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:

Master of Science in Quantity Surveying

SAQA QUAL ID	QUALIFICATION TITLE
9921	Master of Science in Quantity Surveying
ORIGINATOR
University of Witwatersrand
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 12 - Physical Planning and Construction		Civil Engineering Construction
ABET BAND	MINIMUM CREDITS	PRE-2009 NQF LEVEL	NQF LEVEL	QUAL CLASS
Undefined	240	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

On completion of this qualification, which is a research degree achieved by acceptance of a dissertation, learners will have mastered the scientific methods of research in the field of quantity surveying and which allows the learner to clarify and extend the body of knowledge in a particular aspect in this field.

The qualification does not lead to additional professional recognition, but benefits society by enhancing the knowledge of the discipline of quantity surveying. It provides value to the learner by enhancing career opportunities in an academic environment, leading to the possibility of studying further at a Doctoral level. Other career opportunities are opened up through increased status as an authority or consultant within the built environment professions and through recognition of the qualification in the wider community.

Society is benefiting through the production of professionals with considerable specialized expertise, research and leadership skills. The learner will contribute to the development of a sustainable built environment in response to the needs and values of the community, within an understanding of international frameworks.

LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING

Learning achieved by meeting the outcomes of a qualification of the University listed below (under Formally Accredited Learning) is assumed to be in place.

The programme assumes that learners are able to communicate through written and oral at an advanced level, using a range of techniques including computer technology. In addition, they are expected to have a grounding in fields of knowledge appropriate to the discipline of quantity surveying, demonstrating critical, analytical thinking to analyse, research, interpret, refine and modify existing knowledge. Learners should have advanced problem solving competencies and demonstrate self-directed, independent thought using a range of learning strategies. The learner is expected to be aware of ethical issues and wider systems in relation to peers and wider society, and to be able to operate in a variety of social and academic contexts. The learner should have had the opportunities to use his/her scientific knowledge to solve problems in dependently while considering the implications.

Formally Accredited Learning and Other Qualities
The typical applicant has a Bachelor of Science in Quantity Surveying of the University, or equivalent qualification. Other applicants may have a qualification in any discipline appropriate to the research field proposed - consult the application information for the year of study for which application is being made.

Recognition of Prior Learning
Applicants who fall outside of the normal admissions process who can demonstrate to the satisfaction of the University that they have a qualification or experiential- or work based learning which has taken the learner to an equivalent level of a qualification specified above (under Formally Accredited Learning), may be considered for admission and/or for the recognition of prior accredited and/or prior experiential learning. Applicants who, after such assessment, are deemed to have sufficient potential but are in need of further academic development, may be required to broaden their curriculum to include preliminary programmes prior to admission or parallel programmes after admission.

RECOGNISE PREVIOUS LEARNING?

EXIT LEVEL OUTCOMES

EXIT LEVEL OUTCOMES (ELO)

1 The qualifying learner is competent to identify, evaluate and solve problems within the ambit of the research area, and demonstrates a high level of responsibility and ethics both within the immediate context of the problem, and with regard to society as a whole. The learner is familiar with relevant theoretical material for the area in which he/she is specialising.

2 The qualifying learner is required to operate effectively in an academic environment with peers and supervisors. Where appropriate to the research area, the learner is required to interact effectively with communities and other groups and individuals outside the academic arena.

3. The qualifying learner is required to have extensive communication skills and the ability to produce material of an internationally acceptable standard.

4. The qualifying learner will have built on his/her existing knowledge of quantity surveying and is able to evaluate the application of quantity surveying in relation to wider local and global environmental concerns and specifically in the fields of finance in construction, planning and technology

5. The qualifying learner will be able to locate his/her decision making and proposals within wider procedural, social, legal, economic, intellectual and environmental contexts.

6 The qualifying learner will have developed a high level of self-management with a critical awareness of personal values.

7 The qualifying learner is required to have extensive skills and knowledge in the area of data collection, analysis, organization and evaluation.

8 The qualifying learner is exposed to a range of sophisticated learning strategies, and is expected to make informed decisions on their employment. In addition, they are required to act responsibly and professionally, with full regard to the needs and aspirations of the society within which he/she operates.
He/she should have considerable cultural and environmental awareness, and is required to enhance and apply this within the area of specialization. The learner is exposed to career opportunities both within an entrepreneurial and academic context.

CRITICAL CROSS-FIELD OUTCOMES (CCFO)

a) Identifying and solving problems in which responses display that responsible decisions using critical and creative thinking have been made. -See ELO 1.

b) Working with others as a member of a team, group, organisation, community. -See ELO 2, 3 and 8.

c) Organising and managing oneself and one's activities responsibly and effectively. - See ELO 6.

d) Collecting, analysing, organising and critically evaluating information. -See ELO 7.

e) Communicating effectively using visual, mathematical and/or language skills in the modes of oral and/or written persuasion. ELO 3.

f) Using science and technology effectively and critically, showing responsibility towards the environment and health of others. - ELO 4.

g) Demonstrating an understanding of the world as a set of related systems by recognising that problem-solving contexts do not exist in isolation. -See ELO 5.

h) Contributing to the full personal development of society at large, by making it the underlying intention of any programme of learning to make an individual aware of the importance of:

i. Reflecting on and exploring a variety of strategies to learn more effectively; -See ELO 6 and 8
ii. Participating as responsible citizens in the life of local, national and global communities, -See ELO 2 and 8; note also that learners act in accordance with the code of conduct of the university and, where relevant, that of the professional discipline being studied.
iii. Being culturally and aesthetically sensitive across a range of social contexts; ELO 2 and 8.
iv. Exploring education and career opportunities. -See ELO 3 and 8.
v. Developing entrepreneurial opportunities. -See ELO 5 and 8.

ASSOCIATED ASSESSMENT CRITERIA

1 The qualifying learner demonstrates ability

to evaluate existing research and theory and perform individual research,

to communicate results at an international and accepted academic level,

to solve problems in a specific range of economic and social contexts,

to contribute significantly to the development of society through mastery of the research area,

to consider a range of options and make decisions about ways of seeing scientific situations and systems and there interconnectedness within broader systems

2 The qualifying learner demonstrates

the importance of the exchange of ideas and knowledge with peers and supervisors.
and is able

to distinguish between different styles of communication in the quest for information, and can apply these appropriately and effectively,

to apply academic ethics and responsibility to all aspects of study and research.

3 The qualifying learner demonstrates

an understanding of a range of strategies for communicating in the pursuit of data collection, and in the transmission of the results of research.

a thorough command of communication whether written, oral, visual or using IT, and can apply these media appropriately in the presentation of research material,

sensitivity to cultural diversity in using different modes of communicating, both in the collection of data and in presentation of the results of research.

4 The qualifying learner demonstrates ability

to evaluate, apply and develop existing and new approaches where appropriate to the research area,

to relate financial, technological and planning issues within the research area to wider economic and social systems critically and ethically.

to respond sensitively to the choice of financial, technological and planning issues in varied cultural settings.

5 The qualifying learner demonstrates

critical awareness of his/her role as a researcher in society.

knowledge of the legal frameworks pertaining to the research area, and is able to relate them to wider legal and ethical contexts.

an understanding of the implications of society's expectations of research.

6. In addressing the requirements of the programme, the qualifying learner demonstrates responsibility in respect of time management, self-motivation, prioritisation and initiative at an advanced level.

7 The qualifying learner demonstrates

a working knowledge of different research methods,

an understanding of the impact of the research on society as a whole.

ability to evaluate different methods of data manipulation within a range of scenarios, and understand the social and academic consequences of the choice of method.

8 The qualifying learner is able to operate effectively in a professional and academic environment where career opportunities are open to him/her, and demonstrates

cultural and environmental awareness and sensitivity,

a wide range of strategies in the pursuit of his/her studies.

Integrated assessment

This is achieved by a variety of strategies including, seminar presentations, and finally through the assessment of the dissertation of international academic standard written by the learner.

ARTICULATION OPTIONS

This section specifies with which other qualifications of the University the qualification was designed to articulate, i.e. formal articulation; therefore the qualification can articulate informally with equivalent qualifications offered by the University, or with other qualifications offered nationally and internationally.

Further, an applicant registered at the University or another higher education institution for a similar qualification and who has successfully and satisfactorily completed the first half or less of the qualification, may be able to complete the qualification at the University, and may be granted credit for similar courses already completed.

Entry to the qualification
The typical applicant has a BSc (QS) or BSc (Construction Management) or BSc (Eng) in a relevant field or equivalent University-approved qualification.

Articulation during the qualification
No formal articulation.

On completion of the qualification
The qualification provides the basis for further academic study in architecture and related disciplines. It qualifies the graduate for admission to programmes at a Doctoral level.

MODERATION OPTIONS

Internal University requirements govern how and by whom moderation is performed. For example, external examiners are appointed. Such moderation seeks, inter alia, to ensure that, where appropriate, our graduates will be able to comply with professional and statutory requirements. Further, whether an academic entity has a professional orientation or not, the University ensures that its activities are moderated by internal and external review quinquennially. The moderating body for qualifications of the University is the Higher Education Quality Committee of the Council on Higher Education, currently represented by the Interim Higher Education Quality Committee.

CRITERIA FOR THE REGISTRATION OF ASSESSORS

Internal University quality requirements govern how and by whom assessment may be performed to ensure that assessors have the competence required to assess a qualification of this nature. Once the Higher Education Quality Committee of the Council on Higher Education is constituted and ready to pronounce on issues of quality, the University will respond to the HEQC guidance on the registration of assessors. In the interim, the academic staff of the University of the Witwatersrand, Johannesburg, are regarded as registered assessors since SAQA has registered the institution as a public higher education provider.

REREGISTRATION HISTORY

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

NOTES

N/A

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 Witwatersrand