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SOUTH AFRICAN QUALIFICATIONS AUTHORITY 
REGISTERED QUALIFICATION THAT HAS PASSED THE END DATE: 

Master of Arts: Health Studies 
SAQA QUAL ID QUALIFICATION TITLE
5423  Master of Arts: Health Studies 
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 09 - Health Sciences and Social Services  Preventive Health 
ABET BAND MINIMUM CREDITS PRE-2009 NQF LEVEL NQF LEVEL QUAL CLASS
Undefined  240  Level 8 and above  Level N/A:Pre-2009 was L8+  Regular-Provider-ELOAC 
REGISTRATION STATUS SAQA DECISION NUMBER REGISTRATION START DATE REGISTRATION END DATE
Passed the End Date -
Status was "Reregistered" 		 SAQA 06120/18  2018-07-01  2018-12-31 
LAST DATE FOR ENROLMENT LAST DATE FOR ACHIEVEMENT
2019-12-31   2022-12-31  

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 
The primary purpose of the qualification is to provide MA (Cur) graduates with the knowledge, specific skills and applied competence with provide MA graduates with the knowledge, specific skills and applied competence in a number of fields traditionally associated with nursing and health sciences and to provide opportunities for advanced personal intellectual growth, gainful economic activity and valuable contributions to society.

The primary purpose of the qualification is to enable graduates to become specialists in aspects of nursing and health sciences by gaining in-depth, abstract knowledge in these areas of study.

A second purpose of the qualification is to provide South Africa (and other countries) with graduates who can synthesize information autonomously in specialised fields of study in order to provide leaders who can handle contradictions and evaluate highly complex problems independently to ensure that the leadership base of innovative and knowledge-based economic and scholarly activity is widened.

A third purpose of the qualification is to provide South Africa (and other countries) with people who can demonstrate specialized/multidisciplinary leadership, self-reflexivity and adaptability to play an innovative role as empowered leaders in the field of Public Health. 

LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING 
Learners who register for this qualification can:
  • learn from predominantly written material
  • communicate what they have learnt coherently and logically in sustained discourse
  • demonstrate the ability to reflect on experiences in the nursing and health fields
  • use a variety of sources, for example published, documentary and oral.
  • demonstrate mastery of the discipline or field of study
  • with supervision, take responsibility for their own progress

    Recognition of prior learning:

    This qualification recognises:
  • Formal prior learning
    Students need a Bachelors degree or equivalent qualification
    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' prior learning will be recognised 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.

    Up to 50% of the course work can be awarded through RPL (Recognition of prior learning). Students will be given RPL for individual modules if they can produce a portfolio of evidence or undergo any other recognised means of assessment showing that they meet the outcomes and associated assessment criteria specified for that module. However, for Option A, which only comprises a dissertation the degree cannot be awarded partly through RPL. 
    		•

    RECOGNISE PREVIOUS LEARNING? 
    Y 

    EXIT LEVEL OUTCOMES 
    Critical Cross-field Outcomes:

    1 The MA Cur graduate can identify, analyse, formulate, and solve convergent and divergent problems of nursing, of individual and societal kinds, creatively and independently

    2 The MA Cur graduate can work effectively with others as a member of a team, group, organisation, community, and contribute to the group output in tasks growing out of the fields traditionally considered as the nursing sciences.

    3 The MA Cur graduate can manage and organise her or his activities and life responsibly and effectively, including her or his studies and nursing career

    4 The MA Cur graduate can collect, analyse, organise and critically evaluate information at an advanced and highly specialised level.

    5 The MA Cur graduate can communicate effectively using visual, mathematical, statistical and/ or language skills in the modes of oral and/ or written presentation, often in sustained discourse in assignments and especially in the dissertation of limited scope.

    6 The MA Cur graduate 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 The MA Cur graduate 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 nursing and health care communities.

    Developmental Outcomes:

    1 The MA Cur graduate can reflect on and explore a variety of strategies to learn more effectively.

    2 The MA Cur graduate can participate as a responsible citizen in the life of local, national and global communities.

    3 The MA Cur graduate can be culturally and aesthetically sensitive across a range of social contexts.

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

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

    Specific outcomes:

    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 his/her knowledge of methodology and theory in creative problem solving, often within an interdisciplinary context in the field of Nursing and Health Sciences.

    3 Communicate effectively the defined area of research related to Nursing and Health Sciences, and the results of that research.

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

    5 Display advanced knowledge in health systems in South Africa, Africa and internationally.

    6 Display operational knowledge of financial management, health economics and information systems.

    7 Display the knowledge and ability to manage health systems through relevant policies and procedures. 

    ASSOCIATED ASSESSMENT CRITERIA 
    Assessment Criteria associated with Critical Cross-field Outcomes:

    1. Identify, analyse and solve complex and highly advanced abstract problems by drawing on their own experience as well as theoretical knowledge across the major disciplines of nursing and health sciences.
  • identify, analyse and solve concrete and abstract problems by drawing on theoretical knowledge and experiential base within a single discipline or across interdisciplinary lines in the nursing and humanities disciplines.
  • identify, analyse and solve problems in a variety of routine and non-routine contexts within a discipline or field of study.
  • use their knowledge and experience to offer informed suggestions for solving problems at community, national, international and global level.
  • solve problems by generating alternative strategies for dealing with those problems.
  • critically evaluate various theoretical standpoints and compare them to own views.
  • offer evidence in a variety of ways (from theoretical knowledge base, from experiential base, etc) to support their stated views.
  • analyse the global, national and local community in terms of problems, needs and opportunities.

    2. Show evidence of '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.
  • undertake projects and provide evidence of successful interaction with others.
  • use effective communication skills within the group.
  • lead people effectively.
  • be a supportive follower and group participant.
  • organise themselves and others into effective working groups.
  • communicate the evidence of these group interactions through (written and/ or oral) reporting.

    3. Show evidence of '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.
  • undertake projects and provide evidence of successful interaction with others.
  • use effective communication skills within the group.
  • lead people effectively in the nursing sciences field.
  • be a supportive followers and group participants.
  • organize themselves and others into effective working groups.
  • communicate the evidence of these group interactions through (written and/ or oral) reporting.

    4. Demonstrate expert, highly specialized scholastic or technical utilisation of research across (a major) nursing disciplines or within an interdisciplinary health care context.
  • use the full range of library and other resources at a highly advanced level.
  • integrate complex and specialized information from a variety of sources.
  • show awareness of the conventions of scholarship in the various disciplines under study.
  • demonstrate awareness of relevant conventions and guidelines to their academic and personal purposes.
  • critically analyse, transform and evaluate abstract data and concepts and generate evaluation and synthesis of information and concepts at a highly abstract level.
  • see, describe and interpret what they come across in appropriate ways.
  • assist others to speak for themselves.

    5. Communicate their ideas lucidly and coherently and provide supporting evidence in a sustained manner.
  • responsibly use the ideas of others in support of their own (without plagiarism, etc.)
  • 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 academic arguments.
  • follow the language conventions of written (and/or oral) use in the nursing discipline.
  • recognise own communication limitations and problems and seek help appropriately.
  • use appropriate models of organisation and presentation as required in the nursing discipline.
  • identify and illustrate subject-specific jargon where its use is necessary.
  • use language to analyse, evaluate and critique the ideas of others
  • use statistics appropriately and responsibly in support of their ideas.

    6. Demonstrate a responsible attitude towards scholarship and technology.
  • use scientific methods of investigation, testing and evaluation. (see number 1)
  • select technology to suit the needs of the individual or group
  • use natural resources in a sustainable way.
  • show respect for and a responsible attitude towards science and technology.
  • demonstrate a consideration of the ethics involved in science and technology issues.
  • 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 learning programme.
  • 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.
  • follow an integrated approach to learning and studying.
  • choose and follow appropriate educational pathways.

    Assessment Criteria associated with Developmental Outcomes:

    1. Follow academic conventions regarding referencing and avoid plagiarism.
  • apply what they study in different contexts, both personal and professional, real and simulated.
  • show evidence of effective study skills (e.g. note-taking, summarizing, analysing and synthesising).

    2. Display tolerance of diversity of others' opinions.
  • lead groups.
  • apply what they know and study in culturally diverse contexts.
  • apply what they know and study at different levels, from personal to academic contexts.

    3. Show awareness of cultural diversity.
  • demonstrate tolerance of diversity and the opinions of others.
  • use various skills to draw out the cultural accomplishments and contexts of others (including listening skills, empathy, sympathy and open-mindedness).
  • illustrate the value of open-mindedness and tolerance to self and others.

    4. Use the knowledge, skills and attitudes acquired in studying towards the MA Cur and those of the community at large (local and global).
  • practically apply his or her knowledge in the real world.
  • identify the MA Cur skills which are highly valued in the workplace, across the disciplines and sectors of society.
  • 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 MA Cur (critical thinking, problem-solving, conflict resolution, etc.)
  • demonstrate a work ethic that shows responsibility and accountability towards the employer and the client or community.

    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 attitudes as required to complete the MA qualification.
  • deal with various unknown situations with flexibility and adaptability.

    Assessment Criteria associated with Specific outcomes:

    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 he/she is 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 synthesize variable, complex and specialized 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 he/she has 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 complete accuracy;
  • use a systematic and consistent approach to technical issues such as the layout of the dissertation or other required project;

    5. Use a comparative approach to assess and implement health systems relevant to the health needs
  • identify, facilitate and develop resources relevant to the particular health system.
  • monitor and manage changes related to health and health systems.

    6. Compile and manage health related budget.
  • facilitate and manage nursing and health services related cost centers.
  • use relevant information systems to assess and monitor trends and developments in health and health related financial control.

    7. Design health related policies, taking into consideration issues of available resources, acceptability and trans-cultural environments.
  • resolve and manage conflicts, conduct disciplinary procedures an handle grievances.

    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 the tutored section of this programme, the formative assessment includes assignments and practical work 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 the tutored part of the programme, students will write examinations and perform practical examinations. The research part will take the form of 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 and integrate a large body of knowledge to achieve the stated outcomes of a module.

    3. Integrated assessments: All assessment will integrate knowledge, skills and attitudes and applied competence. The dissertation of limited scope will serve as a 'capstone' module. In other words, the student will need to integrate many aspects of nursing and health sciences into providing an acceptable dissertation of limited scope. It will have to be undertaken simultaneously with other modules during the student's final year of enrolment, or after the other modules have been passed. In this way this programme can ensure that its exit level outcomes are achieved. 
    		•

    INTERNATIONAL COMPARABILITY 
    International comparators:
    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.

    2. Upon completion of the MA Cur, students may proceed to register for the D Litt et Phil degree.

    3. No exit levels will be built into the MA Cur (Option A) programme.

    4. MA Cur (Option B) exit level: Postgraduate University Diploma in Advanced Nursing Science upon completion of ANY THREE COURSES. 

    MODERATION OPTIONS 
    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.

    In addition, external examiners act as moderators of examination papers and marked scripts for Unisa's examination papers at Master's level.

    In the case of both Option A and Option B, at least two examiners from Unisa and another two examiners from other universities will be appointed to examine the dissertation submitted for examination purposes. 

    CRITERIA FOR THE REGISTRATION OF ASSESSORS 
    1. 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. Specific professional criteria will be applied where a system of workplace assessment, by preceptors in the specific clinical situations, will be required.

    2. The quality management system:
  • Qualifications:
    The minimum requirement for appointment as a lecturer or external marker at Unisa for Master's courses is a Master's degree and appropriate experience. In the case of workplace assessment, appropriate professional criteria will be drawn up for each programme.
  • Mentorship:
    All assessment done by external markers is quality-controlled by internal staff.
  • Training:
    External markers attend markers' meetings prior to assessing assignments or examinations and are given clear guidelines on how to assess particular pieces of work. 
    		•

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

    NOTES 
    The title of this qualification has been changed from Master of Arts: Nursing Science, as requested by UNISA and approved by the Department of Education. 

    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.