The Management of a Faculty of Applied Sciences in a South African university of technology is keen on the Faculty offering
degrees rather than the current system of diploma qualifications. But different programmes have different structures and
purposes which may make them more or less suitable as degree qualifications. All the current programmes are in Muller’s
(2009) terms ‘outward-looking’ and involve applied theory as they are aimed at developing students directly for careers.
However, some careers involve high levels of scientific theory which would need to be taught in a vertical and cumulative
fashion over a longer period. These sorts of diploma qualifications, for example, biotechnology, may be quite suited to be
developed as degree qualifications. Even though other careers, such as environmental management, involve the natural
sciences, they have a strong focus on the social sciences. Such diploma qualifications may be more difficult to convert to
degree programmes as it involves two different, sometimes considered to be opposite sciences, namely the natural and human
sciences. The article aims to examine the current drivers at play in the field of environmental management and what effects the
introduction of degrees may have on these actors. It also examines possible changes and how these could impact on the
introduction of degree holding workers and the degree programme itself in a university of technology using scenario
methodology. These will include the professional environments and the nature of the knowledge taught in the fields.