Master of Science in Global Health Ethics

Purpose

The Master of Science in Global Health Ethics qualification will prepare learners to identify and address the ethical challenges raised in frontier scientific research taking place, amongst others, in the Faculty of Health Sciences. This includes research on AI, Neuroscience, Genomics, Robotics, Data Science, and other areas. It will do so by centering knowledge from the African humanities to inform a consideration of ethics.

Learners' encounter with ethics will start with content from African philosophy, and political and social science, where they will learn about and probe questions such as what accounts of personhood emanate from African philosophy, and how should or could that shape understanding of ethics in the context of neuroscience, AI and genomics; How is the field of global health entangled in global and African history and how does that shape persistent global health inequalities

Learners will be sensitised to the historical, social, and political factors that influence the shape and organisation of global health research and engage critically with the ethics thereof in ways that reflect the ontologies, experiences, and needs of diverse communities in Africa.

Learners will be exposed to alternative ways of thinking about the world and their place in it by interrogating the relationship between science and society considering questions about how to build a just future.

Qualified learners may also pursue doctoral studies or work in research intensive institutions such as the Human Sciences Research Council (HSRC) and Medical Research Council (MRC) or serve on scientific projects and committees, including but not limited to research ethics committees on the continent and beyond. All graduates should see the value in and continue the work of shifting Africa from the periphery to the centre of global health research.

Upon completion of this qualification, a qualified learner will be able to

• Apply a variety of research methods to inform an understanding of conceptual and empirical problems that arise in research in global health.
• Analyse and evaluate a wide range of data to develop and articulate creative solutions to ethical issues that affect global health research.
• Apply technology competently and creatively to access, process, store, evaluate, manage, and convey information effectively.
• Accept accountability for individual and group results by taking responsibility for planning, resourcing, managing, and producing requisite outputs.
• Demonstrate understanding of developed scholastic expertise for entry into doctoral and other research education and/or research-based occupations and have a positive attitude towards research and information in general and to the ethical dimension of research in particular.

Rationale

Recent global developments in medicine, molecular biology, medical robotics, and artificial intelligence promise to transform humans' ability to preserve health and well-being, and they also radically change what it means to be human. They are developed in the context of an increasing recognition of the critical interdependence of human, animal, and environmental health, and entrenched global and national health inequalities. Taking together, these developments and trends raise profound ethical questions relating to justice, relationality, autonomy, the role and governance of science in society, the rights and duties of individuals and communities, and so forth.

In a world of interconnecting global and local hierarchies, these developments touch everyone. Yet postgraduate bioethics qualifications globally and in Africa largely teach health research ethics from the vantage point of Euro-American perspectives, to the exclusion of how specific ways of seeing, being in, and knowing (of) the world dominant on the African continent, impact the fundamental ethical questions that these developments raise. This constitutes a missed opportunity, not just for Africans but for the world in that the many ways in which could consider the ethical implications of new and emerging health technologies are limited to the views, experiences, and imagination of a powerful and privileged few.

There is currently no postgraduate ethics degree in South Africa that trains participants to deeply engage in the ethical challenges to scientific developments in fields such as neuroscience, AI, data science, and genomics.

Furthermore, there are no postgraduate ethics training qualifications in South Africa that offer a consistent engagement with knowledge from the African humanities.

Qualifying learners will be able to take on the following kinds of roles and positions

• Science policy development for organisations such as ASSAf, SA MRC, the African Academy of Sciences, the Africa CDC, and NEPAD.
• Ethics consultation and advisory roles for organisations such as MSF, the International Red Cross, and the World Health Organisation.
• Research ethics management and administration.
• Staff and learners on international or national ethics research projects.
• Community and public engagement practitioners:

The above-mentioned roles and positions are just a few examples of positions that learners would pursue. Furthermore, they could pursue academic careers and will be supported to seek funding for further postgraduate studies.

Early conceptualisations of the qualification were discussed with a range of international partners, including the WHO Ethics department and staff at the University of Oxford Ethox Centre and at the Berman Institute at the University of Johns Hopkins, who all agreed that the qualification is timely and important.

Qualified learners should be able to contribute to global health in several ways, such as academics producing original research; as experts and advisors to those who work in matters relating to global health ethics; as ethics administrators in research institutions and in universities; and as policymakers in both the public and private sectors.

While there are a few master's qualifications on offer in South Africa which focus on ethics broadly construed, the majority of these are offered in Humanities faculties, and none focus explicitly on new and emerging frontier scientific developments in health or global health.

This qualification will address the need voiced by many staff members in the FHS to equip learners with strategies and knowledge to deal with ethical dilemmas that arise in the clinical and health research settings and to minimise and prevent moral burnout and injury in these settings.

Recognition of Prior Learning (RPL)

Recognition of Prior Learning will be applied in accordance with the institution's policies and procedures to support access for candidates who may not meet the standard academic requirements but who can demonstrate substantial and relevant experiential learning.

Access via RPL

Applicants who do not hold a formal NQF Level 8 qualification may be considered for admission based on RPL, provided they have:

• An NQF Level 7 qualification (or a SAQA-evaluated equivalent); and
• At least three years of relevant experience in the health sector, including roles such as qualitative or quantitative researcher, data capture, member of a research ethics committee, healthcare provider, nurse, allied health professional, or community health worker.

Applicants seeking access via RPL must submit a portfolio of evidence demonstrating how their prior learning and experience align with the knowledge, competencies, and ethos required for the MSc in Global Health Ethics.

Each application will be assessed on a case-by-case basis by an ad hoc RPL Committee comprising

• The Director of the Ethics Lab.
• The Programme Convenor.
• A representative from the Faculty Teaching and Learning Committee.
• At least one content expert in the field relevant to the applicant's prior learning.

Credit and Exemptions

• Credit Transfer: No credits from other qualifications or programmes will be transferred into this MSc based on prior learning.
• Module Exemptions: No exemptions from core modules or programme requirements will be granted through RPL.

This approach ensures that all learners engage fully with the programme's integrated and ethics-centred curriculum, while still enabling broader access in line with national imperatives.

Up to 10% of applicants in a single cohort may be admitted with an NQF level 7 qualification and experience in health research (broadly construed) or practical experience in another relevant field. Such applications will be considered on a case-by-case basis.

Entry Requirements

The minimum entry requirements for this qualification are

• Bachelor of Health Sciences Honours, NQF Level 8.

Or

• Bachelor of Health Sciences Honours in Biomedical Sciences, NQF Level 8.

Or

• Postgraduate Diploma in Health Management, NQF Level 8.

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

Compulsory Modules, Level 9, 180 Credits.

• Interrogating the Landscape of Global Health Ethics,10 Credits.
• Global Health and African Humanities, 30 Credits.
• Methods and Practice of Global Health Research Ethics, 30 Credits.
• The Ethics of New and Emerging Health Technologies,18 Credits.
• Research with Underrepresented Communities, 16 Credits.
• Special Topics in Health Research Ethics, 16 Credits.
• Minor Dissertation, 60 Credits.

1. Apply knowledge of and demonstrate understanding of the acquired sound knowledge of the history, context, principles, theories, guidelines, policies, practical concerns, role-players, and ethical and legal issues pertinent to global health research ethics.
2. Develop advanced research expertise and can apply a variety of research methods to inform an understanding of conceptual and empirical problems that arise in research in global health.
3. Collect, analyse, and evaluate a wide range of data to develop and articulate creative solutions to ethical issues that affect global health research.
4. Apply technology competently and creatively to access, process, store, evaluate, manage, and convey information effectively.
5. Accept accountability for individual and/or group results by taking responsibility for planning, resourcing, managing, and producing requisite outputs.
6. Develop scholastic expertise for entry into doctoral and other research education and/or research-based occupations and have a positive attitude towards research and information in general and to the ethical dimension of research in particular.

Associated Assessment Criteria for Exit Level Outcome 1

• Illustrate understanding of key events and policies in global health ethics.
• Apply ethical theories, including African approaches.
• Identify and critique ethical issues in emerging technologies.

Associated Assessment Criteria for Exit Level Outcome 2

• Select and apply appropriate research methods.
• Critically analyse global health dilemmas.
• Illustrate understanding of research ethics governance.

Associated Assessment Criteria for Exit Level Outcome 3

• Design and execute research using relevant data.
• Develop coherent, creative ethical solutions.
• Synthesise and communicate research findings effectively.

Associated Assessment Criteria for Exit Level Outcome 4

• Apply digital platforms to convey information.
• Apply research tools and data systems.
• Illustrate IT proficiency in research tasks.

Associated Assessment Criteria for Exit Level Outcome 5

• Manage tasks and deadlines, demonstrating accountability in group work.
• Apply feedback for improvement through group contribution reports, peer reviews, reflections, and progressive assignments.

Associated Assessment Criteria for Exit Level Outcome 6

• Conduct independent research.
• Reflect critically on research ethics.
• Illustrate preparedness for further scholarly work.

INTEGRATED ASSESSMENT

The qualification is underpinned by the capabilities approach, developed by Amartya Sen and Martha Nussbaum, which focuses on expanding learners' real freedoms and opportunities to lead lives they have reason to value. This approach shifts emphasis from mere knowledge acquisition to the holistic development of learners' capabilities, including ethical reasoning, autonomy, communication, and critical

reflection. Applied to higher education, it frames learning as both intrinsically valuable and socially transformative.

Assessment across the qualification is integrated and multi-dimensional. Each course includes a combination of formative and summative assessments that are aligned to the Exit Level Outcomes (ELOs) and collectively ensure a balance between the development of competence and its demonstration.

Formative assessments provide iterative, low-stakes feedback and foster learner engagement in deep learning. Summative assessments are used to certify competence, typically through written, oral, and applied tasks. Where appropriate, assessments are scaffolded (e.g., draft to final output) to support learning progression as shown below:

• Global Health Ethics Landscape Group work, in-class exercises, Case study (50%) written test (2 x 25%).
• Global Health & African Humanities Mind-map, Essay (30%), annotated bibliography (20%); assignment (20%); 3 x class tests (10% each).
• Methods & Practice of GH Ethics Roleplays, Protocols, Class test (15%), research proposal (40%), journal club (15%), REC responses (30%).
• Ethics of New Health Technologies, Panel discussion on a film that addresses a new and emerging technology. Forecasting exercise on a health-related development 40%, webinar proposal: 20%, journal club 40%.
• Research with Underrepresented Communities, Community engagement activities including feedback to the class, Paired project on a poster 30%, written assignment 30%, reflective response on the course 40%.
• Special Topics in Health Ethics, Article analysis, presentations, Presentation on existing ethical framework 40%, written assignment 30%, response to a letter to the editor 30%.