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SOUTH AFRICAN QUALIFICATIONS AUTHORITY 
REGISTERED QUALIFICATION: 

Master of Philosophy in Personal and Professional Leadership 
SAQA QUAL ID QUALIFICATION TITLE
74017  Master of Philosophy in Personal and Professional Leadership 
ORIGINATOR
University of Johannesburg 
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 05 - Education, Training and Development  Higher Education and Training 
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 this qualification is to provide qualifying learners with understanding of the concepts and theories underpinning the theoretical, technological and practical aspects of the PPL framework as well as the reflective competencies to reflect upon their own learning. Learners will furthermore be provided with facilitation and research knowledge and skills to apply within the field of PPL. 

LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING 
Learners should demonstrate a theoretical understanding of the what, and how of personal change and growth, interpersonal relationships and communication. They should demonstrate critical reasoning, problem solving, analysis, interpretation, formulation and evaluate in the PPL context.

Any recognised Honours degree (level 7) that would allow admission to a Master's degree OR a B.Proc., B.Ing or a four-year Social Studies degree or any other degree that provides direct admission to a Master's degree.

RECOGNITION OF PRIOR LEARNING:
The learner may, through RPL, gain access to the programme or receive advanced placement or status acknowledgement on condition that he/she continues with the doctorate programme. 

RECOGNISE PREVIOUS LEARNING? 
Y 

EXIT LEVEL OUTCOMES 
The learner should be able to:

1. Demonstrate the ability to identify, interpret and analyse PPL related problems and needs by applying relevant principles and theories. They should evaluate and reflect on their creative contribution in the problem solving process. Where possible the learner should implement the research findings or recommendations.

2. Demonstrate the ability to work effectively with others (in research and facilitation contexts) during the research and development process, and to reflect on the success of the team ship based on relevant theories and techniques.

3. Demonstrate the ability to organise and manage the learning process and research effectively and responsibly, maintaining quality work and to assess their competence of time management skills.

4. Demonstrate the ability to plan research and access, analyse, organise and critically evaluate PPL related information by applying relevant research designs, methodologies, approaches and techniques. The research should contribute to the scientific knowledge base of the field. Learners should assess the research process and findings and, if possible, implement the knowledge gained in their research.

5. The acquisition of the skills to communicate with clients in PPL-facilitation context, and to evaluate the effectiveness of their communication.

6. Demonstrate the ability to interact with people and environments in a constructive manner with sensitivity for aesthetic and cultural issues in conducting the original research or implementation, and reflect on the effectiveness thereof.

7. Demonstrate the ability to explore the use of PPL in diverse facilitation situations and apply appropriate strategies effectively. They should promote human development within communities with an understanding of the importance of the contribution of original research and theory development.

8. Demonstrate the ability to explore, select and apply appropriate learning strategies to facilitate their own learning and reflect on the effectiveness of the applications to the facilitation of learning in clients.

9. Participate responsibly in their local, national and international communities with regard to the scope of the learning context of this qualification, and reflect on the process of participation.

10. Demonstrate that they are sensitive to the culture of others in the research design procedures, selection and application of technologies for learning, as well as aesthetic issues in this context, based on relative theories and reflect on their actions.

11. Explore the possibilities of career advancement and job opportunities for self and others in the field of PPL, and to reflect on the implementation of these skills.

12. Develop entrepreneurial skills by relating solutions to PPL problems to other sectors of society and explore the possibility of producing products related to these problems and to reflect on the development and application of these skills. 

ASSOCIATED ASSESSMENT CRITERIA 
The learner can:

Identify and solve PPL related problems by analysing the needs and problems within the research context, do appropriate original PPL related research with the possibility of implementation of research findings and recommendations and assess their own activities.

Show evidence of effectively working with others (in a research and facilitation context) during the research process and reflect on team-ship based on the relevant theories, methods and techniques.

Organise and manage the learning and research process responsibly and effectively, maintaining high quality of work and assess time management skills.

Plan original research and access, analyse, organise and critically evaluate PPL related information by applying relevant research methodologies, approaches and techniques. They can make a scientific contribution to the field and assess the research process, with the possibility of implementing the knowledge generated in their research.

Communicate with learners in the PPL situation as well as others using skills in written and oral modes and reflect on the effectiveness of the communication.

Utilise the different facilitation skills to solve problems, contributing to effective facilitation and learning, based on theoretical foundations while showing responsibility towards the environment, health and safety of others and reflect on the effectiveness thereof.

Demonstrate the ability to explore the use of PPL in diverse situations, and apply the appropriate strategies effectively. They can promote human development within communities showing and understanding of the importance of the contribution of the research.

Demonstrate the ability to explore, select and apply appropriate learning strategies to facilitate their learning and reflect on the effectiveness of the applications within the facilitation context.

Participate responsibly in their local, national and international communities within the scope of the learning context of this qualification, by solving problems regarding PPL and reflect on their participation.

Show a sensitivity to the culture of others in the research design procedures as well as the aesthetic issue in this context, based on relevant theories, and reflect on their actions.

Demonstrate the ability to investigate career advancement and work opportunities, show employment seeking skills in the field of PPL, and reflect on the implementation of these skills.

Show entrepreneurial skills by relating solutions to PPL-related problems to other sectors of society and producing products (software and/or strategies) related to these problems and to reflect on the development and application of these skills.

INTEGRATED ASSESSMENT:
Integrated assessment appropriately incorporated to ensure that the purpose of the qualification is achieved:

FORMATIVE ASSESSMENT PRACTICES THAT WILL BE IMPLEMENTED:
  • Summaries of reading assignments
  • Approximately three research articles of ? 15 pages.
  • A personal portfolio of e.g. psychometric assessments and personal profile
  • Presentations of facilitation skills

    SUMMATIVE ASSESSMENT PRACTICES THAT WILL BE IMPLEMENTED:
    Integrated assessment, focusing on the achievement of the exit-level outcomes, will be done by means of:
  • Two/three hour written examination for six modules
  • Two oral examinations: one in research methodology and one in the Practicum.
  • A research essay of 40-60 pages. 
    		•

    ARTICULATION OPTIONS 
    ACCESS TO QUALIFICATIONS ON A LOWER LEVEL:
    The M.Phil.-PPL links to any programme or qualification on an Honours level (e.g. B.Comm.Hons.), B.Engineering; B.Sc. Hons.; LLB.; etc. at NQF level 7

    ACCESS TO QUALIFICATIONS ON THE SAME LEVEL:
    Not applicable

    ACCESS TO QUALIFICATIONS ON A HIGHER LEVEL:
    Having obtained this qualification, a candidate can enrol for a D.Phil.-PPl degree. 

    MODERATION OPTIONS 
    (a) What external examination processes will be implemented?
  • For each module and for the research essay a qualified external examiner is appointed annually.
  • For the assessment of facilitation skills an experienced facilitator with the necessary qualifications (minimum Master's degree) is appointed annually.

    (b) How many external examiners/moderators will be appointed for this qualification and form which type of institution or professional bodies will they typically be?
    Normally approximately four to seven external examiners are appointed from recognised higher education institutions such as universities. 
    		•

    CRITERIA FOR THE REGISTRATION OF ASSESSORS 
    (a) Criteria regarding formal qualifications that the assessors should have:
    At least a Master's degree, preferably in PPL. Being a new field of study few assessors will have a Master's or Doctor's degree in PPL. However, a Masters/Doctor's degree in Educational Psychology or in Human Resources Development will be useful. A M.Ed./D.Ed. or a M.Com. (Human Resources Development) will enable a qualified person to assess specific modules such as Thinking Skills, Values Studies, Emotional Leadership or the mini-dissertation.

    (b) Criteria regarding job or learning area experience:
    Experience as PPL-facilitator, Educational Psychologist or Human Resources facilitator is a precondition to assess the facilitation skills of candidates.

    (c) Criteria regarding experience of or exposure to assessment:
    Previous assessment experience especially in the field of facilitation skills and the assessment of research essays will be a precondition. 

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

    NOTES 
    The M.Phil. (PPL) has been recorded in June 1998. 

    LEARNING PROGRAMMES RECORDED AGAINST THIS QUALIFICATION: 
    When qualifications are replaced, some (but not all) of their learning programmes are moved to the replacement qualifications. If a learning programme appears to be missing from here, please check the replaced 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 Johannesburg 


    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.