Master of Agriculture

Purpose

The overall purpose The Master of Agriculture qualification is to equip leaners with in-depth knowledge and understanding of the discipline informed by current scholarship and research, including critical awareness of current issues and developments in this field of study.

By meeting the requirements of this qualification, learners will reach a high level of personal autonomy and accountability in planning, managing and completing research projects, while demonstrating the ability to apply, integrate and contextualise advanced knowledge and skills in this field of study and to communicate and implement their conclusions clearly to both specialist and non-specialist audiences.

This qualification will equip qualifying learners with the essential conceptual techniques and practical research skills to continuously advance their knowledge and understanding of and scientific contribution to their chosen field of specialisation within the agricultural sector. These research skills will further improve and develop their ability to act autonomously in conceptualising, planning and implementing research and agricultural industry related projects in complex and multifaceted agricultural industrial and social settings.

Admission requirements are qualifications on NQF 8 (Postgraduate Diploma; Bachelor's degree or Honours degree) in agriculture or related field of study that include a research-related component. The Master of Agriculture complements the existing postgraduate qualifications offered in this field of study regionally and nationally, yet with pertinent focus on multidisciplinary research and knowledge application. In executing the research project and dissertation, learners will demonstrate the ability to address complex and challenging problems and show an understanding of the ethical issues and consequences of any solutions or insights generated within a specific context.

Upon completion a qualified learner will be able to demonstrate

• Technological capability and foresight
• Resilience and problem-solving capability
• Relational capability
• capability

Rationale

This qualification aims to address the shortage of Agricultural Scientists and Agriculture Consultants in this country as identified and listed in the South Africa's National List of Occupations in High Demand: A Technical Research Report (2024) published by the Department of Higher Education and Training. Knowledge production and innovation across whole value chains would contribute to transforming and shaping a better world for humanity, corresponding with CPUT's Vision and Mission statements. This research-oriented qualification on NQF 9 is aligned with the HEQSF and provides an articulation route between the Postgraduate Diploma in Agriculture (NQF 8) and the Doctor of Agriculture degree (NQF 10). CPUT and Stellenbosch University are the only two institutions in the Western Cape offering postgraduate qualifications in Agriculture, with the only other Master of Agriculture (instead of the more traditional MSc Agric) in South Africa offered by the University of KwaZulu Natal.

In the National Development Plan (NDP), it is stated that a strong economy with increased energy, water, food and natural resource security are required for a resilient society. According to the NDP, there will be increased and refocussed investment in Research and Development for the agricultural sector, especially in the application and adaptation of new technologies to support growth in agricultural production. It is however critical to obtain the latter while still protecting the natural environment and the unique ecosystems in South Africa through conservation and climate smart agriculture. The Master of Agriculture degree at CPUT has a multidisciplinary approach (combining science with economics and extension) with the focus on application value of newly acquired knowledge. By keeping close relationships with industry and other research and training institutions, challenges related to technology, science, economy and society within the agricultural and related industries may be easier identified and solved.

It is expected that most applicants will directly articulate from the Postgraduate Diploma in Agriculture to further their research skills and contribute to applied knowledge development within the agricultural sector. Typically, these individuals will be interested in a research-oriented career or possibly a career in education and training, where a Doctor of Agriculture qualification is recommended. Otherwise, applicants may already be employed in industry with a higher-level qualification being recommended for their current position or required for a possible promotion.

Recognition of Prior Learning (RPL)

The institution has an approved Recognition of Prior Learning (RPL) policy applicable to equivalent qualifications for admission into the qualification. RPL may be applied to accommodate applicants who qualify. RPL thus provides alternative access and admission to qualifications and advancement within qualifications. RPL may be applied for access, module exemption (credit) or advanced standing.

RPL for access

• Applicants who do not meet the minimum entrance requirements or the required qualification that is at the same NQF level as the qualification required for admission may be considered for admission through RPL.
• To be considered for admission in the qualification based on RPL, applicants should provide evidence in the form of a portfolio or other appropriate assessment methods that demonstrates that they have acquired the relevant knowledge, skills, and competencies through formal, non-formal and/or informal learning to cope with the qualification expectations should they be allowed entrance into the qualification.

RPL for exemption of modules

• An applicant may apply for RPL to be exempted for modules that form part of the qualification. For an applicant to be exempted from a module, the applicant needs to provide sufficient evidence in the form of a portfolio or via appropriate assessment methods that demonstrates that competency was achieved for the learning outcomes that are equivalent to the module's learning outcomes.

RPL for credit

• An applicant may also apply for RPL for credit for or towards the qualification, in which they must provide evidence in the form of a portfolio and/or appropriate method of assessment that demonstrates prior learning through formal, non-formal and/or informal learning to obtain credits towards the qualification.
• Credit shall be appropriate to the context in which it is awarded and accepted.

Entry Requirements

• Bachelor of Agriculture Honours in Agricultural Extension, NQF Level 8.

Or

• Bachelor of Science Honours in Agriculture, NQF Level 8.

Compulsory Module

• Full Dissertation, 180 Credits on NQF level 9.

1. Demonstrate a critical understanding of the research process and methodological foundations of inquiry within the agricultural sciences.
2. Effectively identify, access, evaluate, and manage complex and diverse information sources relevant to the research problem, using advanced information literacy skills.
3. Formulate and design a coherent, feasible, and methodologically sound research proposal that addresses a clearly defined problem within the field of agriculture.
4. Present and defend a research proposal in a scholarly manner appropriate to academic and professional audiences, demonstrating advanced written and/or oral communication skills.
5. Take responsibility for, and show initiative in, managing own learning and development within a research context, demonstrating a high level of self-directedness and reflexivity.
6. Conduct research in a professional and ethically responsible manner, adhering to accepted ethical standards and institutional protocols.
7. Independently plan, manage, and implement a substantial research project, demonstrating advanced decision-making, accountability, and resource management.
8. Conduct a critical, systematic literature review, and use appropriate disciplinary disqualification, conventions, and genres to communicate complex ideas to specialist and non-specialist audiences.
9. Select and apply appropriate research methods and analytical techniques for data collection, processing, and interpretation, including the use of relevant software tools and technologies.
10. Synthesize findings and construct a sustained and coherent argument that is logically structured and evidence-based, culminating in a dissertation that meets the standards of academic rigor.
11. Exercise independent ethical reasoning and judgement in addressing ethical dilemmas encountered throughout the research process.
12. Identify, conceptualise, and solve complex problems in the field of agriculture, demonstrating insight into the implications of proposed solutions within specific disciplinary and contextual frameworks.

Associated Assessment Criteria for Exit Level Outcome 1

• Display a critical understanding of the nature of research relevant to the discipline, field of study, and professional context.
• Apply fundamental principles of research design exploration, description, and explanation to conceptualise and plan a research project.
• Demonstrate familiarity with the research cycle, including topic selection, problem identification, design, implementation, and reporting, within the context of agricultural research.

Associated Assessment Criteria for Exit Level Outcome 2

• Locate, critically analyse, appraise, and synthesise information from a wide range of scholarly and professional sources to inform the literature review and research design.
• Demonstrate the ability to select and evaluate a research topic based on discipline-specific criteria such as feasibility, scope, significance, originality, and ethical considerations, in consultation with supervisor(s).
• Apply appropriate academic conventions to manage references and sources, applying institutional guidelines for citation and referencing accurately and consistently.

Associated Assessment Criteria for Exit Level Outcome 3

• Formulate a focused and academically rigorous research problem statement, supported by appropriate sub-problems or hypotheses, aligned with disciplinary standards.
• Develop clear, coherent research questions, objectives, and hypotheses (where applicable) using recognised disciplinary criteria and in consultation with supervisor(s).
• Demonstrate conceptual coherence in aligning the research problem, aims, methodology, and theoretical framework within the broader research design.

Associated Assessment Criteria for Exit Level Outcome 4

• Compile a comprehensive and methodologically sound research proposal in accordance with institutional and faculty-specific criteria and guidelines.
• Present the research proposal to academic and/or professional audiences using appropriate disciplinary disqualification, genre, and communication formats (written and/or oral).
• Engage with constructive feedback from supervisors and peers, demonstrating critical reflection and improvement in the refinement of the proposal.

Associated Assessment Criteria for Exit Level Outcome 5

• Demonstrate initiative, independence, and sustained self-directed engagement in the learning and research process.
• Manage time, resources (e.g. budget, equipment, data), and tasks effectively in the development and execution of the research project.
• Engage with supervision constructively, respond to feedback appropriately, and show evidence of academic and professional growth through reflective practice

Associated Assessment Criteria for Exit Level Outcome 6

• Demonstrate a sound understanding of institutional, disciplinary, and professional codes of conduct related to ethical research practice, including confidentiality, consent, and intellectual property.
• Obtain ethical clearance and relevant permissions from institutional and external bodies, where applicable, prior to commencing data collection.
• Apply autonomous ethical judgement in navigating complex research-related decisions and reflect critically on the ethical implications of the research process and its outcomes.

Associated Assessment Criteria for Exit Level Outcome 7

• Plan and execute a substantive research project within defined timelines and institutional parameters with a high level of autonomy and accountability.
• Effectively manage the resources allocated to the research project, including financial, infrastructural, human, and technological assets.
• Integrate and apply advanced disciplinary knowledge and research skills to address the identified research problem, adapting as necessary to emerging challenges.

Associated Assessment Criteria for Exit Level Outcome 8

• Demonstrate the ability to critically engage with a range of scholarly literature, drawing on the work of leading thinkers in the field to produce a comprehensive and nuanced literature review.
• Communicate research ideas, findings, and significance clearly and effectively to both specialist and non-specialist audiences using appropriate language, genre, and technical conventions.
• Apply institutional referencing systems accurately and consistently across all written work and presentations.

Associated Assessment Criteria for Exit Level Outcome 9

• Demonstrate a systematic understanding and critical evaluation of a range of qualitative, quantitative, and mixed-method research designs and tools appropriate to the field.
• Select and apply suitable data collection methods (e.g., experimental, observational, simulation-based) aligned with the research objectives.
• Analyse and interpret data using appropriate techniques and software tools, and present findings in a logically structured and coherent manner.

Associated Assessment Criteria for Exit Level Outcome 10

• Compile a well-structured and coherent dissertation that demonstrates logical argumentation, critical analysis, and alignment with disciplinary expectations.
• Construct and sustain an evidence-based argument using relevant literature, theory, and research findings to support the conclusions drawn.
• Prepare a draft research article, journal submission, or peer-reviewed conference paper, as appropriate, in consultation with the supervisor(s), demonstrating an understanding of scholarly dissemination practices.

Associated Assessment Criteria for Exit Level Outcome 11

• Demonstrate the capacity to identify, analyse, and resolve ethical dilemmas encountered during the research process using sound ethical reasoning.
• Adhere to institutional policies and professional standards regarding research ethics, plagiarism, confidentiality, and responsible AI use.
• Contribute to the development or refinement of ethical norms and standards within the research context or discipline.

Associated Assessment Criteria for Exit Level Outcome 12

• Demonstrate advanced problem-solving skills in designing and executing research that addresses complex challenges in the field.
• Apply critical, creative, and systems thinking to propose solutions or insights, showing an understanding of their implications within the discipline and broader societal or professional contexts.
• Employ specialised skills and methods of inquiry to generate new knowledge or reinterpret existing knowledge relevant to the field of study.

INTEGRATED ASSESSMENT

The assessment of the Master of Agriculture qualification is based on the principles of integrated assessment, which entails the coherent evaluation of a learner's applied competence in achieving the learning outcomes of the qualification.

Formative Assessment

While formative assessment is conducted throughout the research process by the appointed supervisor(s), its purpose is purely developmental providing academic guidance, feedback, and mentorship to support the learner's intellectual growth, research skills, and scholarly capacity.

Summative Assessment

Summative assessment takes the form of the final examination of the completed dissertation, which represents the culmination of the learner's independent research. The dissertation is assessed by at least two independent, externally appointed examiners, who are subject matter experts and not affiliated with the learner's supervision.

The final mark awarded is typically the average of the marks allocated by these examiners. This rigorous external examination process ensures the integrity, fairness, and academic quality of the qualification, confirming that the learner has demonstrated the required level of mastery, critical engagement, and contribution to knowledge production as expected at NQF Level 9.