Bachelor of Arts in Interior Design

Purpose

The purpose of the Bachelor of Arts in Interior Design is to develop the skills and competencies inherent in the interior design process, from analysis and postulation of a problem through to research, realisation and communication. The qualification addresses the commercial realities of design practice including legislation.

The qualification is structured to facilitate in learners an awareness of the interrelationship of the many facets that lead to good and responsible design. Various modules such as the Principles and Theory of Design, Communications, Technology and Professional Practice and Critical Studies, will develop specific abilities, skills and bodies of knowledge. The Principles and Theory of Design, Communications and Technology and Professional Practice are integrated into projects supported by research and formal lectures. Projects/assignments become successively more complex, demanding increasing breadth and depth of research and analysis, and higher levels of perspicuity and sophistication in meeting the criteria of the set task. Critical Studies, although largely structured as a linear programme, support the design theory and practice within contemporary discourses. Learners are also exposed to the working environment.

The first year of study acquaints learners with the broad principles of three-dimensional design, develops communication skills and allows for experimentation. The second year is more discipline specific in that learners are exposed to design methodologies and problems pertinent to the field. In the third year, learners are taught to deal with increasingly complex interior design problems on conceptual and practical levels.

The overall structure of the qualification contributes towards the attainment of intended outcomes. The qualification is made up of two principal classes that correspond to the practical and theoretical research components.

In the practical supervised studio classes, learners execute design projects that mirror the practice in industry. Learning is experiential, hands-on, authentic, and requires learners to engage with problem-solving and creative thinking tools. Learners repeatedly apply the design process, critiquing others' work as well as their own. Each project presents a different theme or type of output which exposes learners to the fundamentals of the discipline. Each project produced in the studio is then assessed against the three practical subjects, namely, Design, Communication and Technology, Professional Practice and thereby contribute towards the realization of all the intended outcomes.

In the theoretical research oriented Critical Studies classes, the ability to engage meaningfully with the theoretical and critical underpinnings of design is emphasised. Through the writing of essays, learners are exposed to existing theories in interior design, visual culture and develop critical thinking and academic reading and writing skills and contribute towards learning outcomes.

On completion of the qualification, qualifying learners will be able to

• Produce and present a professional interior design portfolio.
• Plan, research and organise design projects.
• Be creative, independent and conceptual creators, producers, problem solvers and thinkers.
• Manipulate and articulate ideas, concepts and information visually, verbally, and in writing.
• Operate industry related computer hardware and software.

Rationale

The primary purpose of the qualification is to provide a well-rounded, broad education that equips graduates with the knowledge base, theory and methodology of disciplines, and enables them to demonstrate initiative and responsibility in an academic or professional context. Principles and theory are emphasised as a basis for entry into the labour market, professional training, postgraduate studies, or professional practice in a wide range of careers.

The qualification is intended for learners who completed the National Senior Certificate (NSC) with entry into a bachelor's degree. The qualification caters for the education and training of Interior Designers as designated by the African Institute of the Interior Design Professions (IID). The IID has reserved the title of 'Professional Interior Designer' for learners who completed three years of tertiary study in interior design at an accredited institution and gained an additional three years of practical experience.

The qualification will equip learners with the skills to successfully complete the various stages inherent in the interior design process such as analysis, recognition and postulation of a problem, research, generation of concepts, evaluation, realisation and communication. The qualification will provide the learner with theoretical knowledge of the commercial design practice in relation to office procedures, legislation affecting designers, and the role of design within the larger framework of managerial and decision-making processes.

These aims are therefore consistent with the IID's description of a professional interior designer as someone who

• identifies, researches and creatively solves problems pertaining to the function and quality of the interior environment.
• performs services relative to interior spaces including programming, design analysis, space planning, aesthetics and inspection of work on site using specialized knowledge of interior construction, building systems and components, building regulations, equipment, materials and furnishings.
• prepares technical drawings and documents related to the design of interior spaces, to enhance the quality of life and protect the health, safety and welfare of the public.

The qualification will allow learners to progress into a Bachelor of Arts Honours, which will enable them to apply for more senior membership categories with the IID. The qualification will be offered through distance learning to open new avenues for providing essential teaching and learning in an uncertain future. This qualification will also widen access to higher education as it will accommodate a more diverse learner body.

Recognition of Prior Learning (RPL)

The institution has an approved Recognition of Prior Learning (RPL) policy, which is applicable to equivalent qualifications for admission into the qualification.

RPL for access

• The RPL policy makes provision for admission into the qualifications based on experience other than those noted in the admission criteria. The policy caters for learners who have not met the automatic admission requirements, namely an NSC with a minimum of 50% in English.
• To be considered for admission in the qualification based on RPL, applicants should provide evidence in the form of a portfolio that demonstrates that they have acquired the relevant knowledge, skills, and competencies through formal, non-formal and/or informal learning to cope with the qualification expectations.

In brief, applicants are first screened for eligibility, which in essence checks whether they have some kind of experience over and beyond the National Senior Certificate. Once eligibility is confirmed, applicants are given a brief detailing the kinds of evidence to submit as part of a portfolio of evidence. The intention is to determine that they have the necessary competencies to succeed in the undergraduate programme. This is typically a basic drawing exercise and an assessment of English proficiency.

Entry Requirements

The minimum entry requirement for this qualification is

• National Senior Certificate, NQF Level 4 granting access to a bachelor's degree studies.

Or

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

Or

• Senior Certificate, NQF Level 4 with endorsement.

Or

• Higher Certificate in Interior Decorating, NQF Level 5.

Or

• Higher Certificate in Interior Design and Decorating, NQF Level 5.

This qualification consists of the following compulsory modules at National Qualifications Framework Levels 5, 6 and 7 totalling 360 credits.

Compulsory Modules, Level 5, 120 Credits

• Principles and Theory of Design I, 30 Credits.
• Communications I, 30 Credits.
• Technology and Professional Practice I, 30 Credits.
• Critical Studies 1, 30 Credits.

Compulsory Modules, Level 6, 120 Credits

• Principles and Theory of Design 2, 30 Credits.
• Communication 2, 30 Credits.
• Technology and Professional Practice II, 30 Credits.
• Critical Studies 2, 30 Credits.

Compulsory Modules, Level 7, 120 Credits

• Principles and Theory 3, 30 Credits.
• Technology and Professional Practice 3, 30 Credits.
• Communication 3, 30 Credits.
• Critical Studies 3, 30 Credits.

1. Demonstrate an understanding of construction, materials and services related to interior design.
2. Demonstrate the ability to plan, research and organise design projects.
3. Be creative, independent, conceptual creators, producers, problem solvers and thinkers.
4. Demonstrate the ability to manipulate and articulate ideas, concepts and information visually, verbally, and in writing.
5. Demonstrate the ability to operate industry related computer hardware and software.

Associated Assessment Criteria for Exit Level Outcome 1

• Discuss the relationship between theory and practice in interior design.
• Acquire critical, analytical and professional and technical skills at an appropriate level to prepare learners for a junior role within the design profession.
• Communicate and conceptualise design ideas and solutions through appropriate and stimulating presentations.
• Communicate design skills through technical drawing in a clear, easily assimilated manner using standard conventions.
• Produce and present a professional interior design portfolio.
• Produce technically proficient documentation.

Associated Assessment Criteria for Exit Level Outcome 2

• Plan, implement, monitor and evaluate the design process
• Describe the role of the designer in the workplace
• Discuss the context of professional and commercial practice and the industry mechanisms.

Associated Assessment Criteria for Exit Level Outcome 3

• Explore diverse cultures and communities and assess the impact of these legacies on the development of ideas and design.
• Choose appropriate design principles and elements to solve complex design problems
• Identify relevant research, critically evaluate it and synthesise it into a coherent argument from a personal perspective
• Situate an argument within various theoretical discourses and apply within a design framework.
• Demonstrate an internalization of theory in their design practice.

Associated Assessment Criteria for Exit Level Outcome 4

• Communicate design proposals by means of concept and presentation models.
• Structure and critically articulate an analysis of visual culture within a focused discussion of space and spatial relations.
• Structure written information and verbal presentations clearly and logically.
• Conceptualise and communicate within a cohesive, well-articulated and sophisticated spoken and written framework.
• Communicate information clearly and logically in writing following prescribed referencing style format.

Associated Assessment Criteria for Exit Level Outcome 5

• Competently render in a medium suited to the practice of interior design, including relevant computer software.
• Operate relevant computer technology to produce final designs.

INTEGRATED ASSESSMENT

Teaching and learning strategies are tailored with a focus on project-based learning and integrated assessment that largely mirror the integration of applied and conceptual skills in the execution of design projects in industry. This strategy is appropriate for developing holistic and trans-disciplinary thinking skills and complex problem-solving skills expected of designers in the future of professional practice.

Additionally, an emphasis on constructivist models of learning and a balance of theory and practice provides for a curriculum that exceeds the expectations of industry, while promoting research practice to address real-world challenges. The strategy is further supported by detailed and comprehensive integrated assessment strategies that address both academic research and the full design process.

Supervised studio for project-based learning

The type of learning is project-based learning where learners complete a design project under guidance in an online environment. The primary teaching and learning activity for this is 'studio time' where learners continue with their projects in an online class and where the lecturer is available to provide feedback and guidance on their progress. Group critiques, where learners' work is critiqued in front of the rest of the class for demonstrative purposes, as well as individual consultations and presentations are incorporated in this supervision process during 'studio time'. This constitutes 30% of the qualification's assessment activities.

Independent project-based learning

This refers to the completion of design or written projects but speaks to the work that learners complete outside of class and independently. Whilst the learner is working on their own during this time, their progress is monitored and supervised during the online class times in the learning activities. This accounts for 36% of the qualification's assessment activities.

In the theoretical research oriented Critical Studies classes, the ability to engage meaningfully with the theoretical and critical underpinnings of design is emphasised. Through the writing of essays, learners are exposed to existing theory in interior design, visual culture and develop critical thinking and academic reading and writing skills and contribute towards learning outcomes.

As all subjects are compulsory, learners' projects are marked throughout the year for formative and continuous assessment. They then resubmit a portfolio of all their work at the end of each year for summative assessment, which is assessed against all four subjects. Learners must pass all subjects to progress to the next level.

The assessment policy stipulates the minimum end of year requirements as follows

• For each subject, an average of D (50%) or higher.
• An overall aggregate of D (50%) or higher.

Learners who fail to submit their portfolios for final assessment on the given date will be deemed not to have met the minimum requirements and will fail the year of study. Promote research practices that help address real-world challenges.