Purpose of the Postgraduate Diploma in Higher Education
The programme 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.
Who qualifies to enter? And how do I apply?
Students who enter into this programme are required to have a minimum of a Honours degree regarded as appropriate by the College of Humanities or evidence of a level of competence as defined in Rule GR7(b).
Apart from the formal admission requirements, a successful applicant will be assumed to:
- Have the information-gathering, analysis and presentation skills required at NQF level 8;
- Be able to comprehend what they have learned and to communicate it reliably, accurately, and comprehensively in the required medium of instruction;
- Be able to begin to take responsibility for their own learning and its progress within a well-structured and managed learning environment;
- Be able to evaluate their own performance.
In addition, applicants to the Programme must have the opportunity to work within a Higher Education institution in a capacity that will allow them to achieve the Programme’s learning outcomes for at least the duration of the Programme.
Applications cam be made online via the School of Education.
Delivery mode of the Postgraduate Diploma in Higher Education at UKZN
Students are given readings to prepare for critical engagement during lecture time. Various methodologies are used such as student presentations, drawing up annotated bibliographies, panel discussions, writing long essays in the shape of a literature review or reading reactions and using the student LANS to search for relevant articles. Additionally, lecturer presentations and discussions are supported with the use of power point presentations. Group work and peer activity are encouraged to motivate students to discuss their ideas, it is in this way that student interaction is promoted within the lecture room. In terms of material development, facilitators develop their own portfolios of evidence, reflective journals, posters and compilations of their own publications in the scholarship of teaching and learning that are shared with the students. In this way the students have useful examples that they can draw from for their own teaching and learning practice.
Private Bag X03, Ashwood, 3605