Master of Arts in Historical Studies

The primary purpose of this qualification is to provide qualifying learners with

Applied competence

The primary purpose of this qualification is to provide the qualifying learner with

• The ability to demonstrate independent planning and execution of historical research in libraries, research institutions and archives
• The ability to demonstrate independent planning and execution of oral historical research
• The ability to compile an original research proposal on the basis of the scientific historical method, integrating sources of a primary and secondary nature
• The ability to write a dissertation of limited scope, based on independent historical research, analysis and evaluation
• The ability to use a computer technology in locating sources, doing research and writing the dissertation;
• The ability to demonstrate the use of scientific reference techniques;
• The ability to apply the knowledge of theoretical foundation of History, the nature of historical memory and historical consciousness, heritage and historical legacies, to the resolution of the research problem
• The ability to identify critical issues in an historical context;
• The ability to demonstrate critical, analytical and reasoning skills by independently compiling research proposals and research reports on a more extensive and advanced level than the Honours degree;
• The ability to demonstrate problem-solving skills by conducting independent, focused research on the identified critical issues;
• The ability to demonstrate advanced analytical skills in selecting relevant historical material, evaluating diverse and contradictory evidence and synthesising research outcomes into a single comprehensive mini-dissertation;
• The ability to demonstrate independent critical research skills by interpreting diverse research material, comparing contradictory evidence, evaluating the validity of evidence and finally communicating the synthesised dissertation, either in written or oral form;
• The ability to apply historical research methodology to new research problems, historical context and combinations of historical evidence.;
• The ability to work independently in executing problem solving historical research into new areas of enquiry, linked to the social, political and economic issues of their society.

Functional.

The primary purpose of this qualification is to provide qualifying learners with

• Enhanced personal intellectual development by acquisition of understanding social, economic and political phenomena manifested in historical context, whereby a critical historical and social awareness is established;
• Enhanced personal development by the acquisition of intellectual analytical skills, skills of critical historical analysis and critical thinking; skills of comparison within historical context; skills of synthesising complex evidence; historical research skills, writing skills, empathy, skills of critical use of source material; balanced assessment of divergent views, perceptions of evidence; and the national skills of openness in debate;
• Enhanced marketability in terms of the following employment opportunities: social research, journalism, broadcasting, environmental eco-tourism, civil service, rural and urban development studies, information management, library, museum and archival work.

an elevated academic status

• Access to further education in historical studies;
• Intellectual skills of understanding, empathy and historical contextualisation which are prerequisites for insight into current problems.

Reflective.

The primary purpose of this qualification is to provide qualifying learners with

• The ability to apply the knowledge and understanding of events studied in historical context to the analysis and understanding of current social, political and economic issues (new contexts);
• The ability to apply skills of analysis and comparison in historical context to the formulation of innovative solutions to new contexts;
• The ability to apply the skills of personal motivation, self-directedness and self-discipline as well as historical research skills, to any employment environment;
• The ability to apply the organisational skills acquired through research and study planning to any employment environment;
• The ability to apply personal skills of empathy, openness in debate, rational and critical analysis and thinking to the facilitation of problem solving strategies in communities.

Recognition of prior learning (RPL)

The potential learner must follow the prescribed procedures of the University, and the Arts Faculty, to obtain recognition of prior learning, after which the learner will gain access to the Master's degree by course work, receive advance placement and recognition of status.

Entry Requirements

The minimum entry requirement for this qualification is

• Bachelor of Arts Honours in Historical Studies, NQF Level 8.

Or

• Postgraduate Diploma: Historical Studies, NQF Level 8.

1. Understand historical context and historical process as critical historical awareness.
2. Identify a specific/focused research problem within the context of the current disciplinary debate in Historical Studies and the debate amongst South African historical practitioners and academics, and then formulate an advanced meaningful research problem based on a thorough knowledge of fundamental historical methodology.
3. Plan an advanced and comprehensive research strategy based on the problem statement, which would include interested stakeholders.
4. Identify all relevant research sources in archives, libraries, private collections, research collections and oral sources in communities pertaining to the research problem.
5. Conduct independent, systematic research.
6. Evaluate collected information critically applying theoretical concepts of source and information validation.
7. Critically and systematically select all relevant information to solve the specific research problem.
8. Write a logical and systematic mini dissertation and conduct seminars, in order to solve the research problem within historical context.
9. Display honesty, conscientiousness, perseverance and empathy in selecting and evaluating all evidence.
10. Formulate the specific research outcome of seminars or a mini dissertation against the background of the macro-vision of social and economic issues confronting communities over time, in order to contribute towards societal development, leadership and long term solutions to issues.
11. Effectively communicate research outcomes to all stakeholders, keeping in mind cultural, religious, ethnic and gender diversity within the community of stakeholders.
12. Compare the outcome of the historical research with the outcomes of similar studies in historical re-search in order to indicate similarities and differences in context, solutions and future outcomes.
13. Integrate different research techniques, including computers, the internet and conventional document analysis, when conducting the research.

1. Does the learner display an understanding of historical context and historical process as critical historical awareness in the identification of the research problem, the planning of the research, the selection and evaluation of evidence, the written seminars and/or dissertation and the communication of the outcome of the research to all stakeholders?
2. Can the learner submit a written identified research problem, the relevant to the discipline, an defend it verbally, as well as formulate this research problem based on the historical methodology of inquiry and critical analysis?
3. Can the learner plan and write a simple research strategy for seminars, and a more advanced and comprehensive research strategy for short dissertation, which conveys the inclusion of all interested parties/stakeholders in such historical research strategy?
4. Has the learner identified sources in archives, libraries, private collections, research collections and oral sources in communities pertaining to the research problem?
5. Can the learner conduct and complete comprehensive, systematic research?
6. Has the learner critically evaluated the originally and validity of source material on the basis of historical validation techniques of internal and external criticism?
7. Has the learner selected relevant information to solve the research problem in historical context?
8. Can the learner submit a well written logical and systematic seminar/or dissertation including exposition and findings?
9. Does the learner in the seminar or dissertation, reflect the following values:

• Honesty in selecting, evaluating and interpreting historical sources
• Conscientiousness in consulting all relevant sources and stakeholders.
• Perseverance in conducting research until all relevant material has been consulted,
• Empathy with all stakeholders in the research, without displaying any form of bias.

1. Has the research outcome been formulated against the social and economic macro-context of the specific historical research problem? Does the research contribute towards a better understanding of related issues affecting communities?
2. Has the learner (individually or in a group context) communicated the outcome of the research clearly in written form, with empathy towards all stakeholders, and published the outcome?
3. Can the learner relate the outcome of the research to similar research outcomes of studies in different historical contexts? Has the learner displayed the intellectual capacity to link historical events over time and interpreted the significance of the comparison?
4. Has the learner successfully utilised different research, evaluation and reference techniques towards the formulation of a well founded research report?

Integrated Assessment

Formative assessment is conducted continuously by means of oral evaluation by the lecturer and by means of the seminars.

Summative assessment practices that will be implemented

Integrated assessment, focusing on the achievement of the exit-level outcomes, will be done by means of oral and written examinations after completion of the semester work and the writing of a mini-dissertation.