Bachelor of Information and Communication Technology Honours

Purpose

The purpose of the Bachelor of Information and Communication Technology Honours is to prepare learners for research-based postgraduate studies in Information Communication Technology (ICT). As such, the curriculum provides learners with a sound understanding of the research process, and with the philosophical foundations necessary to understand how scientific knowledge is created. It also provides an opportunity to carry out ICT research while under supervision.

Secondly, the proposed qualification will provide a significant number of graduates that are ready to occupy leadership positions in the innovative and knowledge-based economies. An Honours degree in ICT will allow the graduates to be employed as consultants or as salaried workers in companies or the government.

The third purpose is to equip prospective learners to become life-long independent learners who are capable of undertaking research to make original contributions to knowledge and society. Graduates will be able to plan, design and execute ICT research using relevant methodology and report on the findings and thus contribute to the generation of new knowledge.

Upon completion of the qualification, the qualifying learner will be able to

• Apply knowledge and critically analyse recent developments in Artificial Intelligence (AI) and discuss how this tool may be used to address some of the pressing socio-economic problems of South Africa.
• Demonstrate the ability to evaluate and discuss recent advances in cybersecurity with reference to recent literature and case studies.
• Demonstrate the ability to fundamentals of ICT, problem-solving strategies and tools, including advanced programming techniques, design methodologies and logical reasoning to accurately conceptualize, design, simulate/implement and test solutions to real-world problems.
• Formulate research topics related to ICT and use appropriate research methods to the topic and organize the information from the research in a presentation and a technical report.
• Demonstrate the ability to access information from a diverse range of sources to address complex problems and issues, evaluate the sources and the information, and use the information

Rationale

The advent of the Covid-19 pandemic saw many organisations joining the virtual world and the increasing use of e-services. Additionally, all these 4IR developments require highly skilled personnel to guide and support the nation. It is therefore envisaged that the resultant high-level skills developed through this qualification will be applied towards post-COVID-19 economic recovery and development of crucial technological sectors of the increasingly digitalized South African economy and support the continuance usage of e-services. The qualification will supply the industry with high-level skilled candidates that possess deep practical understanding and application of ICT, which will support the provincial and national imperatives of the country.

The Honours degree is the bridge to further postgraduate research-based studies, and it is expected that learners will progress to Master and Doctoral studies, enabling them to develop research-based solutions that address societal challenges and issues that are relevant to the local context. The proposed qualification will provide progression to learners with an undergraduate qualification in ICT.

The needs of the sector are varied, from data scientists to highly skilled programming techniques. The curriculum has been designed to advance education in each of these areas, and in research, and in this way prepares graduates to join the ICT sector.

Typical learners will have completed a Bachelor's degree but may also join this qualification from an appropriate Advanced Diploma. Graduates will have an opportunity to further their studies with a Master's and a PhD degree (with the possibility of joining the academic sector) and to work in any of the branches of ICT, including artificial intelligence, data science and its application, cross-platform programming techniques, cybersecurity, and cloud computing.

Learners will benefit through the development of advanced knowledge and skills and improved employment opportunities. Graduates will possess the institution's values, including being socially aware agents of change, which should bring benefits to society. Economic benefits will depend very much on the field that each learner chooses to work in. ICT skills are required in all the sectors and the country, and civilization will benefit from this qualification.

Recognition of Prior Learning (RPL)

RPL will be applied in line with the University Policy on the Recognition of Prior Learning and Credit Accumulation and Transfer, a copy of which is uploaded with this application. This policy is aligned with the National Policy and Criteria for the Implementation of Recognition of Prior Learning (Amended March 2019).

RPL for Access

The Recognition of Prior Learning (RPL) and Credit Accumulation and Transfer (CAT) will be used as important tools to widen access with success, to achieve inclusion and to overcome barriers to access in higher education. RPL and CAT will play important roles in promoting lifelong learning and in redressing inequities by providing alternative routes into higher education.

The goal of RPL is the facilitation of alternative access and admission to higher education, or progression within a qualification. In line with policy, no more than 10% of any cohort will be admitted through RPL.

Entry Requirements

The minimum entry requirement for this qualification is

• Bachelor of Information and Communications Technology, NQF Level 7.

Or

• Advanced Diploma in Information and Communications Technology, NQF Level 7.

Or

• Bachelor of Technology in Information Technology, NQF Level 7.

Or

• A relevant qualification in the related field, NQF Level 7.

This qualification consists of the following compulsory and elective modules at National Qualifications Framework Level 8 totalling 120 Credits.

Compulsory Modules, Level 8, 90 Credits

• Research Report, 30 Credits.
• ICT Research Methods, 15 Credits.
• Advanced Artificial Intelligence, 15 Credits.
• Advanced Programming Techniques, 15 Credits.
• Advanced Cybersecurity, 15 Credits.

Elective Modules, Level 8, 30 Credits (Select two modules)

• Cloud Computing, 15 Credits.
• Entrepreneurship, 15 Credits.
• Data Science and Applications, 15 Credits.
• IT Governance, 15 Credits.

1. Critically analyse recent developments in AI and discuss how AI may be used to address some of the pressing socio-economic problems of South Africa.
2. Critically evaluate and discuss recent advances in cybersecurity with reference to recent literature and case studies.
3. Apply the fundamentals of ICT, problem-solving strategies and tools, including advanced programming techniques, design methodologies and logical reasoning to accurately conceptualize, design, simulate/implement and test solutions to real-world problems.
4. Formulate research topics related to ICT, use appropriate research methods for the topic and organize the information from the research in a presentation and a technical report.
5. Access information from a diverse range of sources in order to address complex problems and issues, evaluate the sources and the information, and use the information to develop and sustain an argument in which different perspectives are integrated, multiple views are accommodated, and creative tensions are managed.
6. Work productively in a group showing abilities at different times to listen, contribute and lead effectively.
7. Apply technology responsibly, adhering to regulated policies, standards, and procedures in laboratories.
8. Demonstrate an advanced understanding of professional ethics in general and as they apply to an area of ICT and identify and apply ethical consideration in practice within national, African, and global contexts.
9. Communicate effectively in the written and spoken word using appropriate technology.

Associated Assessment Criteria for Exit Level Outcome 1

• Discuss the recent advances in Artificial Intelligence with reference to current literature.
• Identify a range of familiar and unfamiliar scenarios, the ways in which AI may be used to address problems are identified and critically evaluated.

Associated Assessment Criteria for Exit Level Outcome 2

• Discuss recent advances in cybersecurity with reference to current literature.
• Critically evaluate, and propose a range of familiar and unfamiliar scenarios, threats to cybersecurity solutions.

Associated Assessment Criteria for Exit Level Outcome 3

• Review recent research article to demonstrate a full understanding of the area of ICT.
• Take responsibility for the application of ICT knowledge and skills acquired in a business environment.
• Apply the underlying technology, and the theory of systems development and management of ICT projects in a practical manner to solve business-related problems.
• Apply advanced programming knowledge and skills to develop solutions to real-world problems.
• Develop a real-world document information system and implement through problem analysis, system design, programming and management skills application.

Associated Assessment Criteria for Exit Level Outcome 4

• Develop and present the project question and scope.
• Evaluate information sources and include timeframes and budget, goals, targets and indicators in a project plan.
• Identify and examine a range of methods, including statistical methods, where a range of methods are considered, and the appropriate ones selected.

Associated Assessment Criteria for Exit Level Outcome 5

• Access information from a wide range of sources, critically evaluate and include them in the research paper and all assignments.
• Critically review and analyse the existing knowledge in the field of specialisation.
• Manage contradictory information and consider alternative viewpoints to reach a balanced conclusion.

Associated Assessment Criteria for Exit Level Outcome 6

• Research, plan and execute in-group work responsibilities and assignments.
• Provide effective leadership with due regard to individual differences, such that all team members function optimally.
• Account for the application of ICT knowledge and skills acquired in a business environment.
• Develop entrepreneurial opportunities and skills using principles and concepts of ICT and integrate these with knowledge from other related disciplines.

Associated Assessment Criteria for Exit Level Outcome 7

• Administer social responsibility in dealing with computers and computerised information related to the confidentiality and security of personal or company data.
• Apply knowledge to mitigate the effects of electronic vandalism and electronic fraud.

Associated Assessment Criteria for Exit Level Outcome 8

• Explore ethical and cultural issues in the relationship between cultures and the use of ICT, related to the need to act professionally, ethically and with personal integrity.
• Actively seek views of multiple stakeholders and accommodate their differences in all activities.
• Consider ethical issues and seek approval, if necessary, when collecting data.

Associated Assessment Criteria for Exit Level Outcome 9

• Communicate results from assignments to both professional and lay audiences using appropriate language and technology.
• Communicate complex concepts, ideas and theories and argue for these in a convincing manner.
• Develop presentations that are engaging, clear and completed within the given time.
• Apply appropriate language in all assignments which are presented in the approved style and adhere to norms for academic writing.

INTEGRATED ASSESSMENT

The assessment policy emphasises that assessment is both of and for learning and it identifies a series of guiding principles which are copied below.

The assessment will be both formative and summative.

Formative Assessment

In formative assessment, learners will be provided with a range of assessment opportunities throughout the module and the feedback will be used by learners to improve their learning. In this developmental approach to assessment, assessment tasks are provided regularly and are closely aligned with the learning outcomes of a module; comprehensive feedback is provided to help learners learn; and opportunities are provided for learners to demonstrate that their learning has developed or progressed. Through this, learners are empowered in the assessment process and are assisted to monitor their own learning. Learners will be provided with a range of:

• tasks
• assignments

Summative Assessment

In summative assessment, the extent to which learners have achieved the outcomes will be assessed at the end of a module; where assessment is continuous, provision will be made to support learners who do not meet the required level of performance.

Group assessment will include one or more mechanisms to assess individual contribution, and support will be available from the Academic Support Division. The number and timing of assessment supports evaluation of achievement of outcomes and enable learning.

Below is the description of the number and types of assessments

• Tests.
• Assignments.
• Projects.
• Case studies.