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SOUTH AFRICAN QUALIFICATIONS AUTHORITY 
REGISTERED QUALIFICATION: 

Advanced Diploma in Integrated Communication Design 
SAQA QUAL ID QUALIFICATION TITLE
108862  Advanced Diploma in Integrated Communication Design 
ORIGINATOR
Tshwane University of Technology (TUT) 
PRIMARY OR DELEGATED QUALITY ASSURANCE FUNCTIONARY NQF SUB-FRAMEWORK
CHE - Council on Higher Education  HEQSF - Higher Education Qualifications Sub-framework 
QUALIFICATION TYPE FIELD SUBFIELD
Advanced Diploma  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 07  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 
Purpose:
The purpose of this qualification in Integrated Communication Design is to facilitate continuing professional development through the inculcation of a deep and systematic understanding of current Design thinking, practice, theory, and methodology in the field of Communication Design. This qualification also prepares students for Postgraduate study through the deepening of their knowledge and understanding of theories, methodologies and practices in Communication Design, as well as the development of their ability to formulate, undertake and resolve more complex theoretical and practice-related problems and tasks through the selection and use of interdisciplinary methods and techniques.

The purpose of this qualification is to equip learners with advanced knowledge and skills that will enable them to integrate the traditional and new technologies and techniques to address communication design problems in a transdisciplinary teamwork environment, which will prosper in a much greater and successful employability.

Rationale:
Communication Design education in South Africa has historically been separated into Graphic Design, and Multimedia Studies, with Graphic Design, mainly directed at the traditional design and print disciplines, while multimedia focused on web design, 3D modelling, animation and motion design. This qualification has specific focus on erasing this differentiation and will bridge this divide. Communication Design in the South African and global context has undergone a fundamental shift in the past 20 years. It is moving from being perceived solely as aesthetic styling (the "make it pretty approach") to being directly associated with the social sciences, the business sciences and the field of Information and Communication Technologies (ICT). This change was brought about through a number of factors, that include:
Markets are Moving Faster: faster adoption, successful customer acquisition, revenue growth, and competition are all signs of markets maturing faster. When markets mature faster, the function is increasingly assumed and no longer a core differentiator. As a result, an integrated design approach, especially at the concept origination stage, has become a key differentiator.

Continuous Flux: the overlaps between business, people, and technology are increasing. Businesses are essentially run on technology platforms. People, even in rural areas, engage with technology in nearly every aspect of their lives. The overlapping of business and people is facilitated through networked local-to-globally distributed products and services. The so-called 'democratisation' of design dissemination platforms enable nearly anyone to develop and design artefacts that used to be the preserve of professional practitioners in the past. Indigenous Knowledge System (IKS) based approaches to design strategies are becoming essential to develop not just financially viable design solutions but also society-based and usable ones. These wider overlaps mean that changes in technology, people, or business have a substantial impact on viability, availability, and usability. In these situations of significant and rapid change, design methods such as experience prototyping, adductive thinking, and creative design-led entrepreneurial business processes, can help the social, government and business community adapt and stay relevant.

Increased Complexity: the breadth and depth of our information access and Information and communications technology (ICT) tools are continually growing. Through Faster-Integrated Communication Design techniques that prioritise narratives and communicate key concepts, consensus is possible and more efficient decisions, products and companies can function globally in unique markets and diverse social contexts. An integrated design approach helps ensure communication in these contexts, by creating an appropriate and contextualised knowledge of the user.

A learner in Integrated Communication Design will be equipped to integrate the traditional and new technologies and techniques to address communication design problems in a transdisciplinary teamwork environment, which will prosper in a much greater and successful employability in the formal sector at design agencies or in the informal sector as entrepreneurs.

The efficacy and value of promoting a transdisciplinary collaborative approach first are to understand its relation to multidisciplinary and interdisciplinary principles.

The term multidisciplinary refers to a combination of diverse disciplines, which can be characterised as autonomous and separate learning components that focus on the same problem with no interaction. This allows for working in special areas of a discipline to gain specific discipline goals. In terms of team-based learning, here learners experience more sharing communication than collaboration to problem-solving, which proved a downfall. As knowledge is drawn in from different disciplines, it remains confined by their fields with no integration of concepts or methods, which in turn restricts applied understanding. It is said that the outcome is the sum of the individual parts.

In contrast, interdisciplinary learning is founded on the premise of collaboration, integration, and interaction between disciplines, to analyse, synthesise and contextualise the relations between various disciplines for a coherent understanding. To some extent, this is done to achieve interrogations of the boundaries of disciplines. It is said that the outcome is more than the sum of the parts.

On the other hand, transdisciplinary learning is concerned with the outcome of interdisciplinary learning, which is realised from student interaction and participation to gain knowledge and skill. Also, the term transdisciplinary suggests strategies to problems that cut across varied disciplines, which is concerned with the nature and interaction between them. There exists a strive for a unity of knowledge relevant to a current world focus that includes external factors such as government, industries, non-government industries, socio-political, socio-cultural, socio-economical and business to form part of the field of inquiry to solve the problem at hand. Characteristic of a transdisciplinary field is the ability to transcend the disciplinary boundaries to develop a clear and ever changing structure in the approach to problem-solving. It moves beyond the limitations of communication to form a holistic, collaborative, transcendental, interactive, integrated approach. The need for a transdisciplinary approach is to best facilitate the development of knowledge from an empirical and practice-based framework within social conditions from a process of; comprehending the complexity of a problem, realise the Degree of diversity of world issues and the social reality as understood by the individual, to link ideas and influences, in order to develop practices to promote the best solution to any given problem.

The Communication Design industry is shaping into a collaborative practice environment where individuals are working together on projects and campaigns bringing their respective specialisation to the project or campaign. This Qualification will make use of three elective specialisations that also closely work together in industry. By combining these three specialisations into one qualification as electives, it will enable the programme group to closely replicate the 'teamwork' scenario that will characterise the future world of work in the communication design industry. 

LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING 
Recognition of Prior Learning (RPL):
The structure of this qualification makes the Recognition of Prior Learning possible. Recognition of Prior Learning includes formal, informal and non-formal learning and work experience in the field of fine and applied arts. The applicant will be thoroughly briefed on the mechanism to be used and support and guidance will be provided.

Structured means for the assessment of the level of achievement (practical as well as theoretical) of individual applicants against the Exit Level Outcomes of the qualification will be performed in-line with the RPL Policy of the Institution, on a case-by-case basis. Such procedures, and the assessment of individual cases, are subject to moderation by independent assessors. The necessary evidence as required by the Exit Level Outcomes, and presented by the applicant, should meet the following principles: currency of evidence, sufficiency of evidence, validity of evidence and authenticity of evidence.

Care will be taken that the mechanism used provides the applicant with an opportunity to demonstrate competence and is not so onerous as to prevent learners from taking up the RPL option towards gaining a qualification. There is a 10% admission cap for the number of RPL candidates in this qualification.

Entry Requirements:
The minimum entry requirement for this qualification is:
A relevant Diploma at Level 6. 

RECOGNISE PREVIOUS LEARNING? 
Y 

QUALIFICATION RULES 
This qualification consists of compulsory and elective modules at Level 7 totalling 120 Credits.

Compulsory Modules, 70 Credits:
  • Integrated Communication Design IV, 50 Credits.
  • Design Research Methods I, 20 Credits.

    Elective Modules, 50 Credits (select one, 50 Credits):
  • Interaction Design IV, 50 Credits.
  • Motion Design IV, 50 Credits.
  • Information Design IV, 50 Credits. 
    		•

    EXIT LEVEL OUTCOMES 
    1. Identify, analyse, evaluate, critically reflect on and address complex communication design problems in a transdisciplinary context by applying evidence-based and theory-driven arguments.
    2. Evaluate, select and apply appropriate interaction design concepts, facts, principles, rules and theories to create meaningful relationships between people and the products and services they use.
    3. Evaluate, select and apply appropriate motion design concepts, facts, principles, rules and theories to create meaningful relationships between people and the products and services they use.
    4. Evaluate, select and apply appropriate information design concepts, facts, principles, rules and theories to create meaningful relationships between people and the products and services they use.
    5. Research, produce and communicate information, in respect of which a learner is able to demonstrate the ability to develop and communicate his or her ideas and opinions in well-formed arguments, using appropriate academic and professional design discourse.
    6. Demonstrate knowledge and understanding of design management principles as contested and display the ability to evaluate types of knowledge and explanations as a member and leader in a design team and to manage projects.
    7. Engage in independent and lifelong learning through well-developed learning skills for their individual needs in a self-directed manner, and to facilitate collaborative learning processes.
    8. Demonstrate the ability to take ethical decisions and justify those decisions according to the responsibilities and norms of design practice. 

    ASSOCIATED ASSESSMENT CRITERIA 
    Associated Assessment Criteria for Exit Level Outcome 1:
  • Design principles and elements across diverse disciplines are applied creatively and competently to solve complex communication design problems in a transdisciplinary context.
  • Demonstration of critical analysis and reflection that are meaningful in collaborative projects where evaluation is team-based.
  • The suitable use of influential principles from diverse disciplines for creative, collaborative practices and problem-solving.
  • Design research is undertaken and utilised in the understanding of design problems and the subsequent conceptualisation of solutions in a transdisciplinary environment.
  • A critical understanding is displayed of the relationship between contemporary socio-political/cultural forces and the production of engaging transdisciplinary communication design solutions.
  • Demonstrated an understanding that the world consists of an interrelated network of systems for effective communication design problem solving is informed by use of multidimensional technical skill and theoretical knowledge.
  • A critical understanding of the relationship between the ontology of people, products and services is displayed.
  • Effective solutions are found to actual industry aligned problems.

    Associated Assessment Criteria for Exit Level Outcome 2:
  • Interaction design processes are appropriately applied to solve well-defined problems in a transdisciplinary communication design field.
  • Interaction design techniques are incorporated competently in collaborative projects where evaluation is team-based to solve complex interaction design problems in a transdisciplinary environment.
  • Interaction design technologies are integrated competently for effective interaction design problem solving informed by use of multi-structural technical skill and theoretical knowledge.
  • Interaction design research is integrated and utilised in the understanding of diverse design problems and the subsequent conceptualisation of solutions in a transdisciplinary milieu.
  • The impact on the history, contextualisation and contemporary practice of interaction design are articulated through writing and or oral evidence.
  • A critical understanding and relationship are shown between the contemporary socio-political/cultural condition and the development of information architecture, human-computer interaction and interface design solutions in a transdisciplinary context.
  • A critical understanding of the diverse relationship between the ontology of people, products and services is exhibited.
  • Effective solutions are found to actual industry aligned problems.

    Associated Assessment Criteria for Exit Level Outcome 3:
  • Motion design processes are adequately applied to solve problems in a transdisciplinary communication design context.
  • Motion design techniques are integrated proficiently in collaborative projects where evaluation is team-based to solve complex motion design problems in a transdisciplinary field.
  • Motion design technologies are incorporated competently for effective motion design problem solving informed by use of multidimensional technical skill and theoretical knowledge.
  • Motion design research is integrated and utilised in the understanding of diverse design problems and the subsequent conceptualisation of solutions in a transdisciplinary context.
  • The criteria outline of 3.4 impacts on the history, contextualisation and contemporary practice of interaction design that are articulated through writing and or oral evidence.
  • History, contextualisation and contemporary practice of motion design are articulated through writing and or oral evidence.
  • A critical understanding of the diverse relationship between the ontology of people, products and services is demonstrated.
  • Effective solutions are found to actual industry aligned problems as set out in the form of projects.

    Associated Assessment Criteria for Exit Level Outcome 4:
  • Information design processes are appropriately applied to solve problems in a transdisciplinary communication design field.
  • Information design techniques are integrated competently in collaborative projects where evaluation is team-based to solve complex information design problems in a transdisciplinary environment.
  • Information design technologies are incorporated proficiently for effective information design problem solving informed by use of multi-structural technical skill and theoretical knowledge.
  • An understanding that the world consists of an interrelated network of systems for effective information design is demonstrated and problem solving is informed by use of multidimensional technical skill and theoretical knowledge.
  • Critical understanding and relationship are shown between the contemporary socio-political/cultural condition and the globalised widespread information, internalised by a network of people where effective information design is reliant on appropriate processes. Collaboration with diverse disciplines and skills to convey complex information in a clear and understandable manner in a transdisciplinary context are demonstrated.
  • History, contextualisation and contemporary practice of information design are articulated through writing and or oral evidence.
  • A critical understanding of the diverse relationship between the ontology of people, products and services is provided.
  • Effective solutions are found to actual industry aligned problems.

    Associated Assessment Criteria for Exit Level Outcome 5:
  • Various design research methods are explored.
  • Well formulated arguments are developed in an academic context.
  • Well formulated arguments are developed in a professional context.
  • The Design research is communicated according to professional standards.

    Associated Assessment Criteria for Exit Level Outcome 6:
  • The principles of planning, organising, leading and controlling are explained.
  • Individual work is carried out effectively, strategically and on time.
  • Individual contributions made to team activities support the output of the team as a whole.
  • Functioning as a team leader is demonstrated.
  • A project is organised and managed.
  • Effective communication carried out in the context of individual and team work.

    Associated Assessment Criteria for Exit Level Outcome 7:
  • Learning tasks are identified, planned and managed.
  • The requirement for independent learning is identified, recognised and demonstrated.
  • Relevant information is sourced, organised and evaluated.
  • Knowledge acquired outside of formal instruction is comprehended and applied.
  • Awareness is displayed of the need to maintain continued competence through keeping abreast of up-to-date tools and techniques available in the workplace.

    Associated Assessment Criteria for Exit Level Outcome 8:
  • The nature and complexity of ethical dilemmas are described regarding required practices, legislation and limitations of authority.
  • The ethical implications of design decisions are described in terms of the impact on the environment, the business, costs and trustworthiness.
  • Judgements in decision making during problem-solving and design are ethical and within acceptable boundaries of current competence.
  • Responsibility is accepted for consequences stemming from own actions or inaction.
  • Decision making is limited to an area of current competence within a supported environment.

    Integrated Assessment:
    A combination of formative and summative assessment methods is applied in this qualification. The method of assessments should be appropriate to the teaching mode, and the notion of constructive alignment is applied. Outcomes and assessment criteria is communicated to learners in writing in the study guides and detailed project briefs, and verbally in class. All assessments will be on the appropriate National Qualifications Framework (NQF) level, as indicated in the module descriptors. The following are all formative assessment methods that are being used in this qualification:
  • Individual assignments; Tests and exams.
  • Presentations; Group projects.
  • Questions on structured reading (for theory subjects).
  • Practical evaluations.
  • Formative feedback on case studies which will be developed using the criteria and rubrics provided.

    After each formative assessment opportunity, learners will be required to self-reflect on the outcome of their assessment, which will encourage them to look at their own work critically and elucidate on areas of excellence as well as those requiring improvement. Learning is therefore supported by clarifying short comings in the tests, assignments, presentations, formative feedback on case studies and practical's, as well as ways in which to improve on future outcomes.

    As summative assessment methods, three structured theoretical tests will typically be written in each theory module. The focus of these tests is on determining the module content knowledge and comprehension. Furthermore, an examination will be written in each of the theoretical modules. The focus of the examination is on the integration of knowledge and skills and will consist of 1 x 3-hour theoretical paper.

    Summative assessments will be conducted for all practical subjects using given criteria at the end of each term, culminating in a final evaluation at the end of term 4 (October/November). 
    		•

    INTERNATIONAL COMPARABILITY 
    This qualification compares favourably with the following qualifications:
    China, Hong Kong Polytechnic University offers Bachelor of Arts in Communication Design. This is a four year qualification and is on level 5 of the Hong Kong Qualification Framework (HKQF). Their level 5 is equivalent to the South African Higher Education Qualification Framework (HEQF) Level 7. The qualification is similar to this qualification in that it investigates the critical role of design elements and languagei.e., typography, colour, imagery, interactivity, time and spacein clarifying and conveying information, evoking emotions, inducing actions, and engendering change.

    Australia, Swinburne University of Technology offers Bachelor of Media and Communication. The learning outcomes of qualification largely overlaps with this qualification. Upon completing the qualification will be able to:
  • Demonstrate knowledge and cognitive skills to review critically, analyse, consolidate and synthesise knowledge and apply this with initiative and judgement in planning, problem-solving and decision making in professional practice and scholarship.
  • Demonstrate technical and practical skills and a broad understanding of key concepts in their chosen field of study.
  • Demonstrate knowledge and cognitive and creative skills to exercise critical thinking and judgment in identifying and solving problems independently and collaboratively, in diverse contexts.
  • Apply communication skills to present a clear, coherent and independent exposition of knowledge and ideas to different audiences and stakeholders.
  • Demonstrate knowledge, conceptual understanding, technical skills and expertise in the broad field of media and communication.
  • Formulate arguments that draw on and critique the differences between relevant theories and evidence as they pertain to the field of media and communication.
  • Exercise initiative and judgment in planning, problem-solving and decision-making in professional practice and scholarship, individually and in collaboration with others.

    United Stated of America, School of the Arts Institute of Chicago offers Bachelor of Fine Arts in Studio. The qualification is a four-year Degree. Similar modules are offered in Web Design, 4D Design: Manipulating Media, Electronic Publication and Multi-Screen Studio. It encourages learners to actively engage their world and define their role as contributing designers by developing their critical and analytical skills, personal voice, and visual language. The qualification also cultivates a sense of social responsibility and inquiry in learner designers who will be working at the intersection of art, design, and mass culture which links well to the outcomes of this qualification. 
    		•

    ARTICULATION OPTIONS 
    This qualification allows possibilities for both horizontal and vertical articulation.

    Horizontal Articulation with:
  • Bachelor of Design, Level 7.

    Vertical Articulation with:
  • Postgraduate Diploma in Design, Level 8.
  • Bachelor of Design Honours Level 8. 
    		•

    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. Tshwane University of Technology (TUT) 


    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.