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SOUTH AFRICAN QUALIFICATIONS AUTHORITY 
REGISTERED QUALIFICATION: 

Master of Health Sciences In Clinical Technology 
SAQA QUAL ID QUALIFICATION TITLE
96764  Master of Health Sciences In Clinical Technology 
ORIGINATOR
Central University of Technology, Free State 
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  Promotive Health and Developmental Services 
ABET BAND MINIMUM CREDITS PRE-2009 NQF LEVEL NQF LEVEL QUAL CLASS
Undefined  180  Not Applicable  NQF Level 09  Regular-Provider-ELOAC 
REGISTRATION STATUS SAQA DECISION NUMBER REGISTRATION START DATE REGISTRATION END DATE
Registered  EXCO 0324/24  2024-07-01  2027-06-30 
LAST DATE FOR ENROLMENT LAST DATE FOR ACHIEVEMENT
2028-06-30   2031-06-30  

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 replaces: 
Qual ID Qualification Title Pre-2009 NQF Level NQF Level Min Credits Replacement Status
65362  Doctor of Technology: Clinical Technology  Level 8 and above  NQF Level 10  240  Complete 

PURPOSE AND RATIONALE OF THE QUALIFICATION 
Purpose:
The purpose of the Master of Health Sciences in Clinical Technology is to develop advanced clinical technologists who can function as specialists, researchers, and leaders within complex healthcare environments. The qualification equips learners with advanced disciplinary knowledge, research capability, ethical competence, and leadership capacity required to address emerging health technology challenges in South Africa. The target learners are registered Clinical Technologists or holders of an NQF Level 8 qualification in Clinical Technology or a cognate health science field who seek career advancement into specialist clinical practice, research, academia, or healthcare leadership. Learners will benefit through enhanced professional recognition, expanded career mobility, and progression into doctoral studies.

This qualification follows a professional and research-oriented pathway at NQF Level 9. On completion, learners will demonstrate advanced integrated knowledge of clinical technology, the ability to generate and apply research to improve patient care, and the capacity to evaluate and respond to complex and unpredictable healthcare challenges. Graduates will be responsible for leading clinical technology services, managing quality assurance systems, conducting ethically sound research, contributing to interdisciplinary healthcare teams, and strengthening evidence-based practice within public and private healthcare sectors.

A qualified learner will be able to:
  • Integrate advanced clinical and technological knowledge to solve complex healthcare problems.
  • Generate and apply research to advance clinical technology practice.
  • Lead and manage clinical technology services and interdisciplinary teams.
  • Uphold ethical, legal, and professional standards in clinical and research contexts.
  • Communicate effectively with healthcare professionals, policymakers, and communities.
  • Contribute to innovation, mentorship, and capacity development within the profession.

    Rationale:
    The qualification has been developed to address the growing demand for advanced clinical technologists capable of functioning beyond entry-level professional practice. While undergraduate qualifications in Clinical Technology are registered on the NQF, there is limited provision for structured postgraduate advancement within the discipline that strengthens research capacity, leadership capability, and innovation in health technology application. The qualification responds to national priorities of strengthening specialised healthcare services and developing scarce and critical skills. A review of registered NQF qualifications confirms that no equivalent research-focused master's qualification in Clinical Technology currently addresses this specific combination of advanced clinical competence, research development, and leadership preparation within this professional field.

    The need for the qualification was identified through engagement with the Health Professions Council of South Africa (HPCSA), the Professional Board for Radiography and Clinical Technology, clinical training platforms, and healthcare industry partners. The health sector has identified a shortage of advanced practitioners capable of supporting complex diagnostic and therapeutic technologies in cardiology, nephrology, neurophysiology, pulmonology, reproductive biology and critical care. The qualification will strengthen specialist healthcare delivery, enhance innovation in medical technology utilisation, and support evidence-based healthcare practices. For society, it contributes to improved patient outcomes and service quality. For the economy, it strengthens the health workforce, supports technological advancement, and contributes to national strategies aimed at improving health system efficiency and sustainability.

    The typical learners are registered Clinical Technologists or graduates holding an NQF Level 8 qualification in Clinical Technology or a cognate health science discipline who seek advanced professional development. Graduates are likely to operate in specialised clinical units, research institutions, academic institutions, health technology industries, regulatory environments, and healthcare management structures. Occupational roles may include advanced clinical technologist, clinical services manager, researcher, academic lecturer, clinical technology consultant, or health technology innovation specialist. The qualification supports both academic progression and career mobility within healthcare and related sectors.

    Consultation with the Health Professions Council of South Africa (HPCSA) and the Professional Board for Radiography and Clinical Technology was conducted to ensure alignment with professional standards and competency expectations for advanced clinical practice. Engagement with healthcare industry stakeholders and clinical training platforms informed the research and leadership focus of the qualification. The qualification supports professional development within the regulated scope of practice and aligns with national health workforce development objectives. The offering of the qualification is aligned with professional body expectations regarding postgraduate advancement in Clinical Technology.

    The qualification provides progression to doctoral studies at NQF Level 10, such as a Doctor of Health Sciences or PhD in Clinical Technology or related disciplines. It also supports entry into interdisciplinary or cognate fields where clinical technology competencies are transferable, provided that articulation requirements are met through bridging modules, work-integrated learning, or demonstrated equivalence of prior learning outcomes. 
    		•

    LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING 
    Recognition of Prior Learning (RPL):
    The institution has an approved Recognition of Prior Learning (RPL) policy which is applicable regarding equivalent qualifications for admission into the qualification. RPL may be applied to provide qualifying applicants with alternative access and admission into this qualification, as well as advancement within the qualification should they not meet the minimum entry requirements of the qualification. RPL may be applied for access into the qualification.

    RPL for access:
    Learners who do not meet the qualification's minimum entrance requirements or the required qualification at NQF Level 8 may be considered for admission through RPL. Applicants must provide a portfolio of evidence in order to be considered for admission based on RPL. This portfolio should demonstrate that the applicant has acquired the relevant knowledge, skills, and competencies through formal, non-formal, and/or informal learning to cope with the expectations of this master's-level qualification.

    RPL may be applied for admission (access) to the qualification in cases where an applicant does not meet the standard admission requirements but can demonstrate equivalent knowledge, skills, and competencies relevant to the field of Clinical Technology. Such applicants must provide a comprehensive portfolio of evidence demonstrating:
  • Substantial professional experience in Clinical Technology or a related health science discipline.
  • Evidence of competence in research methods and academic writing at NQF Level 8;
  • Continuous professional development or training relevant to clinical technology practice; and
  • Professional registration with the Health Professions Council of South Africa (HPCSA) or an equivalent professional body, where applicable.

    RPL for advanced standing:
    An applicant who has already achieved some of the competencies expected for admission to, or progression within the qualification may be admitted despite lacking the conventional qualification pathway. In such an instance, the applicant's prior learning, knowledge, skills, and professional experience will be assessed to determine whether they are equivalent to the learning outcomes normally required for admission. This learning may have been acquired through formal studies, workplace experience, professional development, community engagement, short courses, research, or other forms of non-formal and informal learning.

    RPL for module exemption:
    RPL for module exemption does not apply because the qualification consists of a single research dissertation. This structure ensures that the assessment of competence is holistic and integrative, requiring the candidate to demonstrate mastery through a unified research output rather than discrete modular components.

    RPL for credit:
    The qualification consists of a single research dissertation; hence RPL for credit will not apply. The research design and dissertation requirement necessitate full engagement with the complete research process, which cannot be meaningfully subdivided for credit recognition purposes under SAQA-aligned postgraduate research standards.

    Entry Requirements:
  • Bachelor of Health Sciences in Clinical Technology, NQF Level 8.
    Or
  • Postgraduate Diploma in Biomedical Technology, NQF Level 8.
    Or
  • Bachelor of Health Sciences Honours, NQF Level 8. 
    		•

    RECOGNISE PREVIOUS LEARNING? 
    Y 

    QUALIFICATION RULES 
    This qualification consists of one compulsory module at National Qualifications Framework Level 9, totalling 180 Credits.

    Compulsory Module, NQF Level 9, 180 Credits:
  • Dissertation, 180 Credits. 
    		•

    EXIT LEVEL OUTCOMES 
    1. Engage with the relevant theory and literature of the Clinical Technology field and its research context.
    2. Conceptualise and design a research plan or proposal by critically applying the research process and logical reasoning.
    3. Select, apply, and justify appropriate and ethical research methods and techniques to investigate a complex problem in the Clinical Technology field of study.
    4. Exercise intellectual independence, accountability and good judgement in managing and conducting the research project.
    5. Produce a coherent scholarly output to communicate the substantial research findings to diverse audiences. 

    ASSOCIATED ASSESSMENT CRITERIA 
    Associated Assessment Criteria for Exit Level Outcome 1:
  • Conduct a comprehensive literature review and refer to current trends, technologies, and theoretical frameworks in the chosen Clinical Technology field.
  • Analyse and evaluate existing knowledge to identify gaps and opportunities for research.
  • Define the scope and relevance of the chosen research topic within the broader health sciences context.
  • Communicate ideas clearly and logically using academic language appropriate to postgraduate research.

    Associated Assessment Criteria for Exit Level Outcome 2:
  • Select an area of investigation appropriate to a master's level research.
  • Define the research problem according to the identified gap.
  • Conceptualise research question/s that will yield data to adequately answer the research question/s.
  • Identify and describe the aims, objectives, and/or hypothesis to guide the investigation.
  • Select and justify suitable qualitative and/or quantitative research methods for the investigation.
  • Develop a feasible research plan/proposal that includes ethical considerations.

    Associated Assessment Criteria for Exit Level Outcome 3:
  • Conduct the research study by applying scientific techniques accurately and ethically throughout the research process.
  • Apply the appropriate research methods to collect data ethically.
  • Interpret and reflect on data while identifying and evaluating relationships between data sets and conflicting information.
  • Draw conclusions based on critical review and interpretation of data.

    Associated Assessment Criteria for Exit Level Outcome 4:
  • Manage and ensure the quality and integrity of the research process and outcomes.
  • Reflect on decisions during the research process, showing sound judgement in addressing challenges and adapting strategies.
  • Ensure the integrity and ethical compliance of the research by applying appropriate standards and justifying methodological choices.

    Associated Assessment Criteria for Exit Level Outcome 5:
  • Compile and present a well-structured thesis that reflects comprehensive understanding, critical analysis, and research findings.
  • Use appropriate academic and professional language to communicate research findings and recommendations clearly to diverse audiences.
  • Apply advanced information and communication technologies to analyse, visualise, and present data effectively.
  • Defend the research findings through oral or written presentations, demonstrating clarity, coherence, and scholarly rigour.

    Integrated assessment
    Integrated Assessment in this qualification is designed to holistically assess the learner's applied competence to conduct independent research in Clinical Technology, by integrating theoretical knowledge, research skills, ethical practice and critical inquiry. A variety of assessment methods are employed to assess the knowledge, skills and values in a coherent manner aligned with the purpose of a master's degree by research. This qualification is a research-focused qualification; therefore, no workplace-based or work-integrated learning components are included.

    Assessment will be formative and summative, ensuring that theoretical knowledge and research skills are evaluated in an integrated manner. These include the ability of learners to critically analyse, design, and conduct independent research, apply evidence-based practices in health sciences, integrate theoretical knowledge with practical application, and contribute to advancements in the field through innovative and ethical problem-solving approaches, including presentation and communication skills.

    Assessment comprises both formative and summative elements; however, only the summative assessment contributes to the final mark. This reflects the structure of the qualification as a single, integrated research module culminating in a dissertation.

    Formative assessment:
    Formative assessment is conducted throughout the research process to support learning progression and prepare learners for the final summative assessment. These formative assessments assist with developing the learner's research competence and include activities such as oral presentations, research proposals, written progress reports and supervisory feedback sessions. Due to the developmental nature of formative assessments, they do not contribute credit/marks toward the final assessment. However, the formative assessments assist learners in identifying strengths and areas for improvement and in preparing for the integrated summative assessment.

    Summative assessment:
    The summative assessment of the qualification includes the completion and examination of a research dissertation. This summative assessment serves as the integrated assessment of all exit level outcomes of the qualification. Therefore, the dissertation must demonstrate the learner's ability to conceptualise, design, and execute an independent research study; apply evidence-based practices in Clinical Technology; synthesise theoretical and empirical insights; and communicate findings in a scholarly and ethically responsible manner. 
    		•

    INTERNATIONAL COMPARABILITY 
    The qualification was compared with similar qualifications from Kenya and New Zealand.

    Country: Kenya
    Institution name: Kenyatta University.
    Qualification title: Master of Science in Health Management.
    Duration: Three years part-time.

    Purpose:
    The qualification prepares graduates for advanced roles in health management and supports the development of competencies required to manage health services, systems and programmes. The South African qualification is comparable because it develops advanced competence for leadership, research and evidence-based practice in the health sciences environment, but it is more specifically focused on Clinical Technology and the application of research to specialised clinical technology practice.

    Entry requirements:
    Applicants may be admitted with a first degree in Medicine, Veterinary Medicine, Nursing, Pharmacy or Dentistry. Admission may also be granted to holders of a first degree, First Class Honours or Second-Class Honours Upper Division in disciplines such as Environmental Health, Community Health, Nutrition, Psychology, Information Science, Economics, Business Administration, Commerce, Community Development, Public Administration, Law or Human Resource Management. Applicants with a Second-Class Lower Division degree in the stated disciplines may be considered where they have at least two years of post-qualification experience in a health-related field. Applicants may also be admitted with a first degree and a health-related postgraduate diploma from Kenyatta University or another recognised institution, with at least two years of post-qualification experience. This is comparable to the South African qualification because both require prior higher education preparation in a health-related or cognate field, although the South African qualification is more specifically aligned to Clinical Technology, health sciences research and professional clinical practice.

    Content and learning outcomes:
    The Kenyatta University qualification is located within health management and is directed at developing postgraduate-level knowledge and competence in managing health-related services and systems. The South African qualification is comparable in its health sciences orientation and advanced professional relevance but differs because its content is centred on Clinical Technology research, clinical service improvement, professional accountability, ethical practice and contribution to specialised clinical technology knowledge.

    Assessment:
    Kenyatta University's health management academic information indicates that master's degree courses are offered through coursework, examination and thesis, or project where stated. The South African qualification is assessed through one integrated research dissertation. Both qualifications therefore include postgraduate-level research and scholarly communication, but the South African qualification is more strongly research-dissertation-based.

    Similarities:
  • Both qualifications are positioned at master's level within the health sciences environment and require advanced engagement with health-related knowledge, research and professional practice.
  • Both qualifications admit learners from health-related or cognate professional backgrounds and support progression into advanced roles that can improve health service delivery.

    Differences:
  • The Kenyatta University qualification is broader in health management and health systems administration, while the South African qualification is discipline-specific to Clinical Technology and health sciences research.
  • The South African qualification places stronger emphasis on specialised clinical technology practice, regulated professional accountability, dissertation-based research and clinical service improvement within the South African health sector.

    Country: New Zealand
    Institution name: University of Otago.
    Qualification title: Master of Health Sciences.
    Duration: Two years.

    Purpose:
    The qualification enables postgraduate study across health disciplines and includes research experience in the learner's area of specialisation. The South African qualification is comparable because it develops advanced health sciences research competence, but it is more specifically focused on Clinical Technology and the application of research to clinical technology practice.

    Entry requirements:
    Admission is subject to approval by the Pro-Vice-Chancellor (Health Sciences). Applicants are normally required to hold a bachelor's degree in a health-related field or an appropriate health professional qualification requiring at least three years of full-time tertiary study, complete the Postgraduate Diploma in Health Sciences or equivalent with the required average, and complete 30 points of research methods at NZQF Level 8 with the required standard. This is comparable to the South African qualification, which requires an NQF Level 8 qualification in Clinical Technology or a cognate health sciences field and appropriate preparation for master's-level research.

    Content and learning outcomes:
    The University of Otago qualification includes approved postgraduate papers and a thesis, dissertation or research project, depending on the route followed. The South African qualification is comparable in that it requires sustained independent research, but it differs because the research is contained in one integrated dissertation focused on Clinical Technology.

    Assessment:
    The University of Otago qualification may include coursework, a thesis, dissertation or research project. The South African qualification is assessed through a dissertation that integrates all exit level outcomes. Both qualifications therefore require postgraduate-level research competence, critical analysis and scholarly communication.

    Similarities:
  • Both qualifications are master's-level health sciences qualifications that support advanced study and research in a health-related field.
  • Both qualifications require prior health-related learning or professional preparation and include a substantial research component.

    Differences:
  • The University of Otago qualification is broader across health sciences and may follow different combinations of papers and research outputs, while the South African qualification is structured as a single 180-credit research dissertation in Clinical Technology.
  • The South African qualification is more explicitly aligned with the professional and research needs of Clinical Technology within the South African health sciences context.

    Conclusion:
    The comparison confirms that the Master of Health Sciences in Clinical Technology is broadly comparable with international master's-level qualifications in Kenya and New Zealand in relation to postgraduate level, health sciences orientation, research engagement, advanced analytical competence and preparation for further study or advanced professional practice. The qualification differs in its specific focus on Clinical Technology, regulated clinical practice, professional accountability and South African health sector needs, while the comparator qualifications are broader in health management or health sciences. These differences reflect contextual and disciplinary specialisation rather than a lower level of complexity. 
    		•

    ARTICULATION OPTIONS 
    This qualification provides the following articulation options.
    Horizontal articulation:
  • Master of Science in Biomedical Technology, NQF Level 10.
  • Master of Science, NQF Level 10.
  • There are currently no registered horizontal articulation possibilities between Sub-Frameworks for this qualification.

    Vertical articulation:
  • Doctor of Philosophy in Health Sciences, NQF Level 10.

    Diagonal articulation:
  • Higher Occupational Certificate: Occupational Health and Safety Practitioner, NQF Level 5.
  • Higher Occupational Certificate: Environmental Practitioner, NQF Level 5. 
    		•

    MODERATION OPTIONS 
    N/A 

    CRITERIA FOR THE REGISTRATION OF ASSESSORS 
    N/A 

    NOTES 
    N/A 

    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. Central University of Technology, Free State 


    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.