Master of Science in Biological Sciences

Purpose

The primary purpose of the Master of Science in Biological Sciences qualification is to develop essential skills in the methods of scientific research, as part of vocational training for professional scientists. This qualification will embody aspects of practical training essential for functioning as a senior scientist in a work environment and being able to solve real-world problems.

The purpose is also to equip learners with the tools necessary to be professional academic practitioners in the field of Biological Sciences.

This qualification also intends to facilitate the development of highly generic cognitive and intellectual skills that would enable learners to apply their scientific knowledge and learned competencies to the current industry needs.

The qualification embodies aspects of academic training such as understanding of the scientific literature, critical independent thinking as well as further applications of the requirements of literacy, numeracy, and computer literacy necessary for scientific research.

The qualification will also help learners focus on a particular field of study, which allows them to gain specialized knowledge to advance in their field of specialization and become more competitive. A master's degree also makes it easier to transition into more senior positions.

The other purpose of this qualification is to provide South Africa with a significant number of learners in the biological sciences to ensure that the local leadership base of innovative and knowledge-based economic and scholarly activity in these fields is widened.

Upon completion of this qualification, the qualifying learner will be able to

• Develop the ability to work creatively and independently.
• Engage in lifelong learning through well-developed learning skills, understand the need to maintain continued competence and keep abreast of up-to-date tools and techniques.
• Demonstrate an understanding of the world as a set of related systems by recognising that problem-solving contexts do not exist in isolation.
• Apply ethical, cultural, and aesthetic sensitivity across a range of social contexts.
• Apply proficiency with fundamental knowledge in at least one scientific area of research.
• Apply reasoning, problem-solving, and technical skills to solve a problem with minimal guidance.

Rationale

The proposed qualification responds to a real need in that there is a critical shortage of post-graduates with biological science qualifications, particularly in the Northern Cape. The goal is to promote human capital development and growth of the knowledge system that drives the development of new scientific knowledge to achieve a knowledge economy, economic growth and development.

Learners of this qualification will be innovative and acquire problem-solving skills. They would be able to think and act independently yet be part of a larger team to help solve some of the region's economic and socio-economic problems.

The qualification also provides those who are or aspire to be professionally involved in higher education a unique opportunity to expand and improve their expertise and develop research skills in a field that is directly applicable to their professional positions and responsibilities.

In certain industries, such as higher education or research-based organisations, graduate degrees offer mandatory training and the best path for certain jobs or promotions. The master's degree also has the advantage of developing the learner's skill set in science, writing and study. As a result, one can become a better problem solver and handle challenging tasks with greater ease.

One can continue to build upon a wealth of expertise by obtaining a post-graduate degree, preparing one for a life of continuous learning with vertical articulation to a PhD in the Biological Sciences.

A typical learner in this qualification is someone who has a BSc Honours degree in any science-related discipline and meets the minimum admission criteria. The learner would be eligible to apply for a PhD degree at any university after successful completion of this course.

Recognition of Prior Learning (RPL)

RPL provides alternative access and admission to qualifications, as well as advancement within qualifications. RPL will be applied to accommodate applicants who qualify.

RPL for access

• Learners 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 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.

RPL for credit

• Learners may also apply for RPL for credit for or towards the qualification, in which they must provide evidence in the form of a portfolio 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 minimum entry requirement for this qualification is

• Bachelor of Science Honours, NQF Level 8.

Or

• Bachelor of Science Honours in Biological Sciences, NQF Level 8.

Or

• A Postgraduate Diploma, NQF Level 8, in a cognate field.

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

Elective Modules, NQF Level 9, totalling 180 Credits (Select one)

• Botany Research, 180 Credits.
• Biochemistry Research, 180 Credits.
• Microbiology Research, 180 Credits.
• Zoology Research, 180 Credits.
• Genetics Research, 180 Credits.

1. Develop the ability to work creatively and independently.
2. Engage in lifelong learning through well-developed learning skills, understand the need to maintain continued competence, and keep abreast of up-to-date tools and techniques.
3. Demonstrate an understanding of the world as a set of related systems by recognising that problem-solving contexts do not exist in isolation.
4. Apply ethical, cultural, and aesthetic sensitivity across a range of social contexts.
5. Apply proficiency with fundamental knowledge in at least one scientific area of research.
6. Apply reasoning, problem-solving, and technical skills to solve a problem with minimal guidance.
7. Communicate effectively in writing and verbally and present the research findings.
8. Demonstrate advanced ability in techniques of scientific computing and independent mastery of an advanced topic to solve problems in the field of study.

Associated Assessment Criteria for Exit Level Outcomes 1.

• Account for own work and reflect a thorough understanding of the scientific principles underlying the project.
• Operate independently and take full responsibility for self and work, and, where appropriate, lead, oversee and be held ultimately accountable for the overall governance of processes and systems.
• Work with minimal supervision, be able to isolate quality sources of information and synthesize this information appropriately to support their work.

Associated Assessment Criteria for Exit Level Outcomes 2.

• Maintain continued competence and keep abreast of up-to-date tools and techniques.
• Manage self-learning and develop own learning strategies which sustain independent learning and academic or professional development.
• Interact effectively within the learning or professional group as a means of enhancing learning.

Associated Assessment Criteria for Exit Level Outcomes 3.

• Engage context and systems to resolve theoretical underpinnings in the management of complex systems to achieve systemic change.
• Illustrate an understanding of; and the ability to independently design, sustain and manage change within a system or systems.
• Design, select and apply appropriate and creative methods, techniques, processes or technologies to complex practical and theoretical problems.

Associated Assessment Criteria for Exit Level Outcomes 4.

• Identify, address, and manage emerging ethical issues across a range of social contexts.
• Advance the processes of ethical decision-making, across a range of social contexts.
• Monitor and evaluate the consequences of the decisions taken to address ethics in the professional practice, where appropriate.

Associated Assessment Criteria for Exit Level Outcomes 5.

• Illustrate specialist knowledge to enable engagement with and critique of current research or practices, as well as advanced scholarship or research in a particular field, discipline, or practice.
• Deepen knowledge of current and future trends in the selected field, discipline, or practice.
• Investigate existing knowledge thoroughly as reflected in the appropriate scientific literature.

Associated Assessment Criteria for Exit Level Outcomes 6.

• Apply a wide range of specialised skills in identifying, conceptualising, designing, and implementing methods of enquiry.
• Address complex and challenging problems within a field, discipline, or practice; and show an understanding of the consequences of any solutions or insights generated within a specialised context.
• Implement appropriate interventions to analyse simple and complex problems.

Associated Assessment Criteria for Exit Level Outcomes 7.

• Produce and communicate information using the resources of academic and professional or occupational discourses.
• Defend substantial ideas that are the products of research or development in an area of specialisation.
• Apply a range of advanced and specialised skills and discourses appropriate to a field, discipline, or practice, to communicate with a range of audiences with different levels of knowledge or expertise.

Associated Assessment Criteria for Exit Level Outcomes 8.

• Illustrate a command of and the ability to design, select and apply appropriate and creative methods, techniques, processes, or technologies to complex practical and theoretical problems.
• Evaluate current processes of knowledge production and choose an appropriate process of enquiry for the area of study or practice.
• Apply advanced ability in techniques of scientific computing and research skills to develop evidence-based solutions to existing problems in the field of study.

INTEGRATED ASSESSMENT

The master's degree is assessed on an ongoing demonstration of competence to apply specialist knowledge in the advanced field of study. These ongoing demonstrations are required so that learners are given feedback on the progress of their dissertation. Ultimately, a dissertation is submitted based on the research undertaken in a particular field of study.

This dissertation forms the sole basis of the assessment process which constitutes a final oral presentation and a dissertation research report. The final oral presentation and a dissertation research report must provide proof of the candidate's capability to plan, carry out and report on a sound research endeavour.

Examinations and pass requirements

The final assessment outcome may be one of four recommendations, namely, approve the dissertation with no corrections to be made and award a distinction mark of 75% or above and a pass mark between 50% and 74.

Provisionally approve the dissertation with minor corrections to the satisfaction of the supervisor and award a distinction mark of 75% or above, pass mark between 50% and 74.

Recommend substantial amendments to the dissertation without awarding a mark considering deficiencies identified in the narrative report and that the revised dissertation be resubmitted for reassessment. (The mark will be capped at 50%).

Reject the dissertation awarding a fail (less than 50%) in which case no reassessment is recommended or considered.