SAQA

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SOUTH AFRICAN QUALIFICATIONS AUTHORITY

REGISTERED QUALIFICATION:

Master of Philosophy in Healthcare Innovation and Technology

SAQA QUAL ID	QUALIFICATION TITLE
126220	Master of Philosophy in Healthcare Innovation and Technology
ORIGINATOR
University of Johannesburg
PRIMARY OR DELEGATED QUALITY ASSURANCE FUNCTIONARY			NQF SUB-FRAMEWORK
-			HEQSF - Higher Education Qualifications Sub-framework
QUALIFICATION TYPE	FIELD		SUBFIELD
Master's 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	180	Not Applicable	NQF Level 09	Regular-Provider-ELOAC
REGISTRATION STATUS		SAQA DECISION NUMBER	REGISTRATION START DATE	REGISTRATION END DATE
Registered		EXCO 0742/26	2026-08-20	2029-08-20
LAST DATE FOR ENROLMENT		LAST DATE FOR ACHIEVEMENT
2030-08-20		2033-08-20

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 Philosophy in Healthcare Innovation and Technology is to equip learners with the skills, knowledge, and abilities to develop and implement affordable innovative healthcare solutions, integrating emerging technologies and systems to address current and future healthcare challenges.

Qualifying learners of this qualification will be able to take leadership roles in health technology-related companies, hospitals and public health organisations. They will advance interventions that enable the development of cost-effective, scalable healthcare tools that improve access to quality care for disadvantaged communities. Qualifying learners will also be able to conduct research using appropriate methodologies to address complex healthcare technology and innovation problems.

Upon completion of this qualification, qualifying learners will be able to:

Demonstrate an advanced knowledge of theories and contemporary technologies, tools and methods, including artificial intelligence, in healthcare innovation/s and technology.

Apply design thinking and inclusive innovation in complex work environments and engage critically in finding solutions for healthcare-related societal challenges.

Apply appropriate research methodologies and techniques to investigate a complex problem in healthcare technology or innovation.

Rationale:
It is a well-established fact among the health and medical communities that digital health innovation (particularly its impact on patient care and healthcare training) must be systematically integrated into academic and professional training frameworks. The rapid advancement of healthcare technology, coupled with the global emphasis on digital transformation in the Fourth Industrial Revolution (4IR), necessitates a structured, formalised education in this field. The need for specialised training is particularly urgent in South Africa and other developing economies, where healthcare innovation can bridge critical gaps in access, affordability and quality of care. Despite increasing digitalisation in healthcare, there remains a significant skills gap. South African universities have begun offering short programmes and supervising research in healthcare innovation and technology; however, there is no structured master's qualification that holistically integrates digital health, artificial intelligence and innovation for real-world healthcare challenges.

The proposed qualification fills this critical void, ensuring a multidisciplinary and applied approach to solving healthcare inefficiencies. Additionally, the need for this qualification is evident in the following:

Industry demand: Approximately 30% of IT professionals require knowledge and application in healthcare technology and innovation to enhance system integration and efficiency.

Workforce readiness: Nearly 25% of health professionals lack adequate training to use and implement emerging healthcare technologies effectively.

Global benchmarks: According to the Future Health Index (2019), only 37% of health professionals worldwide have received sufficient education or training in digital health records and related technologies.

Beyond addressing these workforce gaps, this qualification aligns with the institution's mission to expand equitable access to high-quality education. By introducing this qualification into the institution's Programme Qualification Mix (PQM), the university provides an essential pathway for learners and professionals seeking to advance their expertise in digital health. The qualification is fully online and also lowers barriers to access, ensuring accessibility for working professionals, international learners and individuals from underserved regions.

Moreover, healthcare innovation must be inclusive, particularly in South Africa and other low- and middle-income countries where affordability and accessibility remain pressing concerns. This qualification will directly contribute to developing cost-effective, scalable healthcare solutions that improve access to quality care for disadvantaged communities. Through its research component, learners will be encouraged to explore innovative, low-cost healthcare technologies tailored to the needs of the poor, ensuring that innovation serves as a tool for equity rather than exacerbating healthcare disparities.

In summary, the qualification addresses vital academic, and industry needs while aligning with national and global priorities in healthcare transformation. It provides a clear pathway for post-graduate study in an emerging field and enables the institution to take a leadership role in shaping the future of healthcare through innovation, affordability and accessibility. The qualification further prepares qualifying learners for careers in health technology, digital health, healthcare management, and research, while also supporting horizontal articulation into related NQF Level 9 qualifications and vertical progression to NQF Level 10 doctoral studies in related fields.

LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING

The RPL will be managed according to the institution's RPL policy, which will be applied as follows for purposes of this qualification as set out in the faculty policy:

RPL for access:
Through RPL, a learner may gain access, or advanced placement, or recognition of status, on condition that he/she continues his/her studies at the institution.

Recognition takes place in terms of requirements and procedures applied by faculty.

RPL in the case of a learner not complying with the formal entry requirements is conducted after payment of the prescribed fees in accordance with the policy and guidelines of the institution.

Based on other forms of formal, informal and non-formal learning, experience is considered only where prior learning corresponds to the required NQF level.

Prior learning in terms of applied competencies is relevant to the content and outcomes of the qualification is considered through an assessment procedure that includes a motivated recommendation by an assessment panel to the Dean's Committee and is finally decided upon by the Dean's Committee.

Entry Requirements:

Bachelor of Health Sciences in Complementary Medicine, NQF Level 8.
Or

A relevant qualification in the related field, NQF Level 8.

RECOGNISE PREVIOUS LEARNING?

QUALIFICATION RULES

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

Compulsory Modules, NQF Level 9, 180 Credits:

Epidemiology, Biostatistics and Research Methodology, 10 Credits.

Health Promotion, Health Behaviour and Social Determinants of Health, 11 Credits.

Health Systems, Funding Models and Health Economics in the 4IR, 12 Credits.

Healthcare Technology Assessment and Management, 12 Credits.

Applied Healthcare Innovations and Technologies, 12 Credits.

Blockchain in Healthcare, 10 Credits.

Design Thinking and Inclusive Innovation for Healthcare and Technology, 11 Credits.

Artificial Intelligence in Healthcare, 12 Credits.

Minor Research Dissertation, 90 Credits.

EXIT LEVEL OUTCOMES

1. Demonstrate an advanced knowledge of theories and contemporary technologies, tools and methods, including artificial intelligence, in healthcare innovation/s and technology.
2. Demonstrate an advanced application of the health economy and create models and approaches for social entrepreneurial and innovative interventions to respond to current global health challenges, in the context of the United Nations Sustainable Development Goals (SDGs 3, 4 and 9) and the social determinants of health, to both developing and developed countries.
3. Apply design thinking and inclusive innovation in complex work environments and engage critically in finding solutions for healthcare-related societal challenges.
4. Apply appropriate research methodologies and techniques to investigate a complex problem in healthcare technology or innovation.

ASSOCIATED ASSESSMENT CRITERIA

Associated Assessment Criteria for Exit Level Outcome 1:

Design and implement artificial intelligence (AI), machine learning (ML), big data and 3D printing projects to enhance healthcare innovation and technology.

Critically assess the ethical, regulatory and security implications of integrating AI and digital health technologies.

Apply innovative healthcare solutions in different clinical, public health and health system contexts.

Associated Assessment Criteria for Exit Level Outcome 2:

Develop knowledge on health economies and create models for sustainable funding in healthcare, evaluating best practices globally.

Analyse and evaluate the impact of financial models and policy frameworks on healthcare innovation and access.

Propose evidence-based social entrepreneurship strategies for healthcare transformation, aligning with SDGs 3, 4 and 9.

Associated Assessment Criteria for Exit Level Outcome 3:

Develop and apply design thinking and inclusive innovation methodologies to address real-world healthcare challenges.

Evaluate the impact of inclusive innovation strategies on different population groups and healthcare systems.

Collaboratively work across disciplines to develop integrated healthcare solutions

Associated Assessment Criteria for Exit Level Outcome 4:

Identify and apply tools and techniques for analysing healthcare innovation scenarios.

Interpret and apply biostatistics in research activities, case studies and real-world applications.

Select and apply appropriate qualitative and quantitative research methodologies for healthcare technology innovations.

Correctly identify an appropriate innovative healthcare research problem.

Identify the research question/s and aim of the research problem.

Conceptualise, logical design, and write an appropriate literature review.

Apply the appropriate research designs and methods correctly.

Compile a comprehensive research report using the appropriate forms and conventions of academic writing.

Integrated Assessment
The following assessment strategies will be applied to ensure effective evaluation of learning outcomes (LO's):

The assessment strategy for the qualification is designed to evaluate learners' conceptual understanding, critical thinking and ability to apply healthcare innovations and technologies in real-world settings. A combination of formative and summative assessments will be used to ensure alignment with the qualification's exit level outcomes.

The assessment methods will include:

Case-study analyses: Learners will critically evaluate real-world healthcare innovation scenarios, propose evidence-based solutions and assess the impact of emerging technologies.

Research-based assignments: Individual written assignments will require learners to apply research methodologies to address complex healthcare challenges, including AI integration, digital health systems and policy development.

Group projects and collaborative work: Learners will work in teams to design healthcare technology solutions, allowing for interdisciplinary collaboration and practical application of innovation principles.

Oral presentations and pitching: Learners will present healthcare innovation proposals, simulating real-world settings where they must pitch ideas to stakeholders, healthcare organisations or potential investors.

Reflective journals and discussion forums: Online reflective exercises will encourage learners to engage with course material, critically assess healthcare challenges and document their learning progress.

Practical and applied assessments: Modules such as Blockchain in Healthcare and Artificial Intelligence in Healthcare will include practical coding exercises, system implementation projects or data analysis tasks.

Minor research dissertation: The 90-credit research component will require learners to conduct original research in healthcare innovation, culminating in a research report and an oral defence before an academic panel.
By integrating these diverse assessment strategies, the qualification ensures learners gain both theoretical knowledge and applied skills, preparing them to drive healthcare innovation effectively.

INTERNATIONAL COMPARABILITY

The master's qualification has been benchmarked against and found to be comparable with two similar internationally recognised qualifications offered through online (global) delivery. For benchmarking purposes, the qualification was compared with equivalent programmes from institutions in the United States and Australia.

Country: United States
Institution: Penn University
Qualification title: Master of Health Care Innovation
Duration: Twenty months
Mode of delivery: Online

Purpose/rationale:
The Master of Health Care Innovation will expand your perspective of health care, cultivate your network, and empower you to act. Courses are taught by expert faculty representing several schools across the University of Pennsylvania. Drawing from their wealth of real-world experience, its professors will enhance learners' knowledge of:

Behavioural economics.

Digital health and AI.

Health equity.

Health policy.

Innovation methodologies and practice.

Operations management.

Qualification structure:
Modules:

Advancing Health Equity.

The American Health Care System.

Health Care Operations.

Translating Ideas into Outcomes.

Behavioural Economics and Decision Making.

Leading Change in Health Care.

Electives:

Leadership and Legal Issues in Health Care.

Health Economics.

AI and Data Transformation in Health Care.

Value and Quality in Health Care.

Lab:

Lab: Designing Innovation.

Lab: Addressing Challenges.

Similarities:

Both the United States (US) and South African (SA) qualifications are offered online, thereby supporting access for working professionals and learners who may not be able to attend contact-based classes.

Both qualifications are positioned at master's level and are intended for health-care professionals and related practitioners who seek advanced knowledge and skills in health-care innovation.

Both qualifications emphasise innovation, leadership, digital health, artificial intelligence and the application of evidence-based solutions to improve health-care systems and services.

Both qualifications include multidisciplinary content and prepare learners to respond to complex health-care challenges through innovation, systems thinking and applied problem-solving.

The SA modules such as Applied Healthcare Innovations and Technologies, Artificial Intelligence in Healthcare, Design Thinking and Inclusive Innovation for Healthcare and Technology, and Healthcare Technology Assessment and Management align broadly with the US modules such as Digital Health and AI, Translating Ideas into Outcomes, Designing Innovation, Addressing Challenges and Leading Change in Health Care.

Differences:

The SA qualification includes entry requirements linked to a relevant NQF Level 8 qualification, while the US qualification targets a cohort of working professionals from diverse healthcare and related backgrounds.

The SA modules are all compulsory and credit-bearing within a 180-credit NQF Level 9 structure, whereas the US qualification includes core courses, electives and lab courses that allow learners to engage with innovation from a more flexible, practice-oriented coursework model.

Conclusion:
In conclusion, the South African Master of Philosophy in Healthcare Innovation and Technology compares favourably with the United States Master of Health Care Innovation. Both qualifications are offered online, are positioned at master's level and focus on developing advanced knowledge and applied skills in healthcare innovation, digital health, artificial intelligence, leadership and systems improvement. The module comparison shows strong alignment in areas such as applied healthcare innovation, artificial intelligence, design thinking, inclusive innovation, leadership and translating ideas into practical healthcare outcomes. However, the South African qualification has a stronger research orientation through the 90-credit Minor Research Dissertation and is structured as a 180-credit NQF Level 9 qualification with compulsory modules, while the United States qualification follows a more flexible coursework model comprising core, elective and lab-based courses.

Country: Australia
Institution: University of Sydney,
Qualification title: Master of Health Technology Innovation
Duration: Two years
Credits: 96

Purpose/rationale:
The Master of Health Technology Innovation, offered by the School of Computer Science and the Charles Perkins Centre, is a cross-disciplinary qualification that fosters further learning and applica-tion of technological innovations in the area of health and medical sciences. The cross-disciplinary nature of Health Technology Innovation is applicable to engineering and information technology, the health, medical, and social sciences, and is highly suitable for technology professionals who are pursuing a pioneering path to become leaders in health technology and industry practice.

Entry Requirements:
To qualify for the award of the Master of Health Technology Innovation, a candidate must complete 96 credit points including:
(a) 24 credit points of Core units of study; and
(b) A minimum of 24 credit points of the Specialist units of study; and
(c) A minimum of 12 credit points of Project units of study; and
(d) A maximum of 24 credit points of Foundation units of study. Learner will be required to select units which complement their prior background and qualifications (subject to assessment by the Academic Director).

Recognition of Prior Learning:
The Master of Health Technology Innovation is a two-year (96 credit point) qualification. Depending on the level and type of a learner's previous tertiary studies in health and/or technology, you may be eligible for Recognition of Prior Learning (RPL), which will shorten the length of the degree. Eligible learners could save up to 48 credit points (a reduction of up to 2 semesters of equivalent full-time study) and complete the qualification within 12 months of full-time study.

In the Master of Health Technology Innovation, credit may be granted against the Foundation Units component, up to 24 credit points maximum.

Learners with previous postgraduate qualifications or an honours level bachelor's degree, in health and/or technology disciplines, may be granted credit against other specific units of study, up to a maximum of 24 credit points.

Qualification structure:
Modules:
Year One:

Health Technology Evaluation.

Foundation Units.

Project Units.

Quality Frameworks for Health Innovation.

Specialist Units.

Project Units.

Year Two:

Specialist Units.

Project Units.

Similarities:

Both the South African and Australian qualifications are positioned at master's level and focus on healthcare innovation, health technology and the application of technology to improve healthcare systems and services.

Both qualifications are cross-disciplinary in nature and bring together health sciences, technology, data, innovation and systems thinking to prepare learners for leadership roles in health technology and healthcare transformation.

Both qualifications share comparable modules in health technology evaluation and healthcare innovation, as the South African modules Healthcare Technology Assessment and Management and Applied Healthcare Innovations and Technologies align with the Australian modules Health Technology Evaluation and Quality Frameworks for Health Innovation.

Both qualifications include project- or research-based learning that requires learners to apply knowledge to real healthcare technology challenges; the South African qualification includes a Minor Research Dissertation, while the Australian qualification includes Project Units.

Differences:

The South African qualification is structured as an 180-credit NQF Level 9 qualification with compulsory modules, whereas the Australian qualification requires 96 credit points and is structured around core units, specialist units, project units and foundation units.

The South African qualification is designed for online delivery and emphasises affordable, inclusive and scalable healthcare solutions for South Africa and other developing contexts, whereas the Australian qualification is delivered through normal lecture, laboratory or tutorial formats and focuses on integrating engineering, information technology, health, medical and social sciences in health technology innovation.

The Australian qualification allows flexibility through foundation, specialist and project unit choices and Recognition of Prior Learning that may reduce the duration of study, while the South African qualification follows a fixed compulsory module structure within the 180-credit curriculum.

Conclusion:
In conclusion, the South African Master of Philosophy in Healthcare Innovation and Technology compares favourably with the Australian Master of Health Technology Innovation. Both qualifications are interdisciplinary master's-level qualifications that focus on healthcare innovation, health technology, digital transformation and the application of technology to healthcare challenges.

ARTICULATION OPTIONS

This qualification provides the following articulation options:
Horizontal Articulation:

Master of Philosophy in Health Innovation, NQF Level 9.

There are no qualifications registered at NQF Level 9 in the Occupational Qualifications Sub-framework.

Vertical Articulation:

Doctor of Health Sciences, NQF Level 10.

Diagonal Articulation:

Advanced Occupational Certificate: Business Intelligence Analyst, NQF Level 6.

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.

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