Bachelor of Arts in Communication

Purpose

The purpose of this qualification is to provide learners with a general understanding and knowledge of the field of communication. The qualification includes approaches and theoretical orientations and its application in the South African context. Learners will develop the competency to identify the functions, particular practices as well as main characteristics of mass, interpersonal and corporate communication such as journalism, broadcasting, public relations, corporate media management and communication for social change. To prepare learners for postgraduate study and to provide learners with a well-rounded and broad education across several sub-disciplines in communication, thus preparing them for a wide range of professions crucial to the welfare of society.

This Bachelor of Arts in Communication will educate learners in the theory and practice of mass media, interpersonal communication and corporate communication to be a relevant role player and practitioner in the South African society.

Rationale

Learners should be able to play an essential role in solving communication problems within the different fields of their knowledge on the level and the outcomes associated with a first formative Bachelors qualification in communication.

Recognition of Prior Learning (RPL)

The University accepts the principle underlying outcomes-based, source-based- and life-long learning for the Recognition of Prior Learning, whether acquired by formal education curricula or informally (by experience). These types of learning are indispensable elements in deciding on admission to and awarding credits.

Formal prior learning

Prior accredited learning at the Further Education and Training or at Higher Education level in relevant domains which constitute credit-bearing modules is recognisable. The learner needs to produce evidence that shows that they have achieved at a satisfactory level, the Exit Level Outcomes and Associated Assessment Criteria specified for modules of this qualification and, if appropriate, allow the recognition of prior learning for the achievement of the qualification in part or in full.

Non-formal and informal prior experiential learning

A learner who does not have a formal qualification or has a non-formal qualification may apply for RPL. There will be a consideration for those learners if they can demonstrate (through the production of substantial and satisfactory evidence) experiential, or work-based learning for admission or the recognition of prior learning for the achievement of the qualification in part or in full. An applicant who, after such assessment, is deemed to have sufficient potential but needs further academic development, must be directed to other suitable qualifications before admission or to qualifications after admission.

Entry Requirements

The minimum entry requirement for this qualification is

• Senior Certificate, NQF Level 4 with endorsement.

Or

• National Senior Certificate, NQF Level 4 granting access to Bachelors studies.

Or

• National Certificate Vocational, NQF Level 4 granting access to Bachelors studies.

This qualification consists of the following compulsory and elective module at NQF Levels 5, 6 and 7 totalling, 396 Credits.

1. Demonstrate a systematic and integrated knowledge and understanding of, and an ability to analyse, evaluate and apply the fundamental terms, concepts, facts, principles, rules and theories typical of the field of communication;
2. Show the ability to identify and apply particular practices within the field of mass and corporate communication in at least one of the following specialised fields: Journalism or Broadcasting (radio and video) or Public relations or Corporate media or communication for social change;
3. Demonstrate the ability to apply appropriate discipline-related methods of scientific inquiry and independently validate, evaluate and manage sources of information;
4. Critically reflect, understand and apply appropriate methods or practices to resolve complex problems in the field of communication and introduce change within related practices in the multicultural context of South Africa;
5. Demonstrate professional and ethical behaviour within both the academic and discipline-related, as well as the professional Communication environment, with sensitivity towards societal and cultural considerations;
6. Demonstrate the ability to effectively communicate scientific understanding and own opinions/ideas in written or oral arguments, using appropriate discipline-related and academic discourse as well as communication technology (ICT);
7. Effectively function as a member and leader of a team or a group in scientific projects or investigations, with self-directed management of learning activities and responsibility for own learning progress.

Integrated assessment

The continuous formative assessment ensures feedback to learners on progress towards the achievement of specific learning outcomes. The summative assessment focuses on the Exit-Level Outcomes of the qualification. It includes integrated assessments, which assess the learners' ability to integrate the larger body of knowledge, competencies and attitudes that are represented by the Exit-Level Outcomes, either as a whole or as components of the qualification. Integrated assignments focus on assessing whether the purpose of the qualification is achievable. There is an integration of a wide range of knowledge, skills, competencies and attitudes using innovative methods and in the assessment of outcomes due to recognition should be given to criteria and methods of assessment that assess these appropriately and adequately.