Postgraduate Diploma in Higher Education

Purpose

The qualification is intended to contribute to the professional development of practitioners in Higher Education with particular reference to teaching and learning. It serves to promote deep reflection and conscious, ethical practice by such staff through interrogation of current research, theories and discourses of Higher Education.

Rationale

The South African higher education sector has experienced many changes such as massification, diversification and transformation among others in the past decade. The need for highly skilled, innovative academics to work in this transforming milieu has grown exponentially. Prior to 2009, education in South Africa was represented by a single Department of Education. In 2009, the Department of Higher Education and Training was established to oversee universities and other post-secondary education in South Africa.

Generally, South African universities' academic staff members were hired on the strengths of their discipline expertise and there was no formal training nor qualification to do what they do. Consequently, the Department of Higher Education and Training (DHET) White Paper for Post-school Education and Training (PSET) noted that there was a need for assisting academics to improve their qualifications through "promoting the professionalisation of lecturers, instructors and trainers" (Department of Higher Education and Training 2013, p. 26).

The Postgraduate Diploma in Higher Education is a response to PSET and is designed to build the competence of expert higher education academic staff focusing on: strengthening and consolidating their knowledge of teaching, learning, designing and evaluating curricula and assessments in the higher education context; developing their capacity as educational researchers. This qualification leads to the Master of Education qualifications for participants who wish to enhance their scholarship in Higher Education.

Recognition of Prior Learning (RPL)

RPL offers an alternative access route into a qualification, to those who do not meet the specified qualification entry requirements. Qualifications, part-qualifications and professional designations registered on the NQF may be awarded in whole or in part through RPL.

Recognition of Prior Learning (RPL) is an important consideration for this qualification. The institution's Recognition of Prior Learning Policy and rules and procedures will be considered when students apply for RPL.

The institution's policy General Rule 7b (GR7b) states: "An applicant who has graduated from another tertiary institution or who has in any other manner attained a level of competence which, in the opinion of the Senate, is adequate for the purpose of postgraduate studies or research, may be admitted as a learner of the University".

The South African Qualifications Authority (SAQA) National Policy and Criteria for the Implementation of the Recognition of Prior Learning (amended March 2019) and The Council of Higher Education, Recognition of Prior Learning, Credit Accumulation and Transfer in Higher Education (2016) is relevant to this qualification, in terms of the implementation of RPL, which strives to respond to socio-economic redress of historically disadvantaged communities.

Accordingly, RPL implementation in the qualification will be an enabling mechanism for either/or

• Access to qualifications.
• Advanced standing for future higher level qualifications.
• Award of full or partial credits where prior learning meets all the requisite exit level outcomes of the respective qualification.

The RPL assessment recognises knowledge, skills and professional competence achieved through alternative learning pathways such as informal, non-formal, work-based experience, as well as formal learning. A portfolio of evidence (POE) will form the basis of RPL evaluation.

An RPL assessment committee will be set up to examine the POEs.

The RPL evaluation process is based on the matching of learning outcomes, obtained via alternative learning pathways, with the exit level outcomes of the programme. The RPL portfolio of evidence (POE) evaluation will use criterion referenced rubrics to ensure consistency, fairness and rigour of RPL assessment. Successful RPL applications are subsequently presented and considered by the School Higher Degrees committee, followed by a submission for approval at the College Academic Affairs Board meeting.

Entry Requirements

The minimum entry requirement for this qualification is

• An appropriate Bachelor's Degree, NQF Level 7.

This qualification consists of the following compulsory and elective modules at National Qualifications Framework Level 8 totalling 128 Credits.

Compulsory Modules, 48 Credits

• Higher Education Context and Policy, 16 Credits.
• Researching in Higher Education, 16 Credits.
• Practice, Reflection and Portfolio Development in Higher Education, 16 Credits.

Elective Modules, 80 Credits (Select 5 modules)

• Diversity and the Student in Higher Education, 16 Credits.
• Designing and Evaluating Curricula in Higher Education, 16 Credits.
• Teaching and Learning in Higher Education, 16 Credits.
• Assessing Learning in Higher Education, 16 Credits.
• Technology for higher education pedagogy, 16 Credits.
• Supervising Research in Higher Education, 16 Credits.

1. Explore higher education as a discipline and sector in South Africa, with particular attention to its policy and social contexts.
2. Understand research paradigms, approaches and methods common in Higher Education research; and identify an aspect of research in Higher Education that connects with their own involvement in the sector.
3. Increase ability to use workplace experiences to further develop and to document knowledge and skills in relation to Higher Education.
4. Explore and demonstrate understanding of learner diversity and how diverse students experience and develop within Higher Education.
5. Provide an overview of Higher Education curricula, characterised by structural and ideological differences in a changing policy and stakeholder environment.
6. Demonstrate a theoretical understanding of the diverse practices in teaching and learning.
7. Examine the range of assessment possibilities, the effects of assessment on learning and to be able to design different assessment processes.
8. Examine, design and use pedagogy that includes the use of technology in the classroom in a variety of ways.
9. Demonstrate an understanding of the various approaches and methods of postgraduate supervision in Higher Education.

Associated Assessment Criteria for Exit Level Outcome 1

• Describe and critique relevant concepts and theories, policies and structures.
• Critically read a range of literature that includes seminal works of international and local scholars in the field of higher education studies.
• Relate theories and policies to own current responsibilities in higher education.
• Demonstrate insight into their own attitudes as a professional in higher education.

Associated Assessment Criteria for Exit Level Outcome 2

• Demonstrate a clear overview of the nature and scope of research on Higher Education.
• Engage with appropriate literature around research in Higher Education.
• Articulate selected research approaches and methods in Higher Education research.
• Plan and evaluate a small study relevant to own practice in Higher Education.
• Report the findings and conclusions of studies undertaken in Higher Education.

Associated Assessment Criteria for Exit Level Outcome 3

• Critically reflect (beyond description) on their practices.
• Articulate (own) learning outcomes that are clear, measurable, feasible and justifiable.
• Demonstrate a holistic understanding of their work and context.
• Show familiarity with appropriate conceptual and theoretical frameworks on work-integrated learning.
• Perform identified tasks effectively and efficiently, with due regard to ethical and environmentally responsible ways of working.
• Construct a portfolio that is coherent, comprehensive- in respect of the modules' learning outcomes- and that contains evidence of the growth of knowledge, skills and attitudes as a professional practitioner in Higher Education.

Associated Assessment Criteria for Exit Level Outcome 4

• Recognise the interconnectedness of one's own experiences and learning.
• Show a depth of insight into own attitudes to diversity in Higher Education.
• Articulate the relevance of concepts and theories relating to student development and diversity.
• Critically engage with relevant literature relating to higher education students and diversity.
• Relate theories and policies to current Higher Education practices on issues concerning diversity.
• Demonstrate a depth and breadth of knowledge about selected students.

Associated Assessment Criteria for Exit Level Outcome 5

• Describe a variety of higher education curriculum models and processes.
• Recognise the nature of interaction between curriculum, its larger context and teaching and learning within Higher Education.
• Demonstrate an understanding of the appropriateness and breadth of reading on aspects of Higher Education curriculum.
• Show understanding of the relevance, scope and coherence of curriculum developed for assessment purposes.
• Argue coherently for own choices in Higher Education curriculum development.
• Use appropriate academic conventions in tasks and assignments.

Associated Assessment Criteria for Exit Level Outcome 6

• Demonstrate the ability to consult with a broad range of literature and research on the scholarship of teaching and learning.
• Evaluate diverse teaching and learning strategies.
• Critique significant aspects of current teaching and learning practices.
• Propose changes in teaching and learning methods based on a sound appreciation of the institutional context, disciplinary expectations and student characteristics.
• Demonstrate and evaluate own creative approaches to teaching and learning.
• Craft teaching and learning materials that are based on sound theoretical principles and experiential knowledge.

Associated Assessment Criteria for Exit Level Outcome 7

• Critique the range of higher education assessment tasks with which the participant engages.
• Determine the appropriateness of the assessment tasks designed, in relation to the purpose of the assessments in Higher Education.
• Consult and probe a range of relevant literature on high education assessment.
• Support and justify the choices of assessment tasks for their contexts.
• Use appropriate academic conventions in assignments.

Associated Assessment Criteria for Exit Level Outcome 8

• Demonstrate an understanding of the breath of reading on technology in higher education.
• Recognise the range of technologies considered for the learning event in higher education.
• Make the appropriate choice and application of technology in a planned learning event.
• Understand the literature and research-based choices of technologies and evaluation thereof.
• Make a coherent argument in the evaluation of technologies.

Associated Assessment Criteria for Exit Level Outcome 9

• Provide a clear overview of the nature, issues and trends relating to postgraduate supervision in Higher Education.
• Engage with appropriate literature around postgraduate supervision in Higher Education.
• Identify a range of policies, practices and structures relating to the postgraduate sector.
• Plan, and evaluate some strategies relating to their own postgraduate practice in Higher Education.

Integrated Assessment

A variety of assessment methods will be used including formative (essays, project) and summative assessments (examination). These will be used to assess practical, foundational and reflexive competence at the level of performing contextual tasks and actions. The institution will develop various tools at the module and programme levels to assess learners' ability to integrate concepts, ideas and actions across modules to demonstrate competence that is grounded and coherent in relation to the purposes of the qualification.

Also, at the qualification level, learners will have to complete a research proposal of a Higher Education project to bring together the foundational, practical and reflective competencies. They will do so by showing their ability to integrate theoretical and practical considerations in their proposal of the research project. This will include identifying strengths and shortcomings of particular development frameworks, demonstrating understanding of key terms, concepts and theories, applying and adapting research methods, identifying key stakeholders, evaluating existing approaches and information, demonstrating a capacity to take personal responsibility for particular choices and demonstrating the potential to solve expected and unexpected problems in the higher education context.