Master of Science in Physical Sciences

Purpose

The Master of Science in Physical Sciences seeks to produce highly qualified learners and researchers who can contribute to the advancement of knowledge and innovation in the various fields of physical sciences (Geography, Geology, Physics and Chemistry) to address complex regional, national and global imperatives.

The qualification will develop learners' expertise in a specific area of the physical sciences to meet the provincial, national and global challenges. It will further develop advanced research and problem-solving skills that empower the graduate to tackle complex challenges in Physical Sciences that impact various sectors.

It also aims to contribute to the development of South Africa through research, advancing the knowledge economy and providing scientific solutions to the country's challenges. Learners career opportunities in research and development roles, in industry, academia, and leadership in government or non-profit organizations will be enhanced as well as the development of collaborative networks with local and international researchers and academics for impactful and lifelong professional relationships.

Overall, an MSc Physical Sciences will produce skilled and knowledgeable researchers who can innovate and advance knowledge in their disciplines of choice, while preparing them for a career in academia or industry, or entrepreneurship.

Upon completion of the qualification a qualifying learner will be able to

• Demonstrate specialist knowledge to enable engagement with and critique of current research or practices, as well as advanced scholarship or research in a field of Physical Sciences.
• Evaluate current processes of knowledge production, and to choose an appropriate process of enquiry in a field of Physical Sciences.
• Demonstrate 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 in a selected field of Physical Sciences.
• Use a wide range of specialized skills in identifying, conceptualizing, designing and implementing methods of enquiry to address complex and challenging problems within in a selected field of Physical Sciences and an understanding of the consequences of any solutions or insights generated within a specialized context.

Rationale

Desert and Arid Region Studies is one of institution's identified research focus areas, and the Faculty of Natural and Applied Sciences is central to the development and growth of relevant research projects in this area. This proposed Master of Science programme is well placed to make a significant contribution to this focus area through training of experts within the field, while simultaneously, undertaking "interdisciplinary research projects that address complex societal challenges, particularly those relevant to the Northern Cape region". Similarly, the university has identified a research focus area Just Energy Transition through a future Centre for Alternative Energy (CAE) under the Faculty of Natural and Applied Sciences.

The proposed qualification responds to a need to address a critical shortage of postgraduate skills in physical science fields. The goal is to promote human capital development in various areas of Physical Sciences which include Physics, Chemistry, Geography, and Geology. This will enhance the development of scientific knowledge and promote innovation which is necessary in order to achieve a knowledge economy, economic growth and sustainable development. Some drivers of the need of science learners at this level in the province and the country are hosting of the Square Kilometre Array (SKA), expansive green hydrogen projects and the rapid development of solar and battery storage facilities in the Northern Cape province.

This qualification has capacity to open many career opportunities in science, industry and community in a province that has latent potential. Because the degree enables students to focus on a particular field of study, this will allow one to gain specialized knowledge and become more competitive on the job market.

There is enough learners who will be drawn from the three Bachelor of Science Honours streams of Chemistry, Geography, Physics, and soon to be developed Geology stream for the proposed MSc qualification to be sustainable.

Recognition of Prior Learning (RPL)

RPL will be applied for the following purposes

• Recognition of learning obtained in formal, informal and non-formal learning contexts.
• Improvement and diversification of access to higher education.
• Acknowledgement of lifelong learning.
• RPL Access: to provide an alternative access route into a programme of learning for those who do not meet the formal entry requirements for admission.

The qualification's RPL will allow learners without a formal NQF Level 8 qualification but with significant work experience in relevant physical sciences fields (e.g., laboratory research, environmental consulting, or industrial roles) to apply. Applicants would be required to submit a comprehensive portfolio of evidence demonstrating their prior learning and experience. This may include professional certifications, published work, detailed CVs, employer references, and evidence of completed projects.

Assessment process: Leaners' portfolios will be assessed by a dedicated RPL committee comprising academic staff and external experts. The assessment will measure the learner's alignment with the learning outcomes of an equivalent NQF Level 8 qualification. Where necessary, learners may be required to complete additional assessment tasks, such as oral presentations, written reports, or competency-based tests.

Entry Requirements

• Bachelor of Science Honours in Physical Science, NQF level 8.

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

Compulsory Module, Level 9, 180 Credits

• Research Project, 180 Credits.

1. Demonstrate specialist knowledge to enable engagement with and critique of current research or practices, as well as advanced scholarship or research in a field of Physical Sciences.
2. Evaluate current processes of knowledge production, and to choose an appropriate process of enquiry in a field of Physical Sciences.
3. Demonstrate 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 in a selected field of Physical Sciences.
4. Use a wide range of specialized skills in identifying, conceptualizing, designing and implementing methods of enquiry to address complex and challenging problems within in a selected field of Physical Sciences and an understanding of the consequences of any solutions or insights generated within a specialized context.
5. Make autonomous ethical decisions which affect knowledge production, or complex organizational or professional issues, and the ability to critically contribute to the development of ethical standards in a specific context.
6. Design and implement a strategy for the processing and management of information, in order to conduct a comprehensive review of leading and current research in an area of Physical Sciences to produce significant insights.
7. Make interventions at an appropriate level within a system, based on an understanding of hierarchical relations within the system, and the ability to address the intended and unintended consequences of interventions.
8. Develop his or her own learning strategies, which sustain independent learning and academic or professional development and can interact effectively within the learning or professional group as a means of enhancing learning.
9. Operate independently and take full responsibility for his or her own work, and, where appropriate, to account for leading and initiating processes and implementing systems, ensuring good resource management and governance practices.

The following Associated Assessment Criteria are assessed in an integrated manner across all the Exit Level Outcomes

• Evaluate competency through assessment of the literature review, oral presentations, and the discussion of results on the final report.
• Evaluate through assessing the methodological approach chosen by the student, and ultimately the collection and analysis of data.
• Assess through the design, selection and application of appropriate and creative methods, techniques, processes or technologies to address the problem.
• Identify, conceptualise, design and implement methods of enquiry to address the problems that will be assessed in the methodology section of the proposal.
• Evaluate research proposal for ethical practices at faculty and senate level before they can be allowed to carry out the research.
• Clearly articulate how the research proposal data will be treated in order to conduct comprehensive research that produces significant insights.
• Assess through written progress reports, oral presentations, and the final report.
• Make interventions at an appropriate level within a system, and the ability to address the intended and unintended consequences of interventions, will be assessed through the execution of field and/or laboratory work.
• Assess through progress reports, which should detail the milestones covered, challenges faced, and how risks were circumvented.
• Assess through the effective use of physical, intellectual and financial resources and the capacity to plan and account for resources.

Integrated Assessment

The Master of Science in Physical Sciences qualification is research based. Learners on the qualification will be assessed by both formative and summative assessment. Individual learner learning and assessment are integrated.

Formative assessment

This will concentrate on on-going demonstration of competency to apply specialist knowledge in the field of study. Continual formative assessment is required so that learners is given feedback on their progress in the achievement of specific learning outcomes. Formative integrated assessment will take place through feedback from supervisors on submitted work, seminar presentations and discussions in which students are expected to participate in self-assessment, peer assessment and assessment by members of the academic staff. The formative assessment is deemed work-in-progress. Learners will be able to identify problems or areas of interest which they want to explore further and can display a range of foundational, practical and reflexive competencies developed throughout the study period. Successful completion and presentation of the proposal will constitute 10% of the total mark, while successful completion and presentation of the final project will constitute 20%, and successful assessment of the final dissertation will contribute 70%.

Summative assessment

Summative assessment will constitute the dissertation at the end of the study period. The submitted dissertation for the learner's ability to integrate the larger body of knowledge, skills and attitudes, research design, data collection, presentation, analysis, interpretation and discussion. The dissertation will be submitted to the Faculty Registrar/Postgraduate Office, before the closing date for the various graduation ceremonies as announced annually. For examination purposes, a student must, in consultation with the supervisor, submit enough bound copies and/or e-copies of the dissertation, of good letter quality to the Faculty Registrar/Postgraduate Office.

The learner's final dissertation will be externally and internally examined to confirm that it is on the required level. Internal and external examiners will be nominated and appointed according to criteria to be formulated by the Faculty of Natural and Applied Sciences. This ensures that learners are assessed consistently, accurately and in a well-designed manner. All examiners will also be issued with clear assessment criteria and guidelines, aligned with national criteria and guidelines on the quality and standards. Corrections and or further work pointed out by the examiners will be communicated to and addressed by learners in line with clear Faculty specific and institutional rules and guidelines. Learners will also be afforded reasonable access to examiners' comments and recommendations without jeopardizing the integrity of the assessment process. The provisions regarding pass requirements for dissertations is contained in the Rule book of the University.