Target Group

Mainly lecturers, facilitators and educational leaders of Higher Education institutions. Currently, no statutory board of professional council dictates any formal requirements concerning teaching qualifications of lecturers in Higher Education. This programme, in the interim, meets these requirements.

General aims of the programme

The primary aim is to equip participants with the knowledge, skills and disposition to function optimally, as professionals, in their respective institutions.

The secondary aim will be to equip the participants with research skills in order to better themselves through advanced studies and research for a career in Higher Education.

Admission requirements

Candidates should meet the following prerequisites to be admitted to the MPhil in Higher Education:

1. an applicable Honours degree, and be employed in a higher education environment; or
2. any other academic-professional combination of studies equal to a Honours degree which the Senate deems suitable for admission to this programme, and be employed in a higher education environment; or
3. evidence that a candidate has reached a standard of competence in higher education, demonstrated through the process of evaluation of prior learning and according to the judgement of Senate, is regarded as being sufficient for submission.

Recognition of Prior Learning (RPL)
The University of Stellenbosch has accepted a policy for the assessment and recognition of prior learning (RPL) on which the Centre currently draws to assess RPL applications. Based on the information you provide if you do not meet the criteria for acceptance into the programme, we shall assess your application and let you know about the outcome as soon as possible. Read more about RPL application procedures.

Learning outcomes

Apart from the critical/generic learning outcomes, which include self-management, problem solving, critical evaluation, effective communication and systemic thought, the programme requires of learners to demonstrate: Skills in the planning and utilisation of staff evaluation and development strategies, especially concerning effectiveness of teaching and learning; and: Knowledge and perspectives on leadership and leadership development in the Higher Education environment.

Structure and credit value of modules

Module	Topic	Credits
Year 1
1	Perspectives in higher education	10
2	Student learning in higher education	10
3	Foundations of research	10
4	Research in higher education	15
5	Curriculum and programme design in higher education	15
6	Teaching in higher education	15
Year 2
7	Assessment and evaluation in higher education	15
8	Scholarship in higher education *	15
9	Technology in higher education *	15
10	Staff development in higher education *	15
11	Leadership in higher education *	15
12	Research thesis**	15
	Thesis**	120
	Total	240

* A selection of two modules from 8, 9, 10 or 11 ** The main part of the thesis is usually written in the second semester of the second year.

Assessment

The following formative/continuous assessment techniques apply:

• Assignment completed within institutional contexts for each module (1-10);
• Group activities and tasks for each of the ten modules during the two-week residential period at the beginning of each year;
• Learning sessions, facilitated by the students during the residential period; and
• Self-reflective study portfolios spanning the total time of study.

Final assessment includes the following:  

• A demonstration of the integration of acquired knowledge at the beginnig of the third semester of study;
• A thesis on a chosen topic which focuses on an issue in Higher Education. This will also be examined orally in cases where the result might not be absolutely clear. The thesis can, alternatively, be replaced by a research portfolio consisting of advanced assignments, case-studies and research reports, which should measure up to the scientific criteria for an academic article. This component will be examined orally.

Who facilitate the programme?

Prof Eli Bitzer, professor of Higher Education together with guest lecturers in the different modules, will co-facilitate the programme. All facilitators have shared experience on various aspects concerning Higher Education.

The Centre functions under the auspices of the Department of Curriculum Studies based in the Faculty of Education at Stellenbosch University.

How is the programme facilitated ?

Eleven modules are presented over a period of two years. A short and compulsory residential period of two weeks, usually in February, introduces each study year. The rest of the programme is presented via distance education and on-line assignments.

Learning is facilitated via structured study materials, written assignments and feedback as well as telephonic and electronic contact. Where possible and feasible site visits to students form part of the programme.

How can I obtain more information on the programme and application procedures?

Should you require more information on the learning outcomes programme or information on modules, or if you would like to complete an application form, please get in touch with the Centre for Higher and Adult Education at the following address:

The Secretary and Course Administrator - Diana Kruger
Centre for Higher and Adult Education
Faculty of Education
University of Stellenbosch
Private Bag X1
Matieland
7602

Tel:	+27 21 808 2277/78/94
Fax:	+27 21 808 2270
E-mail:	dkruger@sun.ac.za  emb2@sun.ac.za

Enquiries with regard to Student Fees:
Mr Deon Immelman, Tel (021) 8084527, Send e-mail