appears that many are predominantly coursework-based.

The following four international Universities serve as a comparison for benchmarking and best practice. The first is strongly focused on biomedical research, the second is more interdisciplinary health (most closely aligned to the MSc: Trans Health), while the third university maintains a strong focus on research in healthcare and medical settings. The last University benchmarked, Drexel University, is in the United States of America and provides a somewhat different qualification structure and offering, but is also useful for comparison. A narrative summary of the key elements of the comparative analysis for each qualification is provided below.

Country: United Kingdom
Institution: Oxford University
Qualification Title: Master of Science degree in Translational Health Sciences
Duration: Full-time over one year or part-time over two to four years

Purpose:
The purpose of the Master of Science degree in Translational Health Sciences and has its objective to take an interdisciplinary and applied approach to the challenges of implementing innovations and research discoveries in health care settings. The course is offered full-time over one year or part-time over two to four years.

Qualification structure:
Learners are required to complete one compulsory module (Introduction and Research Methods for Translational Science), plus five optional modules and a research dissertation.

Elective topics/modules:

Behavioural Science and Complex Interventions,

Economics and Regulation in Translational Science,

Ethics and Justice in Translational Science,

Health Organisations and Policy, Patients, Citizens and the Politics of Evidence,

Healthcare Evaluation and Research Impact,

Technological Innovation and Digital Health and Translational Science and Global Health.

A research project and dissertation form part of this overall qualification.

Similarities

Both qualifications have a research and dissertation module.

Differences:

The UK qualification has compulsory and elective modules, while the SA qualification comprises of compulsory module, which is the Research Project and Dissertation.

Country: Canada
Institution: Drexel University College of Medicine, Philadelphia
Qualification Title: Master of Science in Interdisciplinary Health Sciences
Duration: Two years

Purpose:
The Master of Science in Interdisciplinary Health Sciences, which is more closely related to the proposed MSc in Transdisciplinary Health. The purpose of this qualification is to "challenge learners to examine complex issues related to human health, disability, and disease through an interdisciplinary lens. The qualification emphasises the critical interactions between biological, psychosocial and behavioural determinants of health across the lifespan of an individual".

Qualification structure:
The qualification involves some coursework as well as a full research proposal and thesis.

The preliminary coursework modules include:

Interdisciplinary Perspectives in Health Sciences,

Interdisciplinary Research Methods and Statistics in Health Sciences,

Directed Studies in Interdisciplinary Health Sciences, as two Master's Seminars

Similarities

Both qualifications aim to solve complex issues related to health sciences through a transdisciplinary lens.

Both qualifications include a research project and dissertation, including the demonstration of research methods.

Differences:

The Canadian qualification includes coursework as well as full research and thesis, while the SA qualification is purely a research project and dissertation.

ARTICULATION OPTIONS

This qualification provides for the following articulation possibilities.

Horizontal Articulation:

Master of Science in Biomedical Technology, NQF Level 9.

Master of Health Sciences in Dental Technology, NQF Level 9.

Master of Emergency Medical Care, NQF Level 9.

Master of Science in Radiography, NQF Level 9.

Master of Nursing, NQF Level 9.

Master of Philosophy in Transdisciplinary Health and Development Studies, NQF Level 9.

Master of Optometry, NQF Level 9.

Master of Public Health, NQF Level 9.

Master of Health Professions Education, Level 9.

Master of Philosophy in Health Professions Education, NQF Level 9.

This qualification does not provide for horizontal articulation on the Occupational Qualifications Sub-Framework as it is an NQF Level 9 qualification, and there are no NQF Level 9 offerings on the Occupational Qualifications Sub-Framework.

Vertical Articulation:

Doctor of Philosophy in Transdisciplinary Health Sciences, NQF Level 10.

Diagonal Articulation
There are no diagonal articulation options to doctoral level study, as there are no NQF level 10 qualifications offered on the Occupational Qualifications Sub-Framework.

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.	Cape Peninsula University of Technology