Bachelor of Arts in Interior Design

Purpose

The purpose of the Bachelor of Arts in Interior Design is to develop and prepare learners for entry into a career in interior design or into postgraduate studies, by enabling them to apply integrated knowledge and conceptual thinking skills to innovatively solve a range of interior design problems. This qualification will equip learners with a thorough foundation in the knowledge of design practice and theory, to conduct design criticism and research. Learners will be able to:

• Solve a range of complex Interior Design problems and present innovative design solutions.
• Apply knowledge of Interior Design processes and principles when designing and identify appropriate technology to communicate the interior design project.
• Develop interior design projects that comply with accepted professional standards and statutory regulations.
• Apply interior design professional practices and procedures, using standard professional documents, guides, legal and ethical prescriptions.
• Demonstrate detailed knowledge of human and built-environment imperatives by including historical and theoretical positions in conducting research and presenting design solutions.

Rationale

The Faculty of Art, Design and Architecture reflected on the needs of art, design and architectural professions, industries as well as learner needs and took a strategic decision to develop and introduce a new Bachelor of Arts Interior Design qualification. The Department of Interior Design formed part of the 2006 strategic planning to implement a new Degree qualification. The reason for the development of this qualification is a response to the identified internal challenges but also reflections on the external factors such as the introduction of an Interior Design framework for professional registration categories, revised national Higher Education Qualification Sub-framework (HEQSF) requirements as well as recommendations presented by two internal programme reviews.

Recognition of Prior Learning (RPL)

The Faculty accepts Recognition of Prior Learning (RPL) as an integral part of education and academic practice. It is acknowledged that all learning has value, and the Faculty accepts the challenge to assess prior learning and award credits, aligned to Faculty programmes to promote lifelong learning. The purpose of the University's RPL policy, which directs the Faculty's RPL procedure, is to recognise prior learning, in order to provide for access into qualifications, grant advanced placement in qualifications and grant credits for modules on the principles and processes that serve as a basis for faculty-specific RPL practices.

Applicants will be guided by the RPL information brochure and assessment preparation guidelines. Assessors are guided by the manual for RPL implementation. Applicants requesting RPL from the department will be expected to present evidence to the department. The department will constitute an RPL Committee and review such evidence. RPL will be dealt with on a case by case basis.

Entry Requirements

Learners are required to have the following in order to be considered for admission

• National Senior Certificate allowing entry to Bachelor's Degree studies.

Or,

• Senior Certificate with endorsement.

This qualification consists of compulsory modules at NQF Levels 5, 6 and 7 totalling 372 Credits.

Modules at NQF Level 5, totalling 124 Credits

• Interior Design 1, 28 Credits.
• Interior Design Construction and Detailing 1, 20 Credits.
• Interior Design Communication Technology 1, 20 Credits.
• History and Theory of Interior Design 1, 16 Credits.
• Building Services and Materials 1, 16 Credits.
• Entrepreneurship 1 (Semester 1), 16 Credits.
• Sustainable Design1 (Semester 2), 8 Credits.

Modules at NQF Level 6, totalling 124 Credits

• Interior Design 2, 28 Credits.
• Interior Design Construction and Detailing 2, 20 Credits.
• Interior Design Communication Technology 2, 20 Credits.
• History and Theory of Interior Design 2, 16 Credits.
• Building Services and Materials 2, 16 Credits.
• Entrepreneurship 2 (Semester 1), 16 Credits.
• Sustainable Design2 (Semester 2), 8 Credits.

Modules at NQF Level 6 (4 compulsory modules totalling 124 Credits)

• Interior Design 3, 48 Credits.
• Interior Design Construction and Detailing 3, 36 Credits.
• History and Theory of Interior Design 3, 24 Credits.
• Professional Interior Design Practice 3, 16 Credits.

1. Solve a range of complex Interior Design problems and present innovative design solutions.
2. Apply knowledge of Interior Design processes and principles when designing and identify appropriate technology to communicate the interior design project.
3. Develop interior design projects that comply with accepted professional standards and statutory regulations.
4. Apply standard professional documents, guides, legal and ethical prescriptions to interior design professional practices and procedures.
5. Demonstrate detailed knowledge of human and built-environment imperatives by including historical and theoretical positions in conducting research and presenting design solutions.

Associated Assessment Criteria for Exit Level Outcome 1

• An ability to solve defined problems, routine and new problems is displayed.
• Innovative solutions that are based on applicable evidence and practices are presented.
• Suitable technology in Design solutions is correctly identify and introduced.

Associated Assessment Criteria for Exit Level Outcome 2

• Appropriate Interior Design principles, theories and statuary regulations in the presentation of Design solutions are integrated.
• A project is communicated accurately and coherently in writing, verbally or through a practical demonstration.
• A correct understanding of conventions pertaining to intellectual property, copyright and plagiarism in the execution and presentation of written or practical projects is applied.

Associated Assessment Criteria for Exit Level Outcome 3

• An ability to operate in a range of familiar and new contexts when assembling construction details is displayed.
• An accurate understanding of different systems, their constituent parts and relationships between these parts during the development of execution of construction documentation is demonstrated.
• Through adhering to accepted professional standards and statutory regulations of the project is executed.

Associated Assessment Criteria for Exit Level Outcome 4

• Standard methods, procedures, building regulations and/or techniques that are relevant to the construction of the project are correctly selected and applied.
• The ability to take account of, and act in accordance with prescribed organisational and professional ethical codes of conduct, values and practices is displayed.

Associated Assessment Criteria for Exit Level Outcome 5

• A correct understanding of how knowledge develops or evolves with reference to appropriate historical and design precedents is reflected.
• Research conventions are correctly and consistently observed and included.
• A project with a correct understanding of an appropriate theoretical position that addresses human and built environment imperatives is executed.

Integrated Assessment

Both formative and summative modes of assessment are used in measuring progress of learners in this qualification.

Formative assessments take place on a continuous basis throughout the qualification and summative assessments are conducted according to a schedule outlined in the Learning Guide and in line with the procedures set out in the institutional Assessment Policy. The results of assessments are timeously communicated to learners thereby creating a system in which the learners continuously receive feedback on their performance. Assessors monitor the learner progress continuously to ensure that the expected minimum competencies and outcomes are achieved in every module to ensure successful completion of all learning activities.

First year learners receive a greater degree of support and guidance, whilst in third year they are expected to consolidate learning obtained in modules such as Interior Design Communication Technology and Building Services and Materials. Third year learners should also show the ability to work more independently.