Master of Arts in History

Purpose

The purpose of the Master of Arts in History qualification is to provide learners with advanced knowledge, analytical and interpersonal skills, effective oral and written communication skills, and problem-solving skills in the field of History to become independent and self-motivated thinkers and researchers. Learners will acquire specialist knowledge in the tenets of the historical discipline such as the nature of historians' knowledge of the past and the theories developed by scholars to find meaning and purpose in human history as a whole.

Further, the qualification aims to enable a learner who has already acquired an Honours Degree in the field of History or an equivalent qualification, to undertake advanced study by means of a master's degree in the field of History. It is also to provide learners with specialist knowledge to enable them to engage and critique current research, practices, and advanced scholarship and research within the field of History.

Learners will be exposed to complex research methods, techniques and research theories of History and will be able to research current and realistic problems pertaining to the field of history, this will ensure that the local research leadership and scholarly activity is widened.

Upon completion of the qualification, qualifying learners will be able to

• Develop an unambiguous and meaningful title/topic that demarcates the research study.
• Identify and conceptualize researchable problems that can address critical challenges within the field of History using applicable theoretical insights.
• Engage with conceptual and theoretical focus and quality of the literature study relevant to the field of History.
• Design, select, adapt and apply appropriate methodological approaches and research processes to address complex practical and theoretical problems within the field of History.
• Communicate and defend advanced and specialized ideas and propositions that are the product of the research study and disseminate information to audiences with varying levels of knowledge and expertise within the field of History at the appropriate level.
• Make ethical decisions in dealing with complex issues and producing knowledge, as well as contribute to the development of ethical considerations relevant to History-related context.

Graduates will develop the following attributes

• Time management skills,
• Discipline,
• Project planning and delivery skills,
• Enhanced communication skills,
• Critical thinking,
• Effective research,
• Managing and organising skills to complex datasets

Rationale

Since 2020, the world has been dealing with a global pandemic, witnessing widespread protests across the globe against police violence, poor service delivery, unemployment, institutional and overt racism along with protests continuing concern about the impact of Covid-19. None of these issues appeared out of nowhere, there is a past to all of them.

To know that the past is to understand where these forces and events came from, but also to gain insight into where we may be going in the future as a result of them. Only research study of history can accomplish this and position us all to be informed citizens.

However, it is not just the recent past that needs to be understood. Much of the western culture is built on Greek philosophy or Roman legal systems. The South African legal system itself is premised on Roman Dutch law. Our world today is unimaginable without the discovery of print and the transformations made in communication and literacy starting in the fifteenth century. The trade and imperial expansion of Europe in the sixteenth and seventeenth centuries transformed world societies, luxury cultures, global trade networks, economic structures in ways which we still see today. We are also still very much living the repercussions of global slave trade. Without understanding our past, we are unable to understand why our world is what it is today.

Research on the study of the past will help understand different societies and provide guidelines for effecting change and inspiring improved continuity. Without understanding the past, we cannot understand deep-rooted attitudes and bring about societal understanding. History is about humans - their achievements and their failures. Whether it is approached from a social, economic or intellectual point of view - at the heart of all perspectives it is humanity.

In a world where truth and transparency are sometimes not paramount, the ability to think critically about facts, narratives, sources, claims, and counter-claims, has never been more important. The knowledge gained in this degree will also equip candidates to analyse problems and suggest possible solutions, thus standing out from the crowd in the employment marketplace. Additionally, the qualification will also equip candidates with knowledge, skills and expertise to interpret the past and present events as well as information. They will be able to identify historical patterns and apply knowledge to pertinent issues and developments in a contemporary environment.

The graduates in the programme will be able to work in the following sectors

• Government.
• Basic and Higher Education.
• Research institutes.
• Heritage sites.
• Archives.
• Museums.
• Entrepreneurship.
• Labour unions.
• Politics.
• Public affairs and Public relations.
• Private sector.
• Independent analysts.
• Anticipatory governance.
• Future Studies.

The qualification will greatly benefit the learners in that they will attain a more advanced level qualification with associated skills that will make them better compete in the job market. They will also gain research skills that will assist the country in the generation of knowledge that is concerned with social developments, economic trends and how they have changed over time. Also, the country and African continent will be better in that it will have a pool of highly skilled people who can effectively teach on historical developments that continue to influence the present economic, political and social structure.

Recognition of Prior Learning (RPL)

The Recognition of Prior Learning (RPL) Policy and Procedures document sets out the requirements and procedures for the recognition of prior learning for the purpose of admission to university study. Prior learning will be recognized in the form of properly certified university qualifications that are acceptable to the Senate for recognition for admission. Appropriate professional qualifications, as well as a body of practical experience, substantiated through a portfolio providing documentary evidence in support of the specific RPL application may also be considered.

Applications are admitted in terms of the rules governing selection for postgraduate studies which states that: "An applicant who has graduated from another tertiary institution or who has in any other manner attained a level of competence which, in the opinion of the Senate, is adequate for the purpose of postgraduate studies or research, may be admitted as a student at the University. Students will have to use the university's procedure, which is approved at various university levels.

Assessment of all applicants must be endorsed by the relevant body for approval prior to student registration. Performance of students admitted by RPL will be closely monitored, and the implementation and effectiveness of RPL evaluated annually.

Entry Requirements

The minimum entry requirement for this qualification is

• Bachelor of Arts Honours in History, NQF Level 8.

Or

• Postgraduate Diploma in the cognate field, NQF Level 8.

This qualification consists of the following compulsory modulesmodule at National Qualifications Framework Level 9 totalling 180 credits.

Compulsory ModulesModule, Level 9, 180 Credits

• Dissertation: History, 180 Credits.

The following Associated Assessment Criteria are assessed in an integrated manner across all the Exit Level Outcomes

• Identify and conceptualize researchable problems that can address critical challenges within the field of History using applicable theoretical insights.
• Engage with conceptual and theoretical focus and quality of the literature study relevant to the field of History.
• Develop a literature review that reflects a comprehensive knowledge base which demonstrates specialist knowledge in the field of research.

Provide evidence of an understanding of the principles and theories used in the study to make sound theoretical judgements.

• Align the methodological orientation of the dissertation to the theoretical conceptual orientation of the study.
• Adapt and apply an understanding of a range of research methods, techniques and technologies and an ability to select these appropriately for the research problem.
• Identify, analyse and deal with complex practical and theoretical problems are shown.
• Select, apply and manage appropriate software, instruments and techniques in the analysis of data.
• Reveal identification, critical analysis, synthesis and independent evaluation of data in the dissertation.
• Engage with current research and scholarly or professional literature.
• Effectively present and communicate appropriately to the context and level of the study and the audience to come to a cohesive conclusion.
• Illustrate through the dissertation recognition of the relevant ethical considerations in the way the research was conducted and followed.

INTEGRATED ASSESSMENT

Formative Assessment

There is no formative assessment in the module.

Summative Assessment

Summative assessment consists solely of a research dissertation.

The assessment strategy is determined by the university and the department has no flexibility in changing this. In designing the assessment strategy and criteria, cognisance of the fact that the programme is presented at NQF Level 9 was considered and the assessment is, therefore, aligned with the desired outcomes at that level.

The weighting of the assessment is 100% orientated towards the research dissertation. There is no internal or external moderation for the programme, although examination takes place through external examiners.

Learners' dissertation will be assessed summatively as follows

• The title must be unambiguous, meaningful, demarcate the research topic and be aligned with the research problem and methodology. Research objectives, aims and hypotheses must be clearly delineated.
• The conceptual and theoretical aspects should be relevant, contemporary and authoritative scientific sources and theories were consulted
• Research Design and Methodology must be relevant, have a logical progression from the research objective, aims and hypotheses.
• The conclusions and contributions should reflect the extent to which the work reveals efficient and effective information retrieval and processing skills.

presented as a meaningful and integrated unit.

The curriculum consists of one module, a research dissertation. As such, the strategy and outcomes are tailored to NQF Level 9. The assessment strategy ensures that all exit outcomes of the programme are assessed at a correct level. External examiners are provided with an assessment template to fill out when they are assessing students' manuscripts. These templates align with the outcomes of the curriculum and ensure that students are assessed in accordance with the outcomes and associated criteria.