Bachelor of Arts Honours in Audiovisual Communication

The primary purpose of the qualification is to develop intermediate applied competence of qualifying learners in Audiovisual communication (AVC). Intermediate applied competence implies the advanced ability to acquire, analyse, interpret and apply complex communication principles and theories, related to the context of AVC, within relevant sectors of the electronic media and the broadcasting industry. Furthermore, learners will develop the sophisticated ability to internalise, reflect and communicate complex strategic decisions and applications effectively, through the progressive and suitable use of scientific language and technical terminology associated with AVC. The qualification will facilitate effective critical learning through the exposure to, and application of, specialised learning styles, thereby enabling the learner to navigate and manage the multi-dimensional, dynamic context of AVC holistically.

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

*The ability to synthesise different texts into a logical argument

*The ability to write essays

*The ability to develop an argument that is supported by evidence

*The ability to engage with and critique the ideas of their peers in a constructive manner

*The ability to reflect on their own learning experience and use this to improve the quality of their own work

*The ability to design, plan, and execute a basic research task, based on a theoretical framework in a group context, to reflect on their own research and to report on research findings

*The ability to search for, access, organise and interpret information

*The ability to discuss, problematise and investigate AVC, particularly in the South African industry and communication context

*Know the meaning of and, are able to provide definitions for, terminology and theoretical constructs used in Communication Science and specifically AVC and should be able to use these correctly

*The ability to, critically and creatively, describe and apply different communication models and constructs to specific AVC problems in the South African broadcasting contexts.

Potential learners should be in possession of a Bachelor's degree with Communication as a major subject and learning in the relevant specialisation fields with an average of 65% at NQF level 6, with a minimum of 360 total credits. Potential learners who are not in possession of such a degree, but 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 a Bachelor's with Communication as a major subject and learning in the relevant specialisation field, 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.

Potential learners who want to be credited for prior learning and/or experience for a particular module or modules, need to apply in writing to the Departmental Chairperson of the Department of Communication, clearly stating the title(s) of the module or modules they want to be credited for as well as the basis on which they believe 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 against the provision that this is not to be the detriment of the potential learner and that his/her chances to succeed must be 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.

Exit-level outcomes

1. Identify, evaluate and solve advanced AVC and communication problems using critical and creative thinking
2. Manage and work effectively with others as a member of a AVC team or group to identify, solve and critically evaluate advanced communication and AVC problems
3. Organise and manage personal activities related to the AVC learning process in an accountable manner
4. Collect, analyse, organise, critically evaluate and apply complex information pertaining to AVC
5. Communicate complex AVC information effectively, using appropriate communication skills and media, and facilitating effective verbal and non-verbal persuasive communication
6. Use AVC science and technology effectively, critically and responsibly to address

sophisticated issues pertaining to AVC

1. Demonstrate a heightened understanding of the related systems of AVC and the dynamic interrelationship between thee units, and with the broader context
2. Acquire and reflect on advanced learning skills and strategies appropriate to the context of communication and AVC
3. Acquire a heightened understanding of the principles of responsible citizenship with regard to AVC in local, national and global communities
4. Demonstrate an understanding and/or apply heightened cultural and aesthetic sensitivity in the process of AVC
5. Develop advanced employment seeking skills within the AVC employment context
6. Identify and develop multiple AVC entrepreneurial opportunities.

1. Does the learner identify, evaluate and solve advanced AVC problems by using critical and creative thinking?
2. Does the learner work effectively with others, as a member of an AVC team or group, to identify, solve and critically evaluate advanced communication and AVC problems?
3. Does the learner organise and manage personal activities related to the AVC learning process, in an accountable manner?
4. Does the learner collect, analyse, organise, critically evaluate and apply complex information pertaining to AVC?
5. Does the learner communicate complex AVC information effectively, using appropriate communication skills and media, and facilitating effective verbal and non-verbal persuasive communication?
6. Does the learner use AVC science and technology effectively, critically and responsibly, to address sophisticated issues pertaining to AVC?
7. Does the learner demonstrate a heightened understanding of the related systems of AVC and the dynamic interrelationship between these units, and with the broader context?
8. Does the learner acquire and reflect on advanced learning skills and strategies appropriate to the context of communication and AVC?
9. Does the learner acquire a heightened understanding of the principles of responsible citizenship with regard to AVC in local, national and global communities?
10. Does the learner demonstrate an understanding of, and apply heightened cultural and aesthetic sensitivity in the process of AVC?
11. Does the learner develop advanced employment-seeking skills within the AVC employment context?
12. Does the learner identify and develop multiple AVC entrepreneurial 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, among others, short essays, presentations in small groups, practical activities, field visits, publications and productions. Self-assessment activities are included in study guides. Opportunities for peer assessment are included.

Summative assessment practices that will be implemented

Integrated assessment, focusing on the achievement of the exit-level outcomes, will be done by means of written assignments, formal module tests and the execution and presentation of a research project, as well as end of semester final examinations.