Bachelor of Arts Honours in Sociology

Purpose

The main purpose of the Bachelor of Arts Honours in Sociology is to provide qualifying learners with appropriate competencies (skills, knowledge and attitude) to contribute competently in the field of Sociology. The learners will apply sociological theories and methodologies and contribute to the current debates in the field of Sociology in the context of South Africa and internationally and plan, design and execute research using the relevant methodology and report on the findings and thus contribute to the generation of new knowledge that may be used to address pressing issues.

Rationale

In the past years, several national priorities and goals have been identified in a range of Government reports (10-year Innovation Plan (2007), New Growth Path (2010), National Development Plan (2011), and National Skills Development Strategy III (2012) that provide direction to the institution vision. These include improving the extent and quality of health and other social services; providing improved education and training services and opportunities; strengthening rural development, environmental management, food provision and food security, and advancing land reform; advancing entrepreneurship, economic growth and investment, and accelerating job creation; and strengthening democracy and social equality, improving governance and public accountability, advancing personal and social security coupled to decreasing levels of criminal activity and corruption.

The socio-economic development challenges encountered by the Province are of the utmost importance to the institution in shaping its future direction and strategy. These include building on the comparative advantage of the Province in the fields of agriculture, mining, conservation and services such as tourism, to achieve socio-economic goals linked to national goals and priorities; embarking on concerted strategies and plans to improve employment rates in the Province, focusing on youth unemployment; improving the health and general well-being of inhabitants of the Province, and further afield, through expanded and improved education and training opportunities, supporting enhanced delivery of health and other social services, and the improved functioning of local authorities and concomitant service delivery.

Qualifying learners will be able to work and contribute in many varied facets of the job market and all areas dealing with people. Given the breadth, adaptability, and utility of studying sociology, employment opportunities abound for qualifying learners. For example, the reports discussed above talk of strengthening democracy and social equality, gender inequality, youth unemployment and general well-being and these are just a few of the areas in which sociologists work and study.

Qualifying learners will work in a wide and diverse range of fields including for National and Provincial Governments and the Private sector, and be in a position to work for themselves or others as consultants. The typical learning pathway will be the First Degree - Honours - Master's - Doctorate pathway.

Recognition of Prior Learning (RPL)

RPL will be applied in line with the institution policy on the Recognition of Prior Learning and Credit Accumulation and Transfer. This 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 Recognition of Prior Learning (RPL) as important tools to widen access with success, achieve inclusion and 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 life-long learning and, by providing alternative access to higher education, will play a role in redress 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. The RPL applicable to this qualification is for access and RPL for credit.

Entry Requirements

The minimum entry requirement for this qualification is

• Bachelor of Arts in Sociology, NQF Level 7.

This qualification consists of the following compulsory and elective modules at National Qualifications Framework Level 8 totalling 120 Credits.

Compulsory Modules, Level 8, 105 Credits

• Contemporary Sociological Theory, 15 Credits.
• Research Methodology, 15 Credits.
• Sociology of Rural Development, 15 Credits.
• Social Institutions and Change, 15 Credits.
• Gender and Development, 15 Credits.
• Research (mini-thesis), 30 Credits.

Elective Modules, Level 8, 15 Credits (Select One Module)

• Population Dynamics and Environmental Issues, 15 Credits.
• Race, Ethnicity and Identity, 15 Credits.

1. Demonstrate the acquisition of advanced knowledge and an understanding of current conceptual, theoretical and methodological approaches in Sociology.
2. Critically assess, and evaluate information and apply knowledge and understanding of sociology to constructively contribute to solutions to specific social problems in the South African context by taking into consideration the intersections of race, ethnicity, class and gender.
3. Formulate judgements with incomplete or limited information, and reflect on social and ethical responsibilities linked to the application of knowledge in a context of urban and rural development.
4. Undertake independent and original research in Sociology, from the identification of a research question to the completion of a research report.
5. Communicate and share conclusions and views, and the knowledge and rationale underpinning these, to specialist and non-specialist audiences clearly and unambiguously using appropriate discourse, suitable audiovisual tools and technology, as well as appropriate referencing conventions.
6. Manage own learning and demonstrate the attributes of learning-driven and self-directed learners.
7. Work in a group as a member or leader, and take full responsibility for own work and, where applicable, that of other learners, as well as accountability for her/his actions and where necessary, those of other learners.

Associated Assessment Criteria for Exit Level Outcome 1

• Discuss concepts, theories and methods in Sociology in detail regarding current literature.
• Integrate and use knowledge from the major disciplines within sociology to sustain and support an argument.
• Discuss current and contemporary issues in Sociology concerning relevant concepts, theories and methodological approaches.

Associated Assessment Criteria for Exit Level Outcome 2

• Acknowledge and incorporate the provisional nature of knowledge into written work.
• Apply fundamental and specialist knowledge through knowledge and skills of sociological methods and thinking, in familiar and unfamiliar contexts, to address current problems of race, ethnicity, class and gender.
• Evaluate and use the latest advances in the discipline to support recommendations.

Associated Assessment Criteria for Exit Level Outcome 3

• Manage uncertainty, incomplete data and limited information in the problem-solving process.
• Reflect on social and ethical issues and include in all recommendations and proposed solutions to problems.
• Evaluate ethical considerations as part of the research process.

Associated Assessment Criteria for Exit Level Outcome 4

• Decide and describe the project question and scope.
• Analyse and produce a comprehensive literature review that draws information from a range of primary sources, and critically evaluates that information.
• Draw a comprehensive and achievable project plan which adheres to the required format.
• Choose appropriate methods and justify them.
• Consider and address ethical issues.
• Collect and analyse data or information following the project proposal and plan.
• Interpret data and integrate it into the existing body of knowledge.
• Support recommendations proposed by the data and ensure they are formulated.
• Produce the research report (mini-thesis) that adheres to the provided guidelines and includes no plagiarism.
• Display ability to work independently through reflective journal entries and meetings with the supervisor.

Associated Assessment Criteria for Exit Level Outcome 5

• Communicate the results from the research project to both professional and community audiences using appropriate language and technology.
• Communicate the concepts, ideas and theories.
• Produce engaging and clear presentations that are completed within the given time.
• Write a well-structured research report that uses appropriate language and presented in the approved style and adheres to norms for scientific writing in Sociology.

Associated Assessment Criteria for Exit Level Outcome 6

• Evaluate learning strategies and adopt appropriate ones as evidenced in the reflection journals and tutorials.
• Seek feedback, engage with it positively and use it constructively to improve work.
• Meet deadlines and submit all assignments at the required standard, through the successful management of learning.

Associated Assessment Criteria for Exit Level Outcome 7

• Agree on group objectives and own responsibilities for a given task.
• Identify, evaluate and implement strategies to meet objectives and responsibilities.
• Meet deadlines for group work and submit work at the required standard.

Integrated Assessment

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

For formative assessment, learners will be provided with four assignments per module and the feedback will be used by the learners to improve their learning. In this developmental approach to assessment, assessment 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.

For the summative assessment, the extent to which learners have achieved the outcomes will be assessed at the end of each module in a single formal examination.

In the Research Project module, assessment is again formative and summative. The formative assessment takes the form of four assignments and the summative assessment is the written project report.

For each module, the final module mark is the weighted average of Formative Assessment 60% and Summative Assessments 40%. The learners must pass each module with a final mark of 50% or greater. The single final mark for the qualification as a whole is calculated as the weighted average of the module marks where the weighting is based on the number of credits for each module.