Master of Education in Higher Education Studies

Purpose

The primary purpose of this qualification is to equip learners with advanced knowledge, appropriate educational skills, and the disposition to function as researchers and professional higher education experts in their respective institutions. Furthermore, the qualification aims at equipping learners with focused research skills in order to enhance the scholarship of the teaching and learning profile of lecturers regardless of the focus of each individual discipline.

Learners who are accredited with this qualification will be able to function with advanced intellectual, practical and research competencies in complex and challenging situations in diverse areas in Higher Education.

Rationale

In the most recent White Paper for Post-School Education and Training. The Department of Higher Education (DHET) has indicated that its focus will be on providing "education of a high quality" to learners in the Higher Education (HE) system; and has emphasised that "as participation increases, universities must simultaneously focus their attention on improving learner performance. Improving learner access, success and throughput rates are a serious challenge for the university sector and must become a priority focus for national policy and for the institutions themselves." The Master of Philosophy in Higher Education (MPhil in Higher Education) was developed in answer to DHET's focus in need of improving the teaching skills and deepening the necessary pedagogical knowledge of lecturers employed by HE institutions.

The development of the Master of Philosophy in Higher Education at the institution is an initiative by faculty management to provide academic staff, employed in the Higher Education sector with the opportunity to deepen scholarly knowledge and develop higher educational skills within their field of expertise.

Recognition of Prior Learning (RPL)

The institution acknowledges that RPL must be conducted in a valid, reliable and equitable way and that it must take place in accordance with the terms of the University's Policy on the RPL and in accordance with the relevant procedures laid down by the Faculty.

According to this policy, learners with no formal qualifications, but who can demonstrate through the production of substantial and satisfactory evidence that their experiential or work-based learning or non-formal learning can be considered for admission to the qualification.

Entry Requirements

A learner qualifies for admission to this qualification if he/she is in possession of

• An Honours Degree at NQF Level 8.

Or

• Relevant four-year Bachelors' Degree at NQF Level 8.

Or

• Postgraduate Diploma at NQF Level 8.

This qualification comprises compulsory and elective modules at NQF Level 9, totalling 180 Credits.

Compulsory Modules

• Perspectives in Higher Education, 10 Credits.
• Teaching and Learning in Higher Education, 20 Credits.
• Curriculum Inquiry and Programme Design in Higher Education, 10 Credits.
• Blended Learning Technologies in Higher Education, 10 Credits.
• Assessment and Evaluation in Higher Education, 10 Credits.
• Introduction to Research in Higher Education, 20 Credits.
• Research Mini-Dissertation, 90 Credits.

Elective Modules

• Leadership in Higher Education SMHE 816, 10 Credits.
• Scholarship in Higher Education SMHE 817, 10 Credits.

1. Demonstrate advanced and integrated knowledge of concepts related to, and important for, engagement with the higher education context in South Africa and Africa in order to analyse, implement and critique current and appropriate practices at higher education institutions.
2. Apply theories and specialised tools and techniques to identify and analyse a range of complex real-world problems in a higher education context and to draw valid, reliable and relevant conclusions from different sources.
3. Undertake a critical, relevant, and comprehensive literature review as a basis for contextualising an identified research problem.
4. Advanced, systematic and specialist knowledge, understanding and skill to undertake empirical research by applying appropriate research methods and techniques to identify, analyse and offer viable solutions to a complex real-world research problem in the domain of higher education.
5. Select or develop an appropriate mix of learning strategies and apply them in a self-critical manner to sustain or enhance independent learning and academic and professional development in a higher education context, while also focusing on effective interaction with peers and other role-players in the higher education environment as a means of enhancing learning.
6. Communicate the results of the research in an academically acceptable and ethical manner in the form of a coherent mini-dissertation, and orally to an academic audience of peers with the aid of suitable IT.

Associated Assessment Criteria for Exit Level Outcome 1

• After selection and study of appropriate literary sources, higher education practices prevalent in Higher Education institutions in South Africa and Africa are analysed, evaluated and critically discussed.
• Appropriate teaching, learning and assessment of Higher Education practices are identified to implement within certain contexts and choices are motivated or justified.

Associated Assessment Criteria for Exit Level Outcome 2

• Theories, tools and techniques are used to gather, analyse and evaluate current research on a topic of choice and the information and conclusions are presented in an academically acceptable review.
• A variety of different academic sources are effectively integrated in order to analyse the existing problems in higher education practice.

Associated Assessment Criteria for Exit Level Outcome 3

• A critical and comprehensive literature review is effectively undertaken.
• Discussions on an identified research problem in higher education contexts are analysed.
• The information and possible solutions in an academically acceptable format is presented.

Associated Assessment Criteria for Exit Level Outcome 4

• An appropriate research topic with the guidance of a supervisor is selected.
• Relevant research questions are identified.
• An appropriate research design to do the intended research is developed.
• Data is collected, analysed and interpreted.
• The intended research project in the higher education context, under supervision, is completed, and findings and conclusions are presented coherently.

Associated Assessment Criteria for Exit Level Outcome 5

• Own learning strategies are selected, justified and implemented during the preparation for assessments in all modules.
• The academic and professional development resulting from this study is reflected upon by engaging with peers in various contexts and also during an organised colloquium.

Associated Assessment Criteria for Exit Level Outcome 6

• A body of research work is compiled as a mini-dissertation within the framework of the university's requirements.
• Ideas and insights are communicated in a verbal and written format according to the ethical and quality standards of the institution and faculty.
• Appropriate resources of academic discourse are used to communicate knowledge, insight and critical understanding of all relevant leadership issues in higher education in an academically acceptable manner.
• Qualitative and Quantitative data and findings are related while adhering to academic writing conventions in the reporting of research.

Integrated Assessment

Assessment of this qualification is done through formative and summative assessment methods and will fit the needs and experience level of the learners as well as that of the prescribed NQF level 9 descriptor. An inclusive and integrated approach to assessment will be incorporated into the qualification; assessment practices will be open, transparent, fair, valid, and reliable to ensure that learners are not disadvantaged during the assessment process.

Formative Assessment: Assignments will take the form of a portfolio, a research project, and/or a case study. Various assignments will be used in order to compile a portfolio for final assessment in respective modules.

Summative Assessment: Learners will provide proof that they can identify, assess, formulate and solve problems innovatively using applicable information and techniques in assignments, portfolios or projects at the end of the modules.

The mini-dissertation

Integrated summative assessment in the form of the mini-dissertation will furnish proof of the learner's ability to interpret, integrate, and critically use the literature to do research in the relevant field of study and report such research results satisfactorily.