Bachelor of Arts Honours in Creative Brand Communication

Purpose

The purpose of the Bachelor of Arts Honours in Creative Brand Communication is to impart the necessary skills and knowledge to students in order that they are able to demonstrate the necessary outcomes to be qualified at this level of study and to enable them to find employment in the Advertising, Design, Copywriting and Creative Communication industries at an appropriate level. The purpose is to provide students with the Postgraduate skills and knowledge in order to prepare them for middle and management positions in the Communications industry as well as to equip them with further skills and competencies in their chosen area of creativity. The Honours Degree in Creative Brand Communication provides students with a strong critical outlook and develops their professional and technical skills in order to provide them with the ability to function as Managers or core members of a creative team within the Communications and Branding industries.

This qualification is aimed at students who wish to develop their skills and abilities within the fields of Copywriting, Visual Communication and Multimedia Design. It provides students with the core competencies necessary to develop and manage brands from both creative and strategic perspectives. The course aims to develop a variety of research skills to be used for professional, practical and academic purposes. Students engage with the critical theories that surround brand architecture and development, as well as the contemporary debate and contextualisation of their core discipline within the field of Branding and Communication.

The Honours Degree in Creative Brand Communication will give qualifying students the intellectual capital for a competitive edge in industry, and will also provide them with the basis on which to continue learning through higher Degrees, and in particular enable them to enter into Master Degree programmes. The emphasis is on learning how to learn, and encouraging life-long learning at our institution, and within South African society as whole.

This qualification is primarily intended for application in the Advertising, Copywriting and Design industries whereby graduates will be able to move into more senior positions as creatives in a number of different fields. This Honours programme is an important opportunity for professionals in the Communications and Design industries to build on their existing qualifications, and in turn, become part of an important move to up skill these industries.

The Honours Degree in Creative Brand Communication is delivered as a one-year full time course, or an 18-month part time course, where students complete 3 modules.

Rationale

The Honours Degree in Creative Brand Communication aims to merge the traditionally separated bases of context focused, discipline focused and career focused qualifications. Whilst this Honours Degree is vocational, it also includes core aspects of academic, professional, occupational and technical purposes. In doing so, the Honours Degree in Creative Brand Communication provides students with a strong critical outlook and develops their professional and technical skills in order to provide them with the ability to function as Managers or core members of a creative team within the Communications and Branding industries.

The Communications and Design industries within South Africa are fast developing, and parallel to this growth exists a demand for more highly trained and qualified 'creatives'. The Independent Institute of Education (IIE) Honours Degree graduates will have made and will be able to continue to make a valuable contribution to the existing body of research within both the creative industries and within design and brand based academia. We see all of our graduates as valuable members of society who will contribute to and enhance the identity of the country.

The Honours Degree in Creative Brand Communication is run on both a fulltime basis and a part time basis and students have the option of specialising in Copywriting, Visual Communications, or Multimedia Design. The full time one-year programme is aimed at students who are able to commit to a full year study period, as well as students who want to continue studying after graduating from their undergraduate Degree. The part time 18 month programme is aimed at students who wish to study further whilst continuing their employment in the industry, or at students who wish to enter the industry after graduation, but also want to continue their studies.

We have committed ourselves to forging a truly South African blend of educational material with both global and local influences, giving our students the benefit of an immediately relevant Curriculum that reflects international trends. Our wide network of industry connections and active support from many individuals in the field help shape this aspect of our programme.

This qualification is well recognised in the industry for producing high calibre students who have well all round knowledge of the Branding, Communications and Visual Communications industries. Our reputation as educational leaders in the fields of branding leaves us in no doubt that the Honours programme will attract both high calibre students and industry professionals.

Recognition of Prior Learning (RPL)

RPL can be used to admit no more than 10% of a cohort but to date very few students have been admitted through the formal RPL process which is governed by the relevant policies. RPL processes are programme specific in that the criteria against which evidence of prior learning must be provided are determined by the learning normally assumed to be in place for qualifications at the level concerned in the field concerned. Instruments are only designed when requests are made as they are expensive to design, implement and assess. To date most applications to The Independent Institute of Education (IIE) for RPL of non-formal learning are at the Honours level. The procedure is governed by the Academic Credit Policy and Qualification Completion Policy [IIE004] while recognition of non-formal learning is governed by the Recognition for Prior Learning Policy [IIE010]. Both are discussed here.

In addition to RPL a Credit Accumulation and Transfer mechanism exists for access and advance standing for formal learning from a recognised, registered and accredited institution on a registered and accredited qualification. Computer Applications Technology (CAT) rules as proposed by national policy are applied - no more than 50% of a completed qualification which cannot represent more than 50% of the target qualification will be awarded. In reality these percentages rarely exceed more than 25%.

If an applicant applies for an RPL admission, the learning assumed to be in place for the programme is assessed against Exit Level Outcomes equivalent to the formal learning required for admission. This would include an evaluation of the content as well as the applicant's cognitive and technical competence. Applicants prepare a portfolio against these stated requirements which is then assessed by a team of experts/ academics in line with the policy.

Recognition is awarded for

• Learning, and not for experience per se.
• Learning that is on the level of the specific level descriptors of the qualification/unit standard.
• learning that is in line with applied competence and has a balance between theory and practical application appropriate to the subject or unit standard.

Entry Requirements

• An appropriate Bachelor's Degree in a cognate field.

Or

• An appropriate Advanced Diploma in a cognate field, provided that a 360 Credit Diploma or an appropriate equivalent has been completed. Candidates who have completed an Advanced Diploma after an NQF Level 5 Diploma must be admitted as a Senate Discretionary admission.

Recognition of Prior Learning (RPL) - demonstrate suitability for admission in terms of Senate's resolution 6.6 of 20 October 2005 which allows for Senate's discretionary conditional admission (if applicable).

Additional Admission Requirements

• Candidates are normally required to have a minimum average of 60% in their third year of their third year modules of their Degree or equivalent qualification, and they may be required to undergo an interview.
• Applicants for the Bachelor of Arts Honours in Creative Brand Communication must submit a creative portfolio and successfully meet the creative portfolio criteria based on a review by a specialist panel.

Learning components assigned to the qualification, Level: 8

Module 1

• Brand and Brand Building, 20 Credits.

Module 2

• Research Methodology (with thesis), 47 Credits.

Module 3 (Fundamental)

• Creative Brand Communication (creative application), 71 Credits.

1. Contextualise and assess a variety of brands and brand contexts within the South African economic and socio political environment.
2. Produce creative, strategic and conceptual solutions for complex briefs.
3. Produce appropriate research that contributes to the academic and professional fields pertinent to the creative application.
4. Apply appropriate technological and computer skills in the process and production of a variety of projects.
5. Produce a theoretical and academic argument with appropriate structure.
6. Conceptualise appropriate solutions for branding, strategic and creative problems.
7. Develop an individual perspective and style within the creative application.
8. Develop and define the architecture of a brand.
9. Apply strong critical and analytical skills and abilities in the development and assessment of creative solutions.
10. Produce socially and ecologically responsible work that is appropriately contextualised within contemporary South Africa.

Associated Assessment Criteria for Exit Level Outcome 1

• Contextualise and assess a variety of brands and brand contexts within the South African economic and socio political environment.
• Contextualisation is valid and substantive.
• Assessments are appropriate and accurate.
• Description of contexts and environments are appropriate and valid.

Associated Assessment Criteria for Exit Level Outcome 2

• Produce creative, strategic and conceptual solutions for complex briefs.
• Solutions are valid and appropriate to the brief.
• Solutions address a wide variety of complex problems raised by the brief.
• Solutions are creative and original.
• Concepts are valid and appropriate to the target markets.
• Solutions are produced within specified media and time constraints.

Associated Assessment Criteria for Exit Level Outcome 3

• Produce appropriate research that contributes to the academic and professional fields pertinent to the creative application.
• Research is contextualised within the brand and creative environments.
• Research is substantive and valid.
• Research is conducted and collated in an appropriate structure.
• Collations and assessment of research are appropriate.

Associated Assessment Criteria for Exit Level Outcome 4

• Apply appropriate technological and computer skills in the process and production of a variety of projects.
• Selected technologies and technological processes are appropriate to the concept and to the brief.
• A wide range and variety of technologies and technological processes are used effectively.
• Solutions are produced to an appropriate level of finish and completion.
• A variety of projects have been produced effectively.

Associated Assessment Criteria for Exit Level Outcome 5

• Produce a theoretical and academic argument with appropriate structure.
• Collected research is appropriate and has been used effectively to support the argument.
• Structure is appropriate, clear and valid.
• Argument is clear, substantive and presented logically.
• Argument acknowledges appropriate historical precedent.

Associated Assessment Criteria for Exit Level Outcome 6

• Conceptualise appropriate solutions for branding, strategic and creative problems.
• Effective and appropriate solutions are found for a wide variety of problems.
• Complex problems have been identified, analysed and assessed accurately and appropriately.
• Contextualisation of problems in accurate and substantive.
• Conceptualisation is creative, original and ongoing.

Associated Assessment Criteria for Exit Level Outcome 7

• Develop an individual perspective and style within the creative application.
• Creative and conceptual solutions are individually developed and original.
• Contextualisation of the specific learner within the brand and creative environment is substantive and appropriate.
• Solutions are of a consistently good standard at the same time as appropriately varied.

Associated Assessment Criteria for Exit Level Outcome 8

• Develop and define the architecture of a brand.
• Definitions are valid and substantive.
• Development is logical and creative.
• Definitions and development is contextualised within the appropriate brand and target market environments.

Associated Assessment Criteria for Exit Level Outcome 9

• Apply strong critical and analytical skills and abilities in the development and assessment of creative solutions.
• Analyses are appropriate and substantive.
• Application of critical skills is constructive and appropriate.
• Creative solutions are appropriate to the brief and context.
• Creative solution development is logical and appropriately conceptual.

Associated Assessment Criteria for Exit Level Outcome 10

• Produce socially and ecologically responsible work that is appropriately contextualised within contemporary South Africa.
• Solutions consider the social, economic and political environment of the country.
• Solutions take into consideration the environment and are ecologically sustainable.
• Solutions are appropriate to the visual, written and diverse culture of South Africa.

Integrated Assessment

Formative Assessment

Learning and assessment are integrated. Continual formative assessment is required so that students are given feedback on their progress in the achievement of learning outcomes. The scheme of work includes assignments, real-world briefs, tests and an integrated programme portfolio based on the learning material and students are given feedback. The process is continuous and focuses on smaller sections of the work and limited numbers of outcomes.

Summative Assessment

Summative assessment is concerned with the judgment of the learning in relation to the Exit Level Outcomes of the qualification. Such judgment must include integrated assessments which test the student's ability to integrate the larger body of knowledge, skills and attitudes that are represented by the Exit Level Outcomes as a whole. Examinations, projects, reports or equivalent assessments, such as a portfolio of evidence, assess a representative selection of the outcomes practiced and assessed. Summative assessment also tests the student's ability to manage and integrate a large body of knowledge to achieve the stated outcomes of a module.

Integrated assessments will be designed to achieve

• An integration of the achievement of Exit Level Outcomes in a way which demonstrates that the purpose of the qualification as a whole has been achieved.
• The evaluation of learner performance which can provide evidence of applied competence.
• Criterion-referenced assessment which is clearly explained to, and understood by, the students and which can be applied in the recognition of prior learning.