Advanced Diploma in Communication Science

Purpose

The Advanced Diploma in Communication Science is designed to promote access to learning by expanding educational and employment opportunities for qualifying learners and supports social transformation and redress. The qualification is designed to promote excellence in general information distribution through creative and innovative teaching and learning and to increase opportunities for lifelong learning in response to the educational, social, political and economic challenges of the present time.

This qualification aims to equip learners with the critical and analytical communication skills to be able to operate in a 21st-century media environment and Information Age. Learners will be exposed to theories, debates and discussions about the role of the communication in society as well as being exposed to ways of analysing the operations of the communication, media products for consumption by audiences.

This qualification aims at improving communication operations within a business or improving operational communication environments, producing usable communication content and applications for specific outlets. This qualification is therefore particularly suitable for continuing professional development through the inculcation of a deep and systematic understanding of communication science; the current thinking, practices, theories and methodologies applicable across different contexts, channels and cultures.

This qualification will develop the following graduate attributes

• Communication - knowledge areas focus on theory and concepts concentrating on symbols, messages, interactions, networks and persuasive campaigns. Moreover, the role of communication in human experience is basic to comprehending complex situations and problems in the modern world.
• Media/Mass communication - mass communication professionals can apply their knowledge of rhetorical principles and strategic media practices to apply, develop, share, and evaluate effective messages to large, targeted audiences.
• Organisational Communication - knowledge areas gained in managing organisational conflict and to use of corrective communication. Structure organisational communication in terms of levels, hierarchies and communication networks at large with both theoretical and practical applications.
• Public Relations - public relations professional can apply knowledge from theory, research, communication processes, planning, production and advanced communications management abilities and to effectively develop written communication for Public communication. Plan reputation communication corporate branding, effectively engage various stakeholders.

Rationale

Access to, proficiency with, and media and information technologies are important in the public mind and are critical to policy making and teaching in government, schools and universities. The nation's press, media, and information sectors have been the object of intense public concern or scrutiny with a growing recognition of their unmatched importance in the conduct of our daily lives and democratic institutions. Never have the once separate worlds of news, stored knowledge, and the products of the mass media and entertainment industries converged locally, nationally, and globally, with even greater convergence certain to take place in the years ahead.

It is recognised that both media creators and citizens bear responsibility for the quality and impact of media and that in contemporary society, research and teaching about the media are essential to the development of an informed and critical public.

Qualifying learners will be able to contribute substantiated information towards the development of our South African democracy. The competencies attained will contribute towards:

• Responsible communication;
• Accountable freedom of expression;
• Access to reliable information;
• Improving the credibility of the communication profession and;
• Advancement of ethical communication science discipline.

Qualifying learners can progress to become a Communication specialist, media specialist or Public Relations managers and will gain entry into a Bachelor of Arts (BA) Honours in Communication Science or to any other Honours Degree or Postgraduate Diploma within the Communication Science field.

Recognition of Prior Learning (RPL)

The Recognition of Prior Learning (RPL) policy of the institution applies. RPL will be used for access or for credits or exemption towards modules.

Entry Requirements

The minimum entry requirement for this qualification is

Learners who have completed the following qualifications

• Diploma in Marketing Communication, Level 6.

This qualification consists of compulsory modules at NQF Level 7 totalling 120 Credits.

Compulsory Modules

• Communication Management, 15 Credits.
• Organisational Communication, 15 Credits.
• Mass Communication, 15 Credits.
• Strategic Public Relations and Public Speaking, 15 Credits.
• Advanced Research in Communication Strategies, 15 Credits.
• Visual Communication, 15 Credits.
• Intercultural Communication, 15 Credits.
• Electronic Communication, 15 Credits.

1. Design and integrate internal and external strategic communication plans for an organisation.
2. Develop and communicate communication strategies in well-formed augments using appropriate research discourse.
3. Analyse, engage and manage communication for diverse cultural behaviours.
4. Manage and apply Public Relations strategies when engaging stakeholders.
5. Manage communication in any organisation.

Associated Assessment Criteria for Exit Level Outcome 1

• Organisational communication plans for both internal and external publics are designed and evaluated.
• An audit report is produced and the effectiveness of an organisation's communication plan is analysed.
• Innovative technologies are applied to enhance the organisational management of the activities of team members.
• Market research information to define, label and reach potential markets are interpreted and used.

Associated Assessment Criteria for Exit Level Outcome 2

• Appropriate methodologies and ethical procedures in conducting research within the communication studies discipline/profession are applied.
• Multiple research methods and their role and application in knowledge construction are applied.
• Awareness of research methods and techniques such as learning skills are applied in practice via analysis, writing, researching and data gathering are displayed.
• A proposal for problem-solving in communication-related professions is compiled.
• Communication research into online social media to increase market segmentation for the organisation's brand is undertaken.

Associated Assessment Criteria for Exit Level Outcome 3

• Cultural communication is defined. Worldviews and strategies to engage diverse communication for cultural relevance are analysed.
• Communication strategies that enhance communication between members of diverse cultures are designed.
• Communication plans that embrace cultural diversity are developed.

Associated Assessment Criteria for Exit Level Outcome 4

• Strategic Public Relations plans to write several types of print news briefs and address an organisation's stakeholders using public speaking are designed.
• Strategies for diverse types of Public Relations events and possible solutions for the organisation are developed.
• Public Relations Strategies to effectively engage various stakeholders are applied.
• Case studies using experience of current events for the organisation's future development are developed.

Associated Assessment Criteria for Exit Level Outcome 5

• Crisis communication strategies for the organisation are designed and integrated.
• The organisational messaging relevant to both internal and external publics are evaluated.
• Organisational communication processes are analysed.
• Persuasive communication for effective conflict resolution is applied.
• Strategic messages on social media are designed and a social media audit through web analytics is conducted.

Integrated Assessment

Integrated Assessments are used as an engaging and creative learning platform that closely combines and blends the learning outcomes from multiple assessments. These assessments are conducted over a period with numerous formative and summative components. Through this process, the learners will be able to integrate knowledge fields and effectively synthesise this into a coherent and contextualised framework using complementary skill and knowledge skills gained from each module. In addition, there must be opportunities for learners to show that they are able to demonstrate the achievement of many outcomes (both critical and specific) within a single assessment task. The assessment should focus on the application of the learners' learning, not upon the recall of learning, which is merely stated.

Assessment is an important quality assurance mechanism. All assessment will be continuous in nature. The assessment will be regular, cyclical and formative in nature. In line with an Outcomes Based Education (OBE) approach, learners will be assessed on an on-going basis in a variety of ways during the module. A minimum of two tests, two assignments and 2 group assignment and individual assignment will be given.

There are clear, educationally sound policies for internal formative and summative assessment and the appointment and responsibilities of external examiners. There are mechanisms for the monitoring of learners' progress ensuring the validity and reliability of assessment practices.

Types of assessment/evaluation include

• Individual assignments;
• Group assignments;
• Class work;
• Multiple choice test papers;
• Essay type question papers;
• Case study type question papers;
• Presentations (verbal and PowerPoint);
• Research proposal for the project.

All the above is consistent with a process of continuous assessment/evaluation.

Each module has term tests, major assignments and topical assignment/group projects and case studies pertaining to each course.

At least 50 % of all assessment will be formative in nature (i.e. for the benefit of learners' learning, rather than for educational decision-making). A variety of methods will be used for formative assessment. There will be a minimum of two formative assessments and a practical assessment during the term, with the final summative assessment will be not more than 50 %.

The assessment system allows for re-assessment. Only the outcomes (or section of work in which the learners has not mastered) which have not been achieved will be re-assessed. The cut-off time by which reassessments will be completed will be decided, individually, by the various faculties.