SAQA

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SOUTH AFRICAN QUALIFICATIONS AUTHORITY

REGISTERED QUALIFICATION THAT HAS PASSED THE END DATE:

Master of Philosophy: Human Resource Development

SAQA QUAL ID	QUALIFICATION TITLE
3261	Master of Philosophy: Human Resource Development
ORIGINATOR
Rand Afrikaans University
PRIMARY OR DELEGATED QUALITY ASSURANCE FUNCTIONARY			NQF SUB-FRAMEWORK
Was CHE until Last Date for Achievement			HEQSF - Higher Education Qualifications Sub-framework
QUALIFICATION TYPE	FIELD		SUBFIELD
Master's Degree	Field 03 - Business, Commerce and Management Studies		Human Resources
ABET BAND	MINIMUM CREDITS	PRE-2009 NQF LEVEL	NQF LEVEL	QUAL CLASS
Undefined	240	Level 8 and above	NQF Level 09	Regular-Provider-ELOAC
REGISTRATION STATUS		SAQA DECISION NUMBER	REGISTRATION START DATE	REGISTRATION END DATE
Passed the End Date - Status was "Reregistered"		SAQA 2663/05	2006-07-01	2009-06-30
LAST DATE FOR ENROLMENT		LAST DATE FOR ACHIEVEMENT
2010-06-30		2013-06-30

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 is replaced by:

Qual ID	Qualification Title	Pre-2009 NQF Level	NQF Level	Min Credits	Replacement Status
74011	Master of Philosophy in Human Resource Development	Level 8 and above	NQF Level 09	180	Complete

PURPOSE AND RATIONALE OF THE QUALIFICATION

The primary purpose of this qualification is to provide qualifying learners with the opportunity to show evidence of independent and original scientific work; provides the learner with the opportunity to display competence in the application of related research methodology, and the proper written and/or oral communication of the research process
and findings; enables the learner to reflect on the research findings and prepares the learner for doctoral studies.

LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING

Learners accessing this qualification should demonstrate their ability to read, analyse and reflect on study material and relevant literature on an honours level (NQF 7). Learners should be able to communicate effectively using academic Afrikaans/English in written and oral form. Learners must be able to manage their own study programme and time effectively. Learners must have acquired applied competence in HRD context and be able to assess policy and other decisions impacting this sector. Learners must be able to reflect on strategic decisions and applications.

Learner access will be provided to the learner who is in possession of an honours baccalaureate degree in social sciences on NQF level 7. The Dean of the Faculty of Economic and Management Sciences may refuse a learner admission to the master's degree if of the opinion that the learner's academic background is insufficient. The proposed topic and supervisors for the thesis must also be approved by the Executive Committee of the Senate and the Faculty Board.

Recognition of prior learning:

Current competencies in the field of Human Resources Development that have been acquired by prior learning in the field, through related experience or studies, will be assessed. Such competencies may help the learner to gain access to the programme or advanced placement in it.

RECOGNISE PREVIOUS LEARNING?

EXIT LEVEL OUTCOMES

The learners should be able to:

1. Analyse, evaluate and apply HRD concepts and principles in specialised and unpredictable contexts; identifying and analysing issues and problems relating to HRD strategies and policies, and proposing, implementing, monitoring and evaluating alternative courses of action and solutions;

2. Work in a team with a variety of role players in the HRD field and reflect on his/her own abilities to work in a team.

3. Act responsibly with respect to, and accept responsibility for, activities undertaken in the course of his/her specialised study.

4. Plan and undertake, through independent study and teamwork, research in the HRD field, including gathering, analysing, integrating and interpreting related information.

5. Communicate effectively, orally and in writing, with different role players in the HRD field, applying principles of communication and reflecting on the communication skills applied.

6. Utilise the management technology appropriate to the HRD field.

7. Analyse and explain the importance and role of Human Resource Development on a macro-and micro-level.

8. Explore different learning strategies to acquire and improve the various skills and capabilities required of an HRD specialist.

9. Make a contribution to the level of professionalism and expertise in, and effectiveness and efficiency of, the HRD field; thus positively impacting on the economy and contributing to the redress of poverty, skills deficiency and improvement of living standards in the country.

10. Demonstrate a positive approach to different communities and a sensitivity for the social, economic and cultural differences and needs, particularly with respect to Human Resource Development, within these communities.

11. Seek employment and entry into the HRD field, effectively, as a technical or research specialist, and thus establish for himself/herself a specialised and advanced career in the field.

12. Organise and co-ordinate, effectively and responsibly, resources and opportunities, including own activities; taking into consideration the financial implications thereof.

ASSOCIATED ASSESSMENT CRITERIA

Can the learner:

1. Identify, analyse and solve issues and problems, demonstrating critical and creative thinking about HRD concepts and principles, in specialised contexts? The learner must evaluate and, where relevant, correctly apply advanced theoretical concepts and approaches to HRD field problems, strategies and policies; thus proposing and implementing alternative courses of action and solutions. The learner must be able to reflect on the application made and asses the success, or otherwise, thereof.

2. Display team ship. The learner must demonstrate an acceptable level of social sensitivity in his/her relationships with others and work effectively in a management team by implementing the relevant theory and reflecting on the implementation made. Finally, the learner must display a thorough, specialised knowledge and understanding of the various role players involved in, or affected by, the HRD field.

3. Display an ability to act responsibly and honesty in interactions with other role players in the HRD field? The learner must also display an ability to accept responsibility for any activities required of him/her in his/her application of various HRD concepts and principles.

4. Demonstrate the ability to plan and execute research in the field of HRD, including the correct gathering, analysing, integrating and interpretation of information on HRD management and policy issues, by utilising relevant theoretical research principles and reflecting on the research undertaken? The learner must also be able to show that he/she can plan and undertake such research through independent study and teamwork, both across the HRD economic discipline and on an interdisciplinary basis.

5. Effectively and professionally, in an academic and practical - oral and/or written manner (including the usage of visual/graphic aids) - communicate with the different role players in the HRD management and policy fields by applying the theoretical principles of communication and reflecting on the application made?

6. Demonstrate insight into and an ability to operate necessary management technology, in particular specified computer hardware and software including internet and databases. The learner must use a computer skilfully and be able to use HRD-related databases. The learner must show that his/her command of the management technology is sufficient to support advanced research .

7. Analyse and explain the importance and role of the HRD field, and the regulation thereof internationally, regionally, nationally, provincially and locally. The learner must also discern between, analyse, and explain, the roles of HRD at these various macro- and micro levels.

8. Identify and continue to develop the different and specialised skills and competencies necessary in the execution of the activities and responsibilities of a HRD specialist and to explore different effective learning strategies to acquire and improve these skills and capabilities.

9. Analyse and explain the link between the number of HRD professionals and level of professionalism in the HRD field, and the effectiveness and efficiency of thereof and therefore of the economy. The learner must evaluate the role which a more effective and efficient HRD field will have in the economy and the impact which this will in turn have on the living standards of the population of the country (e. g. the redress of the poverty, improved mobility).

10. Demonstrate a positive and specialised approach towards various different communities and a sensitivity for the social, economic and cultural differences within these communities. The learner must analyse the particular HRD needs of different communities, taking into consideration their differing needs and requirements with respect to the HRD field. The learner must show an ability to apply HRD concepts and principles, to make proposals that will improve the circumstances of these communities.

11. Practice acceptable employment seeking skills for entry into the HRD field by applying theoretical principles of employment seeking and career-pathing and reflecting on the application thereof. The learner must demonstrate an ability to undertake academic leadership, advanced research, research-based, professional practice, and/or senior managerial occupations. The learner must also demonstrate that he/she has acquired specialised and advanced competencies, in his/her chosen field of HRD career.

12. Plan, resource, organise, coordinate and optimise the resources, opportunities and progress engaged in, particularly in the filed of HRD, by applying relevant theoretical aspects and reflecting on the application made. The learner must also demonstrate an acceptable level of responsibility and organisational ability with respect of his/her own activities. Finally the learner must demonstrate a detailed knowledge of the financial implications of all organising and coordinating activities undertaken.

Formative assessment practices that will be implemented:

The learner must attend compulsory discussions with his/her supervisor according to a prescribed programme. If the learner is not making satisfactory progress and not meeting the requirements of the Department of HRM, his/her registration shall be cancelled by the Dean of the Faculty of Economic and Management Sciences on recommendation by the Departmental Chairperson.

Summative assessment practices that will be implemented:

Integrated assessment, focusing on the achievement of the exit-level outcomes, will be done by means of a dissertation and an article ready for publication to the supervisor. The dissertation must furnish proof that the learner is capable of scientific proof and the application thereof. Under normal circumstances, 100 pages for a dissertation in one and a half spacing on an A4 page will suffice. The Department of HRM may institute other requirements for dissertation.

ARTICULATION OPTIONS

1. Access to qualifications on a lower level:
Learners who wish to gain access to certificates, diplomas or degrees on NQF level 5 to 7 m ay be allowed, subject to approval by the Dean and panel of participating departments. Credit will be retained for modules passed previously.

2. Access to qualifications on the same level:
The learner, who wishes to exit the RAU M. Phil (HRD) (NQF level 8) in mid-stream, i.e. change to another similar degree at RAU or another higher education institution, may do so, with the permission and motivation of his/her new supervisor.

3. Access to qualifications on a higher level:
The learner who has successfully completed the M. Phil (HRD) qualification on NQF level 8 will have the opportunity for further study, at RAU or another education institution through a doctoral study (D. Phil) in HRD on NQF level 8.

MODERATION OPTIONS

Both internal and external examiners are appointed by the Dean of the Faculty of Economic and Management Sciences upon recommendation by the RAU Department of HRM. The internal and external examiners must assess the dissertation of the learner, and submit a report regarding the dissertation, clearly indicating whether the dissertation is accepted unamended or after improvements have been made, whether it is referred back for revisions and re-submission for examination, or whether it is rejected.

There must be at least one internal supervisor for a master's learner and there must be at least one external examiner who is regarded as a specialist in the chosen field of study.

CRITERIA FOR THE REGISTRATION OF ASSESSORS

Qualified assessors for assessing the learner undertaking this qualification, in terms of foundational, practical and reflexive outcomes, will be appointed by the Faculty of Economic and Management Sciences of this institution, upon recommendation of the Department, and based on the following criteria:

* Assessors for the learner undertaking this qualification should be suitably qualified in the area of HRD and should be in possession of at least a relevant master's degree on NQF level 8.

* Assessors for the learner undertaking this qualification should have suitable job and/or learning experience in the areas of HRD.

* Assessors for the learner undertaking this qualification should have suitable experience in the field of education and training, particularly with respect to the subject of HRD. Assessors should also be well informed of what is required of them in connection to the assessment of the learner.

REREGISTRATION HISTORY

As per the SAQA Board decision/s at that time, this qualification was Reregistered in 2006.

LEARNING PROGRAMMES RECORDED AGAINST THIS QUALIFICATION:

When qualifications are replaced, some of their learning programmes are moved to being recorded against the replacement qualifications. If a learning programme appears to be missing from here, please check the replacement.

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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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