Bachelor of Arts in Digital Marketing and Communication

Purpose

The qualification encompasses the traditional marketing and communication disciplines in a qualification that equips learners with the knowledge and skills to generate solutions for complex real-world problems. The focus is on learning to use design thinking to arrive at well researched, innovative and ethical solutions for problems positioned in complex contexts. In this approach learners will learn to analyse markets, identify gaps or opportunities therein, and conceptualise and prototype communication products, systems and processes to take advantage of identified opportunities. Learners will be exposed to, and trained in, a range of digital technology and platforms through which they may create meaningful, relevant and captivating messages aimed at the individual and the broader public. Technology includes traditional print, digital, social or out-of-home media and evolving platforms. They will have an understanding of business practice and entrepreneurship. Through the review of industry case studies, applied theory and applied design classes, learners will become confident problem solvers who can apply creative and critical thinking, harness research and marketing and communication theories in order to design innovative marketing and communication solutions.

The broad objectives of the qualification are to

• Provide learners with a well-rounded understanding of Marketing and Communication and its application in a digital world.
• Equip learners with an understanding of the key concepts, facts, principles, rules, knowledge, theories, methodologies and research processes needed for decision-making in conceptualising, designing and executing integrated Marketing and Communication strategies in unfamiliar and variable contexts.
• Equip learners with the competencies needed to identify, analyse and propose digital solutions for Marketing and Communication needs, opportunities and problems in a creative, effective, technologically appropriate and ethical ways.
• Equip learners with the skills and understanding needed to communicate innovative solutions using verbal, written and visual communications on multiple digital platforms.
• Provide learners with the decision-making, knowledge and skills to use well-formed arguments and appropriate academic, professional, or occupational discourse to design and justify their digital marketing and communication solutions.
• Prepare learners for postgraduate studies in related fields.

Rationale

There is a documented growth in careers that are linked to digital technologies in South Africa and the rest of the world. Although many digital jobs are positioned in the Information Technology (IT) sector, with an increase in digitised communication between manufacturers, suppliers and clients, plus greater access to the internet by the broader public, opportunities in Marketing and Communication continue to open up to practitioners. While in certain traditional marketing, communication and design disciplines the job market is relatively stable, in others there is substantial growth. Internationally, the impact that industry disrupters (economic changes, technological growth, etc.) have on businesses, across industry spectrums, is being recognised. The 2015 global study identifying the most in-demand job titles within the marketing sector specifically, identifies that the rise of companies' digital presence will open an increased number of digital marketing employment opportunities in future (https://hub.webgrowth.co.za/blog/digital-marketing-jobs). The qualified learners would thus enter a market in which their skills would be sought after.

The rationale for qualification is also based on the following reasoning: firstly, learners with traditional marketing and communication knowledge and skills will continue to be able to contribute to the economy. There will continue to be a need for effective Marketing and Communication strategists, planners and content generators both locally and globally. This is particularly relevant in a context such as Southern Africa which straddles hi-tech and low-tech areas and societies. Secondly, design thinking encompasses a number of skills such as creativity, critical thinking, complex problem solving, judgment and decision making, and cognitive flexibility that have been identified by the World Economic Forum as essential skills for thriving after 2020. Therefore, learners who are proficient in and can work across marketing, communication and design and who can effectively use technology will meet the future needs of the sector.

There is no requirement to register with a professional body in order to practice as a marketing and communication practitioner in South Africa. There has been consultation with a Marketing and Communication Advisory Board.

Learners with a Grade 12 certificate who are proficient in English and mathematics reflect the current learners at the institution. Learners from the qualification would be able to work in the traditional fields of Marketing and Communication, as well as emerging occupations such as Content Development, Content Management, Digital Campaign Manager, Digital Officer, Campaign and Content Marketing Manager, Digital Content Coordinator, Content Producer, Social Media Manager, Media Coordinator, Media Strategist, Sponsorship Manager, CI Manager, Account Manager and Marketing Technologist. There is a strong emphasis in the qualification on learner attributes such as proficiency in English, written and oral communication and presentation skills, ability to access, manage and use large amounts of information and technical ability. By constructing a qualification that takes an interdisciplinary approach in the qualification, teaching design thinking as a problem-solving approach, making use of real-world projects and authentic assessment, learners would be equipped to enter the workplace and to continue with their studies.

The qualification is interdisciplinary in construction as it brings design, communication and marketing together. It is however designed to create opportunity for learners to articulate and carry credits to more traditional design, marketing and communication qualifications.

Recognition of Prior Learning (RPL)

The institution aims to achieve inclusion and access by recognising a range of formal and informal learning for RPL purposes. Assessment processes for RPL are documented in the intuitions policies and applications are considered on an individual, per qualification basis.

Entry Requirements

The minimum entry requirement for this qualification is

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

Or

• National Certificate (Vocational), NQF Level 4, granting access to bachelor studies.

Or

• Senior Certificate, NQF Level 4, with endorsement.

This qualification consists of the following compulsory modules at NQF Level 5, 6 and 7 totalling 360 Credits.

Compulsory Modules at Level 5, 51 Credits

• English, 13 Credits.
• Design Constructs, 7 Credits.
• Photography, 13 Credits.
• Leadership Management, 6 Credits.
• Computer Application 1, 12 Credits.

Compulsory Modules at Level 6, 123 Credits

• Visual Communication 1, 15 Credits.
• Design Thinking, 14 Credits.
• Marketing Studies 1, 16 Credits.
• Communication Studies 1, 16 Credits.
• Media Studies, 8 Credits.
• Digital Communication 1, 25 Credits.
• Consumer Behaviour, 6 Credits.
• Statistics, 7 Credits.
• Job Shadowing, 4 Credits.
• Computer Application 2, 12 Credits.

Compulsory Modules at Level 7, 186 Credits

• Visual Communication 2, 14 Credits.
• Communication Studies 2, 26 Credits.
• Marketing Studies 2, 26 Credits.
• Marketing Studies 3, 15 Credits.
• Communication Studies 3, 15 Credits.
• Digital Communication 2, 29 Credits.
• Research Final Project, 15 Credits.
• Entrepreneurship, 14 Credits.
• Marketing and Communication Final Project, 23 Credits.
• Portfolio, 9 Credits.

1. Integrate the knowledge, theories and practices of marketing and communication and supporting disciplines.
2. Identify and apply the key terms, concepts, facts, principles, rules and theories of the fields to different contexts.
3. Evaluate the knowledge, procedures and explanations that apply to marketing, communication, design and digital technology.
4. Make use of a range of suitable methods and procedures for investigation and enquiry in marketing and communication to identify and resolve problems, or introduce change in the practice.
5. Implement research; systematic, analytical, critical and design thinking to identify, analyse, evaluate, critically reflect on and address complex problems in unfamiliar contexts.
6. Use evidence-based solutions and theory-driven arguments to propose digital solutions for marketing and communication needs, opportunities and problems in a creative, effective, technologically appropriate and ethical way.
7. Identify and evaluate the ethical, legal and professional challenges faced in marketing and communication practices, especially in digital contexts, in order to apply appropriate professional values and approaches.
8. Access, evaluate, validate, process and manage information from a variety of sources.
9. Develop appropriate qualitative and quantitative processes of information gathering, documenting, analysis and representation relevant to the marketing and communication fields.
10. Develop, communicate and justify ideas and opinions in well-formed arguments, using appropriate academic, professional and occupational discourse.
11. Manage technical processes in unfamiliar and variable contexts, recognising that problem-solving is context and system informed and does not occur in isolation.
12. Manage own learning, by identifying, evaluating and addressing his or her learning needs in a self-directed manner, and to facilitate collaborative learning processes.
13. Take responsibility for his or her work, decision-making and use of resources, and limited accountability for the decisions and actions of others in varied or ill-defined contexts.

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

• Apply the knowledge, theories, methodologies and skills of marketing and communication and its related practice to needs, problems and digital opportunities in the field.
• Evaluate and interrogate theories and explanations found in marketing, communication, design and digital media and related disciplines using a range of methods and procedures.
• Communicate effectively using verbal, written and visual texts and a range of digital technology, platforms and media.
• Use design thinking as part of a strategy to analyse, research, plan, conceptualise, prototype, produce, iterate, communicate and substantiate innovative digital marketing and communication solutions aimed to address complex problems in defined contexts.
• Create integrated communication across a range of media.
• Use qualitative and quantitative research and analysis methods and approaches to inform the design of digital marketing and communication solutions.
• Organise and manage own time and learning, working effectively with others, communicating effectively, using technology, understanding problem solving functions within multiple contexts; participating as an ethical and responsible citizen in the life of local, national and global communities and being culturally and aesthetically sensitive across a range of social contexts.

Integrated Assessment

An integrated assessment approach is employed, as the internalisation and application of theory and skills in context is appropriate to learning in disciplines that encourage creative thinking. This will be in the form of both the formative and summative assessment. In using more innovative assessment tools and forms of evidence learners are able to demonstrate understanding of different forms of knowledge including theoretical and procedural knowledge, whilst applying relevant skills. Criterion-referenced assessment is employed in preference to norm-referenced assessment as it is a more reliable instrument for gauging learning in a diverse population. Formative assessment is used for progress marking and summative assessment for marking of completed assignments. The assessment instruments accommodate a diverse learner population and measures the true competence of its learners. Assessment is seen to be developmental and informative in nature.

Integration across subjects and types of knowledge is a key element of the qualification structure. This approach lends itself to making use of authentic, integrated assessment in which a range of knowledge types and learning outcomes are assessed.

As part of the assessment structure learners have the opportunity to receive feedback from formative assessments and can improve on their work based on this feedback. These are accompanied by presentations in which learners make use of research, theory, case studies, and historical, environmental, economic and social parameters to substantiate their decisions. There is an expectation of learners to apply and integrate knowledge, theory and skills in assignments appropriate to learning. Assessment components consist of presentations, written essays and rationales, rough sketches, constructed models, written, visual and digital artefacts, portfolios and other materials. Summative Assessments include a number of components to make up portfolios or capstone projects that require learners to integrate disciplinary and interdisciplinary marketing and communication knowledge with design skills and competencies.