Master of Food Science and Technology

Purpose

The overall aim of Master of Food Science and Technology is to equip learners with the required disciplinary knowledge, practice-based skills and research capacity to produce a research project and dissertation with a high level of personal autonomy and accountability meeting acceptable academic and professional standards. The institution aims to graduate higher degree research learners who are distinguished by their in-depth expertise and understanding of the area of study and/or academic discipline, including, where appropriate, relevant knowledge outside the field of study and/or academic discipline, as well as a critical awareness of current problems and/or new insights at the forefront of the field of study and/or area of professional practice.

The overall purpose of this qualification is to equip learners 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. In addition, Master's degree learners will be required to conduct a research project through independent study culminating in the production and successful completion of a dissertation, which implies that learners must have a high level of personal autonomy and accountability in planning, managing and executing a substantial research project, while demonstrating the ability to apply, integrate and contextualise advanced knowledge and skills in this field of study. In completing the research project and dissertation, learners must demonstrate the ability to address complex and challenging problems and show understanding of the ethical issues and consequences of any solutions or insights generated within a specific context.

The primary purpose of the Master of Food Science and Technology is to educate and train researchers who will be able to reflect critically on food technology theory and practice and its application at an advanced level. Due to the dynamic nature of the food industry, the complexity of and the rapid scientific and technological advances in this field of study, as well as the requirement for safe and sustainable food commodities, there is a need for qualified Food Scientists and Technologists with advanced disciplinary knowledge, who can use advanced technology associated with this field of study and advanced statistical techniques, such as multivariate experimental design and data analytical tools (including statistical quality control) to troubleshoot and solve complex and diverse problems. This qualification will also prepare learners with the required research capacity to embark on a Doctoral qualification in this field of study.

Rationale

This qualification aims to address the shortage of scientists with advanced knowledge and skills in the country as defined in the National Skills Development Strategy III of the Department of Labour and other national policy frameworks such as 10 year innovation plan of the Department of Science and Technology, the New Growth Plan (2010), the National Development Plan, Industrial Policy Action Plan (IPAP) and initiatives of establishing Centres of Excellence based on close cooperation between Department of Trade and Industry (DTI), Department of Higher Education and Training (DHET), Sector Education and Training Authority (SETAs), University of Technology (UoTs) and Further Education and Training (FET) Colleges.

This qualification is also in keeping with the institution's vision, mission and strategic objectives of enhancing and developing the quality and effectiveness of research and knowledge production and is aligned to the overall aims and research niche areas of the Research, Technology and Innovation blueprint of the institution. The two of the five research focus areas of the Agrifood Technology Station and those of the academic department are directly related to the research niche areas of the institution with established research expertise and facilities.

The establishment of the Agrifood Technology Station, funded through a national government agency (TIA) and the formulation of five research focus areas strengthen the existence for this qualification at this institution. The five research focus areas include: Biopolymer research for food security (cereals, legumes, etc.); Maillard Reaction and Lipid Oxidation; Alternative and conventional new product and process development and analytical services; Fermentations and Brewing; and Fish and Meat Products. International collaboration and partnerships with other higher education institutions have been established to support these research focus areas with several projects already underway.

CPUT 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

The candidate should obtain at least 60% in the final year to qualify for the Master of Food Science & Technology.

• Bachelor's Honours Degree, NQF Level 8

Or

• Postgraduate Diploma, NQF Level 8 in the field of study or related field(s) of stud,

Or

• A Professional Bachelor's Degree (480 Credits), NQF Level 8 in this field of research or related field(s) of study.

1. Critically evaluate and apply advanced knowledge of the research process to design and implement a food science research project.
2. Source, analyse and synthesise relevant information to support and justify the research rationale, problem statement, and objectives.
3. Formulate, structure and defend a research proposal demonstrating coherence, methodological soundness, and alignment with ethical research principles.
4. Manage the research process independently, demonstrating personal accountability, time management, and effective use of resources.
5. Conduct a systematic literature review, integrating current and relevant research to inform the theoretical and methodological framework.
6. Apply appropriate research methods and analytical tools, including statistical software, to generate and interpret valid and reliable data.
7. Present and communicate research findings effectively, using appropriate scientific genres and formats for both specialist and non-specialist audiences.
8. Demonstrate ethical reasoning and professional conduct, including sensitivity to ethical dilemmas and adherence to research integrity protocols.
9. Solve complex and unfamiliar problems in the field of food science using innovative and contextually relevant approaches.
10. Produce a coherent and sustained research report or mini dissertation that critically engages with the literature and contributes to the knowledge base of the discipline.

Associated Assessment Criteria for Exit Level Outcome 1

Critically evaluate and apply advanced knowledge of the research process to design and implement a food science research project.

• Identify and critically appraise research gaps within the domain of food science and technology.
• Demonstrate a comprehensive understanding of the stages of the research cycle and their interdependencies.
• Justify the selection of a research problem, showing insight into its scientific and societal relevance.
• Develop and defend a coherent and feasible research design appropriate to the problem.

Associated Assessment Criteria for Exit Level Outcome 2

Source, analyse and synthesise relevant information to support and justify the research rationale, problem statement, and objectives.

• Conduct a structured and systematic search of scholarly databases and grey literature.
• Critically appraise the quality, credibility, and relevance of sources.
• Integrate and synthesise theoretical and empirical knowledge to construct a robust conceptual framework.
• Formulate a clear and defensible rationale and research question grounded in literature.

Associated Assessment Criteria for Exit Level Outcome 3

Formulate, structure and defend a research proposal demonstrating coherence, methodological soundness, and alignment with ethical research principles.

• Present a logically structured and academically rigorous research proposal.
• Justify the selected methodology, including research design, data collection, and analysis techniques.
• Identify and address potential ethical issues and demonstrate compliance with ethical guidelines.
• Engage critically with supervisor feedback to refine and finalise the proposal.

Associated Assessment Criteria for Exit Level Outcome 4

Manage the research process independently, demonstrating personal accountability, time manage-ment, and effective use of resources.

• Set realistic timelines and milestones and adhere to the approved research plan.
• Document progress consistently and adjust strategies in response to unforeseen challenges.
• Demonstrate independent decision-making while recognising the need for supervision and collaboration.
• Optimise the use of available facilities, materials, and data sources.

Associated Assessment Criteria for Exit Level Outcome 5

Conduct a systematic literature review, integrating current and relevant research to inform the theoretical and methodological framework.

• Identify seminal works and emerging trends relevant to the study.
• Evaluate and organise literature to reflect thematic and theoretical progression.
• Identify contradictions and gaps in the literature and articulate how the study will address them.
• Use referencing tools and academic conventions consistently and accurately.

Associated Assessment Criteria for Exit Level Outcome 6

Apply appropriate research methods and analytical tools, including statistical software, to generate and interpret valid and reliable data.

• Select and apply suitable data collection tools, instruments, or protocols.
• Use statistical software (e.g., SPSS, R, or SAS) to analyse quantitative data or appropriate software for qualitative data (e.g., NVivo).
• Interpret output with attention to validity, reliability, and significance.
• Present findings in appropriate graphical and narrative formats with scientific precision.

Associated Assessment Criteria for Exit Level Outcome 7

Present and communicate research findings effectively, using appropriate scientific genres and formats for both specialist and non-specialist audiences.

• Structure research reports or publications in line with disciplinary conventions.
• Produce visual, written, and oral presentations tailored to audience needs.
• Engage with peer review or public critique constructively.
• Use scientific language with clarity, coherence, and academic integrity.

Associated Assessment Criteria for Exit Level Outcome 8

Demonstrate ethical reasoning and professional conduct, including sensitivity to ethical dilemmas and adherence to research integrity protocols.

• Apply ethical guidelines and approval processes relevant to human/animal research or food handling.
• Identify potential ethical risks and implement mitigation strategies.
• Uphold honesty, rigour, and transparency in all research practices.
• Maintain confidentiality, responsible authorship, and correct attribution in all documentation.

Associated Assessment Criteria for Exit Level Outcome 9

Solve complex and unfamiliar problems in the field of food science using innovative and contextually relevant approaches.

• Frame and explore complex food science problems with a multidisciplinary lens.
• Develop and apply innovative techniques or technologies to address challenges.
• Evaluate solutions based on scientific, ethical, and practical criteria.
• Reflect critically on the implications and limitations of proposed interventions.

Associated Assessment Criteria for Exit Level Outcome 10

Produce a coherent and sustained research report or mini dissertation that critically engages with the literature and contributes to the knowledge base of the discipline.

• Construct an argument that is logically structured, evidence-based, and academically persuasive.
• Demonstrate mastery of academic writing conventions, including cohesion, referencing, and synthesis.
• Situate findings within the broader disciplinary discourse and highlight theoretical/practical contributions.
• Submit a complete mini dissertation that meets institutional and national academic standards.

Integrated Assessment

The integrated assessment aims to assess the learner holistically and contributes to the learner's personal and professional development in the field of study in terms of foundational, practical and reflexive competence. The execution of the research project and production and acceptance of the dissertation constitute a total of a combination of formative, summative and integrated assessment methods at this level of study.

In executing the research project and dissertation, learners will

• Compile a scientific research proposal through the integration and application of knowledge and skills within the area of specialisation in the field of study.
• Demonstrate in-depth learning with abstraction and understanding knowledge of the field/area of investigation using a well-structured literature review.
• Develop critical research skills and attributes in planning and research in the field of horticulture by applying knowledge, research methods and techniques appropriately and correctly.
• Dealing with unpredictability in problem-solving, extracting, interpreting and analysing research results accurately.
• Taking responsibility and autonomy in the research process in drawing conclusions and reporting research results in both scientific article and dissertation formats.
• Display a professional attitude, ethical behaviour and values in presenting results to a scientific audience in reflecting on professional practice.

Formative Assessment

Formative assessment is integrated throughout the research process to support and guide the learner's development. It occurs during key phases, including the formulation and defence of the research proposal, the implementation of experimental design, laboratory trials, data collection, and the ongoing development of the master's thesis. Regular, structured meetings between the supervisor(s) and the learner will be used to provide timely feedback on written submissions, research planning, data analysis, and academic writing. The primary aim of formative assessment is to ensure progressive mastery of critical thinking, research methodology, advanced academic and digital literacy, as well as statistical and qualitative data interpretation skills. This continuous feedback process fosters independent scholarship and strengthens the learner's ability to contribute original research to the field.

Summative Assessment

Summative assessment consists of the final evaluation of the completed Master's thesis. The institution appoints two suitably qualified and reputable external examiners, none of whom are affiliated with the institution. At least one of these must be an internationally recognised expert in the relevant field of study. The external examiners independently assess the scientific rigour, originality, coherence, and contribution to knowledge demonstrated in the thesis. Examiner reports are reviewed by the Faculty Research Committee (FRC) and then forwarded to the Higher Degrees Committee (HDC) for formal approval. The final outcome, including any required revisions, is subject to ratification by Senate. As a condition for graduation, the candidate must provide evidence of at least one article submitted for publication in an accredited peer-reviewed journal, thereby confirming the research meets national and international scholarly standards.