Master of Theology

Purpose

The primary purpose of the Master of Theology is to train researchers who can contribute to the development of knowledge at an advanced level. The qualification will equip learners with specialist theological knowledge of the Christian faith, church doctrine, church history, and the interpretation of the Bible as related to the different fields of ministry. The qualification will enable learners to do advanced and independent research through training in research methods and methodology to expose them to peer group evaluation, the world of scholarly, scientific communication, and evaluation inter alia by assisting them in publishing their findings. The qualification will prepare learners who aspire to move to the highest level of academic work for doctoral study and promote an approach based on academic integrity and professional ethics.

On completion of the qualification, qualifying learners will be able to

• Deal with the complexity of theological hermeneutics to find workable solutions to problems and challenges related to theology.
• Add to the pool of academics and professionals by promoting competence and critical intellectual abilities.
• Ensure the significance/relevancy and advancement of theology and ministry and make provision for the needs of society for skilled theologians and community leaders.
• Contribute to good citizenship among congregants where graduates are placed.

Rationale

The qualification responds to the need to provide faith communities and the South African society at large with graduates possessing the critical knowledge, skills, and competence required to make a positive but critical contribution to theological, ethical, and global-political debates.

The qualification will develop advanced research competencies which will meet demand in numerous sectors and foster the entrepreneurial qualities sorely needed in the Republic of South Africa to realise Sustainable Development Goals (SDG) as well as the National Development Plan (NDP) objectives for 2030. The qualification will lay the foundations for conducting research at advanced levels of complexity and prepare graduates for undertaking research at specialist levels, thus contributing to the knowledge economy of South Africa through participation in knowledge creation.

Christian Leadership by persons with competencies fostered at this level of learning within local Churches and Communities is well documented and engrained into the fabric of various Ecclesiastical Bodies, Community Development Projects, Public Benefit Organisations, and Non-Profit Companies. In addition, numerous management and other roles within Higher Education and Public Administration require a minimum of an NQF 9 Level qualification including Theological qualifications.

The qualification is research-driven and responds to the need for advanced in-depth and independent theological research and the goal of individuals to be a theological and/or religious resource for faith communities, churches, comparable organisations, societies, citizens, and others. The qualification is, therefore, designed to provide faith communities and society with learners who have the critical knowledge, research skills, methodology, and competence to meet the demands of responsible ministry and leadership in contemporary society.

The development of the qualification was informed by the analysis of Alumni Tracking Data, Benchmarked Trends in Higher Education, and Community Feedback. Most learners who pursue access to an articulating Master's degree at alternative institutions of Higher Learning would have preferred to continue their studies at the institution rather than pursue it elsewhere.

In addition, Academics are required to maintain institutional standards of research outputs as part of their tenure at the institution.

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

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.

Entry Requirements

The minimum entry requirement for this qualification is

• Bachelor of Divinity, NQF Level. 8.

Or

• Bachelor of Theology, NQF Level 8.

Or

• Bachelor of Arts Honours in Theology, NQF Level 8.

Or

• Bachelor Honours in Theology, NQF Level 8.

Or

• Postgraduate Diploma in Theology, NQF Level 8.

Or

• Postgraduate Diploma: Christian Theology, NQF Level 8.

Or

• Postgraduate Diploma in Theology in Christian Ministry, NQF Level 8.

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

Compulsory modules, Level 9, 180 Credits

• Dissertation, 180 Credits.

1. Engage with, critique, interpret, and evaluate current advanced scholarship, research, and processes of knowledge production.
2. Demonstrate the ability to design, select, and apply appropriate and creative methods and processes.
3. Demonstrate the ability to critically contribute to the development of ethical standards.
4. Demonstrate the ability to analyse and interpret contexts, and documents.
5. Act autonomously in planning and implementing tasks at a professional level.
6. Demonstrate problem-solving, accountability, accessing, processing, and managing information.
7. Apply self-direction and originality in the ability to interact effectively.
8. Make interventions at an appropriate level within a system, based on an understanding of hierarchical relations within the system.
9. Address and reflect on the intended and unintended consequences of interventions.
10. Effectively and clearly communicate, verbally and in writing, to a range of audiences with different levels of knowledge/expertise, utilizing the resources of academic discourses.

The following Associated Assessment Criteria will be applied in an integrated manner across the Exit Level Outcomes

• Critique, interpret, and evaluate current scholarship, research, and processes of knowledge production in the academic field of study.
• Design, select, and apply appropriate and creative methods and processes to address and solve complex practical and theoretical problems applicable to own research or advanced scholarship.
• Apply research techniques and enquiry to create and interpret knowledge in the discipline.
• Critically contribute to the development of ethical standards in a specific context.
• Use the resources of academic and professional/occupational discourses to effectively communicate to a range of audiences with different levels of knowledge/expertise.
• Develop learning strategies that sustain independent learning and academic or professional development.
• Interact effectively within the learning or professional group as a means of enhancing learning.
• Act autonomously in planning and implementing tasks at a professional level.
• Make interventions at an appropriate level within a system, based on hierarchical relations within the system, and address the intended and unintended consequences of interventions.

INTEGRATED ASSESSMENT

The assessment will be formative and summative.

Formative Assessment

Formative assessment will be continuous towards improvement of successive draft chapters, with regular feedback from the supervisor. The formative process is under supervision and a learner must:

• Undertake a literature review on a specified topic.
• Formulate a problem statement, objectives, questions/hypotheses.
• Write a research proposal.
• Collect data and analyse data.
• Compile an academically written Thesis with citations and references.

Summative Assessment

The summative assessment component is the submission of a full Dissertation for examination.

The criteria to be satisfied by the learner before awarding of the degree include

• Complete at least one calendar year as a registered learner for the qualification.
• Submit a full dissertation which is externally evaluated by two expert examiners and declared satisfactory.

Internal and External Examination

At least two external examiners, competent in the field of study, will be appointed by the faculty to ensure the quality of the proposed study. The examiners should be experienced with knowledge of the learning field, in whom other examiners have confidence, and who are experienced thesis examiners.