Bachelor of Arts Honours in Geography

Purpose

The main purpose of the Bachelor of Arts Honours in Geography is to prepare learners for research-based postgraduate studies in geography. The qualification provides learners with a sound understanding of the research process, and with the philosophical foundations necessary to understand how geographical knowledge is created. It also provides an opportunity to carry out geographical research while under supervision. Qualifying learners will be able to apply advanced geographical theories and methodologies to discuss and contribute to the solution of environmental problems of a social, economic and physical nature.

The qualification will provide learners with sufficient theoretical, analytical and practical knowledge in the discipline to allow for professional and academic growth in careers such as Environmental Consulting, Meteorology, Conservation, Tourism, City Planning, City or Town Management, and Mapping, and to make a constructive contribution to industry and society at large. The qualification will allow qualifying learners to be employed as consultants or as salaried workers in companies or government. It further aims to equip them to become life-long independent learners who are capable of researching to make original contributions to knowledge and society.

Qualifying learners will be able to plan, design and execute geographical research using the relevant methodology and report on the findings and thus contribute to the generation of new knowledge.

Rationale

Some of the most pressing social and ecological challenges of this century, including urbanisation, sustainability, management of the environment and other limited resources, climate change and the impact of humans on the world are inherently geographical and are the focus of this qualification. With the world view that is developed in geography, with the breadth of content and the development of an extensive range of research skills, Geographers continue to be one of the most sought-after qualifying learners across a vast range of employment sectors. Furthermore, the qualification is the bridge to further Postgraduate research-based studies and it is expected that many learners will progress to Master's and Doctoral studies and contribute to research-based solutions to challenges and issues in society, with an emphasis on those relevant to the local context.

The modules have been chosen to meet the needs of the sector and include training in research, important geographic techniques, and contemporary issues in human and physical geography.

Learners will fall into one of three major groups, being those who wish to deepen their geographical knowledge and skills for employment, those who wish to enter postgraduate research in geography, and those who wish to become academics. Qualifying learners will progress to Masters and Doctoral qualifications.

The qualifying learner will be able to contribute in a wide and diverse range of fields including for National and Provincial Government; Environmental Consulting; Protected Areas Management; Soil analysis; Water management; Tourism; City Planning; City/Town Management; and Mapping. Graduates will be in a position to work for themselves, as consultants or as salaried workers in companies or government.

Recognition of Prior Learning (RPL)

RPL will be applied in line with the Institutional Policy on the RPL. The RPL policy is aligned with the National Policy and Criteria for the Implementation of Recognition of Prior Learning (Amended March 2019).

The institution will use the RPL as an important tool to widen access with success, to achieve inclusion and to overcome barriers to access in higher education. RPL will play important roles in promoting lifelong learning and in redressing inequities by providing alternative routes into higher education.

RPL is central to the notion of lifelong learning and, by providing alternative access to higher education, will play a role in redress of past inequities. RPL is the process through which informal learning is measured, evaluated and translated into perceived formal equivalents for recognition across different contexts. The goal of RPL is the facilitation of alternative access and admission to higher education or progression within a qualification.

Entry Requirements

The minimum entry requirement for this qualification is

• Bachelor of Arts in Geography, NQF Level 7.

This qualification consists of the following compulsory modules at NQF Level 8 totalling 120 Credits.

Compulsory Modules, Level 8, 60 Credits

• Research Methodology, 15 Credits.
• Research Paper, 30 Credits.
• Philosophy of Science and Indigenous Knowledge Systems, 15 Credits.

Elective Modules, Level 8, 60 Credits (Select four modules)

• Advanced Remote Sensing, 15 Credits.
• Advanced Climatology and Meteorology, 15 Credits.
• Integrated Environmental Management, 15 Credits.
• Advanced Urban Studies, 15 Credits.
• Advanced Studies of Human-Environment Interactions, 15 Credits.
• Advanced Studies of Environmental Systems, Processes and Landscapes in Southern Africa, 15 Credits.

1. Demonstrate an advanced and current understanding of the general principles, theories and methodological approaches underpinning the scientific study of geography.
2. Demonstrate critical insight into the nature and causes of change within the human and physical environments and the complexity of the reciprocal relationships between the physical and human environments.
3. Demonstrate critical insight into the significance of spatial and temporal relationships as influences on physical and human environments.
4. Appraise the diversity of approaches to the generation of knowledge and understanding deriving from the experience of the epistemologies of the natural and social sciences and humanities, including indigenous knowledge systems (IKS).
5. Undertake independent and original research in Geography including identifying a research problem, collecting data, analysing the data, completing the research and preparing the final research report.
6. Appraise and reflect on the use of the diversity of techniques and approaches involved in collecting geographical information (including instrumentation, remote sensing, cartographic surveying, Environmental Impact Assessment, social survey, observation and the use of textual and archival approaches).
7. Master techniques and approaches involved in analysing geographic information, including remote sensing, geographic information systems (GIS) techniques, qualitative and quantitative techniques with a critical assessment of their strengths and weaknesses.
8. Demonstrate an advanced understanding of professional ethics in geography and identify and apply ethical rules and conduct in practice within a South African context.
9. Access information from a diverse range of sources to address a range of familiar and unfamiliar complex geographical problems and issues, evaluate the sources and the information, and prepare a logical response or a solution for the problem.
10. Communicate and share conclusions and views, and the geographical knowledge and rationale underpinning these, to specialist and non-specialist audiences clearly and unambiguously.
11. Apply knowledge and understanding of geographical principles, practices and methodologies, and problem-solving abilities in complex urban and natural environmental systems.
12. Undertake highly autonomous and well-organised learning and time management to achieve consistent proficiency and sustained achievement.
13. Work in a group as a member or leader and take full responsibility for own work, and, where appropriate, that of fellow learners, as well as accountability for own actions and where necessary, those of fellow learners.
14. Reflect on the process of learning, evaluating personal strengths and weaknesses and alternative strategies.

The following Associated Assessment Criteria will be applied in an integrated manner across the Exit Level Outcomes

• Demonstrate a full understanding of the theories, principles, procedures and practices, research methodologies, methods and techniques in Geography through assignments, research reports and examinations.
• Discuss, in-depth, the nature and causes of change in human environments.
• Discuss the nature of the complex relationships between human and physical environments.
• Demonstrate a detailed appreciation of spatial variation and change in written and oral submissions.
• Display an understanding of temporal variation and change.
• Show a full understanding of the importance of spatial and temporal scale for natural and human processes, and their interaction.
• Demonstrate a critical awareness of relevant philosophies.
• Demonstrate an ability to bring together perspectives from different disciplines and IKS and to manage creative tensions.
• Undertake independent geographical research from conceptualisation up to the research report.
• Select and apply appropriate remote sensing techniques and GIS techniques.
• Reflect on the appropriate approaches to data analysis.
• Identify appropriate methods including statistical methods, where a range of methods are considered, and the appropriate ones are chosen.
• Identify ethical issues in Geography and how best to address them.
• Communicate to professional and other audiences, ideas, conclusions and opinions are clearly and unambiguously shared using language, discourse, audiovisual tools and technology, as well as appropriate referencing conventions.
• Use appropriate academic language and present the work in the approved style that adheres to norms for scientific writing in Geography.
• Apply systems thinking approach to understand the issue at hand and to develop possible solutions.
• Apply a systems framework to conceptualise patterns, processes, interactions and change in the physical world.
• Manage multiple, conflicting viewpoints and creative tension.

Integrated Assessment

Assessment of learning in the Honours Degree has been standardised as far as is possible within the theory modules and is both formative and summative.

Formative Assessment

The learner will be provided with a minimum of four formative assessment activities per module and the feedback will be used by the learners to improve their learning. In this developmental approach to assessment, the tasks will be provided regularly and will be closely aligned with the learning outcomes of each module; comprehensive feedback is provided to help learners learn, and opportunities are provided for learners to demonstrate that their learning has developed or progressed. Through this, learners are empowered in the assessment process and are assisted to monitor their learning.

Summative Assessment

The extent to which learners have achieved the outcomes of the theory modules will be assessed at the end of each module in a single formal examination. In the Research Paper, Research Methodology and Philosophy of Science and IKS modules, assessment is again formative and summative but does not include a final exam. The research project is an excellent tool to integrate learning and assessment.