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SOUTH AFRICAN QUALIFICATIONS AUTHORITY 
REGISTERED UNIT STANDARD THAT HAS PASSED THE END DATE: 

Conduct research into higher education and training practice 
SAQA US ID UNIT STANDARD TITLE
14300  Conduct research into higher education and training practice 
ORIGINATOR
SGB Higher Education & Training 
PRIMARY OR DELEGATED QUALITY ASSURANCE FUNCTIONARY
-  
FIELD SUBFIELD
Field 05 - Education, Training and Development Higher Education and Training 
ABET BAND UNIT STANDARD TYPE PRE-2009 NQF LEVEL NQF LEVEL CREDITS
Undefined  Regular  Level 7  Level TBA: Pre-2009 was L7  10 
REGISTRATION STATUS REGISTRATION START DATE REGISTRATION END DATE SAQA DECISION NUMBER
Passed the End Date -
Status was "Reregistered" 		 2018-07-01  2023-06-30  SAQA 06120/18 
LAST DATE FOR ENROLMENT LAST DATE FOR ACHIEVEMENT
2024-06-30   2027-06-30  

In all of the tables in this document, both the pre-2009 NQF Level and the NQF Level is shown. In the text (purpose statements, qualification rules, etc), any references to NQF Levels are to the pre-2009 levels unless specifically stated otherwise.  

This unit standard does not replace any other unit standard and is not replaced by any other unit standard. 

PURPOSE OF THE UNIT STANDARD 
This unit standard is intended for higher education and training practitioners. Practitioners credited with this unit standard are able to identify and plan a research project, generate or gather and organise research data, analyse and interpret data, and interpret and disseminate research results. 

LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING 
A practitioner who enters a programme for this unit standard is assumed to have a discipline-specific qualification of minimum level 6 on the NQF or equivalent, as well as prior or concurrent experience as an educator in the higher education and training context. 

UNIT STANDARD RANGE 
In this unit standard `research` is used in the sense of reflective practice and includes action research. The research is carried out in, but not limited to, any of the following roles of higher education practitioners in a variety of contexts: interpreter and designer of learning programmes, mediator and facilitator of learning, mentor and adviser of learners, designer, developer and moderator of assessment, leader and administrator of higher education provision.

Specific range statements are provided in the body of the unit standard where they apply to particular specific outcomes or assessment criteria. 

Specific Outcomes and Assessment Criteria: 

SPECIFIC OUTCOME 1 
Identify and plan a research project. 

ASSESSMENT CRITERIA 

ASSESSMENT CRITERION 1 
1. The research is justified in terms of an identified need. 

ASSESSMENT CRITERION 2 
2. The research topic is described in terms of clearly defined purposes and related objectives. 

ASSESSMENT CRITERION 3 
3. The research questions are consistent with the identified need and formulated in a manner that supports the achievement of the research objectives. 

ASSESSMENT CRITERION 4 
4. The research methods are selected and justified in terms of usefulness and appropriateness to the research context and their potential to achieve the objectives. 

ASSESSMENT CRITERION 5 
5. The research plan is presented in a manner that promotes effective and efficient implementation of the research. 

ASSESSMENT CRITERION 6 
6. All resources required for the effective implementation of the research plan are identified. 
ASSESSMENT CRITERION RANGE 
Resources include human, physical and financial resources.
 

ASSESSMENT CRITERION 7 
7. The research project is manageable in terms of the available resources. 

SPECIFIC OUTCOME 2 
Gather and organise research data. 

ASSESSMENT CRITERIA 

ASSESSMENT CRITERION 1 
1. The methods used to generate or gather data are consistent with the research plan and used in accordance with principles governing their application. 

ASSESSMENT CRITERION 2 
2. Sufficient evidence is gathered to satisfy the demands of empirical and scientific social science research. 

ASSESSMENT CRITERION 3 
3. Data is assimilated, organised and compiled in an effective and scientific manner. 
ASSESSMENT CRITERION RANGE 
Effective and scientific means:
  • ease of interpretation
  • lack of bias
  • comprehensiveness
     
    		•

    SPECIFIC OUTCOME 3 
    Analyse and interpret research data and establish findings. 

    ASSESSMENT CRITERIA     

    ASSESSMENT CRITERION 1 
    1. The analysis reveals key characteristics of the data. 
    ASSESSMENT CRITERION RANGE 
    Key characteristics include similarities, differences, patterns and trends, as well as deviations from patterns and trends.
     

    ASSESSMENT CRITERION 2 
    2. Inferences are consistent with the data and can be substantiated logically. 

    ASSESSMENT CRITERION 3 
    3. Findings are interpreted in relation to the purpose of the research. 

    ASSESSMENT CRITERION 4 
    4. The intervention is manageable in terms of the available resources. 

    SPECIFIC OUTCOME 4 
    Interpret and disseminate research findings. 

    ASSESSMENT CRITERIA     

    ASSESSMENT CRITERION 1 
    1. Performance criteria are identified that provide a standard of comparison against which the intervention can be measured. 

    ASSESSMENT CRITERION 2 
    2. Activities are prioritised and tasks are listed in a manner that promotes effective and efficient implementation of the intervention. 

    SPECIFIC OUTCOME 5 
    Observe and evaluate the effects of the intervention. 

    ASSESSMENT CRITERIA     

    ASSESSMENT CRITERION 1 
    1. The observation reveals key characteristics of the intervention. 
    ASSESSMENT CRITERION RANGE 
    Key characteristics include patterns and trends, as well as deviations from patterns and trends.
     

    ASSESSMENT CRITERION 2 
    2. The intervention is evaluated in terms of the identified performance criteria. 

    SPECIFIC OUTCOME 6 
    Interpret data, establish findings and re-plan. 

    ASSESSMENT CRITERIA     

    ASSESSMENT CRITERION 1 
    1. Inferences are consistent with the data and can be substantiated logically. 

    ASSESSMENT CRITERION 2 
    2. Data are interpreted in relation to the purpose of the intervention. 

    ASSESSMENT CRITERION 3 
    3. Findings can be substantiated on the basis of a reasonable interpretation of the data. 

    ASSESSMENT CRITERION 4 
    4. Recommendations for improving higher education practice are useful and appropriate to the context. 

    ASSESSMENT CRITERION 5 
    5. The new planning cycle provides evidence of improved practices based on findings. 


    UNIT STANDARD ACCREDITATION AND MODERATION OPTIONS 
    Anyone who assesses practitioners against this unit standard must be registered as an assessor with the relevant ETQA and must provide proof of substantial social science research experience. Any institution offering learning that will enable achievement of this unit standard, or that will assess it, must be accredited as a provider with the relevant ETQA.

    Moderation of assessment will be overseen by the relevant ETQA in accordance with its guidelines and procedures. Therefore, anyone wishing to be assessed against this unit standard may apply to be assessed by an assessment agency, assessor or provider that is accredited by the relevant ETQA. 

    UNIT STANDARD ESSENTIAL EMBEDDED KNOWLEDGE 
    Knowledge and understanding of the following are considered essential to prove competence in the specific outcomes of this unit standard:
  • Scientific writing
  • Research ethics. 
    		•


    Critical Cross-field Outcomes (CCFO): 

    UNIT STANDARD CCFO IDENTIFYING 
    The following outcome supports the critical cross-field outcomes of identifying and solving problems:
  • Identify and plan a research project. 
    		•

    UNIT STANDARD CCFO COLLECTING 
    The following outcome supports the critical cross-field outcome of collecting, analysing, organising and critically evaluating information:
  • Gather and organise research data;
  • Interpret data, establish findings and re-plan. 
    		•

    REREGISTRATION HISTORY 
    As per the SAQA Board decision/s at that time, this unit standard was Reregistered in 2012; 2015. 

    UNIT STANDARD NOTES 
    Notes to assessors:

    Assessors should keep the following general principles in mind when designing and conducting assessments against this unit standard:
  • Focus the assessment activities on gathering evidence in terms of the main outcome expressed in the title to ensure assessment is integrated rather than fragmented. Remember we want to declare the person competent in terms of the title. Where assessment at title level is unmanageable, then focus assessment around each specific outcome, or groups of specific outcomes.
  • Make sure evidence is gathered across the entire range, wherever it applies. Assessment activities should be as close to the real performance as possible, and where simulations or role-plays are used, there should be supporting evidence to show the candidate is able to perform in the real situation.
  • Do not focus the assessment activities on each assessment criterion. Rather make sure the assessment activities focus on outcomes and are sufficient to enable evidence to be gathered around all the assessment criteria.
  • The assessment criteria provide the specifications against which assessment judgements should be made. In most cases, knowledge can be inferred from the quality of the performances, but in other cases, knowledge and understanding will have to be tested through questioning techniques. Where this is required, there will be assessment criteria to specify the standard required.
  • The task of the assessor is to gather sufficient evidence, of the prescribed type and quality, as specified in this unit standard, that the candidate can achieve the outcomes again and again and again. This means assessors will have to judge how many repeat performances are required before they believe the performance is reproducible.
  • All assessments should be conducted in line with the following well documented principles of assessment: appropriateness, fairness, manageability, integration into work or learning, validity, direct, authentic, sufficient, systematic, open and consistent. 
    		•

    QUALIFICATIONS UTILISING THIS UNIT STANDARD: 
      ID QUALIFICATION TITLE PRE-2009 NQF LEVEL NQF LEVEL STATUS END DATE PRIMARY OR DELEGATED QA FUNCTIONARY
    Core  23113   Post Graduate Certificate: Higher Education and Training  Level 7  NQF Level 07  Passed the End Date -
    Status was "Reregistered"     		 2023-06-30  As per Learning Programmes recorded against this Qual 


    PROVIDERS CURRENTLY ACCREDITED TO OFFER THIS UNIT STANDARD: 
    This information shows the current accreditations (i.e. those not past their accreditation end dates), and is the most complete record available to SAQA as of today. Some Primary or Delegated Quality Assurance Functionaries have a lag in their recording systems for provider accreditation, in turn leading to a lag in notifying SAQA of all the providers that they have accredited to offer qualifications and unit standards, as well as any extensions to accreditation end dates. The relevant Primary or Delegated Quality Assurance Functionary should be notified if a record appears to be missing from here.
     
    NONE 


    All qualifications and part qualifications registered on the National Qualifications Framework are public property. Thus the only payment that can be made for them is for service and reproduction. It is illegal to sell this material for profit. If the material is reproduced or quoted, the South African Qualifications Authority (SAQA) should be acknowledged as the source.