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 Information Technology

SAQA QUAL ID	QUALIFICATION TITLE
125001	Master of Information Technology
ORIGINATOR
Belgium Campus 1 ITVERSITY NPC
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 10 - Physical, Mathematical, Computer and Life Sciences		Information Technology and Computer Sciences
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 Information Technology is resolutely aligned with the exigent demands of the 4th Industrial Revolution and the emerging ICT landscape.

It is envisaged that this qualification will equip both current and future generations with the prowess to adeptly navigate and lead within this transformative era. The qualification's primary goal is to cultivate a cadre of adept professionals who are not only conversant with disruptive technologies but also possess the strategic acumen to expedite the industry's rapid evolution.

The qualification's raison d'être resonates with the pressing need to arm learners, particularly those occupying leadership positions, with the capabilities to harness disruptive technologies and drive unprecedented transformation. In this age of digital innovation, the qualification envisions learners who are not merely passive observers but active architects of change, catalysing the integration of the new digital realm into existing frameworks. This goes hand in hand with the broader vision of propelling the ICT sector's swift-paced and ever-changing nature toward new horizons.

The profound implications of digital transformation underscore the qualification's vital significance. This encompasses an intricate blend of reinvigorating cloud infrastructure, enhancing data and analytics competencies, fortifying cybersecurity measures, and fostering business model metamorphosis. Notably, it also encompasses a critical shift in workforce orientation, necessitating the reorientation and reskilling of professionals to exploit the full spectrum of advanced technologies, including artificial intelligence

Against the backdrop of South Africa's competitive landscape, where agility, automation, and adaptation are the driving forces, the program positions itself as a catalyst for change. The qualification's comprehensive approach, ranging from cloud migration to embracing AI and edge computing, serves as a conduit for businesses to enhance their operational efficiency and pivot toward innovation-driven growth. The transformative impact of the global pandemic accentuates the qualification's relevance. The crisis accelerated the adoption of technology-enabled solutions, transitioning workforces into virtual realms and amplifying the demand for remote work infrastructure. This shift not only aligns with the realities of a post-pandemic world but also positions learners as architects of this new normal, capable of leveraging virtual environments for enhanced diversity, flexibility, and resilience.

In the wake of the pandemic, organisations globally are grappling with the need to upgrade supply chains, modernise capabilities, and capitalise on strategic opportunities. This necessitates a cadre of professionals who can effectively steer these endeavours, capitalising on asset valuations and orchestrating the modernisation of essential functions. The qualification, through its comprehensive curriculum and focus on research, software development, innovation, and analytics, positions learners as active contributors to this transformative journey.

The qualification's curriculum is designed to develop essential skills and capabilities, with a spotlight on research prowess. In an era where the ability to critically analyse complex business requirements is paramount, the program nurtures learners to frame research questions and synthesise outputs that address a plethora of multifaceted demands. The qualification's emphasis on translating business challenges into digital transformation enablers underscores its alignment with the strategic needs of IT and business leaders.

Additionally, the qualification propels learners to partake in the metamorphosis of applied research into commercially viable innovations. This fusion of research and application serves as a conduit for learners to seamlessly integrate innovative ICT solutions into the global value chain. Through a comprehensive programme that guides research across software development, innovation, and analytics, the qualification equips learners to master the intricacies of specifying, designing, implementing, testing, and maintaining advanced ICT solutions.

Furthermore, the qualification underscores the importance of effective communication and encourages learners to cultivate a holistic societal perspective on the significance of computer science and technology. This perspective reflects the qualification's commitment to nurturing well-rounded professionals who are adept not only in their technical domains but also capable of effectively conveying the implications and potential of their work to diverse stakeholders.

In a world where technology continues to reshape the landscape of every industry, the Master of Information Technology qualification stands as an incubator for innovative leaders who can guide organisations toward transformative growth. With a qualification that is meticulously designed to address the complex interplay of digital transformation, technical acumen, and research proficiency, the qualification envisions learners who are adeptly poised to capitalise on emerging opportunities and lead their industries into a future defined by innovation, agility, and resilience.

Rationale:
The rationale for the Master of Information Technology programme is rooted in a comprehensive understanding of the evolving landscape of digital leadership, the urgent demand for senior ICT professionals who can bridge strategic insight and technological expertise, coupled with a steadfast commitment to meeting the pressing needs of stakeholders and the dynamic demands of the industry. At the heart of this transformation lies the expanding role of the Chief Information Officer (CIO) and other senior ICT leaders, who are no longer confined to technical operations but have become strategic enablers of innovation, value creation, and organisational competitiveness.

As global economies transition through the Fourth Industrial Revolution, the role of the Chief Information Officer (CIO) and related IT leadership positions has evolved significantly, moving from technical oversight to enterprise-wide innovation leadership. This evolution is clearly captured in Gartner's influential Chief Information Officer (CIO) 2022 survey, a globally recognised barometer that effectively tracks and evaluates strategic business, technical, and management priorities across the spectrum

The pivotal importance of this survey lies in its ability to provide a panoramic view of how CIOs and senior IT leaders around the world are adeptly balancing multifaceted priorities in an era of unprecedented digital transformation. The latest findings from this influential survey have illuminated a remarkable paradigm shift: the Chief Information Officer's relationship with top-tier business leaders, particularly Chief Executive Officers, has reached an unparalleled level of strength and interdependence. This symbiotic partnership has transcended mere collaboration, evolving into a strategic alliance where 66% of CIOs have attested to an undeniable increase in the robustness of the CIO-CEO relationship. The findings underscore a pivotal shift: organisations now require IT leaders who can align technology with long-term business value, while also navigating complexity, security, ethics, and innovation.

This transformative partnership has catalysed a seismic shift in the CIO's role, transcending the traditional boundaries of technical stewardship and delving into the core of strategic decision-making. Within this context, an impressive 70% of CIOs have embarked on spearheading high-impact initiatives within their organisations, underscoring their increasingly integral role in steering the ship of innovation and progress. This growing influence has also seen a staggering 80% of CIOs assuming the mantle of educators, enlightening CEOs and other senior stakeholders on the tangible value of IT in driving organisational success.

Intriguingly, the global pandemic has further propelled the pivotal role of CIOs and IT leaders as catalysts of digital acceleration. A staggering 76% of CIOs have reported an augmented demand for novel digital products and services during the pandemic, a trend that is predicted to surge even further in the year ahead, with a robust 83% anticipating a sustained escalation in such demand This emphasizes the necessity for adept IT leaders who not only understand the intricacies of technological innovations but also possess the acumen to strategically deploy them for tangible business growth.

The evolving role of the Chief Information Officer in both the South African and global contexts goes beyond technical stewardship; it entails a multifaceted array of responsibilities. This includes deftly translating overarching business strategies into practical and effective IT strategies, discerning and interpreting internal and external environments to yield optimal outputs, redefining the conventional confines of the "traditional" CIO into a dynamic business leader, and actively guiding businesses and stakeholders in embracing, analysing, implementing, and assimilating emerging technologies, complete with associated cost-savings and efficiencies. Furthermore, a critical facet is the ability to decipher and apply key behavioural trends to drive user adoption and glean its potential value within intricate supply chains. Additionally, proficient communication of the profound significance of information technology within businesses, linked intricately to data sources and analyses, becomes a linchpin for informed decision-making at every level of the organisational hierarchy.

The above shift marks a structural change: CIOs and senior IT leaders are no longer custodians of infrastructure but drivers of organisational agility, data intelligence, and digital strategy. They translate complex business priorities into actionable technology roadmaps, guide innovation in supply chains, and integrate behavioural insights to drive user adoption and value realisation.

On a broader spectrum, the Master of Information Technology sets out to establish graduates as consummate experts in developing and strategically utilising computer and software systems. This prowess goes hand in hand with their ability to not only comprehend but also to lead and effectively evaluate the impact of ICT systems on the triumph of companies and diverse sectors within the economy. Given the ubiquitous nature of these systems across a myriad of domains, this qualification is engineered to provide the requisite knowledge and skills to navigate this technologically driven landscape adeptly.

In a world where the Information and Communications Technology (ICT) sector has carved a trailblazing path in reshaping how we work, and will continue to work, the demand for adept IT leaders has burgeoned at an exponential pace. The rapid pace of transformation brought about by the 4th Industrial Revolution is unparalleled in its scope and swiftness, rendering the acquisition of pertinent skills and expertise a paramount endeavour.

The qualification's curated design revolves around the potent combination of scholarly inquiry and practical application, underpinned by a research-oriented framework. The qualification's foundational pillars are underscored by modules that seamlessly blend theory and praxis to equip learners with the critical skills required to conceive, construct, and execute research projects with acumen.

The qualification's paramount objective is the cultivation of insights that are not only intellectually enriching but also tangibly applicable within organisational contexts. These insights are fortified through a firm emphasis on research activities that are intrinsically aligned with the valorisation of knowledge, further emphasising the qualification's commitment to driving meaningful change and innovation.

The culmination of this rigorous academic journey is a profound understanding of innovation and value creation, where learners are empowered to identify and surmount pertinent challenges within established organisations or embark on entrepreneurial ventures that hold the potential to reshape industries and societies. The fusion of conceptual and practical preparation equips learners to traverse the dynamic landscape of technological advancements with confidence and efficacy, thus reinforcing the core principle of research outcomes fostering tangible societal enhancements.

With resolute focus, the qualification delves into the development of ICT leaders who are firmly grounded in the principles of knowledge valorisation through Innovation, Entrepreneurship, and ICT Leadership. By endowing learners with this multifaceted toolkit, the qualification envisages a future where learners seamlessly navigate the contours of business development within established enterprises or chart their course as entrepreneurs, ushering in new ventures and fostering economic growth.

This forward-looking perspective is bolstered by the qualification's recognition of the undeniable pace of knowledge evolution within the ICT sector. As technology innovation unfolds at a rapid rate, the concept of lifelong learning emerges as an imperative rather than a luxury. The Master of Information Technology qualification, within this context, is poised to not only cultivate fresh talents but also to cater to the upskilling and continuous learning needs of currently employed professionals. By providing a platform for ongoing education, the qualification aligns with the sector's shifting dynamics and equips the workforce with the agility and resilience required to thrive amidst constant change.

In congruence with the strategic foresight encapsulated within the institution's Policy on Qualification Development (FAC-POL-QA-01.01.20), the qualification is designed to address the exigencies of the sector while harmonising with national priorities and international benchmarks such as the Sustainable Development Goals (SDGs). The acute shortage of high-end ICT professionals in South Africa, as evidenced by a skills gap ranging from 20,000 to 70,000 professionals, necessitates immediate attention and strategic interventions. Considering this shortfall, the qualification emerges as a proactive solution to bridge this gap and amplify the nation's technological prowess.

The significance of the qualification is further underscored by the critical skills list published by the Minister of Home Affairs in 2021, which resonates with the imperatives of South African economic advancement. This list reiterated in President Cyril Ramaphosa's State of the Nation address, sheds light on skills in high demand, of which Chief Information Officers, ICT Project Managers, Data Management Managers, Application Development Managers, Information Technology Managers, and Information Systems Directors are quintessential examples. The qualification's learning outcomes are tailored to align with these roles, thereby nurturing learners capable of efficaciously fulfilling these vital positions.

The Master of Information Technology has been specifically designed to address this talent gap. It cultivates high-level competencies in research, strategic ICT leadership, and innovation, all essential to strengthening the digital economy, creating employment, and fostering inclusive economic development.

Closer to home, the pertinence of the qualification is palpable in South Africa's socio-economic fabric. The country's official unemployment rate, perched at 32.6% in the second quarter of 2023, paints a vivid picture of the pressing need for economic stimulation and job creation (Stats SA, 2023).

This stark statistic reverberates with the potential for transformation and growth that the qualification promises to unlock. In a nation teeming with untapped potential, the availability of skilled IT professionals becomes the linchpin differentiating between economic stagnation and robust expansion. The qualification's capacity to equip individuals with the acumen to navigate the complexities, perils, and opportunities of the ICT landscape is the driving force that propels the nation toward sustained growth.

The imperatives of societal transformation and equity are enshrined within the institution's ethos, manifesting in its concerted efforts to address the gender disparities prevalent within the Information Technology sub-sector. The reality of the sector's male-dominated composition, as evidenced by a 59% male workforce, underscores the urgent need for equitable strategies in recruitment and selection. The institution's commitment to inclusivity and diversity is not merely an ideal but a tangible strategy the institution's designed to broaden participation and empower individuals from all walks of life.

The qualification's outreach extends to accommodating a diverse spectrum of learners. With a sector dominated by younger employees, where 47% are younger than 35 and a significant 46% fall within the 35 to 55 age bracket, The institution recognises the multifaceted requirements of different learner profiles To cater to this spectrum, the qualification's flexibility extends to offering a part-time mode supported by blended learning, thereby enabling professionals at varying stages of their careers to engage with the Master of Information Technology qualification and enhance their skills while continuing to contribute to their workplaces.

The dynamic interplay of factors impacting skills demand and supply has been assessed through a comprehensive engagement with industry stakeholders, learners, and alumni. This all-encompassing approach accounts for the profound influence of transformative technologies such as Cloud Computing, the Internet of Things (IoT), Big Data Analytics, Information Security, Artificial Intelligence, and Robotics. The qualification's holistic view is anchored in its responsiveness to these transformational forces, ensuring that learners are adeptly equipped to navigate the convergence of these innovations and capitalise on their potential.

The Master of Information Technology qualification's rationale resonates with a profound understanding of the ever-evolving landscape of technology leadership, stakeholder demands, and the intricate dynamics of the industry.

The qualification stands as an embodiment of the institution's commitment to not only nurturing ICT leaders but also serving as a beacon of transformation and growth within the sector and the nation at large. As the digital landscape continues to shift and evolve, the qualification stands as a bastion of strategic foresight, dedicated to equipping learners with the tools to innovate, lead, and drive meaningful change in Information Technology.

LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING

Recognition of Prior Learning (RPL):
RPL for access:
To provide an alternative access route into a qualification of learning for those who do not meet the formal entry requirements for admission. RPL for access applies to learning programmes offered by an accredited institution of further learning (including a post-school institution and an adult learning centre) or workplace-based training provider:

In both cases, RPL processes may take place at a diagnostic, formative or summative point, or in-curriculum to create opportunities for advanced standing or recognition in the workplace.

Prior learning is made explicit through assessment and/or other methods that engage the intrinsic development of knowledge, skills and competencies acquired.

Learner guidance and support, the preparation of evidence, and the development of an appropriate combination of further teaching and learning, mentoring, and assessment approaches are core to RPL practice.

RPL for exemption:
The purpose of this recognition is to grant an exemption for subjects of the qualification or course where it is demonstrated that the learner already possesses the requisite skills and knowledge to fulfil the module-level outcomes of the qualification.

The process evaluates the appropriate learning during the applicant's adult life through formal studies at other institutions, work experience, training courses, independent study, or any other means that may be evaluated during the process.

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

Bachelor Honours Degree in Information Technology, NQF Level 8
Or

Postgraduate Diploma in Information Technology, NQF Level 8.

RECOGNISE PREVIOUS LEARNING?

QUALIFICATION RULES

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

Compulsory Modules, NQF Level 9, 180 credits:

Research Methodology, 30 Credits.

Research Dissertation, 150 Credits.

EXIT LEVEL OUTCOMES

1. Draw on a broad range of theoretical or practical problems, identify and research an appropriate topic relevant to Information Technology that will contribute theoretically or practically to knowledge in the Information Technology or related field.
2. Critically review and analyse literature to identify trends, developments, concerns, and opportunities relevant to the chosen Information Technology research area.
3. Select and utilize appropriate research methods, equipment, technologies, and procedures available within the discipline of Information Technology, in accordance with a design that aligns with the level descriptors of a Master of Information Technology at NQF level 9
4. Use appropriate scientific theories, collect, analyse, interpret, and present empirical data using relevant techniques and instruments appropriate to Information Technology.
5. Present the research project to the Information Technology community, whether within the institution at seminars, training workshops, or appropriate symposia, following accepted academic writing and oral conventions.
6. Conduct the research project independently, professionally, and ethically.

ASSOCIATED ASSESSMENT CRITERIA

Associated Assessment Criteria for Exit Level Outcome 1:

Plan, manage, and execute the research project within the allocated timeframe.

With a degree of independence and accountability, plan, manage, and execute a research project utilizing available resources assigned to the task (e.g., libraries, funding, infrastructure, academic, technical, and administrative staff and/or assistants, etc.).

Apply, integrate, and contextualize advanced knowledge and skills in Information Technology when conducting research projects.

Maintain communication with supervisor(s) and act on received feedback.

Associated Assessment Criteria for Exit Level Outcome 2:

With guidance from the supervisor, conduct a full literature review on the chosen research topic.

Identify relevant, current, and legitimate sources, drawing on the work of leading researchers to produce a comprehensive literature review.

Write in the language of the discipline, adhering to scientific best practices.

Utilize approved referencing techniques to acknowledge source material.

Associated Assessment Criteria for Exit Level Outcome 3:

Assess the learner's ability to identify and thoroughly analyse complex security issues specifically related to network infrastructure, including vulnerabilities in network design, configuration, and protocols.

Measure the learner's capability to reflect on the effectiveness of implemented network security measures, adapt strategies as necessary, and provide well-supported, theory-driven arguments.

Evaluate the learner's skill in developing and applying evidence-based solutions to address security challenges within operating system environments, demonstrating integration of theoretical knowledge and practical considerations.

Associated Assessment Criteria for Exit Level Outcome 4:

Synthesize data from various experiments and data collection techniques to present a coherent argument supported by data analysis.

Analyse, synthesize, and interpret data scientifically using the appropriate statistical models that complement data collection methods.

Demonstrate an understanding of different statistical models and software packages that facilitate data collection in the research project.

Associated Assessment Criteria for Exit Level Outcome 5:

Draw conclusions and present research results by compiling a coherent and sustained argument supported by research findings and conclusions in the research report.

Present research findings in various forms, including verbal, written, and/or visual formats, tailored to specialist and general audiences.

Adhere to institutional guidelines regarding ethics, professionalism, and confidentiality, where applicable.

Prepare an article for publication in an accredited journal, following the instructions for authors and in consultation with supervisor(s).

Associated Assessment Criteria for Exit Level Outcome 6:

Demonstrate awareness of ethical research practices and ethical decision-making by completing the Ethics Approval process before undertaking the research.

Demonstrate ethical and professional practice concerning research.

Show evidence of the development of independent and critical thinking, as well as professionalism, during the research process, as reflected in the dissertation and oral presentation.

Integrated Assessment:
The delivery of the qualification is governed by policies and procedures to ensure the integrity of internal and assessment processes, monitor learner progress, and ensure the explicitness, validity, and reliability of assessment practices. These policies also cover the recording of assessment results, the resolution of disputes, and the rigour and security of the assessment system. Key policies and resources include the Examinations Policy, Research Policy, Research Codes of Ethics Policy, Plagiarism Policy, and the use of the Turnitin tool.

The Master of Information Technology, being a research-based full-dissertation, involves multiple stages of assessment. The first stage is an internal assessment of the learner's proposal by the Faculty Research Committee (FRC).

During the research process, there are various stages of formative and summative assessment under the guidance of the appointed supervisor. The final stage of assessment is the external examination of the research dissertation.

Assessment of Proposal
When a learner has a prepared proposal ready for evaluation, it must be submitted to the supervisor. If the supervisor considers it to be of satisfactory standard, they will forward it to the Faculty Research Committee (FRC). The FRC appoints two reviewers to evaluate the proposal. For the proposal to be accepted, it must receive unanimous approval from both reviewers within a maximum of two review rounds. If the reviewers are split, with one positive and one negative outcome, the FRC appoints a third reviewer to break the tie. If the proposal fails the review process, it is sent back to the supervisor and learner for revision and resubmission. Once a proposal passes the review stage, the learner must present it to the FRC. The final approval decision is based on the learner's performance during the proposal defence. Proposals successfully defended are recommended for approval by the FRC.

This assessment strategy aligns with the institutional assessment strategy by incorporating both formative and summative assessment approaches. Academic quality assurance and assessment practices for the completion of the master's dissertation are crucial to maintaining the qualification's integrity and standards. These practices entail a well-defined set of procedures for proposal development, submission of chapters, feedback, and final assessment of the dissertation (examination).

Formative Assessment
The learner submits the research proposal and chapters to the supervisor for review and feedback according to an agreed timeline. These submissions and feedback are hosted on the BC Connect platform, the institution's LMS platform utilising Moodle). The supervisor and learner formally agree on the number of feedback cycles as part of the research planning process. At the end of each semester, the supervisor and learner submit progress reports to the Programme Coordinator.

Summative Assessment
The completed dissertation is submitted for final assessment at the end of the research process. The supervisor must consent to the dissertation's readiness for final assessment by signing an intention to submit form.

External Examination of the Dissertation
The final stage of assessment is the external examination of the completed dissertation. The FRC appoints external examiners of whom at least one must be external, to evaluate the dissertation, following the postgraduate assessment policy. These external examiners must be experienced academics in the subject field with doctoral degrees and a record of successful postgraduate supervision (doctoral and master's levels).

The external examiner is responsible for assessing the dissertation in an impartial manner against the qualification Exit Level Outcomes. As such, an examiner must not have any ongoing research collaboration with the learner or any of the supervisors. The examiner writes a detailed examiner report in line with the qualification Exit Level Outcomes as well as accepted academic practice. This narrative report allows the examiner to engage critically with the learner's dissertation as a scholarly artifact.

The FRC considers the examiners' reports once submitted. The average score of the two examiners is used as the learner's final score. If one examiner passes and the other fails the dissertation, a third examiner is appointed as an arbitrator. The arbitrator's score is then used as the learner's final score. If both examiners pass the learner, but the difference is more than 10%, the dissertation must be evaluated by a third examiner.

External examiners will be remunerated in line with the norms at universities.

INTERNATIONAL COMPARABILITY

Country: Ireland
Institution: University College Dublin
Qualification Title: MSc Information Systems
Level: Irish National Framework of Qualifications (NFQ) Level 9
Duration: 1 Year full-time or 2 years part-time
Entry Requirements: This qualification is intended for applicants with a degree in any discipline. An upper second-class honours or international equivalent is required.

Purpose: This qualification was compared to the following international qualifications:

Country: Australia
Institution: Melbourne Institute of Technology
Qualification Title: Master of ICT Research
Level: Australian Qualifications Framework (AQF) Level 9
Duration: 2 Years full-time
Entry Requirements:
A completed Australian Bachelor's degree or equivalent in any ICT discipline or other qualifications and experience may, upon application by the learner, be deemed equivalent to the coursework units by the Academic Board of the Institute

Purpose:
When learners conduct research, learners learn through action. The Master of ICT Research at Melbourne Institute of Technology blends ICT and research skills. This combination will allow learners to enrich business strategy and project management, improving decision-making. A learner can look at research as uniting several core elements. There's critical thinking, identifying and solving problems, data collection and analysis, and communication. Each one of these elements is vital for the future success.

Outcomes:
On completion of the qualification, graduates will be able to:

Analyse and evaluate complex problems to devise ethical technical solutions within the Information Technology knowledge domain.

Skilfully demonstrate initiative, resilience, expert judgement and autonomy as a learner.

Demonstrate in-depth specialist understanding of a complex suite of knowledge by contributing to a body of knowledge using research methods and principles.

Apply highly developed communication skills to disseminate research outcomes for a variety of mediums and audiences.

Qualification structure:
Compulsory Modules:

Research Skills

Quantitative and Qualitative Research Skills

Research Proposal & Literature Review

Research Thesis 1

Research Thesis 2

Elective Modules:
Master of Data Analytics Course Electives (Choose 2)

Statistical Methods

Data Science

Artificial Intelligence

Master of Networking Course Electives (Choose 2)

Overview of Network Security

Software Defined Networks

Security Management

Master of Engineering Course Electives (Choose 2)

Digital Communications

Telecommunication System Engineering

Communication Modelling and Simulations

Advanced Elective Modules:
Master of Data Analytics Advanced Electives (Choose 1)

Artificial Intelligence

Predictive Analytics

Big Data Analytics and Visualization

Master of Networking Advanced Electives (Choose 1)

Cyber Security and Analytics

Advanced Network Design

Enterprise Architecture

Master of Engineering Advanced Electives (Choose 1)

Mobile and Satellite Communication Systems

Software Defined Radio Communication

Digital Signal Processing

Similarities:

The Melbourne Institute of Technology (MIT) and South African (SA) qualifications are offered over 2 years.

The MIT qualification is registered at AQF Level 9, and the SA qualification is registered at SA NQF Level 9.

The MIT and SA qualifications share similar exit level outcomes, including analysing and evaluating of information in a domain to develop an optimal solution, selecting required research methods or tools to conduct research independently, professionally, and ethically, and lastly, using communication skills developed to disseminate findings to audiences.

Differences:

The Melbourne Institute of Technology (MIT) qualification consists of compulsory and elective modules, while the SA qualification consists of compulsory modules and no electives.

The Master of Science in Information Systems is an interdisciplinary qualification that blends information technology, data analytics, and social science to explore how information is collected, analysed, and communicated, with a focus on emerging technologies like artificial intelligence. It equips learners regardless of technical background with theoretical and practical skills in machine learning, enabling them to extract insights from data and critically assess the ethical implications of technology in society. The qualification also offers flexibility for specialisations such as human-computer interaction, aiming to prepare learners to actively contribute to the design and evaluation of new technologies.

Outcomes:
The Master of Science in Information Systems introduces learners to core concepts in information systems, practical skills in processing and analysing information, along with critical skills to evaluate ethical risks of technology in organisations and society.

On completion of the qualification, learners will be able to demonstrate:

Knowledge of the foundations, along with key theories and principles associated with information systems.

Understanding of the historical context and principles of artificial intelligence.

Skills in uncovering new information from large data sources using techniques such as machine learning and social network analysis.

Critical skills required to evaluate the collection and processing of information and the broader impact on society.

Ability to integrate ethical frameworks and conduct ethical risk assessments on artificial intelligence systems.

Expertise to participate in cross-disciplinary teams on the design and deployment of emerging technologies.

Project management competencies.

A solid understanding of how to research a topic using published sources.

Understanding of information technology and social computing, including its limitations, strengths, and future possibilities, and issues in a constantly changing a complex world of information.

Skills in conducting collaborative and team-based projects.

Qualification structure: (Minimum of 90 credits to be completed)
Compulsory Modules:

Quantitative Data Analysis

Data and Society

Informatics

Project Management

Interactive Dashboards; Python

Machine Learning Foundations

AI, Ethics and Auditing

Elective Modules:
(Options - A) (Minimum 15 credits if Option B is also selected)

Research Theory and Practice, 5 credits.

Communication Theory (10 credits)

Digital Policy, 10 credits.

Creative and Interactive Media, 5 credits.

UXD: User-Centered Design, 10 credits.

Digital Libraries, 5 credits.

Media and Society, 10 credits.

Topics in Digital Media & Comm, 10 credits.

Media Production Cultures, 10 credits.

Digital Policy II, 10 credits.

Information Ethics, 5 credits.

Platform Governance, 5 credits.

Regulation and Emerging Technology, 10 credits.

Social Networks Online and Off, 10 credits.

Language Models and Methods, 5 credits.

(Options - B)

Applied Data Wrangling and Visualisation, 5 credits.

(Options - C) Thesis module

Thesis, 25 credits.

Similarities:

The University College Dublin (UCD) qualification is registered at Irish NFQ Level 9, and the SA qualification is registered at SA NQF Level 9.

The UCD and SA qualifications share similar exit level outcomes, including analysing and evaluating information in a domain to develop an optimal solution professionally and ethically that considers the broader impact on society.

Differences:

The University College Dublin (UCD) qualification is offered over 1 year, and South African (SA) qualifications are offered over 2 years.

The University College Dublin (UCD) qualification consists of compulsory and elective modules, while all modules in the South African qualification are compulsory.

The UCD qualification offers either coursework and/or dissertation to be selected, while with the SA qualification, the dissertation is compulsory.

The UCD qualification mode of provisioning is only contact, while the SA qualification is offered using a blended mode of provisioning.

ARTICULATION OPTIONS

This qualification provides opportunities for horizontal, vertical and diagonal articulation options.

Horizontal Articulation:

Master of Information Sciences, NQF Level 9.

Master of Science in Informatics, NQF Level 9.

Master of Information and Communications Technology, NQF Level 9.

Master of Library and Information Studies, NQF Level 9.

Master of Philosophy: Computer Science, NQF Level 9.

Vertical Articulation:

Doctor of Philosophy in Information Science, NQF Level 10.

Doctor of Philosophy in Computer Science, NQF Level 10.

Doctor of Philosophy, NQF Level 10.

Doctor of Philosophy in Information Technology, NQF Level 10.

Diagonal Articulation:

Doctor of Administration, NQF level 10.

Doctor of Business Informatics, NQF level 10.

Doctor of Business Management, NQF level 10.

Doctor of Communication and Language, NQF level 10.

Doctor of Engineering, NQF level 10.

Doctor of Philosophy in Brand Leadership, NQF level 10.

Doctor of Philosophy in Commerce, NQF level 10.

Doctor of Philosophy in Innovation and Development, NQF level 10.

MODERATION OPTIONS

N/A

CRITERIA FOR THE REGISTRATION OF ASSESSORS

N/A

NOTES

N/A

LEARNING PROGRAMMES RECORDED AGAINST THIS QUALIFICATION:

NONE

PROVIDERS CURRENTLY ACCREDITED TO OFFER THIS QUALIFICATION:

This information shows the current accreditations (i.e. those not past their accreditation end dates), and is the most complete record available to SAQA as of today. Some Primary or Delegated Quality Assurance Functionaries have a lag in their recording systems for provider accreditation, in turn leading to a lag in notifying SAQA of all the providers that they have accredited to offer qualifications and unit standards, as well as any extensions to accreditation end dates. The relevant Primary or Delegated Quality Assurance Functionary should be notified if a record appears to be missing from here.

1.	Belgium Campus 1 ITVERSITY NPC