Bachelor of Arts Honours in Interior Design

Purpose

The purpose of this qualification is to provide learners with knowledge and skill that will enable them to engage in solving problems related to Interior Design. Learners will develop research capacity in the methodology and techniques of the discipline. They will be able to further cultivate their design skills by participating in simulations and real life projects. Learners will cultivate the skills required for further specialised study in support of the principles of life-long learning. Through the development of crucial Interior Design-related skills and competencies which are highly attractive to prospective employers, they will be equipped to work in a variety of employment positions in the built environment where they will be able to add value to the organisation in which they are employed.

The Bachelor of Arts Honours in Interior Design is designed to provide learners with knowledge of Interior Design and engage them in solving related problems. This qualification will equip learners with deeper insight into and proficiency in some of the core fields in the Interior Design discipline and guide them in applying such knowledge in a particular context. The aim of this qualification is to produce qualified, competent design professionals and leaders who are able to think critically, strategically and creatively and who are able to solve interior design-related problems in innovative and accountable ways.

Rationale

Interior Design is an integral component in the built environment, a challenging and expanding field that includes corporate, retail, hospitality, exhibition and residential design. The body of knowledge and core fields that interior designers have to master are Human Environment Needs, Interior Construction, Codes and Regulations, Design, Products and Materials, Professional Practice and Communication. This qualification builds on the broad knowledge base that learners acquired at undergraduate level, extending their knowledge of the core knowledge area and professional practice. This qualification is extended to include a formal academic research component and areas of critical studies that concern local challenges in the built environment. This qualification is also designed to enable learners to pursue further personal and professional development and to promote life-long learning.

Through the development of key Interior Design-related skills and competencies, learners will be prepared to take up a variety of positions in the built environment specifically related to Interior Design. This qualification will also prepare a learner to continue their Interior Design studies at higher levels as a result of the strong emphasis placed on the development of advanced research skills. It demands a high level of theoretical engagement and intellectual independence. It combines the application of theory and basic research practice to guide learners in the development of design solutions that are ecologically sound, suitable to purpose and human needs and solidly grounded in research.

Recognition of Prior Learning (RPL)

RPL can be used to admit learners through the RPL process which is governed by the relevant policies.

Applicants who fall outside of the aboveadmission criteria, but who can demonstrate, to the satisfaction of the institution, that they have an appropriate, related qualification, experiential or work-based learning, which has taken the candidate to the equivalent of Level 7 qualification, may be considered for admission intoto this qualification through the RPL process.

Therefore, if an applicant applies for RPL admission, the learning assumed to be in place for the qualification 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 will need to prepare a portfolio against these stated requirements which is then assessed by a team of experts/academics in line with the policy.

RPL can be used to grant the learner exemptions for modules in the qualification.

RPL processes are qualification 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.

Entry Requirements

• A Bachelor's Degree in Interior Design, Level 7 or equivalent.

Or

• An Advanced Diploma in Interior Design, Level 7 provided a 360 Credits Diploma or appropriate equivalent has been completed.

This qualification comprises compulsory modules at Level 8 totalling 120 Credits.

Modules

• Interior Design Theory and Professional Practice, 25 Credits.
• Research Methodology, 15 Credits.
• Research Practice A, 15 Credits.
• Research Practice B, 15 Credits.
• Interior Solution Design A, 25 Credits.
• Interior Solution Design B, 25 Credits.

1. Develop suitable, innovative design solutions for complex design problems that are guided by ethical considerations, as well as economic, ecological and social contexts.
2. Access, analyse critically and engage with the theories and discourse in the area of Interior Design within the Built Environment.
3. Apply knowledge of interior construction, codes, regulations, use of resources and project management.
4. Conduct research that can inform the design process and outcomes as well as explore problems and complex issues pertaining to interior design.
5. Learn independently and in a self-critical manner to develop competencies suitable for life long professional development and learning as an interior designer.

Associated Assessment Criteria for Exit Level Outcome 1

• The ability to develop creative and innovative spatial design solutions is demonstrated.
• The inherent complexity of the built environment as part of a larger system is understood.
• An awareness of economic and environmental factors is demonstrated.
• The relationship between humans and the built environment is understood and applied to design solutions.
• Knowledge of the ethical requirements and value systems pertaining to the challenges in the local built environment is demonstrated.
• The interdisciplinary nature of Interior Design and the role of other disciplines such as architecture, brand design and way finding are understood.
• Relevant documentation and research is analysed and compiled.

Associated Assessment Criteria for Exit Level Outcome 2

• The reciprocal relationship between Interior Design practices and the built environment is analysed.
• Issues in Interior Design practices and the built environment common to both a South African and an international context are critically examined.
• Processes of knowledge production related to Interior Design are evaluated.

Associated Assessment Criteria for Exit Level Outcome 3

• Construction methods, materials and technical requirements in relation to a host building are understood.
• Various technological aspects and building services relative to the National Building Regulations are understood.
• Complex interior construction detail drawings are understood.
• The selection and properties of suitable material and resources are understood.
• Knowledge of the legal requirements and regulations, key responsibilities and restrictions of the Interior Designer related to the building process is demonstrated.
• Knowledge of the fee structures, client communication, project administration and management is demonstrated.

Associated Assessment Criteria for Exit Level Outcome 4

• A research design is implemented to investigate a relevant research problem inclusive of project based and applied research, appropriate to Interior Design.
• Secondary research is reported on by means of a literature study that argues the research problem.
• Primary research data is analysed to produce research findings and interpreted with insight.
• Disciplinary appropriate research is conducted ethically under supervision.
• A research report is written that reflects the research conducted and that provides meaningful recommendations.

Associated Assessment Criteria for Exit Level Outcome 5

• Innovative and rational problem-solving techniques are applied to various contexts.
• A range of solutions to Interior Design problems in a specific context are evaluated.
• A Portfolio of Evidence that can be used for future reference and development is constructed.
• Personal learning needs are evaluated in order to facilitate collaborative learning processes.

Integrated Assessment

Formative Assessment

Learning and assessment are integrated. Continual formative assessment is required so that learners 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 qualification portfolio based on the learning material and learners 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 judgement of the learning in relation to the Exit Level Outcomes of the qualification. Such judgement will include integrated assessments which test the learner'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 (POE) will assess a representative selection of the outcomes practised and assessed. Summative Assessment will also tests the learner'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 learners and which can be applied in the Recognition of Prior Learning.