Postgraduate Diploma in Laboratory Management

Purpose

The purpose of this qualification is for academic broadening and deepening of the scope of knowledge and skills in terms of the operation and management of scientific testing laboratories according to ISO 17025 international guidelines. The core modules (Laboratory organisation management, Laboratory safety management, Laboratory financial management and Laboratory quality and productivity management) will enforce critical skills and knowledge needed to the management of scientific testing laboratories. Graduates will be able to innovatively contribute to the quality assurance of analytical results, financially manage the laboratory as a business and engage in entrepreneurial activities like starting their testing laboratory, to the benefit of all South Africans. Graduates of the Postgraduate Diploma in Laboratory Management may work as laboratory managers in scientific laboratories, including chemistry, physics, biology, pharmacy, metallurgy, environmental laboratories. The qualification will also provide possible career path promotions for graduates already working in the industry. Graduates of this qualification will possess critical skills and knowledge needed for the management of scientific testing laboratories and may articulate vertically to a Master's Degree in Administration (MBA) or a Master's Degree in Leadership (MBL) at National Qualifications Framework (NQF) level.

Rationale

South Africa's chemical industry is of substantial economic significance to the country, contributing around 5% to the Gross Domestic Product (GDP) and approximately 25% of its manufacturing sales. The industry is the largest of its kind in Africa. It is highly complex and widely diversified, with end products often being composed of several chemicals which have been combined in some way to provide the required properties and characteristics. The synthetic coal and natural gas-based liquid fuels and petrochemicals industry is prominent, with South Africa being a world leader in coal-based synthesis and gas-to-liquids (GTL) technologies. The primary and secondary sectors are dominated by Sasol (through Sasol Chemical Industries and Sasol Polymers), AECI and Dow Sentrachem. These companies have recently diversified and expanded their interests in tertiary products, especially those with export potential.

South African chemical companies are focusing on the need to be internationally competitive and the industry is reshaping itself accordingly, resulting in the creation of more laboratories and an increased need for qualified laboratory managers. In South Africa not all laboratory managers have a formal laboratory management degree, which has become essential with today's global market trends.

Graduates of this qualification may work as laboratory managers in scientific laboratories, including chemistry, physics, biology, pharmacy, metallurgy, environmental laboratories. Learners may also apply to be members of the National Laboratory Association (NLA) which oversee the interests of a large number of laboratories in South Africa. This includes measuring, testing, calibration, verification and other bodies, as well as laboratories which operate in well-defined areas of research and development (R and D) in the natural and applied sciences. Educational institutions can also employ these graduates.

Opportunities therefore, exist for graduates to pursue further educational qualifications. Graduates may apply for full membership with the of subject associations, for example, Chemists can apply at SACI (South African Chemical Institute) and professional registration as national science graduates with the South African Council for Natural Scientific Professions (SACNASP) once they have obtained the Postgraduate Diploma in Laboratory Management.

Recognition of Prior Learning (RPL)

The institution gives Recognition of Prior Learning (RPL), as stipulated in the RPL policy of the institution (to prevent the repetition of offerings already obtained which correspond with the current offering being pursued at the institution.

Prior-learning and or experience relevant to the field of Laboratory management will be evaluated and considered for access to the Postgraduate Diploma. Candidates may apply at the Office of the Registrar for RPL or admission via the Senate's discretionary route. The specific relevant documentation will be requested from these applicants, and these cases will be handled on an individual basis. Candidates are encouraged to contact the Office of the Registrar.

Entry Requirements.

The minimum entry requirements are

• Advanced Diploma in Analytical Chemistry (NQF Level 7).

Or

• Bachelor's Degree in Chemistry (NQF Level 7).

This qualification consists of compulsory modules at Level 8, totalling 120 Credits.

• Laboratory Organisation Management, 30 Credits.
• Laboratory Safety Management, 30 Credits.
• Laboratory Financial Management, 30 Credits.
• Laboratory Quality and Productivity Management, 30 Credits.

1. Attain and evaluate integrated detailed knowledge and knowledge literacy of the central areas of laboratory management as well as detailed knowledge in ISO17025 quality systems.
2. Investigate and critically reflect on a range of statistical methods of enquiry to address complex problems identified in the field of testing laboratories ethically and professionally.
3. Facilitate and manage activities within a familiar or unfamiliar context, taking decisions and acting ethically, morally and professionally in the field of laboratory management.
4. Communicate their ideas using appropriate academic, professional and/or occupational discourse by using a variety of technologies and methodologies relevant to the field of laboratory management.
5. Identify, evaluate and address his or her learning needs in a self-directed manner, and to facilitate collaborative learning processes of peers within the chemical industry.

Associated Assessment Criteria for Exit Level Outcome 1

• Integrated and detailed knowledge and knowledge literacy of laboratory management concepts, principles and rules are recognised, explained, and compared to chemical industry relevant examples.
• Demonstrating applied knowledge and skills typically required from a laboratory manager within the chemical industry.
• Chemical Quality Assurance concepts, theories and strategies in the specialised field of analytical chemistry as well as statistical techniques are identified, analysed, and resolved using applicable examples, typically found in the chemical industry.

Associated Assessment Criteria for Exit Level Outcome 2

• Methods of enquiry, are utilised to investigate complex problems in the fields of: industrial chemical manufacturing components, analytical technologies, and laboratory safety and quality standards.
• Evidence-based solutions are critically evaluated and applied to case studies relevant to the fields above.
• Analytical technology, testing laboratory quality and/or managerial problems can be distinguished and contrasted, and resolved using theory-driven arguments.

Associated Assessment Criteria for Exit Level Outcome 3

• Activities, decisions and actions regarding project and risk management, and the development of laboratory safety and quality standards are identified, formulated and executed by facilitating and managing the process in an ethical, moral and professional manner.
• Ethical values and approaches to management principles and professional practice, with regards to decisions and actions made, can be defended, appraised and judged to assess the validity and appropriateness of the actions taken in the work environment.

Associated Assessment Criteria for Exit Level Outcome 4

• Appropriate academic, professional and/or occupational discourse can be justified and adhered to using an assortment of technologies and methodologies relevant to the field of Laboratory management.

Associated Assessment Criteria for Exit Level Outcome 5

• Continuous professional development of learning needs will be identified, tailored, evaluated and addressed in a self-directed manner to facilitate collaborative learning processes of both the graduate and his/her peers within the chemical industry.

Integrated Assessment

Integrated Assessment is a multidisciplinary approach to the assessment of learning. It is based on combining, interpreting and communicating knowledge in this field of study. In this qualification integrated assessment is ensured by incorporating both formative and summative assessment strategies into the learning programme. Assessment strategies are underpinned by the Exit Level Outcomes and Assessment Criteria, which are designed in articulation with the level descriptors and the scope of practice, as well as module outcomes, design aligned with the ELO's. As such, all elements are aligned with the purpose statement of the qualification. Integrated Assessment will take place within the context of an active learning environment, in adherence to:

• Quality assurance policies, procedures and processes.
• A guided and supported learning environment.

Formative Assessment

Formative Assessment will thus mainly involve integrated types of assessment, used to inform learners about their progress continuously throughout the semester. Self and peer assessment (with the aid of relevant analytical assessment tools) will contribute to formative assessment. Marks collected from this evidence may be recorded for promotional purposes or may be used for the sole purpose of student and lecturer reflection, growth and development. Formative assessment will be used to support the student developmentally and to provide feedback to all involved in the learning process of how teaching and learning can be improved. Throughout the programme, formative assessment strategies will be used to ensure that exit level and critical cross-field outcomes are achieved, which include (but not limited to):

• Assignments.
• Group work.
• Presentations.
• Tests.
• And/or any other applicable methods required within a specific teaching and learning experience.

Summative Assessment

Summative assessment will involve assessment opportunities that take place at the end of a learning experience. Information will be gathered about a student's level of competence upon completion of a unit, module or programme. Results may be expressed in marks in terms of the level of competence achieved, with concerning level descriptors, specific outcomes and assessment standards. This type of assessment is used for promotional purposes and does take the form of (including, but not limited to):

• Examinations (theoretical).
• Portfolios.
• Presentations.
• Tests.