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 THAT HAS PASSED THE END DATE: 

Master of Administration 
SAQA QUAL ID QUALIFICATION TITLE
5743  Master of Administration 
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 03 - Business, Commerce and Management Studies  Office Administration 
ABET BAND MINIMUM CREDITS PRE-2009 NQF LEVEL NQF LEVEL QUAL CLASS
Undefined  120  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 091/21  2021-07-01  2023-06-30 
LAST DATE FOR ENROLMENT LAST DATE FOR ACHIEVEMENT
2024-06-30   2027-06-30  

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 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 MAdmin graduates with the knowledge, specific skills, applied, competence and the necessary attitudes in the subject of specializations to make them lifelong learners, employable skilled workers/entrepreneurs, and independent and critical contributors to the subject of specialization in various public and civic contexts.

A second purpose of the qualification is to provide South Africa with advanced postgraduate specialists in the subject of specialization to widen the leadership base of innovative and knowledge-based economic and scholarly of specialization activity.

A further purpose of the qualification is to provide South Africa with people who demonstrate autonomous understanding of the constructive role they need to play as change agents in the field of the subject of specialization. 

LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING 
Learners who registrar for this qualification can:
  • Learn from complex, specialized, predominantly written material;
  • Communicate what they have learnt comprehensibly, systematically and coherently in the medium of instruction;
  • Show the ability to do basic research;
  • With limited guided support, take responsibility for their own progress.


    Recognition of prior learning:

    This qualification recognises:
  • Formal prior learning

    Student's prior accredited learning at Honours level in relevant domains, which constitute credit units, is recognised. Students' prior accredited learning at Honours level in domains not closely related to the specific MAdmin programme may be recognised, if significant learning experience from work in a relevant field is demonstrated, if and competence in this field is demonstrated in an examination.
  • Non-formal and informal prior experiential learning

    A master's degree comprises a dissertation only cannot be awarded in part through RPL.A Master's degree which contains course work could be awarded in part through RPL. The university is investigating an RPL policy, which will be debated by Faculties and Senate. 
    		•

    RECOGNISE PREVIOUS LEARNING? 
    Y 

    QUALIFICATION RULES 
    The qualification may be offered in part or s 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. 

    EXIT LEVEL OUTCOMES 
    Critical Cross-field:

    All critical cross-field outcomes will be embedded appropriately in the modules which constitute the qualification. They will be assessed within this context. The distance education context has particular challenges which we try to meet below:

    1. The MAdmin graduate can identify, analyse, formulate, and solve complex and specialized problems in the subject of specialization through advanced and independent critical thinking.

    2. The MAdmin graduate can provide leadership and work effectively wit others as a member of a team, group, organization, community, and contribute to the group output in tasks relating to the subject of specialization.

    3. The MAdmin graduate can manage and organize her or his activities and life responsibly and effectively.

    4. The MAdmin graduate can collect, analyse, organize and critically evaluate texts as required in the pursuit of the MAdmin.

    5. The MAdmin graduate can communicate effectively and systematically using visual, mathematical and/or languages skills in the modes of oral and/ or written presentation, using sustained discourse.

    6. The MAdmin 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 MAdmin graduate can demonstrate an advanced 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 each learner, public life and the social and economic development of the society at large, it is the intention of the MAdmin degree to make an individual aware of the importance of the following developmental outcomes:

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

    2. The MAdmin graduate can participate as a responsibly citizen or official in the life of local, national and global communities (also see Critical Outcomes 2 above).

    3. The MAdmin graduate can be culturally sensitive across a range of social contexts.

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

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


    Specific:

    A MAdmin student is actively engaged in becoming an expert in her or his field and in preparing for further, more specific study or the work environment. As such she or he develops and holds certain values and integrated knowledge and skills to achieve her or his purposes. The specific outcomes show how knowledge, skills and values are integrated in the qualification primarily in the SAQA fields of Culture and Arts (02), Business, Commerce and Management Studies (03) and Human and Social Studies (07), with lesser emphasis on Law, Military Science and Security 08 and Physical, Mathematical, Computer and Life Science (10).

    1. The MAdmin graduate can analyse, transform and evaluate existing knowledge by systematically and effectively applying the principles of sound and advanced research practices.

    2. The MAdmin graduate can assess the impact of public sphere policy (including legislation) on society.

    3. The MAdmin graduate can identify, understand and creatively review issues of reconstruction and development in developing states.

    4. The MAdmin graduate can apply advanced management theories to practical situations.

    5. The MAdmin graduate can engaged in advanced independent critical thinking and apply his/her knowledge in creative problems solving, often within an interdisciplinary context.

    6. The MAdmin graduate can identify, describe and evaluate problems and research-based solutions related to cultural diversity in South African and global society.

    7. The MAdmin graduate can arrive at an informed assessment in terms of what happens to administrative and development knowledge in new, technological contexts.

    8. The MAdmin graduate can participate in creating and sustaining a just, ethical and democratic society. 

    ASSOCIATED ASSESSMENT CRITERIA 
    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 the graduate can:

    1.
  • Identify, analyse and solve complex concrete and abstract problems in a variety of routine and non-routine contexts in the subject of specialization by drawing on their own experience.
  • Identify, analyse and solve concrete and abstract problems by drawing on the advanced theoretical knowledge and experiential base of the subject of specialization.
  • Use their advanced knowledge, experience and commitment to offer systematic and creative suggestion for solving problems at a community, municipals, provincial, national, international level.
  • Solve problems by generating effective managerial, administrative and business strategies for dealing with problems relating to poverty and promoting sound public administration.
  • Critically evaluate various viewpoints on the subject of specialization 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's skills (tolerance, empathy, listening skills, management, etc) in-group situations
  • Demonstrate respect for the opinion of others through reporting without bias.
  • Demonstrate tolerance of diversity through reporting without bias.
  • Undertake projects and provide evidence of successful interaction with others.
  • Use effective communicating skills within the group and in research settings.
  • Lead / manage people effectively in the public and nongovernmental sectors.
  • Be a supportive follower and group participate when appropriate.
  • Demonstrate understanding of the dynamics of groups and groupings in the public and nongovernmental sectors.

    3.
  • Demonstrate the requisite advanced study skills and learning strategies.
  • Systematically and effectively organize their study and research plans.
  • Use creative and various learning strategies, which suit their personal situations and contexts.
  • Think independently, and offer evidence to support their decisions.
  • Assess their own strengths and weaknesses and develop coping strategies.
  • Set research goals.
  • Manage the research process effectively.

    4.
  • Demonstrate the ability to determine community needs through grassroots interaction.
  • Demonstrate advanced research skills.
  • Effectively master the use of library and other resource to suit their individual needs.
  • Use library and other resources effectively for research.
  • Integrate information from a variety of sources.
  • Act responsibly as a researcher and scholar (e.g. appropriate referencing, avoiding plagiarism, ethical research etc).
  • Follow the conventions of scholarship in the disciplines under study.
  • Follow the conventions and guidelines to their academic and personal purpose.
  • Autonomously and critically analyse policies, programmes, projects, theories, structures, experiences, written and oral texts, etc.
  • Critically engage with the relevant discourse community.
  • Interact with advanced, major and specialized texts through critical listening/reading and inferencing skills.
  • Produce systematic critical texts, which creatively and effectively integrated information from different sources.
  • Produce and/or appreciate creative works in a variety of media dependent on the discipline involved (art, music, language/literature).
  • Distance herself/himself from tests from different sources, reflect on knowledge and information, take an advance, autonomous critical position.
  • Engage in sustained, autonomous and critical discourse to convey what they know.
  • Follow academic conventions regarding referencing, the writing of academic essays and regarding reference, the written of academic essays and regarding research procedure, and avoid plagiarism.

    5.
  • Communicate their ideas and provide supporting evidence in a rigorous and creative manner.
  • Responsibly use the ideas of others in support of their own.
  • Follow the language conventions of written (and or oral) use in the respective disciplines
  • Use appropriate models of organisation and presentation as required in the respective disciplines.
  • Use statistics appropriately and responsibly in support of their ideas.
  • Create and use visuals appropriately to support their ideas.
  • Recognise own communication limitations and problems and seek help appropriately.
  • Identify and illustrate subject-specific jargon.
  • Describe, analyse and transform the interpretation of what they come across in appropriate ways.
  • Assist others to speak for themselves.
  • Use language to critically and coherently analyse, evaluate and critique the ideas, plans, policies, programmes, projects of others.
  • Use language that is accessible to the communities in which she/he works.

    6.
  • Use scientific methods of investigation, testing and evaluation.
  • Select technology to suit the needs of the individual or group.
  • Use and promote the use of 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 and theoretically integrate 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, studying and other practices.
  • Choose and follow appropriate educational pathways.
  • Show comprehensive understanding of the discipline/field.


    Developmental:

    1.
  • Build an interactive and constructive relation with lectures to further their own learning and that of others.
  • Apply what they study in specialised and complex contexts, both personal and public, real and simulated.
  • Display awareness of their own learning preferences and use strategies to suit their needs.
  • Show evidence of effective study skills (e.g. note-taking, library and other index usage, internet usage, research skills).
  • Show evidence of observational skills (e.g. in eliciting information from communities).
  • Apply advanced participatory methodological strategies.

    2.
  • Value diversity and other's opinions.
  • Demonstrate willingness to take considered/informed risks.
  • Coherently apply what they know and study in culturally diverse contexts.
  • Coherently apply what they know and study at different levels, from personal to academic contexts.
  • Demonstrate the ability to take the lead in addressing administrative, developmental and managerial issues in the public and non-governmental sectors.

    3.
  • Manage cultural diversity for the benefit of the individual and society.
  • Assess the impact of cultural diversity on policy discussions and implementation.
  • Demonstrate academic and practical tolerance of diversity and the opinions and policies of others.
  • Use various skills to draw out the cultural accomplishments, policies, programmes and contexts of others (e.g. elicitation of culturally specialised literature, use of participatory research techniques, listening skills).
  • Illustrate the value of open-mindedness and tolerance to self and others.

    4.
  • Illustrate the relationship between the knowledge, skills and attitudes acquired in studying towards the MAdmin and those of the community at large (local and global).
  • Make systematic and effective connections from theoretical knowledge to practical application.
  • Use the MAdmin skills, which are highly valued in workplaces in the public and non-governmental sector, across the disciplines and sectors of society.
  • Use the skills required for efficiency in most jobs: imaginative intelligence, emotional maturity, initiative, creative problem-solving effective communication skills, thoughtful accuracy and interpersonal sensitivity.
  • Deal effectively with unknown problems and tasks set them on the job by drawing upon the skills from the MAdmin (advanced independent critical thinking, creative problem-solving, conflict resolution, variable and complex conceptual analysis, application of major theories, etc.)
  • Demonstrate diligence.

    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 (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 MAdmin qualification.
  • Deal with complex situations with flexibility and adaptability.
  • Build capacity in communities, organisations and individuals.
  • Build and provide leadership and management skills.
  • Create awareness of business opportunities.


    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 the graduate can:

    1.
  • Provide an autonomous and coherent review and integration of recent and major literature.
  • Provide an autonomous and coherent review of relevant public affairs.
  • Clearly demarcate the scope of the research and isolate relevant issues.
  • Formulate advanced and autonomous 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, methodology, results and conclusions in an academically sound and acceptable manner.
  • Show that he/she has the ability to analyse complex data independently.
  • Demonstrate the ability to apply theory to practice.
  • Use a systematic and consistent approach to technical issues such as the layout of the dissertation or other required project.
  • Analyse and synthesize 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.
  • Develop a logical argument.
  • Critically connect theories to the problems in the subject of specialisation.
  • Use theories from the subject of specialisation to solve problems within the broader economic and political fields.
  • Identify patterns in specific developmental and administrative fields, both locally and globally, in order to generalise from a specific context to more universal contexts/principles.

    2.
  • Show advanced understanding of the policy environment of the local, provincial, national and international contexts.
  • Use specialised terminology from the fields of the subject of specialisation to determine and analyse impact of policies.
  • Coherently interpret legislation.

    3.
  • Show systematic understanding of the influence of poverty on public policies and programmes in local, national and international contexts.
  • Show systematic and empathetic understanding of the impact of poverty on the lives of individuals.
  • Accurately evaluate reconstruction and development policies and programmes.

    4.
  • Analyse management processes in institutions.
  • Devise autonomous management solutions in problem situations.
  • Evaluate management practices independently.

    5.
  • Relate learning gained from critically interpreted individual experience to variable and complex knowledge encountered in an academic environment and vice versa.
  • Relate learning from experience and academic contexts to different contexts using present and future scenarios.
  • Interpret local conditions in relation to international conditions.
  • Interpret the past and present in relation to the future.
  • Reflect on personal experience and academic disciplines.
  • Make connections from personal experience to developmental, administrative and managerial problems of the local and global community.
  • Use disciplinary and interdisciplinary-based information related to particular problems (e.g. poverty, violence, racism, gender bias, community development etc.)
  • Use this information to explore relationships between socio-economic and political situations.
  • Take an informed stand on administrative and developmental issues with self-confidence and responsibility.

    6.
  • Show awareness of own culture and others in South African and global society.
  • Show interest in other cultures in South Africa and globally.
  • Analyse how cultural issues affect actions, in authentic and simulated contexts.
  • Generate and evaluate alternative solutions.
  • Assess impacts and benefits of different solutions.
  • Assess knowledge in the subject of specialisation.
  • Relate knowledge to its contributions to developing different cultures.
  • Relate information from one discipline to that of others.
  • Identify traditional/local forms of government and management and how they relate to national policies and practices.

    7.
  • Compare knowledge from the past with new situations.
  • Draw upon known information to deal with unknown circumstances.
  • Use technology in appropriate contexts to access, process, store or distribute knowledge.
  • Assess the applicability and limitations of various types of technology for the subject of specialisation.
  • Analyse the impact of technology on society within the subject of specialisation.

    8.
  • Question values, knowledge and culture, both own and others, in a critical and autonomous way.
  • Operate as a responsible individual in a culturally diverse society, locally and globally.
  • Demonstrate an understanding of the concept of human rights.
  • Demonstrate an understanding of nuances of the equitable allocation of goods and services within society.
  • Account for the need to act professionally and ethically.
  • Take responsibility within own limits of competence.
  • Exercise judgement commensurate with knowledge and experience.
  • Be accountable for achieving own output and or group output.
  • Interrelate with people in small and large group contexts.
  • Apply specialised and complex knowledge provide solutions to problems that arise in a culturally diverse society, both in SA and globally.
  • Put themselves in the shoes of those most in need of development and public 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 tutored Master's 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 tutored Master's 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 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 applied competence. 
    		•

    INTERNATIONAL COMPARABILITY 
    Unisa forms part of 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 MAdmin, students have a number of options for further study. For example, students may proceed to doctoral study of study towards a postgraduate diploma or certificate with a more professional orientation. 

    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 of 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 MAdmin dissertations and mini-dissertations. 

    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 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 MAdmin. The minimum requirement for appointment as a lecturer or external marker at Unisa is an Honours degree and appropriate experience but for tutoring at Madmin level the lecturer will be required to posses at least a Master 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.