Master of Theology

This qualification includes the various specialisations in Theology. Please refer to "Notes" for details on the specialisations.

The primary purpose of this qualification is to provide MTh graduates with the necessary knowledge, specific skills and applied competence within a specialised discipline or field of study in theology, to do independent research and to act as leaders, educators, and facilitators in their communities and in society at large.

A second purpose of the qualification is to provide faith communities and South African society at large with graduates who have the knowledge, skills and competence required to make a positive contribution to theological, ethical and environmental debates; and who are able to design, write and offer courses to foster an awareness of the crucial importance of religion in contemporary society.

Learners who are allowed to register for this qualification can already

• engage in critical and creative theological thinking, based on the ability to integrate insights from various theological disciplines;
• think contextually and address real life problems from a theological point of view;
• use theological and related sources skilfully to explore faith and life questions and to address problems encountered in church communities and the society at large;
• use library resources (including the Internet) to do research on theological topics;
• write a fully-fledged research article (with references and a bibliography) on a theological topic.

Recognition of prior learning

This qualification recognises

• Formal prior learning

An Honours BTh degree in Theology (or equivalent qualifcation)

OR

A Diploma/Licenciate in Theology from certain accredited theological seminaries/colleges, with an acceptable combination of courses

OR

Any other Bachelor's degree (or equivalent qualification), accompanied by adequate theological knowledge, proven ministry skills and/or community involvement.

• Non-formal and informal prior experiential learning

The MTh degree that comprises a dissertation only cannot be awarded in part through RPL. The "structured" MTh degree, which contains course work, could be awarded in part through RPL. The university is investigating an RPL policy which will be debated by Faculties and Senate.

Current legislation requires that students complete 50% of their qualification at the institution which confers the degree. At this moment up to 50% of the "structured" MTh degree may be awarded through RPL.

Specific outcomes

1 MTh graduates can engage in critical and creative theological thinking and write a dissertation which reflects their ability to do research independently.

2 MTh graduates can communicate effectively within a specific discipline or field of study and summarise the results of existing research.

3 MTh graduates can reveal sensitivity and openness to the personal, social, cultural and religious identities of others.

4 MTh graduates can design and undertake a research project to develop contextual theological responses to real life situations.

5 MTh graduates can play an ethical and constructive role in a faith community and in the community at large.

6 MTh graduates can use theological sources and related sources from other disciplines skilfully in their research, to explore faith, spiritual and ethical questions and to address problems encountered in communities.

7 MTh graduates can communicate theological insights regarding their field of specialisation effectively in a faith community and to a scholarly audience.

8 MTh graduates can relate their research to developments in the worldwide Christian movement and in relation to global political, economic, religious and social forces.

Critical cross-field outcomes

1 MTh graduates can identify, analyse, formulate, and solve convergent and divergent problems of living, of individual, societal and congregational kinds, creatively and innovatively.

2 MTh graduates can work effectively with others as members of teams, organisations and communities in designing their research projects and in giving practical effect to their research findings.

3 MTh graduates (most of whom do their research on a part-time basis) can organise and prioritise their commitments of work, home and research responsibly and effectively so as to succeed in completing the project within the prescribed number of years.

4 MTh graduates can collect, analyse, organize and critically evaluate information.

5 MTh graduates can communicate effectively using visual and/or language skills in the mode of oral and/or written presentation, in sustained discourse.

6 MTh graduates can use science and technology effectively and critically, showing responsibility towards the environment and health and well-being of others, in community, national and global contexts.

7 MTh graduates can demonstrate an understanding of the world as a set of related systems by recognizing that problem-solving contexts do not exist in isolation, and by acknowledging their responsibilities to those in the local and broader community.

8 MTh graduates can reflect on and explore a variety of strategies to learn more effectively.

9 MTh graduates can participate as responsible citizens and believers in the life of local, national and global communities and religious groups.

10 MTh graduates can be culturally and aesthetically sensitive across a range of social contexts.

11 MTh graduates can explore education and career opportunities by drawing on the knowledge, skills and attitudes they acquired in obtaining this qualification.

12 MTh graduates can develop entrepreneurial opportunities by drawing on the knowledge, skills and attitudes acquired in obtaining this qualification.

Assessment Criteria associated with Specific Outcomes

1. Use resources such as the relevant books, journals, specialist bibliographies and websites.

• use accepted research methods and subject-specific academic conventions in structuring and presenting an argument.
• demarcate the scope of research, for a limited project under supervision.
• classify, analyse, compare, and critically interpret the views expressed by other theologians in books, theses, journals, research articles, etc.
• respond creatively to different theological views (from oral and written texts) in written form.
• use the correct form and style associated with the writing of a dissertation and compiling a bibliography.

1. Communicate effectively, using the style and presentation acceptable to a discipline or field of study.

• present material clearly and systematically.
• develop a logical argument.
• provide a critical overview of the research already done in the discipline or field of study.

1. Demonstrate understanding of the dynamics of prejudice in a pluralistic society, to become better equipped to counter its negative effects.

• analyse the impact of personal, cultural, class, gender, racial and religious differences on the relationships between individuals and communities; and develop the intercultural competence to deal creatively with such differences.
• show respect and appreciation for others, through the way they conduct their research, in order to grow in interpersonal and intercultural maturity.
• plan and conduct their research among people in terms of strict ethical principles.
• identify the challenges inherent in cultural and religious pluralism and express their theological response to these challenges, for the sake of more meaningful intercultural and inter-religious communication.

1. Research and address the needs of a particular faith community in relation to the needs of a larger society and the environment.

• research the nature and dynamics of specific social institutions, processes and problems.
• develop contextually relevant theological responses on the basis of such research, in the form of substantiated proposals and programmes for action.

1. Integrate spirituality and sensitive witness into these roles and contributions.

• cooperate with other community workers or groups.
• reflect on their research project in terms of their ethical values.
• oppose and combat prejudice and injustice in society.

1. Generate contextually relevant interpretations of the Bible or of other religious documents, institutions, processes or events, by using recognised methods of interpretation.

• identify differences between the cultural and social features of the world of the biblical texts and those of contemporary communities.
• use historical sources (in libraries and archives or through interviews) in their research to interpret contemporary issues in historical perspective.
• show the relevance of their research for the needs and problems of society.

1. Produce persuasive and argumentative forms of written and oral communication (based on their research findings), in order to strengthen the life of a faith community, to contribute to scholarly discourse in the field, and to inspire others to study theology.

• express themselves clearly in their first language and within their cultural world view, and reflect critically on the ongoing process of multilingual translation and interpretation taking place in their faith communities.
• take part confidently in local, national and global theological discourse.

1. Show the impact of global developments and the dynamics of intercultural and inter-religious encounters on their research.

• analyse local, national and international power relations, as these impact on the topic of their research.

Assessment Criteria associated with Critical Cross-field Outcomes

1. Identify, analyse and solve problems of biblical interpretation by consistently and creatively applying recognised exegetical methods in specific contexts and by critically evaluating other interpretations.

• approach problems of historical and systematic interpretation in theology by analysing theologies in relation to their respective cultural, economic, social, class, gender and political contexts.
• address church and community problems by using creative contextual approaches to ministry.

1. Indicate the role played by colleagues in the conception and execution of their research projects.

• indicate ways in which the application of their research findings could make a constructive contribution to a faith community and society at large.

1. Design, organise and execute a research project, in consultation with a supervisor.

• demonstrate the requisite research, planning and budgeting skills to complete the project successfully.

1. Demonstrate independent research skills in one theological discipline.

• employ a practical system of gathering, storing and retrieving information, in order to make effective use of literature and other sources of information in their research.
• write a coherent and well-structured dissertation by integrating information and insights from a wide variety of sources.
• use a recognised system of reference techniques and refrain from plagiarism and the abuse of empirical data.
• evaluate the key publications in their field of research and include a brief critical survey of such literature in their dissertation.

1. Produce a coherent and well-argued written dissertation as well as a persuasive oral presentation of the research project in a postgraduate seminar.

• express theological insights creatively in their first language and in terms of their culture and world view.
• communicate their research findings effectively in faith communities, scholarly institutions and the community at large.

1. Use information technology (computers, word processors, databases, internet) appropriately and efficiently in gathering their data and writing their dissertations.

• relate their research projects to the urgent environmental and economic problems facing their communities in the context of globalisation.

1. Show respect for personal, cultural, theological and religious diversity.

• conduct their research on an interdisciplinary basis, by engaging in dialogue with scholars and publications from other disciplines that address the same or similar issues.
• demonstrate a comprehensive grasp of their fields of specialisation.

1. Show evidence that they considered various research approaches/methods for their project, and provide convincing reasons for the approach they adopted.

• address the question of how their personal biases and social positions influenced their research projects.

1. Show commitment to the well-being of society by developing well-informed ethical stances on community issues.

• play a responsible and constructive role in a faith community and society.

1. Demonstrate awareness of the role played by cultural, political, social, economic and gender differences in their research.

• express respect for the diversity of theological and other opinions that exist in their fields of research.
• display intercultural competence in the execution of their research projects as well as in the formulation of their findings.
• cooperate respectfully with people of other churches, theological traditions and religions in the implementation of their research findings.

1. Identify priorities and opportunities for further research in their fields of specialisation.

• compare and evaluate various options for further research, in terms of possible qualifications, supervisors, universities and scholarships.
• offer their research findings to faith communities and other organisations, with a view to possible employment as a church, religious, or community worker.

1. Develop the skills of creativity, social analysis, interpersonal sensitivity, imaginative intelligence, emotional maturity, and community involvement, which could be of great help in finding or creating employment outside church circles.

Integrated assessment

1. Formative assessment

Learning and assessment are integrated. Formative assessment is an ongoing personal process of interaction between the lecturer/supervisor and the student when the means of assessment is a dissertation only. For a "structured" MTh programme, which includes 50% of course work, the formative assessment includes written and/or practical assignments based on the learning material, on which students are given feedback. The process is ongoing and focuses on smaller sections of the work and a limited number of outcomes.

1. Summative assessment

For the course work part of a "structured" MTh, students are assessed by means of either written examinations, oral examinations, or a series of articles. A dissertation (full-length and of limited scope) is assessed by an examination panel (containing at least one external examiner) at the end of the process.

1. Integrated assessment

All assessment will integrate knowledge, skills and attitudes and applied competence.