Bachelor of Design in Interior Design

Purpose

The purpose of the qualification is to provide a broad understanding of design, design history, theory and principles, and design thinking as well as knowledge of the specialist field of Interior Design within the Built Environment. The qualification emphasises the integration of different forms of knowledge that are required to make decisions throughout the design process. The process of problem-solving, including research, problem identification, conceptualising and craft skills in the iterative development of Interior Design solutions, are central to the construction of the qualification. As developing practitioners, the qualification aims to equip learners with the necessary knowledge, skills and attributes required to make appropriate judgements to meet the requirements of the qualification, Postgraduate studies and the demands for learning in their future careers.

The construction of the curriculum for the qualification is around the academic requirements of the Bachelor qualification at NQF Level 7 and related NQF Level Descriptors. The needs of the learner inform local and international design developments and the job market. Qualifying learners have an understanding of the:

• Knowledge, theories and practice of Interior Design, the Built Environment and supporting disciplines;
• Key terms, concepts, facts, principles, procedures, rules and theories of the field;
• Methods and procedures for investigation and enquiry in Interior Design used to identify and resolve problems or introduce change in the practice;
• Basic research; systematic, critical and design thinking to identify, analyse, evaluate, reflect on and address complex design problems using evidence-based solutions and theory-driven arguments;
• Procedures to access, evaluate, validate, process and manage information from a variety of sources;
• Use appropriate processes of information gathering, documenting and analysis especially linked to Interior Design theory and practice in the built environment;
• Use appropriate academic, professional and occupational discourses to develop, communicate and justify ideas and opinions;
• Manage design processes in unfamiliar and variable contexts, recognising that problem-solving is context and system informed and does not occur in isolation;
• Manage their learning by identifying, evaluating and addressing his or her learning needs in a self-directed manner. The learner facilitates collaborative learning processes;
• Take ethical responsibility for their learning, decision-making and use of resources, and accountability for the decisions and actions of others in varied or ill-defined contexts.

The qualification encompasses the traditional Interior Design discipline while accommodating new technology, trends such as sustainability and green design and related regulations. The qualification aims to equip learners with the knowledge, skills and attributes to work with a range of technologies, products and media to create meaningful, relevant and captivating spaces and locations for individuals, groups and the broader society.

In terms of graduate attributes, the qualification aims for learners to become ethical practitioners who can function effectively individually and collaboratively in complex and unpredictable environments. The qualification includes sustainable design practices as applied to design thinking, an essential element of Interior Design as companies move toward 'green' and sustainable design. Internationally, the design discipline in Interior Design and sustainability shows a significant growth in employment opportunities. With the expanding application of new sustainable and green technologies, products and services, demand for qualifying learners who have an in-depth understanding of green design are on the rise in South Africa.

Rationale

While in certain traditional design disciplines, the job market is relatively stable, in others, there is substantial growth. As an example, internationally, the number of Interior Design jobs specialising in sustainable design has increased, as more of the Built Environment moves to include sustainable design practices.

Interior Designers within the Built Environment work in the manufacturing of designed space, products and experiences utilised to shelter, communicate, entertain, educate and persuade. Qualifying learners may be self-employed, do freelance work, work in any practice or business relevant to design within the Built Environment, for government, in any field relating to the construction industry and manufacturing of products, finishes and furnishings. Built Environment products usually include built spaces (physical and virtual), designed environments, the inclusion of landscapes and customised products, requiring a comprehensive knowledge of theory, craft, construction, aesthetics and technology.

Learners come from a range of backgrounds who progress to the Bachelor of Design in Interior Design qualification. The qualification is a 'general track' qualification within Design and Applied Arts.

The Bachelor of Design in Interior Design qualification address a range of forms of knowledge, including specialist and interdisciplinary content. By including 'live briefs' for industry clients, job shadowing and experiential learning, and learners receive good preparation as Interior Design practitioners. The inclusion of basic research techniques, approaches, tools and methods occur for applied and academic purposes as they integrate both visual and written/verbal projects, therefore equipping learners for entry into postgraduate studies.

The qualification is a 360 Credit qualification at NQF Level 7 is a contact-based qualification. The broad objective of the qualification is to prepare learners for Postgraduate studies and work.

Recognition of Prior Learning (RPL)

The institution aims to achieve inclusion and access by recognising a range of formal and informal learning for Recognition of Prior Learning (RPL) purposes. Documentation of assessment processes for in the intuitions policies and applications is on an individual, per qualification basis.

RPL processes will grant access, the evaluation of an RPL application against the entry requirements of the qualification in question. Learners seeking access to the qualification who do not hold an appropriate entrance qualification may get consideration for the RPL route and gain admission at the Academic Committee's discretion according to the institution's RPL policy. An RPL assessment process evaluates the knowledge and skills of such learners.

Individuals wishing to apply for RPL to access the qualification must complete the RPL application form, make payment and submit all documents to the Registrar. In consultation with the Chief Academic Officer, the Registrar evaluates the completeness of the submission and requests additional supporting documents from the learner.

Entry Requirements

The minimum entry requirement for this qualification is

• National Senior Certificate, NQF Level 4 granting access to Bachelor's studies.

Or

• National Certificate Vocational, NQF Level 4 granting access to Bachelor's studies

Or

• Senior Certificate, NQF Level 4, with endorsement.

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

Compulsory Modules at Level 5, 69 Credits

• Image Making, 16 Credits.
• Communication Studies, 14 Credits.
• Design Constructs, 7 Credits.
• Photography, 13 Credits.
• Exposure, 7 Credits.
• Computer Application 1, 12 Credits.

Compulsory Modules at Level 6, 157 Credits

• Visual Communication 1, 15 Credits.
• Design Thinking, 14 Credits.
• Design History, 8 Credits.
• Leadership Management, 6 Credits.
• Fabrication, 8 Credits.
• Applied Design 2, 24 Credits.
• Applied Technology 2, 34 Credits.
• Project Management, 6 Credits.
• Design Praxis, 6 Credits.
• Computer Application 2, 24 Credits.
• Job Shadowing, 4 Credits.
• Portfolio, 8 Credits.

Compulsory Modules at Level 7, 134 Credits

• Visual Communication 2, 14 Credits.
• Applied Design 3, 17 Credits.
• Applied Technology 3, 15 Credits.
• Computer Application, 7 Credits.
• Visual Communication 3, 9 Credits.
• Business Management, 11 Credits.
• Final Project Research and Integration, 7 Credits.
• Final Project Application, 19 Credits.
• Portfolio, 11 Credits.
• Experiential Training, 24 Credits.

1. Apply the knowledge, theories, methodologies, skills and professional practices at the forefront of the Interior Design discipline and practice to design innovative solutions for defined problems.
2. Evaluate and interrogate theories and explanations found in Interior Design and other disciplines by using a range of methods and procedures.
3. Research, plan, conceptualise, produce, communicate and substantiate innovative Interior Design solutions aimed to address complex problems in defined contexts.
4. Use basic research methodologies and approaches.

The following Associated Assessment Criteria will assess the Exit Level Outcomes in an integrated manner.

• Outline the theories and methodologies of design and Interior Design.
• Identify and define design problems using design theories and principles.
• Design innovative Interior Design solutions based on research and practice.
• Use appropriate language to define and substantiate Interior Design decisions.
• Evaluate design solutions with historical, environmental, social and economic parameters.
• Conduct basic research that supports Interior Design solutions and interpretations.
• Discuss and use ethical practices in conducting research and creating Interior Design solutions that answer to legal, environmental, social and economic parameters.
• Evaluate Interior Design precedent studies.
• Make use of technology to create and represent Interior Design solutions, processes and products.
• Communicate concepts and solutions effectively.

Integrated Assessment

Assessment for the qualification covers a range of methods and aligns with Inscape's approach of applying authentic and continuous assessment approaches and allowing for both academic and industry requirements to inform learning outcomes. Integration across modules and types of knowledge is a key element of the qualification structure. This approach lends itself to making use of authentic, integrated assessment using a range of knowledge types and learning outcomes. Learning in one module, therefore, supports learning in other subjects. Learners transfer the theory, knowledge and skills acquired in one subject to another.

As part of the assessment structure learners have the opportunity to receive feedback during and after the formative assessments are completed and can improve on their work based on this feedback. Summative assessments include several components to make up portfolios or capstone projects that require learners to integrate disciplinary and interdisciplinary knowledge with design skills and competencies. The portfolios happen through presentations in which learners make use of research, theory, precedent studies, historical, environmental, economic and social parameters to substantiate their design decisions. There is an expectation of learners to apply and integrate knowledge, theory and skills in assignments appropriate to learning in the creative disciplines.

Learners complete a variety of assessments appropriate to evaluate the complex achievements of the qualification. Assessment of complex achievements occurs using a holistic approach, rather than the type of assessment that occurs in examinations. The assessment tools used in this qualification include individual and group assignments, written assignments (such as papers, reports, proposals, blogs), verbal and visual presentations, practical projects (including live projects), case studies and analysis, portfolios of evidence (including reflection, videos, visual diaries, drawings) as well as job shadowing and experiential learning in the workplace. A combination of group and individual projects are used, as working in teams is an important skill required in the industry.

Assessment of experiential learning

As the experiential learning component of the qualification is credit-bearing, assessment of learning in this subject occurs. Learners and their work supervisor are required to document the experience and learning. Learners are required to submit all documentation and a portfolio to their lecturer for assessment. The description of the process is in the courseware, which includes learning outcomes and assessment criteria for WIL.

The description of broad learning outcomes and objectives is in the Syllabus document, and each subject has several assessment opportunities documented in the courseware. More detail for each assessment is in the courseware. The assignments, called briefs, require the learner to evidence learning of the requisite knowledge, skills, competencies and attributes. Each brief has a further breakdown to address the categories of creativity, knowledge, skills and values. The categorisation of weighting is appropriate for the assignment. These categories are indicative of an approach which requires an integration of theoretical and experiential learning in the application.

The institutional Assessment Policy includes the assessment parameters and requirements, including external moderation and appeals.