Bachelor of Arts Honours in Geography

Purpose

The qualification serves to deepen and consolidate the students' undergraduate knowledge of Geography as the study of people and their relationship with their environment is concerned with helping to develop an understanding of the physical, social, cultural and economic processes that shape the environment. To achieve this, this qualification aims to use a wide variety of geographical concepts and methodologies using authentic real world examples to equip learners in their development as geographers for a wide range of vocational fields including academia.

Rationale

The most important changes to the qualification in 2010 were to accommodate the compulsory research under supervision requirement for a Bachelor of Arts Honours. The qualification changed from a blended learning qualification to a fully online qualification, and this resulted in syllabus changes in three modules to accommodate the online environment and the new mode of teaching in an online environment, including information retrieval from electronic sources such as the internet and library.

The philosophy of all the modules is to assist and measure the students' ability to identify the geographical aspects of real-world problems and challenges and to apply the skills of a geographer in trying to solve the problem or address the challenge. Students who complete this qualification can continue with their academic career in Geography on the Masters and Doctoral level. They can also articulate into the environmental sciences and environmental management qualifications at Levels 9 and 10.

In terms of careers successful graduates can enter into the growing areas of employment related to the environment (public and private sector) as well as academia and secondary school teaching. The qualification was aligned to requirement that the qualification should prepare students for research-based Postgraduate study in the discipline of Geography.

Recognition of Prior Learning (RPL)

In instances where a student does not have an average of 60% or more a submission may be made to the relevant college to allow such a student admission. Students must provide a written motivation of not more than 3 pages requesting admission to the college. Each college will determine the requirements for the motivation. However, in considering the application the college must take into account: the relevant experience, work or otherwise, of the student; the language capabilities of the student; alternative options for access into the qualification; any other factor deemed necessary by the college.

Entry Requirements

An appropriate Bachelor's Degree with an average of 60% or more.

This qualification consists of compulsory and elective modules at Level 8 totalling 120 Credits.

Compulsory Modules

• The Geographer as a Researcher, 24 Credits.
• Geography in Action: From Problem Identification to Methodology, 24 Credits.

Elective Modules

• The Geography of People-Resource Interactions in the Global South, 24 Credits.
• The Geography for Tourism, 24 Credits.
• Geographic Perspectives of Environmental Change, 24 Credits.
• The Geography of Everyday Living in Human Settlements, 24 Credits.
• Geographical Information Systems, 24 Credits.

1. Identify, analyse, formulate and solve convergent and divergent problems and issues related to the natural environment.
2. Work effectively with others as a member of a team, group, organisation, community, and contribute to the group output in tasks within the field of environmental management.
3. Manage and organise her or his activities and life responsibly and effectively, including her or his studies within the open and distance learning context.
4. Collect, analyse, organise and critically evaluate information, as required.
5. Communicate effectively using visual, mathematical and/or language skills in the modes of oral and for written presentation, often in pieces of sustained discourse.
6. Use science and technology effectively and critically, showing responsibility towards the environment and health and well-being of others, in community, national and global context.
7. Demonstrate an understanding of the world as a set of related systems by recognising that problem solving contexts do not exist in isolation, and by acknowledging their responsibilities to those locally and the broader community.

Associated Assessment Criteria for Exit Level Outcome 1

• Identify, analyse and solve complex and advanced abstract problems by drawing on their own experience and theoretical knowledge and on the experiential base of a single discipline or across interdisciplinary lines in the humanities.
• Use their knowledge and experience to offer informed suggestions, or to generate alternative strategies, for dealing with problems at a community, national, international and global level.
• Solve problems by generating alternative strategies for dealing with those problems.
• Critically evaluate various theoretical standpoints and compare them to their own views.
• Offer evidence in a variety of ways (from a theoretical knowledge base, from an experiential base, etc.) to support their stated views.
• Analyse the global, national and local community in terms of problems, needs and opportunities.

Associated Assessment Criteria for Exit Level Outcome 2

• Use and propagate 'people skills' (tolerance, empathy, listening skills, etc.) in group situations.
• Demonstrate respect for the opinion of others through (written and/or oral) reporting without bias.
• Demonstrate tolerance of diversity through (written and/or oral) reporting without bias.
• Undertake projects of a theoretical and/or practical nature to provide evidence of successful interaction with other.
• Use advanced communication skills within the group.
• Act as supportive followers and group participants.
• Organise themselves and others into effective working groups.
• Communicate the evidence of these group interactions through (written and/or oral) reporting.

Associated Assessment Criteria for Exit Level Outcome 3

• Demonstrate the requisite theoretical skills and learning strategies.
• Organise their study plans and engage in effective time management.
• Assess their own strengths and weaknesses and develop organisational strategies.
• Evolve strategies best suited to their personal situations and contexts.
• Think independently, and offer sustained theoretical evidence to support their decisions.

Associated Assessment Criteria for Exit Level Outcome 4

• Communicate their ideas logically and provide supporting evidence in a sustained manner.
• Evaluate conclusions and premises in academic arguments and produce sound arguments.
• Use language competently, showing awareness of written (and/or oral) conventions relevant to the discipline.
• Use appropriate models of organisation and presentation as required in the relevant discipline.
• Use statistics (where necessary) effectively in support of their ideas.
• Identify and illustrate discipline-specific jargon.
• Analyse, evaluate and critique the ideas of others.

Associated Assessment Criteria for Exit Level Outcome 5

• Communicate their ideas logically and provide supporting evidence in a sustained manner.
• Evaluate conclusions and premises in academic arguments and produce sound arguments.
• Use language competently, showing awareness of written (and/or oral) conventions relevant to the discipline.
• Use appropriate models of organisation and presentation as required in the relevant discipline.
• Use statistics (where necessary) effectively in support of their ideas.
• Identify and illustrate discipline-specific jargon.
• Analyse, evaluate and critique the ideas of others.

Associated Assessment Criteria for Exit Level Outcome 6

• Demonstrate a responsible attitude towards scholarship and technology.
• Use scientific methods of investigation, testing and evaluation.
• Select technology to suit the needs of the individual or group.
• Use natural resources in a sustainable way.
• Show respect for and a responsible/ethical attitude towards science and technology.
• Show respect and openness towards the psychological, health and physical environment of others.

Associated Assessment Criteria for Exit Level Outcome 7

• Demonstrate their prior knowledge and experience as it is relevant to their discipline.
• Connect the abstract knowledge of theory to the reality of their individual contexts.
• Draw upon their prior knowledge (personal and abstract) and personal experience as appropriate when investigating and analysing the world around the.
• Look beyond and across traditional disciplinary boundaries for possible solutions.

Integrated Assessment

Assessment is done in line with the institution's policy.

Formative Assessment is done by means of activities in study guides, self-assessment questions in study guides and self-assessment assignments as well as written assignments that have to be submitted for assessment. The assignments are either in the form of multiple-choice questions (MCQs), short questions, essays or a combination. Students must submit at least two assignments for each module. The marks obtained for these assignments contribute a minimum of percentage towards the final mark for the module. The remaining mark is made up of the examination mark.

Summative Assessment is conducted by means of a two-to three-hour examination per module.