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 Science 
SAQA QUAL ID QUALIFICATION TITLE
15592  Master of Information Science 
ORIGINATOR
University of South Africa 
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 04 - Communication Studies and Language  Information Studies 
ABET BAND MINIMUM CREDITS PRE-2009 NQF LEVEL NQF LEVEL QUAL CLASS
Undefined  180  Level 8 and above  NQF Level 09  Regular-Provider-ELOAC 
REGISTRATION STATUS SAQA DECISION NUMBER REGISTRATION START DATE REGISTRATION END DATE
Registered-data under construction  EXCO 0324/24  2024-07-01  2027-06-30 
LAST DATE FOR ENROLMENT LAST DATE FOR ACHIEVEMENT
2028-06-30   2031-06-30  

Registered-data under construction

The qualification content is currently being updated for the qualifications with the status “Registered-data under construction” or showing “DETAILS UNDER CONSTRUCTION” to ensure compliance with SAQA’S Policy and Criteria for the registration of qualifications and part-qualifications on the National Qualifications Framework (NQF) (As amended, 2022). These qualifications are re-registered until 30 June 2027 and can legitimately be offered by the institutions to which they are registered.

 

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.  

PURPOSE AND RATIONALE OF THE QUALIFICATION 
The primary purpose of the qualification is to provide MInf graduates with foundational, reflexive and practical competence in Information Science with a view to the delivery of comprehensive library and information services to society.

A second purpose of the qualification is to provide opportunities for personal intellectual growth and gainful economic activity.

A third purpose is to provide South Africa and the global community with leaders and scholars in the field of informatization.

A fourth purpose is to prepare graduates who will be able to conduct research to solve a variety of problems related to library and information services, and develop the theoretical foundations of Information Science. 

LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING 
Learners who register for this qualification can:
  • Learn from predominantly written material and practical field experience;
  • Communicate ideas and provide evidence in sustained academic discourse;
  • Take responsibility for their own progress.


    Recognition of prior learning:

    This qualification recognises
  • Formal prior learning

    Students are expected to have completed the BInf (Honours) degree or its equivalent, e.g. the BBibl (Honours).
  • Non-formal and informal prior experiential learning

    Students will be given RPL if they can produce a portfolio of evidence or undergo any other recognised means of assessment that shows that they meet the outcomes and associated assessment criteria specified. 
    		•

    RECOGNISE PREVIOUS LEARNING? 
    Y 

    QUALIFICATION RULES 
    The qualification may be awarded in part or as a whole through the recognition of prior learning (RPL). Current legislation requires that students complete 50% of their qualification at the institution which issues the certification, so for now up to 50% of the degree may be awarded through RPL. When it is legally possible to award a whole degree through RPL, we shall do so. 

    EXIT LEVEL OUTCOMES 
    Critical Cross-field:

    All critical cross-field outcomes will be embedded appropriately in the qualification. The distance education context has particular challenges, which we try to meet below.

    1. The MInf graduate can identify, analyse, formulate, and solve convergent and divergent information problems of professional, personal and social kinds, creatively and innovatively.

    2. The MInf graduate can work effectively with others as a member of a team, group, organization, community, and contribute to the group output in tasks growing out of the diverse fields of human knowledge and information.

    3. The MInf graduate can manage and organize her or his personal, academic and professional activities and life responsibly and effectively.

    4. The MInf graduate can collect, analyse, organize, interpret and critically evaluate information, as required in the pursuit of both her/his studies and profession

    5. The MInf graduate can communicate effectively using visual, mathematical and/ or language capabilities in the modes of oral and/ or written presentation in often extensive pieces of sustained discourse.

    6. The MInf graduate can use science and technology, but also knowledge and information in general, appropriately and critically, with a thorough understanding of the impact of paradigms and paradigm changes in the socio-intellectual field, showing responsibility towards the well-being of others as well as the environment in community, national and global contexts.

    7. The MInf graduate can demonstrate an understanding of the world as a set of related systems (world views) by recognizing that information- related problem- solving contexts do not exist in isolation, and by acknowledging responsibilities to those in the local and broader community.


    Developmental:

    In order to contribute to the full personal development of each learner and the social and economic development of the society at large, it must be the intention underlying any programme of learning to make an individual aware of the importance of the following developmental outcomes:

    1. The MInf graduate can reflect on and explore a variety of strategies to learn more effectively (see Critical Outcomes 3 and 5 above).

    2. The MInf graduate can participate as a responsible citizen in the life of local, national and global communities (also see Critical Outcome 2 above).

    3. The MInf graduate can be culturally, aesthetically, and informationally sensitive across a range of social contexts (see Critical Outcomes 2 and 7).

    4. The MInf graduate can explore education and career opportunities by drawing on the various knowledge, skills and values acquired in the accomplishment of this qualification (see all Critical Outcomes above).

    5. The MInf graduate can develop entrepreneurial and info-preneurial opportunities by drawing on the various knowledge, skills and values acquired in the accomplishment of this qualification (see all Critical Outcomes, plus 4 above).


    Specific:

    The MInf student is actively engaged in becoming a leader in his or her field and in preparing for employment in the professions related to the discipline of Information Science, for example librarianship, archivistics, etc. As such he/she develops and holds certain values and integrates knowledge and skills to achieve his/her purpose. The specific outcomes show how knowledge, skills and values in general, and those specific to the library and information profession, are integrated in the qualification and have a bearing on all the SAQA fields.

    1. The MInf graduate can engage in advanced critical, creative and inventive thinking, and independent problem solving in an area of research within the context of the library and information profession.

    2. The MInf graduate can redefine existing forms of knowledge in Information Science, based on a scientifically founded understanding of its methodological and theoretical foundations.

    3. The MInf graduate can display advanced technical knowledge in an area of research in Information science or within an interdisciplinary context.

    4. The MInf graduate can apply principles of sound research practice in collecting, organising and critically evaluating information.

    5. The MInf graduate can communicate effectively the contents of the discipline of Information Science, and the results of the research.

    6. The MInf graduate can work at the highest levels in library and information service contexts where he/she is recognised and employed as a professional and can apply the knowledge, skills and values acquired during the period of study. 

    ASSOCIATED ASSESSMENT CRITERIA 
    Critical Cross-field:

    Evidence generated in the form of a dissertation or research project, or tasks in study materials, written (and, in some cases, oral) assignments, portfolio tasks, projects, case studies, examinations and a dissertation of limited scope, will show that graduates:

    1.
  • Identify and analyse problems by means of exploring and critically evaluating abstract and personal situations.
  • Solve problems by generating alternative strategies for dealing with those problems.
  • Critically evaluate various viewpoints and compare them with own views.
  • Offer evidence in a variety of ways (from theoretical knowledge base, from experiential base, etc) to support their stated views.
  • Identify problems by use of case studies, primary research projects, etc.
  • Identify and solve concrete and abstract problems by drawing upon the theoretical knowledge and experiential base of individual disciplines in diverse scientific fields and their own experience base.
  • Identify and solve problems in a variety of routine and non-routine contexts within broad parameters of all 12 fields.
  • Use all available information to analyse the global, national and local community in terms of problems, needs and opportunities.

    2.
  • Show evidence of sound inter-human relations (tolerance, empathy, listening skills, etc.) in-group situations.
  • Demonstrate respect for the opinion of others through (written and/ or oral) reporting without bias.
  • Demonstrate tolerance of diversity through (written and/ or oral) reporting without bias.
  • Undertake projects and provide evidence of successful interaction with others.
  • Communicate effectively within the group.
  • Lead people with considerate concern.
  • Be a supportive follower and group participant.
  • Organize themselves and others into functional working groups.
  • Communicate the evidence of these group interactions through (written and/ or oral) reporting.

    3.
  • Demonstrate the requisite study skills and learning strategies.
  • Display in-depth knowledge of the professional field and effective management strategies within the field.

    4.
  • Demonstrate advanced research abilities.
  • Use library and other resources effectively to suit individual needs and particular areas of research.
  • Integrate information from a variety of sources.
  • Act responsibly as a researcher and scholar (e.g. appropriate referencing, avoiding plagiarism, engage in relevant research, etc).
  • Use the conventions of scholarship in the various scientific fields and especially in the domain of the profession.
  • Follow relevant conventions and guidelines to academic, professional and personal purposes.
  • Critically analyse and assess theories, examples, experiences, etc.
  • Argue appropriately within the relevant discourse community.

    5.
  • Responsibly use others' ideas in support of own ideas (without plagiarism, etc).
  • Identify and formulate premises and conclusions in academic arguments.
  • Follow the language conventions of written (and/or oral) use in the profession, in the respective disciplines, and in the own discipline.
  • Use appropriate models of organization and presentation as required in the respective knowledge fields.
  • Use statistics appropriately and responsibly in support of insights and ideas.
  • Create and use visuals appropriately to support ideas and insights.
  • See, describe and interpret in appropriate ways whatever they may encounter as relevant.
  • Use language to critically analyse, evaluate and explore the world of ideas.

    6.
  • Use appropriate scientific methods of investigation, testing and evaluation (see number 1)
  • Select appropriate technology to suit the needs of individuals and/or groups.
  • Apply a wide range of techniques and technologies (computers, the Internet, etc) where appropriate and feasible.
  • Use natural resources in a sustainable way.
  • Show respect for and a responsible attitude towards knowledge, science and technology.
  • Show concern for the diverse needs of others in community and larger society.
  • Demonstrate a consideration of the ethics involved in informational, scientific and technological issues.
  • Show respect and openness towards the physical, psychological, and spiritual environment of others.

    7.
  • Draw upon prior knowledge (personal and abstract), personal experience as appropriate when investigating and analysing the world.
  • Look beyond and across traditional disciplinary boundaries for possible solutions.
  • Grasp different worldviews and assess their different levels of impact
  • Integrate comprehensive knowledge of information science fully within their own context.
  • Demonstrate an awareness of the comprehensive impact of these insights on virtually all other outcomes.


    Developmental:

    1.
  • Use electronic media to discover relations between research topics.
  • Apply what they study in different contexts, personal and public, real and simulated.
  • Display self-awareness of learning preferences and strategies to suit their needs.
  • Show evidence of effective research skills (e.g. formulating hypotheses, abstracting, comparing etc.).

    2.
  • Demonstrate willingness to take risks in-group situations.
  • Apply what they know and study in culturally diverse contexts.
  • Apply what they know and study at different levels, from personal to academic and professional contexts.
  • Contribute to the development of knowledgeable individuals in society as a whole.

    3.
  • Show awareness of cultural diversity and respect for other cultures.
  • Demonstrate sensitivity to those who think differently.
  • Use various attitudes to draw upon the cultural accomplishments and contexts of others (e.g. listening, empathy, sympathy, open-mindedness, etc.).

    4.
  • Illustrate the relationship between the knowledge, skills and values acquired in their studies and those present in the community at large (local and global).
  • Make connections from theoretical knowledge to practical application in the real world.
  • Identify and develop the qualities, which are highly valued in the workplace, across the disciplines and sectors of society.
  • Use the capabilities required for efficiency and creativity in most jobs: imaginative intelligence, emotional maturity, effective communication skills, thoughtful accuracy and interpersonal sensitivity.
  • Deal effectively with unknown problems and tasks set in the work context and in the outside world.

    5.
  • Create job opportunities in whatever situation they find themselves.
  • Have a realistic view of their own worth and value to contribute to their local community and global society.
  • Communicate that value to others in the real world (CV writing skills, oral communication skills, etc).
  • Demonstrate a healthy self-esteem and confidence in their knowledge, skills and values as required to complete the BInf qualification.
  • Deal with various unknown situations with flexibility, adaptability, and inventivity.
  • Map career paths in information work.


    Specific:

    Evidence generated in the form of a dissertation or research project, or tasks in study materials, written (and, in some cases, oral) assignments, portfolio tasks, projects, case studies, examinations, and a dissertation of limited scope, will show that graduates:

    1.
  • Analyze and synthesize information within an area of research in the discipline Information Science.
  • Analyze and synthesize information within an area of research in the library and information profession.
  • Reflect and comment on information within an area of research.

    2.
  • Show sensitivity to the knowledge universe and the links between different forms of knowledge.
  • Review existing literature, and identify and describe problems in an area of research.
  • Collect, interpret and systematize theoretical and empirical research findings with a view to the diversity of the sub fields of Information Science.
  • Develop solutions and apply these to problems in the different sub fields of Information Science and different aspects of service rendering.

    3.
  • Document research accurately.
  • Demarcate the scope of a research project.
  • Demonstrate that he/she is thoroughly conversant with the research methods relevant to an area of research and interdisciplinary contexts.

    4.
  • Carry out all the major steps in the research process in an academically acceptable manner.
  • Apply theory to practice.
  • Show independence, insight and critical acumen.
  • Develop a logical argument in sustained discourse.
  • Demonstrate an understanding of the relevant argument

    5.
  • Present material clearly and systematically.
  • Communicate using acceptable style and presentation.
  • Provide a good critical overview of the material.
  • Document and support the results of independent research

    6.
  • Apply specific practical skills related to, and appropriately adapt methods for, the creation, organization, retrieval, dissemination and usage of information according to changes in user needs and technological infrastructures.
  • Develop specialized information products for use inside and outside the organization by individual clients.
  • Assess information needs and the technological infrastructures, and design and market value-added information services and products.
  • Appropriately instruct and support users of information services.


    Integrated assessment:

    1. Formative assessment: Learning and assessment are integrated. Formative assessment is a continuous and personal process of interaction between the lecturer and the student when the means of assessment is dissertation only. For course work Masters degrees, the formative assessment includes assignments based on the learning material and students are given feedback. The process is continuous and focuses on smaller sections of the work and limited numbers of outcomes.

    2. Summative assessment: For a course work Masters, students will write examinations and produce a mini-dissertation. Equivalent assessment such as a portfolio of evidence could assess a representative selection of the outcomes practised and assessed in the formative stage. Summative assessment also tests the student's ability to manage integrate a large body of knowledge to achieve the stated outcomes. It also tests the ability of learners to integrate knowledge and practical skills required for the workplace. Students who do a dissertation only will be evaluated on that product.

    3. Integrated assessment: All assessment will integrate knowledge, skills, and attitudes and applied competence. 
    		•

    INTERNATIONAL COMPARABILITY 
    Unisa forms part of an internationally recognized accreditation system whereby university qualifications are evaluated against international comparators and accredited accordingly, for example Unisa's qualifications are accredited in the International Handbook of Universities and in the Commonwealth Universities' Yearbook. 

    ARTICULATION OPTIONS 
    1. The qualification will articulate with other universities and other qualifications. Recognition will be given to modules completed at other tertiary institutions and the relationship will be reciprocal.

    2. Upon completion of the MInf degree, students may proceed to doctoral study. 

    MODERATION OPTIONS 
    1. Within Unisa, first examiners set and assess assignments and examinations. In the case of assignments, the quality is checked by course co-ordinators or team leaders and by the head of department. In the case of examinations, a system of internal second examiners is used to moderate question papers, the marking process and marked scripts. Such second examiners are senior members of staff.

    2. In addition, external examiners act as moderators of examination papers. At least one external examiner is also appointed to examine MInf dissertations and mini-dissertations.

    3. The Department of Information Science at Unisa was mandated by the now-defunct Professional Association (SAILIS) to offer education and training in librarianship by distance teaching. The link was formalized in the Association's Committee for Formal Education. Such a committee is currently being re-constituted by the new Professional Association (LIASA). This implies that the Department of Information Science will retain a formal link with the new professional association, and which could be involved in moderation as well. 

    CRITERIA FOR THE REGISTRATION OF ASSESSORS 
    Our own staff will be used as assessors in a manner that fits into the quality management system of Unisa and accords with the university's tuition and assessment policies. This will also apply to the appointment of outside persons. The minimum requirement for appointment as a lecturer or external marker at Unisa is an Honours degree and appropriate experience but for tutoring at MInf level the lecturer will be required to possess at least a Masters degree. In the case of workplace assessment, appropriate professional criteria will be drawn up for each programme. 

    REREGISTRATION HISTORY 
    As per the SAQA Board decision/s at that time, this qualification was Reregistered in 2006; 2009; 2012; 2015. 

    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. University of South Africa 


    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.