SAQA

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.

SOUTH AFRICAN QUALIFICATIONS AUTHORITY

REGISTERED QUALIFICATION:

Master of Arts in Fundamental Communication

SAQA QUAL ID	QUALIFICATION TITLE
110504	Master of Arts in Fundamental Communication
ORIGINATOR
University of Johannesburg
PRIMARY OR DELEGATED QUALITY ASSURANCE FUNCTIONARY			NQF SUB-FRAMEWORK
-			HEQSF - Higher Education Qualifications Sub-framework
QUALIFICATION TYPE	FIELD		SUBFIELD
Master's Degree	Field 04 - Communication Studies and Language		Communication Studies
ABET BAND	MINIMUM CREDITS	PRE-2009 NQF LEVEL	NQF LEVEL	QUAL CLASS
Undefined	180	Level 8 and above	NQF Level 09	Regular-Provider-ELOAC
REGISTRATION STATUS		SAQA DECISION NUMBER	REGISTRATION START DATE	REGISTRATION END DATE
Reregistered		EXCO 0821/24	2021-07-01	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 is replaced by:

Qual ID	Qualification Title	Pre-2009 NQF Level	NQF Level	Min Credits	Replacement Status
115621	Master of Arts in Communication Studies	Not Applicable	NQF Level 09	180	Complete

PURPOSE AND RATIONALE OF THE QUALIFICATION

The primary purpose of the qualification is to develop advanced applied competence of qualifying learners in general communication theory. Advanced applied competence implies the highly developed ability to acquire, analyse, interpret and applied advanced communication principles and theories related to context of general communication theory within relevant sectors of the electronic media and the broadcasting industry. Furthermore, learners will develop the highly sophisticated ability to internalise, reflect on and communicate highly complex strategic decisions and applications effectively through the progressive and suitable use of scientific language and technical terminology associated with general communication theory. The qualification will facilitate effective critical learning and foster appropriate research capabilities through exposure to and application of specialised learning and research styles, thereby enabling the learner to navigate and holistically manage the complex, dynamic context of general communication theory.

LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING

To enrol for this qualification, potential learners need to demonstrate the following competencies:

the ability to write academic texts;

the ability to write a research proposal and report;

the ability to orally present and defend an argument that is supported by evidence;

the ability to engage with a critique the ideas of their peers in a constructive manner;

the ability to design, plan and execute a meso-level research task based on a theoretical framework in a group context at an intermediate level, to reflect on their own research and to report on research findings;

the ability to search for, access, organise, and interpret information at an intermediate level;

the ability to use various information and communication technologies in an academic environment;

the ability to discuss the theory and methodology of fundamental communication, and to contribute to current - debates in fundamental communication at an intermediate level;

the ability to critically and creatively describe an apply different communication models and constructs specific to - fundamental communication problems in the South African and global broadcasting industry and electronic media contexts at an intermediate level.

Potential learners should be in possession of an Honours degree in Communication or related fields of specialisation with an average of 65% at NQF level 7, with a minimum of 120 credits. Potential learners who are in possession of such a degree, but who are in possession of a qualification that could be regarded as equivalent to such a qualification, must apply to the Accreditation Committee of the Faculty of Arts for accreditation.

Recognition of prior learning:

All potential learners who are not in possession of an Honours degree in general communication theory need to provide proof of an equivalent qualification. Those who claim that they have achieved relevant prior learning which should give them access to the programme need to apply to the Departmental Chairperson of the Department of Communication for recognition of prior learning.

A potential learner who wants to be credited for prior learning, and/or experience for a particular module or modules, needs to apply in writing to the Departmental Chairperson of the Department of Communication, clearly stating the title(s) of the module or modules he/she wants to be credited for, as well as the basis on which he/she believes the accreditation should be granted.

The principles of RPL are subscribed to and will be implemented in a flexible manner. The principle of flexible and open access will, however, be offset by the provision that this is not to the detriment of the potential learner and that his/her chances of success are reasonable.

The Committee will assess learners' competencies in order to determine whether they are eligible for a) access to, b) advanced placement in, or c) recognition of status for this qualification.

RECOGNISE PREVIOUS LEARNING?

EXIT LEVEL OUTCOMES

Learners should be able to:

1. Identify, evaluate, anticipate and solve advanced general communication theory problems using critical and creative thinking.

2. Strategically manage and work effectively with others as a member of a general communication team or group to identify, solve and critically evaluate highly complex general communication theory problems;

3. Organise and manage personal activities related to the general communication theory learning process and research in an accountable manner.

4. Collect, analyse, organise, critically evaluate, conceptualise and apply complex information pertaining to general communication theory;

5. Communicate specialised general communication theory information effectively using appropriate communication skills and media, and facilitate effective verbal and non-verbal persuasive communication.

6. Use intricate general communication theory science and technology effectively, critically and responsibly to address complex issues pertaining to general communication theory;

7. Demonstrate a sophisticated understanding of the related systems of the general communication theory and dynamic interrelationship between these units and the broader context;

8. Acquire and reflect on specialised reflective skills and strategies appropriate to the context of communication and general communication theory;

9. Acquire a specialised understanding of the intricate principles of responsible citizenship with regard to general communication theory in local, national and global communication theory;

10. Comprehend and apply heightened cultural and aesthetic sensitivity in the process of general communication theory;

11. Develop advanced career development skills within the general communication theory employment context;

12. Identify and develop strategic general communication theory enterpreneurial opportunities.

ASSOCIATED ASSESSMENT CRITERIA

1. Did the learner identify, evaluate, anticipate and solved advanced general communication theory problems by using critical and creative thinking?

2. Did the learner strategically manage and work effectively with others as a member of a general communication team or group to identify, solve and critically evaluate highly complex general communication theory problems?

3. Did the learners organise and manage personal activities related to the general communication theory learning process in an accountable manner?

4. Did the learner collect, analyse, organise, critically evaluate, conceptualise and apply complex information pertaining to general communication theory?

5. Did the learner communicate specialised general communication theory information effectively using appropriate communication skills and media, and facilitate effective verbal and non-verbal persuasive communication?

6. Did the leaner use intricate general communication theory science and technology effectively, critically and responsibly to address complex issues pertaining to general communication theory?

7. Did the learner demonstrate sophisticated understanding of the related systems of the general communication theory and dynamic interrelationship between these units and the broader context?

8. Did the learner acquire and reflect on specialised reflective skills and strategies appropriate to the context of communication and general communication theory?

9. Did the learner acquire a specialised understanding of the intricate principles of responsible citizenship with regard to general communication theory in local, national and global communities?

10. Did the learner comprehend and apply heightened cultural and aesthetic sensitivity in the process of general communication theory communication?

11. Did the learner develop advanced career development skills within the general communication theory employment context?

12. Did the learner identify and develop strategic general communication theory enterpreneurial opportunities?

Integrated assessment

Continuous assessment practices form an integral part of the design of this qualification. Learning outcomes are made explicit to learners and there is a coherent assessment strategy in place for each module, with a fair balance between formative and summative assessment strategies.

Formative assessment practices that will be implemented:

A range of formative assessment strategies is used. Formative assessment strategies include, inter alia, short essays, oral presentations to a group of peers, and practical computer-based activities, personal discussions and practical projects. Opportunities for peer assessment are included.

Summative assessment practices that will be implemented:

Integrated assessment, focusing on the achievement of the exit-levels outcomes, include the drafting of a research proposal and the writing of a research report.

For the structured programme, summative assessment of essays and an oral examination also take place.

ARTICULATION OPTIONS

Access to qualifications at a lower level:

Potential learners should be in a possession of an Honours degree in general communication theory at NQF level 7. This achievement of this qualification should give learners access to certificates and diplomas in this field at level 7.

Access to qualifications at the same level:

The achievement of this qualification should give learners access to certificates and diplomas in this field at level 8. Learners who are (or have been) registered for this (or a related) qualification at another higher education institution or at RAU, may, with the permission of the Dean of Arts, enter the Masters programme in general communication theory mid-stream, given that the rules of access have been complied with. Such learners will therefore be credited for prior learning.

Access to qualifications at a higher level:

Having obtained this qualification, the following possibilities for further study in higher education programme exist:

a Doctoral programme in fundamental communication.

MODERATION OPTIONS

External examination processes to be implemented:

An assessor within the department as well as an external moderator administer the final assessment. A departmental committee appoints external assessors.

External examiners/moderators that will be appointed for this qualification and the type of institutions or professional bodies from which they will typically be drawn:

One per module from the communication department of a tertiary institution, or a qualified assessor (see Section 10) from a related industry or professional body.

CRITERIA FOR THE REGISTRATION OF ASSESSORS

Criteria regarding formal qualification that an assessor should have:

An assessor should have at least have a Master's degree in communication or a related field of study and be regarded by the academic community as an expect in the subject field and competent to act as an assessor.

Criteria regarding job or learning experience:

An assessor should be proficient in the subject matter of the learning area which he/she is assessing and have good interpersonal skills.

Criteria experience of or exposure to assessment:

An assessor needs to have prior assessment experience and/or be trained in assessment practices at a higher education level:

as part of qualifying as an education and training practitioner; or

through a mentoring process; or

through on-the-job training; or

through additional; study of a unit standard or qualification on assessment.

LEARNING PROGRAMMES RECORDED AGAINST THIS QUALIFICATION:

When qualifications are replaced, some of their learning programmes are moved to being recorded against the replacement qualifications. If a learning programme appears to be missing from here, please check the replacement.

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.

NONE