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SOUTH AFRICAN QUALIFICATIONS AUTHORITY

REGISTERED QUALIFICATION:

Bachelor of Design Honours in Visual Communication Design

SAQA QUAL ID	QUALIFICATION TITLE
105729	Bachelor of Design Honours in Visual Communication Design
ORIGINATOR
Durban University of Technology
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 04 - Communication Studies and Language		Communication 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	2019-02-13	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

The purpose of the Bachelor of Design Honours in Visual Communication Design is to provide postgraduate learning in the field of Visual Communication Design.

The qualification will also provide learners with further learning in research design, research methods, and experience, appropriate to the discipline, in preparation for Master's level study.

The qualification prepares learners for life-long learning and support not only in traditional design and advertising industries, but also developing and future careers including web and mobile application design, animation, video and other moving media and new industries yet to be invented. Qualifying learners will be prepared for employment through work-preparedness and experiential learning/work simulation in areas such as written, verbal and inter-personal communication; socio-cultural, environmental and health awareness; and financial and business capabilities, as well as disciplinary skills. It will encourage entrepreneurship, develop employability, and provide sufficient academic focus for those who wish to continue to further study.

Rationale:
This qualification was designed to address the shortcoming of the Bachelor of Technology (B Tech) Degree in Graphic Design and its predecessor the National Higher Diploma in Graphic Design.

The National Higher Diploma was considered very much a specialised technical qualification, whose learners honed and developed specialised existing skills. Research methodology and further academic study were never a consideration as no Master's Degree or Diploma was active at the time. Since then, developments in technology have required the discipline to expand into animation, film-making, web- and multi-media design, on-line and cell-phone application ("app") design, product design, and other specialisations. These fields were not then considered part of Graphic Design, or simply did not exist. Similarly, developments in South African tertiary institutions since that time have encouraged the development of more academically qualified lecturing staff and practitioners, and of research as well as practice.

In addition, the current professional trend in the broad discipline of visual communication design is one of increasing integration of a number of these fields across different mass-communications media, so that a single designer or agency may expect to produce design work in all these areas. Therefore, a qualification at honours level for these fields has taken into account not only current technological developments and the skills required for their application, the intellectual and critical skills required for successful interrogation and solution of design problems, and the business and entrepreneurial skills required to innovate in the Visual Communication Design (VCD) industry, but also the importance of research and specialised capabilities that can be situated within the same contexts. Employment opportunities are therefore numerous for a skilled, creative and adaptable designer who can apply both specialised and general abilities.

LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING

Recognition of Prior Learning (RPL):
The institution's policies and procedures encourage Recognition of Prior Learning (RPL) through a process of assessment, in which the learners' experience is evaluated for correspondence with learning outcomes of the modules for which the applicant wishes to gain credit. The learner is required to demonstrate competence in the knowledge, skills, values and attitudes implicit in this qualification. Prior learning may include formal, informal and non-formal learning and work experience.

Evaluation of the learners' prior learning is accomplished by submission of a portfolio of relevant Graphic Design work and other information; by interview; and if necessary by the completion of projects or exercises to provide evidence of competences not otherwise clear. The process is overseen by a dedicated RPL officer in collaboration with the Head of Department (HoD) and relevant specialist lecturers, and is thus aligned with the institution's RPL Policy. Successful assessment enables the learner to enter the qualification at an appropriate point, or to gain advanced standing in order to enter the qualification without the normal prerequisite qualifications, and ensures that academic staff are fully aware of the applicant's level of experience before he/she joins the qualification. The process thus supports the learner and enables staff to provide appropriate guidance.

The structure of this qualification makes RPL possible and applicable to all prospective candidates to the Department of Visual Communication Design.

Entry Requirements:
The minimum entry requirement is:

Bachelor's Degree in Visual Communication Design or in a related field.

RECOGNISE PREVIOUS LEARNING?

QUALIFICATION RULES

This qualification consists of compulsory modules at Level 8 totalling 120 Credits:

Critical and Cultural Studies 401, 12 Credits.

Research Methodology 401, 12 Credits.

Visual Communication Design 401, 28 Credits.

Professional Design Practice 401, 8 Credits.

Research Methodology 402, 20 Credits.

Visual Communication Design 402, 32 Credits.

Professional Design Practice 402, 8 Credits.

EXIT LEVEL OUTCOMES

1. Formulate a coherent academic research proposal leading to an applied project at the forefront of a specialised field, discipline or practice within the broad area of Visual Communication Design.
2. Critique comprehension and application of a range of relevant contemporary theoretical discourses and sources of knowledge to a Visual Communication Design research project.
3. Conceptualise, develop and manage research relevant to and leading to an applied Visual Communication Design project in fulfilment of the proposal.
4. Critically self-motivate with originality of thought and design.
5. Show professional levels of both written and visual communication skills of the project and of personal capabilities.
6. Document the research findings and other results of the project in a correctly structured, referenced and reflective academic report.

ASSOCIATED ASSESSMENT CRITERIA

Associated Assessment Criteria for Exit Level Outcome 1:

Conduct an adequate review of current context of the field of study, both as related to Visual Communication Design (VCD) and to the chosen topic.

Demonstrate an explicit motivation for the project in both personal and topic-related terms.

Formulate a concise statement of research problem or question.

Develop an adequate initial literature review, demonstrating understanding of concepts and the ability to structure these into a theoretical basis and literature-based motivation for the project.

Formulate a clearly articulated methodology and feasible plan of work for the project.

Associated assessment criteria for Exit Level Outcome 2:

Research and identify information sources that are authoritative, current, relevant and reliable.

Select and interrogate multiple sources of knowledge in a specified area of Visual Communication Design and in a specified topic area.

Demonstrate understanding of relevant specialist terms and clearly communicate understanding of the theoretical material chosen.

Make knowledgeable reference in argument to multiple relevant knowledge sources.

Show evidence or critical reasoning and independent judgement.

Associated assessment criteria for Exit Level Outcome 3:

Motivate for the application of standard research and design procedures to the proposed topic, based on understanding of their functions and advantages.

Plan the project to be achievable within the qualification duration.

Manage its implementation and completion successfully, including engaging with research participants.

Use a range of specialised skills to analyse and address the visual communication problems identified in the proposal, drawing systematically on the body of knowledge and methods appropriate to Visual Communication Design.

Associated assessment criteria for Exit Level Outcome 4:

Analyse, discuss and critique own and others' work in written, oral and/or electronic form.

Develop an innovative core design concept appropriate to the topic, research results, the proposed audience and context.

Make innovative use of design procedures, processes and/or techniques in development of a visual communication design solution to the research problem.

Identify and address ethical issues relevant to the topic according to established research ethics guidelines, and evaluate own ethical practices.

Associated assessment criteria for Exit Level Outcome 5:

Develop and produce design work itself and its presentation in exhibition, print, written, and/or electronic form that communicates the project in visual and verbal form.

Communicate appropriately to both the proposed audience of the project and to academic readers.

Produce visual, written and/or electronic communication to a professional standard;

Communicate personal capacities appropriately to industry audiences.

Associated assessment criteria for Exit Level Outcome 6:

Produce a clear and reflective account of the project.

Use correct grammatical English Language.

Implement a logical structure to the academic report.

Show familiarity with conventions of academic writing reference all sources completely and correctly.

Integrated Assessment:
Integrated Assessment implies the assessment of both theoretical and practical components of a qualification within one assessment event. It combines a number of different elements, and will require students to bring together a range of learning outcomes.

Integrated Assessment:

Assesses a number of outcomes and assessment criteria together using a range of assessment methods.

Requires evidence from sources such as lecturers' reports and feedback, portfolios, production reports, process books, evidence of conceptual work and/or visual research, written work and/or visual journals.

During integrated assessments in this qualification, assessors will make use of a range of formative and summative assessment methods and assess combinations of practical, applied, and reflective competencies Integrated assessment will be increasingly emphasized as the learner progresses through this qualification, so that by the time of the final submission of exhibition and report, outcomes from all modules are combined. All aspects of the qualification are thus integrated into a single whole. Theoretical, Research, Visual Design, Professional and Academic aspects all contribute, and skills in all areas are assessed. As such, assessment of each module takes into account the learner's demonstration of not only the module-specific outcomes, but also how he/she accounts for the integration of the various aspects into the whole. This integration explicitly requires learners to demonstrate their ability to manage complex multi-element design industry-related projects and to competently integrate a wide range of theoretical and procedural knowledge to produce a production-ready, industry relevant final body of work.

The qualification will make use of continuous assessment, and will apply a wide range of assessment methods, any combination of which may be used in integrated assessment:
Face to face contact with students. Live, regular, formative feedback with individual students and groups is considered essential to effective education in the qualification.
> Students may be asked to critique their own and others' work, thereby encouraging analysis, self-assessment, reflection and critical faculties on an individual or peer group basis.
> Portfolio displays or exhibitions of applied Visual Design work are used as a form of formative assessment of work-in-progress at the ends of terms and as summative assessment at the ends of both first and second semesters, as all modules are semesterised. In Visual Communication Design modules, portfolios may include visual design work only, but all modules will generally include both written and visual material and may include work on electronic media.

Learners are required to formulate their projects so that the research guides and drives the design work. Simultaneously learners are required to research and develop communications campaign strategies defining the intended audience, geographical limitations, media approach and other aspects of professional design practice in industry. All the learners' projects thus simulate industry practices, primarily by applying the Problem-Based Learning (PBL) model to definition and resolution of the design problem.

Written assignments may include reports, plans, literature reviews and research result summaries, for all of which learners will receive formative feedback. Learners are supported through the Faculty Writing Centre, whose input may be included in the assessment.

Research methods applied may include case studies, ethnographic research, action research, participant observation as wells as data collection methods such as interviews and questionnaires. Data collected may be presented in written and/or visual form, and both live and/or electronic presentations.
> Blended learning and online forms of teaching, learning and assessment will be employed where appropriate.

The institution's Assessment Policy defines and requires criteria for assessment. It stipulates that assessment practices be open, transparent, fair, valid, and reliable.

INTERNATIONAL COMPARABILITY

For the purposes of this application, comparison is made between the 1-year Bachelor of Design (Honours) in Visual Communication at Swinburne University of Technology, Australia, the final year of the BA Honours in Graphic Design at the University of East London UEL in the United Kingdom (UK), and this Bachelor of Design Honours in Visual Communication Design.

As can be seen from the table below, the overall qualification structures are similar, although both the institution's Bachelor of Design Honours and the Swinburne qualification are divided into a larger number of smaller modules as both institutions semesterise their qualifications. The UEL qualification is annual like most UK qualifications.

It can be seen from the table below that all three qualifications include a sizeable applied design component: Visual Communication Design 401 and 402 at the institution, Design Factory Project at Swinburne, and Graphic Design Level 6 at UEL. In all cases this is a self-generated, individual project involving research and applied design in a specialised area of the discipline as chosen by the student. Both institution and Swinburne include an explicit research methods/methodology module, whereas UEL only explicitly includes the dissertation aspect of this, and leaves it optional. UEL does however include a direct parallel to institution's Critical and Cultural Studies in their Contextual Studies module, whereas Swinburne offers a module called Design Led Innovation-Research Project, which may compare best with this institution module, or best with the institution Professional Design Practice module and UEL's Going Public module, depending on the student's formulation of the project. Swinburne also includes the option of substituting some credits of the applied Design Factory Projects with a credit-bearing Study Tour, which is not offered by either of the other institutions. It would not be feasible for institution. Although there are some differences, the institution's qualification can thus be seen to offer an Honours Degree structure and curriculum comparable to these international examples.

ARTICULATION OPTIONS

This qualification has the following articulation possibilities.

Horizontal Articulation:

An appropriate Bachelor Honours Degree, Level 8.

Vertical Articulation:

Master of Applied Arts Degree, 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.	Durban University of Technology