Master of Philosophy in Higher Education Studies

Purpose

The Master of Philosophy in Higher Education equips lecturers, professional staff and education leaders with research skills. They will be able to undertake research in the field of higher education and to do further study at the Doctoral level.

The secondary aim of the qualification is to equip lecturers, professional staff and education leaders with the expert knowledge, skills and attitudes to function optimally in higher education environments.

Rationale

This qualification caters primarily for academics and professional staff of South African institutions. The field of higher education is changing rapidly nationally and internationally. Internationally the forces of globalisation and neoliberalism have led to, amongst other things, a decline in public funding for universities which in turn compelled institutions to introduce or increase learner fees. The casualisation of academic staff is another consequence of declining public funding for higher education. Locally the transformation of higher education, free higher education and decolonisation have dominated the public debate over the past three years.

Many staff members experience difficulties in making sense of these rapid changes to their workplace and the effect that these will have on their work and their careers. The qualification will address these needs by creating a learning environment in which robust debate, reflection and guided study. Also, this will enable learners to engage in critical inquiry and research on higher education.

The qualification will address specific gaps in teaching development, research development, social engagement and academic leadership. Also, this qualification is an important building block in the pathway to the doctorate by providing learners with thorough research training and the opportunity to do a substantial research project.

Training interventions in other African countries (through the SU African Doctoral Academy) have revealed the need for Postgraduate qualifications in Higher Education Studies. The blended learning format will make it possible for learners from other African countries to also enrol for the qualification.

The qualification will enable learners to function as researchers in a professional context. The qualification is for lecturers and professional practitioners in higher education environments to extend and deepen their knowledge and skills regarding research into the field of higher education.

Recognition of Prior Learning (RPL)

The Faculty of Education states principles guiding RPL/CAT decision-making according to the institution's policy, 'Regulation for the Recognition of Prior Learning (RPL) and Credit Accumulation and Transfer (CAT)', sections 4.1-4.13.

RPL for access

Based on such evaluation of formal (where CAT is found not to be applicable), informal and non-formal learning, the institution grants learners admission to an academic programme for which they otherwise do not meet the admission requirements.

A learner who does not have the required Hons degree but has been working at a higher education institution for more than five years and can demonstrate expertise in higher education can gain access. The learner needs to provide evidence such as course materials, publications and referees' letters.

RPL for exemption

A learner can demonstrate the exit outcomes for a particular module or modules through appropriate evidence such as teaching and learning materials, conference papers, publications and research experience; for example, a learner who has a record of publication in accredited peer-reviewed journals may receive an exemption from relevant module/s.

The institution may transfer credits previously completed by the learner through Credit Accumulation and Transfer based on evaluations of formal learning.

Entry Requirements

The minimum entry requirement for this qualification is

• A Cognate Bachelor Honours in Education, NQF Level 8.

This qualification consists of the following compulsory modules at NQF Level 9 totalling 180 Credits.

Compulsory Modules, 180 Credits

• Perspectives on Higher Education, 20 Credits.
• Learning in Higher Education, 20 Credits.
• Research in Higher Education, 20 Credits.
• Research Thesis, 120 Credits.

1. Conceptualise, interpret and critically apply in his/her professional context with regards to components of learning in higher education.
2. Critically analyse and interpret prominent changes and challenges for higher education.
3. Identify research quality issues and argue the merit of a research project based on quality indicators and apply the practices and conventions of academic and scholarly writing.
4. Demonstrate knowledge and expertise in the chosen field and competency in conceptualising a feasible research project.

Present the research results, findings and conclusions in a coherent argument that adheres to discipline-specific conventions.

Associated Assessment Criteria for Exit Level Outcome 1

• Conceptualise, interpret and critically apply in his/her professional context, the following components of learning in higher education:
• Learning theory.
• Curriculum/programme planning and development.
• Pedagogy/andagogy/heutagogy.
• Assessment.
• Leading for learning.
• Creativity.
• Technology for learning.
• Reflective practice/Scholarship of Teaching and Learning.

Associated Assessment Criteria for Exit Level Outcome 2

- Interpret and analyse prominent changes and challenges to include

• Massification economy/neoliberalism.
• The digital revolution.
• The financial crunch.
• Decolonisation.
• Conceptualise and appreciate Higher Education as a field of study.
• Distinguish higher education as a distinctive level and form of education, with unique values, structures, forms of organisation, core functions and actors.
• Contextualise higher education internationally, continentally, (African) and nationally.

Associated Assessment Criteria for Exit Level Outcome 3

- Discuss the following concepts

• Epistemological, ontological, methodological and axiological considerations in terms of research traditions.
• Critically engage with the role of philosophical worldviews and paradigms in research design.
• Apply the notion of research traditions in conceptualising, planning, executing and positioning research in research projects.
• Develop insight into different forms of data, collection and analysis.
• Distinguish between ethical and unethical practices and behaviour in research.
• Make preliminary decisions as to a research approach for a possible research project.

Associated Assessment Criteria for Exit Level Outcome 4

• Show an awareness of current debates in the discipline.
• Find and review current, appropriate and relevant literature.
• Identify and formulate a research problem.
• Conceptualise a feasible research project.
• Define and formulate a research question and sub-questions.
• Identify the appropriate research methodology and design.
• Formulate a coherent research proposal and successfully defend it.
• Collect, select and structure available literature that is sufficient for and context-sensitive to the research problem.
• Collect data appropriate to the research problem in a rigorous and ethically defensible manner.
• Analyse and interpret the data appropriately.
• Present results, findings and conclusions in a coherent argument that adheres to discipline-specific conventions.
• Include consistent and complete referencing and a reference list.
• Adhere to all the technical requirements prescribed for Master's theses.

Integrated Assessment

There are formative assessments for the compulsory modules

• Formative assessment of class discussions and group activities.
• Formative assessment of online reflective activities to provide evidence of comprehension as well as thoughtful consideration of, and critical engagement with prescribed readings.
• One assignment to assess the learner's ability to analyse and interpret any one of the components of learning in higher education:
• To relate it to scholarly literature, to apply it to his/her professional context and to synthesise and present his/her understanding in a convincing academic argument. This assignment will be an essay assignment that may form the foundation of the theoretical point of departure for his/her research thesis.
• Under supervision, learners will produce a defendable Master's level research proposal that will be presented to and assessed by the qualification committee.

Research Thesis

• The supervisor assesses the outcomes continuously.

Two examiners will assess the final research thesis (of which at least one will be external) to determine the attainment of the outcomes.