Master of Human Resource Management

Purpose

The purpose of this qualification is to enable working Human Resource Management (HR) professionals to further their education and training in order to contribute towards the development of HR knowledge and professional practices at an advanced level, preparing them for advanced and specialised professional employment. This Qualification advances learners' professional registration with the SABPP from HR Professional to Charted HR Practitioner or Master HR Practitioner, depending on the candidates' professional experience.

This qualification will also provide entry to learners from related fields of study, such as Human Resource Development, Labour Relations, Industrial- and Organisational Psychology, to further their specialisation in human resource management for career advancement and/or to articulate to a Doctor of HRM. Although professional master's degrees may include coursework, this Qualification is grounded on strong theoretical, multi- and interdisciplinary underpinnings of the preceding qualifications offered by the Institution.

The decision to offer only a research-based programme for the qualification was based on the need for scientific inquiry to advance knowledge and solution creation for professional standards and practice problems in the HR discipline, which is required in the labour market to operate in the knowledge-based, technology-oriented economy of Industry 4.0. The research-based Qualification further develops learners to deal with complex issues both systematically and creatively, improving their analytical writing to derive sound inferences from research data and communicating the conclusions to both specialist and non-specialist audiences. This aligns with the World Economic Forum's Top 10 Skills for Industry 4.0, which require more strategic and critical thinking, as well as complex problem-solving. Qualification learners will be able to self-direct and solve problems, acting autonomously in planning and implementing tasks with a professional orientation that is required from HR professionals in senior management positions operating in national and multi-national organisations.

This qualification provides learners with hybrid competencies and skills derived from the SABPP HR Competency Model, the graduate attributes, and the World Economic Forum's Top 10 skills required for Industry 4.0 as outlined below:

Citizenship for the future - Innovation, Technology, Sustainability is congruent with the Institution's graduate attributes: Technological capability and foresight that are underpinned by skills for creativity, critical thinking, and cognitive flexibility in order to improve workplaces, societies, and communities.

Organisational Capability and Interpersonal & Communication is congruent with the Institution graduate attribute: Relational capability that is underpinned by skills for people management, coordinating others in order to bring people from different backgrounds together to work towards a common purpose.

Solution Creation & Implementation is congruent with the Institution graduate attribute: Resilience and problem-solving capability that is underpinned by skills for complex problem-solving and emotional intelligence in order to face challenges head-on and strive towards success regardless.

Leadership & Personal Credibility is congruent with the Institution graduate attributes: Ethical capability that is underpinned by skills for judgement and decision-making, and service orientation in order to stimulate intellectual rigour for the greater good of society.

The above competencies, graduate attributes and skills reinforce learners' professional capabilities to advance in the labour market and ensure that employers receive qualified and professional HR practitioners that are future-fit.

In complex, ever-changing work environments, employees require more than just their technical skills, as their ability to improve their creativity, critical thinking and complex problem-solving with an attitude of life-long learning will determine their success in the knowledge-based, technology-orientated economy. This Qualification is appropriately pitched on NQF level 9 where the SAQA level descriptor 9 requires students to demonstrate specialist knowledge enabling them to engage and critique current research within a discipline or practice, conceptualising and implementing methods of inquiry to address complex and challenging problems and recommending interventions to advance knowledge and solution creation in a particular profession.

Rationale

The Mqualification with its strong theoretical, multi- and interdisciplinary underpinnings suitable for the research-based design to advance knowledge and solution creation for professional practice problems in the HR discipline, is aligned to the HEQSF (CHE, 2013) aims to meet the learning needs and aspirations of individuals through the development of their intellectual abilities and aptitudes, addresses the development needs of society and provides the labour market with appropriate high-level skills, contributes to the socialisation of enlightened, responsible and constructively critical citizens who create, share and evaluate knowledge. This qualification focuses on equity and redress as our HRM student and graduate population demographics are more representative of society, as well as responsiveness and development via our research-based programme design contribute to the development of knowledge and professional practices at an advanced level that meets the needs of a knowledge-based, technology-orientated economy while producing quality research, and so develop highly skilled learners that impart knowledge in response to both national and global market needs. The research-based programme design contributes to both scientific knowledge production in the HR profession, and quality research aligned to the Institution Research, Technology and Innovation research focus areas of Human and Social Dynamics, and Economic Growth and International Competitiveness (Institution, RTI, 2014). Moreover, it reinforces learners' professional capabilities to advance in the labour market and ensures that employers receive qualified and professional HR practitioners that are future-fit for Industry 4.0.

Since the Institution HRM academic department was accredited by the HR professional body, SA Board for People Practices (SABPP) since 2011, and reaccredited each cycle, all qualifications are aligned to the HR Standards and HR Competencies as prescribed by the SABPP. Thus, independent research conducted at both master's and doctoral levels not only makes a significant and original academic contribution to the HR discipline, it also adds value and advances HR professional standards and practices.

This research-based Qualification is grounded on the strong theoretical, multi- and interdisciplinary underpinnings of the preceding qualifications (Diploma in Human Resource Management, Advanced Diploma in Human Resource Management & Post Graduate Diploma in Human Resource Management) that was developed based on the situational analysis conducted that included the industry HR Advisory Committee, benchmarking with other national Universities of Technology and similar international higher education institutions, scrutinising job advertisements in line with the DHET list of occupations in high demand in 2018, including the World Economic Forum Top 10 Skills for Industry 4.0, and finally, alignment with the HR professional body, SABPP HR Standards and Competency Model.

Human Resources (HR) is a well-established business function in any organisation that caters for its procurement, development and maintenance of employees. However, in the 21st century work environment in the knowledge-based, technology-orientated economy, HR is required to adapt to the human-machine interaction by analysing and predicting future changes in the labour market, and respond accordingly to recruitment, training and development, performance management and compensation trends (Abbott, 2019; SABPP, 2019). This was evident in the DHET list of occupations in high demand (South Africa, 2018) noting Labour Recruitment Manager as highest demand, with Skills Development Practitioner and Labour Market Analyst in higher demand, and HR-, Training and Development-, Recruitment-, Employee Wellness-, and Health and Safety Mangers in high demand. In addition, recent job advertisements in national newspapers identified the following positions requiring a postgraduate qualification in HR, namely: Chief Directorate: Human Resource Management and Development, Director: Organisational Development and HR Planning, Group Executive Human Resources, and Head: Human Capital Management. Furthermore, the HRM Academic department at the Institution has a well-established HR Advisory Committee, consisting of industry employers and partners from both the public and private sectors, alumni and academic staff that has been instrumental in the re-curriculation of HR programmes in alignment to the HEQSF. This research-based Qualification will enable working HR professionals to advance in their careers and pursue specialised professional employment.

The HRM academic department is an active member of the HR Universities Forum (HRUF), recently renamed SA HR Universities Forum (SAHRUF), which is a sub-committee of the professional body SABPP national Higher Education Committee. SAHRUF aims to provide guidelines for Human Resource Management (HRM), Human Resource Development (HRD) and Labour Relations (LR) curriculum development for qualifications on the new HEQSF and ensure alignment to SABPP HR Standards and Competency Model. Depending on the type of university, i.e. university of technology (UoT), traditional- or comprehensive university, each SAHRUF member has a programme qualification mix in the Human Resources discipline ranging from undergraduate to postgraduate qualifications. Our Institution is the only UoT in the Western Cape Province, and SABPP accredited provider of HRM specific qualifications from under- to postgraduate. Furthermore, international benchmarking of similar Human Resource Management (HRM) qualifications at the postgraduate level was conducted. Four international higher education institutions were identified that offered similar qualification type, flexible duration of study (between 1-year to 18-months), and programme purpose that all articulated to Doctoral degrees.

According to the SA Board for People Practices (SABPP) times are changing, laws amended, and HR practitioners are faced with radically different work and broader socio-economic and political environment. HR practitioners need to demonstrate the knowledge, skills and applied competence of the HR profession in an ethical manner, in an ever-changing working world. It was noted that there are various inconsistencies in HR practices within organisations, owing to how HR practitioners have been educated. Generally, SA universities have different philosophies regarding HR curricula, some dominated by either a psychology-based or more business-related approaches, neglecting the HR specific content (Meyer & Abbott, 2019). The SABPP HR Standards and Competency Model were designed in collaboration with industry and academia to provide standardised HR practices and so promote ethical and professional HR delivery. The HRM academic department has incorporated the SABPP HR Standards and Competency Model into our curricula and graduate attributes from undergraduate to postgraduate programmes, which resulted in our SABPP accreditation (2011) and re-accreditation in subsequent years for all programmes offered. This Qualification research-based programme design aims to advance knowledge and solution creation for professional standards and practice problems in the HR discipline.

Therefore, this Qualification is designed for working HR professionals to educate and train them to contribute towards the development of HR knowledge and professional practices at an advanced level, preparing them for advanced and specialised professional employment. This Qualification advances learners' professional registration with the SABPP from HR Professional to Charted HR Practitioner or Master HR Practitioner depending on the candidates' professional experience.

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 demon-strates 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

In keeping with the statutory admission requirements for the qualificaiton, the following appropriate HEQSF qualifications are considered:

Applicants from the Human Resource Management discipline require either

• Postgraduate Diploma in Human Resource Management on NQF level 8.

Or

• Bachelor Honours Degree in Human Resource Management on NQF level 8.

Or

Professional Bachelor's Degree in Human Resource Management on NQF level 8.

Or

• Postgraduate Diploma in Human Resource Development or Labour Relations on NQF level 8.

Or

• Bachelor Honours Degree in either Industrial-, or Organisational Psychology on NQF level 8.

The Qualification is a research-based qualification consisting of a total 180 Credits at NQF level 9.

There are no progression rules, pre-requisites or co-requisites as no course-work subjects are offered in this qualification.

1. Formulate a research study proposal to advance the HR profession.
2. Plan and manage the research project autonomously.
3. Conduct a comprehensive literature review engaging with various perspectives on the research topic.
4. Apply research methods for data collection, data analysis and interpretation of data.
5. Draw conclusions and present research results towards advancing the knowledge, skills and practices of the HR profession.
6. Adhere to ethical and professional practices during the research process

Associated Assessment Criteria for Exit Level Outcome 1

• Select a research topic and evaluate suitability of the research topic using criteria relevant to the field of study such as scope, relevance, significance, feasibility, ethics, objectivity, originality in consultation with the supervisor(s).
• Formulate a clear and concise research problem statement and sub-problems using appropriate criteria and guidelines relevant to the field of study and in consultation with supervisor(s).
• Demonstrate understanding of the use of appropriate research methods and techniques relevant to the field of study including aspects such as qualitative, quantitative and mixed-methods research methods, sampling techniques, data generation and data analysis, including statistical methods (if relevant to field of study).

Associated Assessment Criteria for Exit Level Outcome 2

• Plan, manage and execute the research study using available resources assigned to the task (e.g. funding, infrastructure, academic, technical and administrative staff and/or assistants, etc.) and within the timeframe allocated to the project.
• Demonstrate the ability to apply, integrate and contextualise advanced knowledge and skills in executing the research project.

Associated Assessment Criteria for Exit Level Outcome 3

• Select relevant sources drawing on the work of leading scholars in the field of study and/or discipline and to produce a comprehensive literature review on different perspectives in the field of study and/or discipline.
• Use written communication and technical skills relevant to the discourse of the discipline and choose an appropriate genre to communicate effectively with specialist and non-specialist audi-ences.
• Prescribe referencing technique for in-text references correctly and accurately.

Prescribe referencing technique to compile a bibliography or list of references correctly and accurately.

Associated Assessment Criteria for Exit Level Outcome 4

• Demonstrate a systematic understanding of a range of research methods and techniques, critically evaluate these and apply them appropriately to investigate the research problem.
• Assimilate data where different data collection methods were used, (e.g. qualitative, quantitative, experimental and simulation methods) to present a coherent representation of data analysis.
• Analyse and interpret data using appropriate computer software programme(s), (if relevant to the chosen research problem).

Associated Assessment Criteria for Exit Level Outcome 5

• Demonstrate the ability to compile a coherent and sustained argument that is supported by research results and conclusions in the research report.
• Demonstrate the ability to present in verbal, written and/or visual form, the research results and conclusions of the study to specialist audiences emphasising the contribution to knowledge production in the field of study, discipline and/or profession.
• Demonstrate the ability to present in verbal, written and/or visual form, the research results and conclusions of the research project to non-specialist audiences emphasising the contribution the study makes to society/community in general.
• Prepare an article for publication in a DHET accredited journal or peer-reviewed conference paper 1in consultation with supervisor(s).

Associated Assessment Criteria for Exit Level Outcome 6

• Adhere to the institutional policies and requirements in terms of plagiarism.
• Exercise informed judgement in relation to ethical, cultural, research and professional issues relevant to the chosen research problem.
• Demonstrate the ability to make autonomous ethical decisions related to the research project which affect knowledge production, and/or complex organisational and professional issues.
• Demonstrate an ability to critically contribute to the development of ethical standards in a specific context (where applicable in terms of research project).

Integrated Assessment

Formative Assessment

At both the research proposal stage and upon completion of the master's thesis, the student presents their work to a panel of academics in the HRM department for formative assessment. Formative feedback is provided throughout the research proposal stage and all subsequent stages of thesis writing. Supervisors conduct regular feedback sessions with the student through scheduled face-to-face or virtual meetings, as well as email correspondence, to discuss progress and provide feedback on written work. This feedback encompasses scientific writing, engagement with literature to construct research arguments, appropriate research methodologies, data collection, analysis, and interpretation leading to conclusions and recommendations. This process adheres to Bloom's taxonomy, requiring the student to achieve the highest cognitive level necessary for a master's qualification.

When the master's degree student's thesis is nearing completion, the supervisor nominates two external examiners (external to the Institution) for consideration by the Faculty Research Committee. To ensure the quality of the examination process, the Institution appoints reputable and qualified examiners and adheres to stringent quality assurance mechanisms. The Faculty Research Committee scrutinizes and verifies the credentials of all nominated external examiners before recommending their appointment. The faculty ensures the independence and confidentiality of the examination process by eliminating contact between supervisors and examiners. Following approval by the Faculty Research Committee, the two external examiners must be finally approved by the Higher Degrees Committee (HDC).

Summative Assessment

Upon submission of the final thesis, along with additional documents (editor and proofreader certificate, Turnitin similarity report, and statistical certificate if relevant), and approval by the HRM department research committee, the thesis is forwarded to the Faculty Postgraduate Office, which then sends it to the two external examiners for summative assessment. The completed examiners' reports are sent directly to the Faculty Postgraduate Office, where the Faculty Research Coordinator forwards them to the supervisors. Examiners may recommend one of the following: (1) Pass without revision, (2) Pass after minor revision, (3) Major revision and re-submission to examiner (thesis may only be submitted for re-examination once), (4) Fail: re-submission and re-examination (thesis may only be submitted for re-examination once), or (5) Fail: not eligible for re-submission. Supervisors disclose the examiners' comments, recommendations, and suggested corrections to the student, who must implement them. Supervisors are responsible for verifying that the student has addressed all examiners' recommendations and corrections. If an examiner requests to review the thesis after corrections, the corrected thesis is sent back to the examiner, who then submits a new examination report to the Faculty Postgraduate Office. All examiners' reports are submitted to the Faculty Research Committee and subsequently to the Higher Degrees Committee for approval. Once approved by these committees, the examination reports are sent to Senate for ratification before the student can graduate.

To graduate, a master's student must submit proof of submission of an article to a peer-reviewed DHET accredited journal or proof of a paper presented at a peer-reviewed conference.

It is important to note that supervisors are prohibited from contacting examiners during the examination process, and the student is not permitted to know the details of the examiners. External examiners must be affiliated with an external university or research and have no direct affiliation with the institution to ensure no intentional or incidental contact between examiners and supervisors during the examination process.

The summative assessment of the master's thesis is conducted by the two external examiners. Feedback from the external examiners is communicated via the supervisors to the master's student, who implements the necessary corrections. Once approval from the Higher Degrees Committee is obtained, the student must submit the final thesis in both electronic and bound hard copy formats to the Institution Library for repository.