Bachelor of Applied Sciences Honours in Biotechnology

Purpose

The Bachelor of Applied Sciences Honours in Biotechnology builds upon the learners

• Existing theoretical knowledge base,
• Deepens the understanding of the field of biotechnology,
• Enhances the application of theoretical principles towards contextualised situations, and
• Allows for the learners to engage in research-based postgraduate study.

The qualification involves specialisation in Biotechnology modules and a research project. The primary purpose of the Bachelor of Applied Science Honours in Biotechnology is to enable an applied speciality within the Biotechnology field of study. The qualification serves to consolidate and deepen the learner's engagement and application of theoretical knowledge. The development of the learners' intellectual independence is through reflection and systematic survey of current thinking, practice and research.

Research Project 1 and 2 modules in the qualification promotes the development of new and innovative biotechnology products for industrial applications.

Rationale

Regionally the Biotechnology industry is vast and steadily growing and provides employment in various sectors, namely, Technology Innovation Agency (TIA), FEMTECH, Unilever, Kerry Ingredients, Illovo Sugar, NCP, South African Breweries, South African Bureau of Standards (SABS); Clover, Pakco, Tiger Brands, Brandhouse-Diageo, Nestle and South African Sugar Research Institute (SASRI) to mention a few.

The curriculum design takes cognisance of the current trends in the field of biotechnology. The need for learners with a high level of theoretical engagement and intellectual independence within the discipline was recognised and taken into consideration when developing the new curriculum. The research fields within the department are what drives growth. Therefore, the need for new drugs, novel enzymes and healthier foods has promoted research and development in the biotechnology industry. The qualification consolidates and deepens the learner's' expertise within the field of Biotechnology as well as the development of research capacity within the area. A Biotechnologist can work in industries requiring applied chemistry, microbiology, engineering and other sciences related to production, processing, preservation, quality assurance and distribution of biological and food products. Learners of this qualification may also find employment at beverage, dairy, meat, fruit and vegetable, cereal and packaging industries and government agencies.

Recognition of Prior Learning (RPL)

The structure of this qualification makes the Recognition of Prior Learning possible and applicable to all learners to the Department of Biotechnology and Food Technology. The learner may achieve the Bachelor of Applied Sciences Honours in Biotechnology in part through the Recognition of Prior Learning, which includes formal learning and work experience. If the prospective learner can demonstrate competence in the knowledge, skills, values and attitudes implicit in this qualification, the learner may earn the appropriate credits or access.

The Department's RPL process is aligned to the University's Recognition of Prior Learning Policy and will include representation from the industry when reviewing RPL applications. The purpose of the policy is to:

• Provide a framework for the implementation of Recognition of Prior Learning procedures within the institution.
• Facilitate access and admission to qualifications within education and training and career paths.
• Accelerate the redress of past unfair discrimination in education, training and employment opportunities.
• Promote and facilitate lifelong learning.

Entry Requirements

The minimum entry requirement for this qualification is

• Bachelor of Applied Science, NQF, Level 7.

Or

• Bachelor of Science, NQF, Level 7.

This qualification consists of the following compulsory modules at National Qualifications Framework Level 8 totalling 120 Credits.

Compulsory Modules, 120 Credits

• Analytical Techniques 1, 16 Credits.
• Scientific Methodology 1, 16 Credits.
• Applied Industrial Biotechnology 1, 16 Credits.
• Advances in Environmental Biotechnology 1, 16 Credits.
• Molecular Biology and Bioengineering 1, 16 Credits.
• Biotechnology Research Project 1, 8 Credits.
• Biotechnology Research Project 2, 32 Credits.

1. Develop, construct and manage a research project within the field of Biotechnology.
2. Critically and independently reflect and analyse project results.
3. Apply and evaluate the theoretical principles of the various branches of Biotechnology, viz., Biochemistry, Chemistry Bacteriology, Molecular Biology, Environmental Biotechnology and Industrial Biotechnology.
4. Communicate a convincing and reasoned scientific argument at the level and style appropriate to the audience and to report scientific findings in an oral and substantial written report.
5. Effectively operate and interpret data from analytical instrumentation.
6. Engage in ethical awareness, professional practice and the awareness of the relationship that exists between Biotechnology and Society.

Associated Assessment Criteria for Exit Level Outcome 1

• Identifying the problem, selecting the research methodology, conducting literature review and structure.
• Conduct research ethically following established research methodology practice.
• Present the findings and conclusions in oral and written formats following established research practice.

Associated Assessment Criteria for Exit Level Outcome 2

• Formulate, analyse and solve foundational and abstract problems, in familiar and unfamiliar contexts critically.
• Apply the knowledge of theory to particular project contexts.
• Integrate knowledge, e.g. from various disciplines or modes of enquiry, in solving scientific problems encountered in the project.

Associated Assessment Criteria for Exit Level Outcome 3

• Identify, describe and explain the core concepts and principles of the discipline.
• Evaluate the relationships between the core concepts and principles.
• Identify the range and limits of applicability of the core concepts and principles.
• Apply the core concepts and principles to standard problems.

Associated Assessment Criteria for Exit Level Outcome 4

• Use scientific language correctly to produce clear and coherent written documents, which follow appropriate scientific conventions.
• Present and communicate scientific information verbally in front of others.
• Use appropriate referencing conventions, avoid plagiarism and respect intellectual property.
• Use non-verbal forms of representation correctly and appropriately.

Associated Assessment Criteria for Exit Level Outcome 5

• Plan and conduct investigations and experiments.
• Select and use appropriate equipment software.
• Analyse, interpret and derive information from data and draws appropriate conclusions based on evidence.

Associated Assessment Criteria for Exit Level Outcome 6

• Identify scientific knowledge that is relevant to current societal issues.
• Make ethically and culturally sensitive decisions on the effects of scientifically based activities on society.
• Identify the socio-economic impact of scientific interventions in society.
• Apply scientific knowledge for the direct benefit of others, e.g. schools or in social development projects (community development).

Integrated Assessment

Integrated assessments combine many different elements and require learners to bring together different sets of outcomes of learning into a demonstration of applied competence. Integrated assessment will be emphasised in the qualification because it links the notion of applied competence, which is a central concern of the NQF. Achievement of applied competence is by combining practical, foundational and reflective competence. Integrated assessments will:

• Assess several outcomes together using written tests, case study reports or assignments.
• Assess several assessment criteria together using written tests, case study reports or assignments.
• Use various assessment methods and instruments to achieve an outcome/s.
• Acquire evidence from sources such as supervisor's reports, testimonials, portfolios, logbooks and journals.

Assessment practices will be open, transparent, fair, valid, and reliable. Thus, there will be an integration of assessments in the qualification.

The institution will assess learners on an ongoing basis using appropriate methods. Assessments will take the form of, but not limited to, either portfolios, journals, assignments, case studies, presentations and written class tests. An assessment plan is in each Study Guide. The assessment plan includes a schedule of assessments for the year. It also includes assessment criteria, assessment methods, weighting and timing of assessment.

The term `Integrated Assessment` implies that there will be an assessment of both the theoretical and practical components together. During integrated assessments, the assessor will make use of a range of formative and summative assessment tools methods and assess combinations of practical, applied, foundational and reflective competencies. Continuous assessment is through:

• Portfolios.
• Simulations.
• Workplace assessments and practical workbooks.
• Written assignments.
• Written tests.
• Case studies and case presentations.
• Peer group evaluation.
• Competency evaluations of clinical skills.
• Face to face contact with students.