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: 

Bachelor of Computer and Information Sciences Honours 
SAQA QUAL ID QUALIFICATION TITLE
88606  Bachelor of Computer and Information Sciences Honours 
ORIGINATOR
Monash 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
Honours Degree  Field 10 - Physical, Mathematical, Computer and Life Sciences  Information Technology and Computer Sciences 
ABET BAND MINIMUM CREDITS PRE-2009 NQF LEVEL NQF LEVEL QUAL CLASS
Undefined  120  Level 7  NQF Level 08  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 
Purpose:
This programme equips students with research skills appropriate to their discipline and an understanding of the fundamentals of conceptual, methodological and implementation issues of IT-related research. Skills developed and knowledge acquired equip students to conduct independent research, as well as to be knowledgeable consumers of research. Students conduct research in a selected area and complete an Honours thesis.

The Honours Degree furthermore aims to produce graduates with a greater depth of knowledge in a specific discipline area, given that the previous three years of undergraduate coursework have provided a breadth of knowledge over a range of discipline areas.

On completion of this programme, graduates will have an understanding of:
  • The role of research on information technology in providing support to organisations and society.
  • The research theories and techniques used in information technology.
  • A wide range of qualitative and quantitative methods which may be utilised in IT research.
  • The roles of research ethics, peer review and collaborative research.

    Graduates will develop the skills to:
  • Apply the fundamentals of conceptual methodological IT related research.
  • Think creatively in developing solutions to problems.
  • Critically analyse research literature and conduct a literature review.
  • Conduct independent research, applying methods, tools and techniques appropriate to the research question.
  • Document and communicate research results and the methods of presenting these orally and in written reports.
  • Consider and respond appropriately to the ethical dimensions of professional relationships and responsibilities.

    Graduates will develop a mindset enabling them to:
  • Take initiative and work independently.
  • Objectively assess their own performance.
  • Be aware of the social consequences of the role of information technology.
  • Enthusiastically pursue lifelong education in their discipline.
  • Function within the code of professional conduct in IT practice.
  • Act in the parameters of best practice, industry standards and professional ethics.

    Rationale:

    This programme aims to equip selected graduated students with the skills required for research on Postgraduate level. The compulsory Research Methods module introduces students to the basic research principles. Other modules enhance an understanding of the conceptual framework and various methodologies, concepts and techniques associated with IT-related research, in order to prepare students to conduct independent research. Attention is also given to the needs of consumers of research. Students conduct research in a specialised selected area and complete an honours thesis comprising 50% of the credits awarded for the qualification.
    In addition to preparing students for a possible career in research, the Honours Degree also prepares students for a specialist professional career in the IT industry.

    Students may gain access to the Honours programme by completing a Bachelor's Degree (or equivalent) in Computer and Information Sciences (or equivalent) at an accredited higher education institution, with an average mark of 60% for the third year modules. After completion of the Honours Degree, students may further their study by enrolling for a Master Degree in a related field.

    As may be seen in the discussion below, the Bachelor of Computer and Information Sciences Honours speaks to the objectives of the NQF, in that it:
  • Enhances the quality of education, training and skills development.
  • Facilitates access to, and mobility and progression within education, training and career paths.
  • Contributes to the full personal development of each learner and the social and economic development of the nation at large. 
    		•

    LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING 
    Students must have a broad-based theoretical and practical background in the field of IT. As the Honours Degree involves specialisation, the necessary background must have been acquired. Building block knowledge include: understanding of computer systems, systems development, database principles, programming principles, an ability to program and manage networks, IT project management as well as insight in how IT projects are implemented in the industry, as mimicked in the undergraduate Industrial Experience module.

    Recognition of Prior Learning:
    Monash South Africa adheres to national requirements for the Recognition of Prior Learning and has a Recognition of Prior Learning policy and procedures in place. Monash South Africa thus allows for an educationally appropriate alternative access to the programme and may recognise the following:
  • Formal learning, such as a programme offered by a professional body, enterprise, private educational institution, or by any other accredited provider recognised by Monash South Africa. These may include professional development or on-the job-training.
  • Experience of approximately three to five years working within the industry will be considered in conjunction with the academic record of the candidate based on the institutional policy of Recognition of Prior Learning.

    Recognition of Prior Learning may also be granted for admission to the programme, where an applicant's previous non-accredited formal study or informal learning is assessed as equivalent to the prerequisite qualification.

    Access to the Qualification:
    Students may gain access to the Honours programme by completing a Bachelor's Degree (or equivalent): Computer and Information Sciences (or equivalent) at an accredited higher education institution, with an average mark of 60% for the third year modules. 
    		•

    RECOGNISE PREVIOUS LEARNING? 
    Y 

    QUALIFICATION RULES 
    Fundamentals:
  • Honours Thesis, 60 Credits, NQF Level 7.
    Subtotal: 60 Credits.

    Core:
  • IT Research methods, 15 Credits, NQF Level 7.
    Subtotal: 15 Credits.

    Electives:
  • Reading module, 15 Credits, NQF Level 7.
  • Advanced internet protocols and applications, 15 Credits, NQF Level 7.
  • Digital communications technology and protocols, 15 Credits, NQF Level 7.
  • Project Management, 15 Credits, NQF Level 7.
  • Advanced topics in intelligent systems, 15 Credits, NQF Level 7.
  • Advanced topics in information systems, 15 Credits, NQF Level 7.
  • Advanced topics in algorithms and discrete structures, 15 Credits, NQF Level 7.
  • Advanced topics in computational science, 15 Credits, NQF Level 7.
  • Information Security, 15 Credits, NQF Level 7.
  • Network Management, 15 Credits, NQF Level 7.
  • Software security, 15 Credits, NQF Level 7.
  • Digital coding and compression for communications, 15 Credits, NQF Level 7.

    Minimum Electives required (Three electives): 45 Credits.

    A minimum of 120 Credits is required to obtain the qualification. 
    		•

    EXIT LEVEL OUTCOMES 
    The Degree was not designed for a specific job, but serves as a generic IT Degree, allowing graduates to pursue a career in the IT environment. All IT systems are integrated to some extent, and no matter in which component a graduate will work, solid basic knowledge of the other components is important. Our graduates are able to specialise when commencing their professional career. Graduates of this programme work as programmers, business analysts, database managers and network administrators, to name but a few.

    Exit Level Outcomes:
    1. At the completion of this programme students will have developed the skills to critically analyse research literature and conduct a literature review.
    2. At the completion of this programme students will have developed the skills to design a research project.
    3. At the completion of this programme students will have developed the skills to plan and undertake rigorous independent research.
    4. At the completion of this programme students will have developed the skills to communicate research activities and findings.

    Critical cross-Field Outcomes:
    As is evident from the integrated assessment methods discussed, the design of the programme provides for the development and obtainment of the critical cross field outcomes.

    Students are challenged, by a variety of teaching methods, especially in the tutorials, to identify and solve problems in a specific and structured context by means of individual and group activities. It is often expected of students to work effectively in teams, during discussions and in research projects.

    At least some of the assessment opportunities are devoted to presentations. Students are expected to collect, analyse, organise and critically evaluate information and present the crux of the matter in a logically organized manner. This also contributes to the development of important technological, communication and effective language usage skills.

    Individual and group written assignments hone the students' skills in using technology to access and present texts. They learn to use science and technology effectively and critically, and then demonstrate their ability to identify, understand and present the inter-related parts of systems.

    Group discussions and oral presentations (individual or groups) develops the students' effective communication skills using visual, mathematical and/or language skills in formal and informal communications. 

    ASSOCIATED ASSESSMENT CRITERIA 
    Associated Assessment Criteria for Exit Level Outcome 1:
    Students will be competent when able to:
  • Find and analyse current research literature.
  • Critically evaluate research findings.
  • Synthesise research findings (of research done previously).

    Associated Assessment Criteria for Exit Level Outcome 2:
    Students will be competent when able to:
  • Evaluate research ideas and designs.
  • Match research tools and methods with research needs.
  • Collect and analyse relevant data.
  • Assess research ideas and designs.

    Associated Assessment Criteria for Exit Level Outcome 3:
    Students will be competent when able to:
  • Identify open problems in current research.
  • Identify promising new research directions based on previous results.
  • Define feasible projects based on such problems.
  • Set realistic timelines and intermediate deliverables for a research project.

    Associated Assessment Criteria for Exit Level Outcome 4:
    Students will be competent when able to:
  • Do an informal oral presentation of their preliminary findings.
  • Formally present the research findings at a workshop/seminar.
  • Write a research report.

    Integrated Assessment:
    The assessment methods employed in the elective modules differ according to the content of the relevant module and include: seminars, presentations to peers and lecturers, written assignments, case studies and case presentations, and informal peer group evaluations.

    Students are prepared for the research thesis by a series of seminars and presentations by the students which provide formative assessment opportunities for practical, applied, foundation and reflective competencies.

    The independent research thesis comprises 50% of the credits awarded and is assessed in an integrated manner in that both theoretical components (literature study, synthesis and appraisal of existing research frameworks and findings, an exposition of the suitable research methods and designs) and the practical application of the theory thereof in the research design and method in the research project are assessed, along with the report writing skills that have been developed and applied.

    The assessment practices are open, transparent, fair, valid and reliable, incorporating an integrated approach to assessment, and in accordance with the assessment policy of the institution. 
    		•

    INTERNATIONAL COMPARABILITY 
    The programmes of the Faculty of IT are developed in line with international recommendations that include industry input.

    The choice of modules is informed by the Association for Computing Machinery (ACM) - an international educational and scientific computing society of 84 000 members that advances computing as a science and as a profession.

    The ACM, in cooperation with the Association for Information Systems (AIS), and the Institute of Electronic Engineers (IEE), both also respected international bodies, make curriculum recommendations based on international input. The IEEE was established in 1946 and aims to further the profession by linking its members through publications, standards and conferences and encouraging them to advance their industries by promoting innovation and excellence, and has global recognition.

    Yet another international society, the Association for Information Systems (AIS) influences the curriculum. The AIS is a professional organization with the purpose to serve as a premier global organisation for academicians specialising in Information Systems.
    As the modules broadly cover very diverse IT related fields, a detailed list would be impossible to offer. Cutting-edge IT developments are lead mainly by the G7 countries, while in isolated cases major contributions have been made by India, Malaysia and Singapore.
    Details are available at: http://www.acm.org//education/curricula/.

    The Faculty's programmes are also accredited by the Australian Computer Society (ACS). The South African association, the Computer Society SA, is affiliated to the ACS.

    Degrees offered by international institutions include:
  • Edge Hill University: UK:
    Computing (Information Systems): Bachelor of Science Honours:
    Computing (information systems): This programme focuses on the analysis of problems and designing of solutions in information technology; students are introduced to business environments and the problems faced in devising computer-based approaches to business systems; students also study the systems this type of software runs on, including databases, project management, competitive IT, business analysis, information technology management, forensic computing, and mobile application development. This is a three-year full-time programme.
  • University of Bradford: UK:
    Computing and Information Systems: Bachelor of Science Honours:
    Year 1: Software construction; data structures and algorithms; computer architecture; operating systems; discrete mathematics and formal specification; logic programming; computability; Unix tools; human-computer interaction; communication skills and computer applications.
    Year 2: Data structures and algorithms; database systems; data communications; compilers; quantitative analysis of computer systems; software engineering including group projects; group research project; information systems analysis, design and development.
    Year 3: Social, professional and technical issues; 4 subjects from options including: compilers; artificial intelligence; performance modelling; communications and networks; computer music; graphics and image processing; knowledge and database systems; real-time systems; parallel computation; theory of computation; project equivalent to 2 options. This is a three-year full-time programme.
  • Swinburne University of Technology: Australia:
    Bachelor of Information Technology Honours:
    This Honours programme is intended to provide students who have demonstrated academic ability with the opportunity to pursue their undergraduate studies to an advanced level, to deepen their intellectual understanding in their major field and to develop their research skills.

    The Honours programme is a recognised point of entry into Postgraduate research studies. You will concentrate on your chosen major area, gaining a better understanding and practising appropriate research techniques. You will be required to complete a substantial original piece of research for your thesis to ensure that you develop your abilities to conceptualise problems, devise research strategies and carry out individual research work under the supervision of a member of staff with expertise in the area.

    School of Computing: Dublin City University:
    Bachelor of Science in Enterprise Computing (Bachelor Honours Degree):
    This Degree will provide you with an understanding of how software engineers develop software solutions to address real world computing problems and teaches you how you can best use computing technology to allow people to work together and give companies a competitive edge in the marketplace. You will learn how to use and manage information technology and systems to improve and re-design the way they do business.

    The Bachelor of Science in Enterprise Computing gives you the foundation for a career in information technology for the modern business enterprise. This Degree is intended to educate high-end IT professionals, with practical skills in information systems, web technologies and IT systems networking management.

    Programme Structure:
    The first year is devoted to gaining a strong overall competence in computing technologies such as computers themselves, operating systems, web systems and the internet, and to acquiring fundamental mathematical skills. In subsequent years, specialisation in information technology, web systems and networking technologies equip students with the necessary skills to work with computing technology across a broad spectrum of business enterprises to manage, improve and re-design the way business use computing systems.

    In Year 3 students have the opportunity to spend seven months on paid work placement. The INTRA programme integrates academic study with closely related jobs. It gives students an understanding of the professional and practical business world. The theoretical studies are supplemented by work placement through modules in Years 1 to 3, and especially through Business Communication Skills. The programme includes elements of report writing, business communications and office practice.

    In final year, students study advanced modules in information systems, business strategy and management. In addition, students complete a major team-based project. Practical experience is a major component of student learning. Throughout the four years of the Degree there are formal lectures with a strong emphasis on the practical applications in the computer labs and tutorials and on-going assessments and projects drawn from real world situations.

    Year One:
  • Introduction to Computer Hardware and operating systems.
  • Management and Business Game.
  • Web Design and Digital World.
  • IT Mathematics.
  • Web Programming.
  • Networks and Internet and Managing Enterprise Computer Systems.
  • Business Applications.
    Year Two:
  • Quantitative analysis for business decisions.
  • Business Systems Analysis.
  • Enterprise Information Systems.
  • Business Database Management.
  • Fundamentals of Computer Programming.
  • Developing Internet Applications.
  • Business Communication Skills.
  • Enterprise Computer Systems Configuration.
    Year Three:
  • IT Service Management.
  • Software and Systems Testing.
  • Business Information Management and IT Architecture.
  • Human Computer Interaction.
  • Work placement programme.
    Year Four:
  • Software Quality Assurance.
  • Project Management and Supply Chain Management.
  • Business Strategy and Business Process Management.
  • IT Security Management.
  • IT Law and Ethics.

    Conclusion:
    As may be seen from the exposition above, the duration of the degrees offered in the UK is often three years, but then considered being Honours Degrees and elsewhere the practice seems to be that well-performing students studying three-year Bachelor Degrees may transfer to four-year or Honours Degrees. International comparability is difficult to assess due to the blurred boundaries between three year undergraduate and Honours programmes. The Honours programme at Monash South Africa adheres to the specifications of various international professional and academic associations.
    The competitive edge of the Monash South Africa Degree is the huge emphasis that is placed on research. Fifty per cent of the total credits for the Degree is awarded for the independent research project, while an additional 25% of the remaining credits is awarded for the compulsory module in IT Research methods. The Honours Degree thus provides a strong and thorough research grounding and nurture research skills that are invaluable in the future careers of the graduates. 
    		•

    ARTICULATION OPTIONS 
    This qualification allows for both horizontal and vertical articulation.

    Horizontal Articulation:
  • Students of this programme may transfer from and to another Bachelor Honours Degree programme, or equivalent HEQF Level 8 (NQF Level 7) programme at an accredited institution providing they adhere to the Recognition of Prior Learning credit transfer and other relevant institutional requirements.
    Vertical articulation:
  • After completion of the degree, upward vertical articulation may occur to programmes offered at HEQF Level 9 (NQF Level 8), typically a Master's Degree.

    Credit transfer is assessed on the basis of equivalence of learning content in terms of the curriculum, depth of study and credit point value of the previous module of learning. For specific credit to be granted, a module or modules of previous study must be equivalent to at least 80% of the curriculum and credit point value of Monash South Africa module. 
    		•

    MODERATION OPTIONS 
    Monash South Africa sees the process of moderation of assessment as essential to ensure the integrity and quality of assessment practices conducted. Assessment is the primary method to determine the quality of student performance and achievement, which necessitates sustaining high standards in the assessment process. The purpose of a moderation process is to check that assessment is conducted in a consistent, accurate and well-designed manner and that all judgements made are fair.

    Monash South Africa has a Policy and Procedures documents on Moderation of Assessment in place that stipulate:
  • The roles and responsibilities.
  • Process and criteria for the appointment.
  • Format of moderation reports and feedback to be compiled.
  • Duration of the appointment.
  • Modules to be externally moderated.
  • Sample of assessment tasks to be moderated.
  • Information to be provided to moderators of internal and external moderators and the moderation processes. 
    		•

    CRITERIA FOR THE REGISTRATION OF ASSESSORS 
    Under Monash regulations each faculty has a Board of Examiners that is responsible for evaluating the results and performance of all candidates enrolled in the faculty. This Board advises its faculty board on any matter relating to the assessment of candidates' performances.

    All assessors must (or as far as possible) hold a relevant qualification (in the same or closely related field) on at least one HEQF Level higher than the module to be moderated. Assessors and moderators must have qualifications and/or experience recognised by Monash as appropriate for the relevant discipline area. An assessor will normally hold a Master's or Doctoral qualification or equivalent accreditation and standing.

    Regarding registration of the assessors with the relevant ETQA, namely the ETDP SETA, the following: Monash South Africa offers a unit standard based assessor training, due to its relevance to the higher education context and suitability for the South African national system. The Unit Standard is: Design, develop and implement assessment of learning in Higher Education and Training, ID 14297, on old NQF Level 7/HEQF Level 8, for 20 Credits. The assessment training material for this unit standard was submitted, via the HEQC, to the ETDP SETA. The ETDP SETA subsequently indicated that they would not be able to accredit Monash South Africa as a provider of the Unit Standard due to it being on a higher education level, and that Monash South Africa is a higher education provider. This implied that the assessors trained by Monash South Africa are not able to register as assessors. Training records are kept by the Centre for the Advancement of Learning and Teaching (CALT). The HEQC "does not subscribe to the notion of accrediting assessors or maintaining a national database or register of trained 'competent' assessors" (CHE, 2008: HEQC Framework for Delegated Functions).

    In addition, newly appointed academic staff are oriented regarding the Teaching and Learning approach followed at Monash South Africa, including assessment practices, policies and procedures. Regular Teaching and learning forums are held where relevant teaching and learning issues, such as assessment, are addressed by means of discussions and training workshops. Themes for these forums are identified by studying the concerns raised in external examiners' reports and reports on the findings of various surveys and evaluations.

    Monash South Africa has also implemented a policy according to which all academic staff are obliged to obtain formal qualifications in higher education teaching during their probationary period unless they already have an equivalent qualification. The Graduate Certificate in Higher Education (CHE) is designed for practicing academic staff and contains a module dealing with assessment. 

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

    NOTES 
    The accreditation of this qualification was transferred from Monash SA to the Independent Institute of Education (IIE) in November 2018. 

    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. The Independent Institute of Education (Pty) Ltd 


    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.