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 Arts 
SAQA QUAL ID QUALIFICATION TITLE
5395  Master of Arts 
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 02 - Culture and Arts  Cultural 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 
This qualification includes the various specialisations in Arts. Please refer to "Notes" for details on the specialisations.

The primary purpose of the qualification is to enable graduates to become specialists in a particular discipline or within an interdisciplinary framework by gaining in-depth knowledge in a complex area of study.

A second purpose of the qualification is to provide South Africa (and other countries) with graduates who can synthesize information autonomously in specialized fields of study in order to provide leaders who can handle contradictions and evaluate highly complex problems independently.

A third purpose of the qualification is to provide South Africa (and other countries) with people who can demonstrate specialized leadership, self-reflexivity and adaptability. 

LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING 
Learners who register for this qualification can:
  • use a variety of sources, for example published, documentary and oral.
  • take responsibility for their own progress
  • communicate ideas in sophisticated language and in sustained, coherent and logical discourse.


    Recognition of prior learning:

    This qualification recognises
  • formal prior learning

    - Students need a BA Hons or equivalent.
    - Students' prior accredited learning at tertiary level in relevant domains which constitute credit-bearing units is recognised
  • 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 
    MA by course-work 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 course-work degree may be awarded through RPL. When it is legally possible to award a whole degree through RPL, we shall do so.

    MA by dissertation: it is not possible to award this degree partially through RPL. 

    EXIT LEVEL OUTCOMES 
    Critical cross-field:

    All critical cross-field outcomes will be embedded and assessed appropriately in the programmes that lead up to the qualification.

    1. MA graduates can identify, analyse, formulate, and solve convergent and divergent problems of living, of individual and societal kinds, creatively and innovatively.

    2. MA graduates can work effectively with others as a leader of a team, group, organisation, community, and provide leadership to the group output in tasks growing out of the fields traditionally considered as the Humanities.

    3. MA graduates can manage and organise the activities of selves and others responsibly and effectively.

    4. MA graduates can collect, analyse, organise and critically evaluate information at an advanced and specialised level as required in the pursuit of the M.A.

    5. MA graduates can communicate effectively using visual, mathematical and/ or language skills in the modes of oral and/ or written presentation, in sustained discourse.

    6. MA graduates can use science and technology effectively and critically, showing responsibility towards the environment and health and well being of others, in community, national and global contexts.

    7. MA graduates can demonstrate an understanding of the world as a set of related systems by recognising that problem-solving contexts do not exist in isolation, and by acknowledging their responsibilities to those in the local and broader community.


    Developmental:

    In order to contribute to the full personal development of graduates and the social and economic development of 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. MA graduates can reflect on and explore a variety of strategies to learn more effectively.

    2. MA graduates can play a leading role as a responsible citizen in the life of local, national and global communities.

    3. MA graduates can be culturally and aesthetically sensitive across a range of social contexts.

    4. MA graduates can explore education and career opportunities by drawing on the various knowledge, skills and attitudes acquired in the accomplishment of this qualification.

    5. MA graduates can develop entrepreneurial opportunities by drawing on the various knowledge, skills and attitudes acquired in the accomplishment of this qualification.


    Specific:

    MA students are actively engaged in becoming experts in their field. As such they develop certain values and generate knowledge and skills to achieve their purposes. The specific outcomes show how knowledge, skills and values are integrated in the qualification variously in the SAQA fields of Culture and Arts (02), Communication Studies and Language (including literature) (04), Human and Social Studies (07), Law, Military Science and Security (08) and Health Science and Social Services (09).

    Associated with MA graduates' specific area of specialisation and/or programme, they can:

    1. Analyse, transform and evaluate existing knowledge by systematically and effectively applying the principles of sound research practices.

    2. Engage in advanced independent critical thinking and apply their knowledge of methodology and theory in creative problem solving, often within an interdisciplinary context.

    3. Communicate effectively the defined area of research within the discipline/field of study, and the results of that research.

    4. Display advanced technical knowledge in an area of research or within an interdisciplinary context. 

    ASSOCIATED ASSESSMENT CRITERIA 
    Critical cross-field:

    Evidence generated through 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 can:

    1.
  • identify, analyse and solve complex and advanced abstract problems by drawing on their own experience as well as theoretical knowledge within a major discipline or field of study or within an interdisciplinary framework;
  • use their knowledge and expertise to resolve abstract problems that expand or reconfigure existing knowledge.

    2.
  • use and propagate 'people skills' (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;
  • direct projects and successfully interact with others;
  • use effective leadership skills within the group;
  • organise others into effective working groups;
  • communicate the evidence of these group interactions through (written and /or oral) reporting.

    3.
  • demonstrate the requisite theoretical skills and learning strategies at an advanced level;
  • organise their study plans and engage in effective time management.
  • assess their own strengths and weaknesses and develop organisational strategies;
  • evolve strategies best suited to their own and others' situations and contexts;
  • think independently and offer sustained theoretical evidence to support their decisions.

    4.
  • use the full range of library and other resources at an advanced level.
  • integrate complex and specialised information from a variety of sources;
  • act responsibly as researchers and scholars (e.g., appropriate and accurate referencing, avoiding plagiarism, etc.);
  • use relevant conventions and guidelines to their academic and personal purposes;
  • critically analyse and generate evaluation and synthesis of information and concepts at an abstract level;
  • suggest complex and advanced arguments within a major research area.

    5.
  • communicate their ideas lucidly and coherently and provide supporting evidence in a sustained manner;
  • generate ideas at a complex level as well as use the ideas of others in support of their own (without plagiarism, etc.);
  • evaluate conclusions and premises in their own research;
  • use language competently in written (and/or oral) conventions relevant to the discipline.

    6.
  • demonstrate a responsible attitude towards scholarship and technology;
  • use scientific methods of investigation, testing and evaluation;
  • select technology to suit the needs of the individual or group.
  • use natural resources in a sustainable way;
  • show respect for and a responsible/ethical attitude towards science and technology;
  • show respect and openness towards the psychological, health and physical environment of others.

    7.
  • demonstrate their prior knowledge and experience as it is relevant to their discipline or field of study;
  • connect the abstract knowledge of theory to the reality of their individual contexts;
  • draw upon their prior knowledge (personal and abstract) and personal experience as appropriate when investigating and analysing the world around them;
  • look beyond and across traditional disciplinary boundaries for possible solutions and connections;
  • demonstrate comprehensive knowledge of a discipline or an interdisciplinary field.


    Developmental:

    1.
  • apply what they study in different contexts, both personal and public, real and simulated;
  • show evidence of advanced study and research skills, selection, analysis and evaluation;
  • develop independent thinking.

    2.
  • manage diversity and use appropriate conflict-resolution skills;
  • lead groups within limits of own competence;
  • apply what they know and study in culturally diverse contexts;
  • apply what they know and study at different levels, from personal to academic contexts;
  • promote equity.

    3.
  • assess impact of cultural diversity in a variety of fields;
  • use various skills to draw out the cultural accomplishments of others (e.g., listening skills, empathy, sympathy open-mindedness, etc.);
  • demonstrate the ability to analyse and assess aesthetic criteria in literary and other texts.

    4.
  • use the knowledge, skills and attitudes acquired in studying towards the M.A. in the service of the community at large (local and global).
  • practically apply their knowledge in the real world;
  • identify the M.A. skills which are highly valued in the workplace within the relevant discipline;
  • use the skills required for efficiency in most jobs: imaginative intelligence, emotional maturity, effective communication skills, thoughtful accuracy and interpersonal sensitivity;
  • deal effectively with unknown problems and tasks set them on the job, in the real world, by drawing upon the skills from the M.A.(critical thinking, problem-solving, conflict resolution, etc.);
  • demonstrate a work ethic that shows responsibility and accountability towards the employer and the client and community.

    5.
  • create job opportunities in whatever situation they find themselves.
  • have a realistic view of their own value to contribute to their local community and global society;
  • communicate that value to others;
  • demonstrate a healthy self-esteem and confidence in their knowledge, skills and attitudes as required to complete the M.A. qualification;
  • deal with various unknown situations with flexibility and adaptability.


    Specific:

    Evidence generated through 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 can:

    1.
  • provide an autonomous and coherent review and integration of recent and major literature;
  • clearly demarcate the scope of the research and isolate relevant issues;
  • formulate advanced responses to resolve complex concrete and abstract problems;
  • demonstrate that they are thoroughly conversant with the research methods relevant to the area of research;
  • document the problem statement and aims and objectives, the research design or plan, modus operandi, results and conclusions in an academically respectable and acceptable manner.

    2.
  • analyse and synthesise variable, complex and specialised information to show its relevance to the area of research;
  • independently report on and evaluate information within the area of research;
  • demonstrate the ability to develop a logical argument;
  • demonstrate an understanding of the relevant argument
  • show critical acumen;
  • show independence and insight;
  • show that they have the ability to analyse complex data independently;
  • demonstrate the ability to apply theory to practice.

    3.
  • present material clearly and systematically;
  • argue logically;
  • communicate using style and presentation acceptable to the discipline/field of study;
  • provide a good critical overview of the material.

    4.
  • show his/her ability to document research with accuracy;
  • use a systematic and consistent approach to technical issues such as the layout of the dissertation or other required project.


    Integrated assessment for the purpose of the qualification:

    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 MA 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 tutored MA degrees, 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 students' ability to manage and integrate a large body of knowledge to achieve the stated outcomes of a module. In creative disciplines such as art summative assessment focuses on the integration of skills and knowledge in the production of art works. Students who do a dissertation only will be evaluated on that product.

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

    INTERNATIONAL COMPARABILITY 
    Unisa forms part of an internationally recognised 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 those of other tertiary institutions and with other qualifications. For example, recognition will be given to modules completed at other tertiary institutions and the relationship will be reciprocal.

    2. Upon completion of the MA, students have a number of options for further study. For example, students may proceed to doctoral study or study towards a postgraduate diploma or certificate with a more professional orientation (e.g. translation, teaching).

    3. Option 2 of the MA in psychological research allows students to register as research psychologists with the Health Professions Council of South Africa, after completing an internship in research psychology. 

    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 and marked scripts for Unisa modules. At least one external examiner is also appointed to examine M.A. dissertations and mini-dissertations.

    3. In instances where professional or statutory bodies have a say in determining the curriculum, they 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. A system of workplace assessment might be initiated for some learning programmes leading to the MA. The minimum requirement for appointment as a lecturer or external marker at Unisa is an Honours degree and appropriate experience but for tutoring at MA level the lecturer will be required to possess at least a Master's 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. 

    NOTES 
    This qualification includes the following specialisations:
  • Master of Arts in Geography
  • Master of Arts in African Languages
  • Master of Arts in African Politics
  • Master of Arts in Afrikaans
  • Master of Arts in Ancient Near Eastern Studies
  • Master of Arts in Anthropology
  • Master of Arts in Applied Linguistics
  • Master of Arts in Arabic
  • Master of Arts in Archaeology
  • Master of Arts in Art History
  • Master of Arts in Biblical Archaeology
  • Master of Arts in Classical Studies
  • Master of Arts in Communication Science
  • Master of Arts in Development Studies
  • Master of Arts in English Studies
  • Master of Arts in French
  • Master of Arts in German
  • Master of Arts in History
  • Master of Arts in Information Science
  • Master of Arts in International Politics
  • Master of Arts in Islamic Studies
  • Master of Arts in Italian
  • Master of Arts in Judaica
  • Master of Arts in Linguistics
  • Master of Arts in Nursing Science
  • Master of Arts in Philosophy
  • Master of Arts in Politics
  • Master of Arts in Portuguese
  • Master of Arts in Psychology
  • Master of Arts in Religious Studies
  • Master of Arts in Romance Languages
  • Master of Arts in Russian
  • Master of Arts in Sociolinguistics
  • Master of Arts in Sociology
  • Master of Arts in Spanish
  • Master of Arts in Teaching English to Speakers of Other Languages
  • Master of Arts in Theory of Literature
  • Master of Arts in Criminology
  • Master of Arts in Corrections Management
  • Master of Arts in Criminal Justice 
    		•

    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.