SAQA

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SOUTH AFRICAN QUALIFICATIONS AUTHORITY

REGISTERED QUALIFICATION:

Bachelors of Arts Honours in Design

SAQA QUAL ID	QUALIFICATION TITLE
105124	Bachelors of Arts Honours in Design
ORIGINATOR
Inscape Education Group (Pty) Ltd
PRIMARY OR DELEGATED QUALITY ASSURANCE FUNCTIONARY			NQF SUB-FRAMEWORK
CHE - Council on Higher Education			HEQSF - Higher Education Qualifications Sub-framework
QUALIFICATION TYPE	FIELD		SUBFIELD
Honours Degree	Field 02 - Culture and Arts		Design Studies
ABET BAND	MINIMUM CREDITS	PRE-2009 NQF LEVEL	NQF LEVEL	QUAL CLASS
Undefined	120	Not Applicable	NQF Level 08	Regular-Provider-ELOAC
REGISTRATION STATUS		SAQA DECISION NUMBER	REGISTRATION START DATE	REGISTRATION END DATE
Reregistered		EXCO 0821/24	2021-12-07	2027-06-30
LAST DATE FOR ENROLMENT		LAST DATE FOR ACHIEVEMENT
2028-06-30		2031-06-30

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 qualification does not replace any other qualification and is not replaced by any other qualification.

PURPOSE AND RATIONALE OF THE QUALIFICATION

Purpose:
The aims of the qualification are to:

Prepare students for Postgraduate study by providing the opportunity and support to develop research capacity in the methodology and techniques of the discipline of Design.

Enable students to specialise in a field of Design at an advanced level, thereby developing their professional capabilities and ability to apply design thinking to complex real world problems.

Equip students to contribute in a constructive way to the professional practice of design and the future of design as a powerful transformational tool that may positively influence the economy, the environment and society.

This qualification prepares students for research-based Postgraduate study and for a Design career by enabling students to produce creative solutions to complex problems within a specialist area of Design, and to conduct and report on research under supervision.

Rationale:
Inscape Education Group establishes labour market needs through ongoing national consultation with industry partners and employers of our undergraduate students undertaking internships in Interior Design, Ideation, Graphic Design and Fashion Design.

During 2016 a comprehensive round of interviews was completed with a range of potential employers from 8 design fields, in which they gave input on the existing Inscape courses, as well as on the proposed Bachelor of Arts (BA) Honours Degree in Design. The Honours programme was created taking into consideration their input on the need for the following in the design workplace: research, higher level of design knowledge and skills, interdisciplinary collaboration, communication skills and experience with real-world projects. In addition, academics from other institutions, Inscape staff and students were consulted. In a survey completed by Inscape BDesign final year students 78% indicated that they would like to continue studying at Inscape in such a qualification. There is therefore both industry and student need for the qualification.

The economic need for the qualification is further illustrated by South Africa's need to grow far more of our own problem solvers in the domain of design. National and regional challenges could be overcome by means of innovative home-grown design solutions, rather than by importing ready-made designs. The proposed Bachelors of Arts Honours in Design Designers would equip graduates with the attributes, knowledge and skills to lead such endeavours.

Participation in the international knowledge economy can be accelerated by the advancement of relevant design research at Postgraduate level. The proposed Bachelors of Arts Honours in Design has a strong research component as well as a practical design component that ensures the use of knowledge and research to create innovative design solutions. Strong design sectors are helping both South Africa and other African countries to become more internationally competitive. These industries, in turn, contribute to solving environmental, social and economic problems such as poverty, the need for job creation, etc. The electives in the Bachelors of Arts Honours in Design provide students with direction for selecting a context in which they would like to use design in, whether it be a commercial, environmental or social design problem that needs to be solved.

Internationally the importance of Design as an economic driver has been highlighted in a number of publications including the MENA Design Education Outlook (Dubai Design and Fashion Council and Monitor Deloitte, 2016), the Design Economy Report (Design Council, 2015), Creative Economy Outlook and Country Profiles: Trends in International Trade in Creative Industries (United Nations, 2015) and Design as a Strategy for a Developing Economy (Industrial Design Centre, 2009). The United Kingdom (UK) Design Council indicates that design contributed Ł71.7 billion pounds to the UK economy in 2013.

Locally the British Council Report, creative industries including fashion, multimedia, audio-visual, print media and publishing contributed R11.6 billion rand to the Gauteng province alone in of 2008. According to the South African Department of Arts and Culture "Design is situated as business and entrepreneurial activities in global economies. Economies that have a strong design and innovation culture and use their human resources and creativity to develop and market products using indigenous technology are the most successful" (http://www.dac.gov.za/content/design). An Honours in Design qualification therefore addresses the need for designers who are proficient at conducting research and working effectively with communities in complex contexts and contributing to the economy, environment and society.

Qualification meets specific needs:
There a limited number of Honours degrees in Design on offer in South Africa, although there are many undergraduate qualifications. Most of the honours level qualifications are in the more traditional forms of design such as graphic design and interior design. The Inscape Honours qualification accommodates the traditional as well as emerging fields of design such as environmental design, ideation, user experience, interaction design and audio-visual. There is significant growth in the newer design fields with many employed designers switching fields. The qualification has been designed to accommodate the commonalities in design thinking, processes and research with the opportunity for learners to specialize in a specific field of design.

Given the low number of Postgraduate Design graduates at National Qualifications Framework (NQF) Level 9 and Level 10 Levels described in the Doctor of Philosophy (PhD) study by van Zyl (2018) an additional Honours qualification in design to feed into the Masters and ultimately Doctorate programmes in Design is essential to strengthen the Design discipline and knowledge production in South Africa. The Inscape BA Honours in Design programme could also have an impact on the quality of education that design students will receive by providing design graduates who wish to lecture with an opportunity for further study.

The qualification outcomes are specifically designed to meet knowledge and sociocultural needs. Inscape recognises the ways in which design can help invigorate the South African economy as well as impact positively on society and the environment. The Design industry makes a significant contribution to the development of the economy of South Africa and neighbouring countries through marketing and promotion-contributing to a healthy and vibrant economy. The Honours programme provides design graduates who are already employed with the opportunity to update their knowledge and skills, and to create work in these emerging fields.

The qualification would be accessible to recent graduates, as well as those who have been in the industry for some time, who wish to update their knowledge and skills in a fast-moving technology driven career environment. The qualification therefore contributes to these students becoming life-long learners. The Honours qualification would include students who have graduated from different institutions, from a range of design specialisations, different ages, experience and an inclusive demographic profile. Through group and collaborative real-world projects students would be provided the opportunity for interaction and collaboration while completing design projects.

The Honours qualification affords learners with the opportunity to deepen their understanding of the specialised field of design. They are thus prepared for various for employment opportunities and long-term advancement within the industry. Graduates will be equipped to practise as a midlevel to senior designers, as freelance designers or entrepreneurs. They may, therefore, become creative problem solvers in a range of environments.

Typical learners would have an existing NQF Level 7 qualification in an appropriate field of Design and with the requisite criteria qualify for entrance to the BA Honour in Design. Learning pathways to the BA Honours in design would be a Degree in Design or in a Design specialisation, or an Advanced Diploma in Design or in a Design specialisation.

Once the Honours Degree has been competed graduates may advance to a Masters or MTech in Design or in a Design Specialisation.

This degree acknowledges that design serves a commercial purpose without ignoring the broader ethical and social obligations of the designer to the environment, the economy and society. Learners are required to develop a healthy mix of theoretical, practical and experiential knowledge and skills that will equip them to play critical roles in an increasingly complex world. In the programme learners are required to develop industry relevant knowledge and skills through research, practice and application within real world scenarios. The inclusion of a Sustainable Design as an elective and the Service Design core subject ensures that students will use design to contribute in a meaningful way to society. The BA Honours in Design graduate is therefore mindful of their ethical and moral obligations and are equipped to contribute to diverse forms of knowledge in the field of design locally.

Emerging careers are predicted to rely on individuals who can use creative thinking, facilitate the design process, work with a range of stakeholders in interdisciplinary teams to design innovative products, services and strategies to solve real world problems. Training students to be sensitive to practical, social, environmental and cultural issues is integrated into the Honours programme. As designers are increasingly working with industry and communities as facilitators, change agents and even coaches, the designer must be sensitive to environmental and cultural issues when undertaking a project. Developing these skills and attributes are addressed in the qualification, in this way Inscape recognises the ways in which design can invigorate the South African economy as well as make a positive impact on the environment and society.

The structure of the Honours programme cultivates discipline-oriented techniques, methodologies, methods and philosophies. Learners will engage with the knowledge and theories at the forefront of the field and will learn to apply these in real world contexts. The programme builds on the integrated approach that Inscape uses in undergraduate qualifications.

LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING

Recognition of Prior Learning (RPL):
Access through the Recognition of Prior Learning will be considered. Students applying for RPL may be required to take certain modules before being accepted into the Honours qualification.
Students may also apply to transfer credits from an Honours Degree at another institution to this qualification.

Entry Requirements:
The minimum requirements for admission to this qualification are:

Bachelor of Arts in Design or related field.
Or

Advanced Diploma in Design or related field.
Or

Bachelor of Design.
And

Minimum 60% average in the final level of study.

RECOGNISE PREVIOUS LEARNING?

QUALIFICATION RULES

This qualification comprises compulsory and elective modules at Level 8 totalling 120 Credits.

Compulsory Modules, Level 8, 147 Credits:

Research Methodology, 6 Credits.

Design Innovation, 8 Credits.

Applied Writing, 5 Credits.

Service Learning, 11 Credits.

Research Dissertation, 36 Credits.

Practical Portfolio, 36 Credits.

Electives (choose 2, 18 Credits)

Sustainable Design, 9 Credits.

Commercial Design, 9 Credits.

User Experience Design, 9 Credits.

Project Management, 9 Credits.

Design for Instruction, 9 Credits.

EXIT LEVEL OUTCOMES

1. Engage with a broad range of the knowledge, theories, research methodologies, methods and techniques at the forefront of the field of design and design practice and to apply these in complex contexts.
2. Interrogate multiple sources of design and inter-disciplinary knowledge and evaluate the various approaches to knowledge production.
3. Assess the complexities and uncertainties of selecting, applying or transferring appropriate standard procedures, processes or techniques to unfamiliar and complex problems in the field and practice of design.
4. Creatively identify, analyse and address complex, wicked or abstract problems drawing systematically on inter-disciplinary knowledge, design practice and methods, using a range of research and practice-based skills.
5. Identify and address ethical issues that challenge design, design researchers and design practitioners based on critical reflection on the suitability of different ethical value systems to specific contexts.
6. Critically review information gathering, the synthesis of data, evaluation and management processes in design to develop creative responses to problems and issues.
7. Present and communicate academic, professional or occupational ideas and texts effectively to a range of audiences, offering innovative insights, rigorous interpretations and solutions to problems and issues appropriate to the context.
8. Operate effectively within a system, or manage a system based on an understanding of the roles and relationships between elements within the system.
9. Manage own learning by demonstrating the ability to apply, in a reflective and self-critical manner, learning strategies which effectively address professional and ongoing learning needs and the professional and ongoing learning needs of others.
10. Validate own work, decision-making and use of resources, and take full accountability for the decisions and actions of others where appropriate.

ASSOCIATED ASSESSMENT CRITERIA

Associated Assessment Criteria for Exit Level Outcomes:

Identify and address complex problems using a broad range of knowledge, theories, research methodologies, methods and techniques at the forefront of the field of design and Design practice.

Identify and evaluate multiple sources of Design and inter-disciplinary knowledge methods of knowledge production.

Apply standard and creative procedures, processes or techniques to complex problems in the field and practice of Design.

Identify and address, through the generation of research and a practical portfolio, complex, wicked or abstract problems creatively, drawing systematically on inter-disciplinary knowledge, Design practice and methods, and using a range of research and practice-based skills.

Address ethical issues that challenge Design, Design researchers and Design practitioners at each stage of the research process and in the live projects, based on critical reflection on the suitability of different ethical value systems to specific contexts.

Gather, synthesise, evaluate and manage knowledge, theories and data in order to develop creative responses to problems and issues.

Communicate ideas, interpretations and innovative insights to a range of audiences through a range of media.

Manage team and individual roles.

Use reflection to monitor, evaluate and manage own learning.

Substantiate decision-making and the use of resources.

Apply appropriate methodology, theories, data generation and analysis methods to the research project.

Integrated Assessment:
Formative and Summative Assessment:
An integrated assessment approach is employed as the internalisation and application of theory and skills in context is appropriate to learning in the creative disciplines.

Criterion-referenced assessment is employed in preference to norm-referenced assessment as it is a more reliable instrument for gauging learning in a diverse population in the creative industries.

Formative assessment is used for progress marking and summative assessment for marking of completed assignments. The assessment instrument must accommodate a diverse student population. In a 'transformed' education situation, an authentic assessment system that measures the true competence of its students must also be developmental and informative in nature. The institution constantly explores the use of alternative assessment methods to help measure true student competence.

INTERNATIONAL COMPARABILITY

Australia, University of Technology Sydney, Bachelor of Design (Honours).
Australia, Swinburne University, Bachelor of Design (Honours).
Australia, Queensland University of Technology, Bachelor of Design (Honours).
New Zealand, Otago Polytechnic, Bachelor of Design (Honours).
New Zealand, Auckland University of Technology (AUT), Bachelor of Art and Design (Honours).
Netherlands, University of Twente, Design Honours.

Comparison 1 Australia, Swinburne University, Bachelor of Design (Honours).

In Australia, Swinburne University offers a Bachelor of Design (Honours) which is a one-year year 120 Credit course which, in consultation with industry, includes the latest knowledge and technology focused on the future direction of design and its diverse practices. The programme focuses on practice, theory and research and allows students to explore their area of specialisation and interdisciplinary studies. The programme consists of core modules and a choice of 23 electives. The core modules include 100 credits in two streams (mid-year and beginning of the year).

Swinburne University: Inscape.
Methods for Design Research 25: Research Methodology and Applied Writing.
Design Led Innovation: Research Project 25: Research Dissertation.
DFM: Global Innovation and Interdisciplinary Collaboration 2 25: Service Design (collaborative real-word project).
DFM Design for Science and Technology 1 and 2 25 credits each: Practical Portfolio (Design project).
Industry Engagement and the Problem Solving Space 12.5: Service Design (collaborative real-word project).
DFM Global Toolbox: Innovation and Interdisciplinary: Addressed across Design Innovation and Electives.
DFM: Global Innovation and Interdisciplinary Collaboration 1 and 2: Addressed across Design Innovation and Electives.
Research Methods for Global Design Innovation: Research Methodology and Applied Writing.

Electives: Swinburne University:

Imaging for Narrative and Storyboards.

Typography for Screen and Motion.

Exhibition Design.

Managing Design.

Design Systems and Services.

Photography and Art Direction.

Experimental Image-Making Processes.

Interaction Design for Web.

Experience Design and Usability for the Web.

3D Modelling for Objects and Environments.

3D Character Modelling.

Digital Video Camera Techniques.

Post Production for Digital Video.

Branded Environment Design Studio 1.

Design Thinking.

Compositing for Visual Effects.

Visual Storytelling.

3D Animation Project.

Web Marketing and Advanced Usability.

Interaction Design for Mobile Devices.

Digital Video Compositing.

3D Character Design and Animation.

Visual Effects Production.

Inscape: Electives.

Learners choose only 2:

Sustainable Design.

Commercial Design.

User Experience Design.

Project Management.

Design for Instruction.

For Swinburne the structure of, and the units of study within, the Bachelor of Design (Honours) degree conforms to the AQF 2015 Guidelines for an Honours Degree Level 8 by ensuring that students graduate with the:

Cognitive skills to review, analyse, consolidate and synthesise design discipline-specific and interdisciplinary knowledge and skills, to identify and provide solutions to complex problems utilising independent research.

Cognitive and technical skills to demonstrate a coherent understanding of a body of knowledge and theoretical concepts of design, with advanced understanding of their respective design specialisation.

Cognitive skills to exercise critical thinking and judgement in developing new understandings of professional design problems and research principles, and be able to adapt these in diverse contexts and/or scholarship as preparation for Higher Degrees.

Technical skills to design and use appropriate research in a professional and/or academic project, collaboratively and/or independently, taking responsibility for their own learning and practice.

Communication skills to present a clear and coherent exposition of knowledge and ideas to a variety of audiences, including taking responsibility for arguing a case and documenting a professional project and/or thesis through the nexus between research principles and methods and design practice

Organisational and leadership skills, and the ability to plan and execute project work.
https://www.swinburne.edu.au/study/course/bachelor-of-design-honours.
The two programmes (Swinburne and Inscape) are both one-year programmes, 120 Credits, with similar learning outcomes and learners gain access through a Level 7 qualification in a related field. Graduates may progress to a Master's Degree.

As indicated in the table the outcomes of the core modules listed by Swinburne for the Honours in Design align to a large extent with the core modules for the Bachelor of Arts (BA) Honours in Design submitted by Inscape in that they address Research methods and methodologies, Group social design projects, a Research project and Practical design project. The approach of requiring students to participate in group collaborations applying problem solving skills to completing complex design projects in real world contexts is common to both programmes.

The Inscape Honours does not offer as many electives as the Swinburne Honours as this would not be possible with the small student numbers envisaged. In addition, skills such as Design Thinking are integral to all forms of design and are therefore addressed in the Inscape Design Innovation and other subjects. However, students are still provided with a choice of electives allowing them to align with their interests and career objectives.

Otago Polytechnic, Bachelor of Design (Honours).

First Semester:

Professional Design Practice (30 Credits).

Develop an understanding of professional design practices, conventions, and professional and legislative frameworks applicable to specific design disciplines and examine what it means to be a sustainable design practitioner from multiple perspectives - cultural, social, environmental and economic.
Applied Design Project 1 (30 Credits).

This project, either individual or team-based, employs relevant skills and techniques and explores ideas and issues applicable to your design discipline. You will research and analyse information from a range of sources, and incorporate critique and iteration to arrive at a resolved final design outcome. Sustainability will be addressed throughout the applied research process from cultural, social, environmental and/or economic perspectives.

Second Semester:

Design Research Methods (15 Credits).

Explore a range of design research methods and methodologies and develop an understanding of the context in which research takes place in Aotearoa New Zealand and globally. You will use this background exploration to develop a literature/context/artefact review and proposal for an applied design project/major research project which incorporates appropriate methodologies.

Major Research Project 2 (45 Credits).

This major research project allows you to develop a design brief or expand an existing project exploring skills, techniques, ideas and issues relevant to your design discipline. Through advanced research and systematic engagement with contemporary practice and critical thinking in your chosen field, you will develop a design-led project that addresses sustainability from multiple perspectives and is presented in a public forum. The work is supported by a dissertation of 5,000-8,000 words or equivalent e.g. supporting writing for a documentary. Projects can be self- or client-driven, individual or team-based, studio- or workplace-based.

Please note: Applied Design Project 1 and Major Research Project may be treated as one larger project with two assessment points" (https://www.op.ac.nz/study/creative/design/bachelor-of-design-honours/).

The Otago Polytechnic, Bachelor of Design (Honours) and Inscape BA Honours in Design share the same fundamental objectives of equipping learners to complete research and a practical design project. Inscape places additional emphasis on students being able to use design theory to guide and substantiate their decision making. Inscape provides additional support by providing the Applied Writing subject and highlights contextual coherence with the addition of the electives.

ARTICULATION OPTIONS

This qualification allows for horizontal and vertical articulation opportunities.

Horizontal Articulation:

Bachelor of Arts Honours in Graphic Design, Level 8.

Vertical Articulation:

Master's Degree in Design, Level 9.

Master's in the field of specialisation, Level 9.

MODERATION OPTIONS

N/A

CRITERIA FOR THE REGISTRATION OF ASSESSORS

N/A

NOTES

N/A

LEARNING PROGRAMMES RECORDED AGAINST THIS QUALIFICATION:

NONE

PROVIDERS CURRENTLY ACCREDITED TO OFFER THIS QUALIFICATION:

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.

1.	Inscape Education Group (Pty) Ltd - Stellenbosch
2.	Inscape Education Group - Cape Town
3.	Inscape Education Group - Durban
4.	Inscape Education Group - Midrand (formerly Johannesburg)
5.	Inscape Education Group - Pretoria