Bachelor of Architectural Studies Honours

Purpose

The qualification develops advanced critical, technical and design skills and training in the methodology and practice of architectural design and research. It provides learners with the knowledge, values and skills to study further in built environment disciplines by broadening their academic experience, skills and expertise.

Qualified learners will have acquired the knowledge and skills to implement an understanding of the built environment on the broader community and an understanding of the contribution they can make towards research, development and nation-building.

The qualifying learners will be able to

• Develop a portfolio of speculative spatial propositions and critical arguments in context
• Relate research-based design, history/theory, technical skills and imagination.

Rationale

The qualification offers a range of approaches to which learners are exposed, with influences and expertise from a large range of architectural practices and academics. These range from the fields of design, research, and experimental practice to conservation, urban design and sustainability.

The qualification takes account of the current global and local context. It advocates for a relook at how people share changing spaces as architects and urban designers in the contemporary African city and beyond. It interrogate how modes of communication change teaching and learning, outputs and formats of production.

The qualification will develop learners who are problem-solvers, rigorous, imaginative, critical, and experimental. Learners will develop graphic communication skills as they we work with fluid spectrum of analogue and digital production.

This qualification forms part of the more extensive Architectural Studies Qualification. It constitutes a year-long qualification of study after the initial three-year Bachelor of Architectural Studies qualification, qualifying learners to exit the larger qualification and enter other qualifications offered at Masters Level. It is a prerequisite qualification for admission into the Master of Architecture (Prof) and (Res) at NQF Level 9.

The Bachelor of Architectural Studies Honours (BArchHons) aligns to the professional registration category, Senior Architectural Technologist, while the subsequent Master's Degree meets the competency requirements of Professional Architect.

Recognition of Prior Learning

The institution has an approved Recognition of Prior Learning (RPL) policy which is applicable with regards to equivalent qualifications for admission into the qualification. RPL will be applied to accommodate applicants who qualify. RPL thus provides alternative access and admission to qualifications, as well as advancement within qualifications. RPL may be applied for access, credits from modules and credits for or towards the qualification.

RPL for access

• Learners who do not meet the minimum entrance requirements or the required qualification that is at the same NQF level as the qualification required for admission may be considered for admission through RPL.
• To be considered for admission in the qualification based on RPL, applicants should provide evidence in the form of a portfolio that demonstrates that they have acquired the relevant knowledge, skills, and competencies through formal, non-formal and/or informal learning to cope with the qualification expectations should they be allowed entrance into the qualification.

RPL for exemption of modules

• Learners may apply for RPL to be exempted for modules that form part of the qualification. For a learner to be exempted from a module, the learner needs to provide sufficient evidence in the form of a portfolio that demonstrates that competency was achieved for the learning outcomes that are equivalent to the learning outcomes of the module.

RPL for credit

• Learners may also apply for RPL for credit for or towards the qualification, in which they must provide evidence in the form of a portfolio that demonstrates prior learning through formal, non-formal and/or informal learning to obtain credits towards the qualification.
• Credit shall be appropriate to the context in which it is awarded and accepted.

Entry requirements

The minimum entry requirement for this qualification is

• Bachelor of Architectural Studies, NQF Level 7

Or

• Advanced Diploma in Architectural Technology, NQF Level 7

or

• an equivalent degree in the discipline of Architecture at National Qualifications Framework (NQF) level 7, as recognized and documented by the South African Qualifications Authority (SAQA).

This qualification comprises compulsory and/or elective modules at National Qualifications Framework Level 8 totalling 180 Credits.

Compulsory Modules, Level 8 180 Credits

• Advanced Design Studio, 45 Credits.
• Design Studio, 45 Credits.
• Contemporary Architectural Theory, 18 Credits.
• Advanced Theory and Practice of Construction, 18 Credits.
• Advanced History of Architecture and Urbanism, 18 Credits.
• Research Project, 36 Credits.

1. Develop an understanding of a broad range of fields of knowledge appropriate to the discipline of architecture, and critical analytical thinking to appreciate, research, interpret, refine and modify existing knowledge.
2. Gain a working knowledge of and skills in the methodology/s and practice of architectural research.
3. Show general design and problem-solving competencies and is able to apply them in a number of specialist applications.
4. Demonstrate knowledge of current technological knowledge in the field of study and its related disciplines.
5. Communicate and present material using effective and appropriate visual techniques in two and three dimensions.
6. Demonstrate self-directed, independent thought and practice.
7. Facilitate group work with peers and is able to worked directly with communities in a consultative role.
8. Develop an understanding of the wider social and natural systems which impact on the field of study and has developed an appreciation for cultural and aesthetic diversity.
9. Reflect and act upon a wide range of learning strategies, both existing and innovative.

Associated Assessment Criteria for Exit Level Outcomes 1

• Analyse and interpret knowledge critically in appropriate fields.
• Show the ability to analyse and evaluate research material.
• Engage in critical debate in the field of study.

Associated Assessment Criteria for Exit Level Outcomes 2

• Show an understanding of different research methodologies appropriate to architecture.
• Demonstrate competence in a field of architectural research, both individually and as member of a team.

Associated Assessment Criteria for Exit Level Outcomes 3

• Frame design questions critically.
• Evaluate and address questions through creative and responsible decision-making.
• Apply design processes in a number of specialist contexts.

Associated Assessment Criteria for Exit Level Outcomes 4

• Apply current technological norms and practices.
• Develop sustainable technological and environmental approaches to different contexts.

Associated Assessment Criteria for Exit Level Outcomes 5

• Communicate ideas and information to people from a wide range of backgrounds.
• Utilise enquiries into digital technologies to design practice and the impact of these technologies on the built environment.
• Appraise with web browsers and communication programmes, word processing, spreadsheets, databases, architectural drawing, 3-dimensional modelling and graphic and image-editing programmes.

Associated Assessment Criteria for Exit Level Outcomes 6

• Show time management, prioritisation and initiative.
• Define and tackle a problem within a generally defined framework.

Associated Assessment Criteria for Exit Level Outcomes 7

• Consult and collaborate with people from a range of backgrounds.
• Participate in group work effectively.

Associated Assessment Criteria for Exit Level Outcomes 8

• Utilise an integrated approach to the field of study.
• Evaluate knowledge of social, cultural, economic and environmental contexts.
• Take full responsibility for the implications of decisions taken.

Associated Assessment Criteria for Exit Level Outcomes 9

• Engage in critical assessment of current teaching and learning practice of the discipline and related fields.
• Reflect upon and improve individual work practices.

INTEGRATED ASSESSMENT

Assessment is ongoing, whether a leaner is engaged in studiowork or research. Assessment evaluates a learner's ability to grasp a problem, to work creatively with constraints, to gather, analyse, synthesise, evaluate and interpret the necessary information, and to formulate, articulate, develop and represent a relevant and sophisticated response.

Formative assessment

Focuses on the learner's ability to generate and develop ideas and possible solutions within the requirements and constraints posed by the problem under investigation. It is viewed as an interim response to the learner's output with the possibility of further development upon critical reflection. Formative assessments are conducted according to the discretion of the supervisor notwithstanding a mandatory mid-year review of the progress of the dissertation. The evaluation of the dissertation is formative in character and synoptically evaluates all outcomes. In each case, examiners submit formal reports on the thesis, which are made available to the learner.

Summative assessment

Focuses on the learner's response to the requirements and constraints posed by the problem. Summative assessment takes the form of a final examination of the theory and technology research papers at the end of the first semester and an oral presentation of the Design Dissertation at the end of the academic year.

In order to promote, monitor and measure student learning throughout a course, no single assessment may count for more than 40% of the final mark unless there are special circumstances, in which case the permission of the Dean is required.