Bachelor of Science Honours in Geography

Purpose

The overall purpose of the Bachelor of Science Honours in Geography is to develop the skills and knowledge of learners to assist them in acquiring a holistic understanding of geographical issues as well as develop their geographical research skills and the practical application thereof. This relates directly to the Exit Level Outcomes of this qualification and which can be summarised as follows: To develop a learners' ability to use theoretical geographical knowledge and insight to identify a real-life geographical scenario in the African context that justifies research and to conduct this research in a scientific appropriate manner.

Strategies as the Sustainable Development Goals (SDGs) and the National Development Plan (NDP) resonate strongly within the mandate of this qualification. Therefore, the qualification will help the learners to find appropriate solutions to a range of current challenges experienced in the South African context and to provide inputs towards the transformation to sustainability.

In line with the sustainability context, the focus areas which have been selected to empower learners on their journey to enrich their sustainability perspective and which will be of direct value in a variety of professional fields, include the following:

• Risk.
• Change.
• Uncertainty.
• Adaptation.
• Quality of life.
• Sustainable living.

More specifically, learners are guided to develop a relatively high level of autonomous thinking on sustainable development, which is essential to produce learners who can act as moral citizens within situations of rapid social and environmental change. Learners are encouraged to interpret the subject matter, rather than act on the beliefs, judgments and purpose of others.

This qualification serves to consolidate and deepen the learner's expertise in a particular discipline, in this case, Geography and to develop research capacity in the methodology and techniques of this discipline. As a result, this qualification demands a high level of theoretical engagement and intellectual independence, with the relationship between people and their environment. The Spatio-temporal aspects of this relationship and the physical, social, cultural and economic processes that shape this relationship, is primarily considered, studied and researched.

Rationale

No professional body governs the curriculum of Geography at tertiary institutions. Geography as a discipline provides the skills and competencies relevant to solving problems of global and African relevance, such as climate change, environmental degradation, urban deterioration and poverty. As such, learners who enter into sectors other than academia are equipped with the knowledge and skills base to undertake intellectual engagements to solve world problems. Those entering into academia and are pursuing Postgraduate qualifications in Geography as related to their selected occupation are provided with the necessary exposure to develop their research capacity, methodology and techniques specific to Geography to engage theoretically with a real-world problem with a certain level of independence.

Learners who enter this qualification are likely to be working as a geographer in a variety of professional fields (ranging from education (teachers), government and private sector and that specifically involves working with people and the environment in which they live. The skills of the geographer are required within many professional fields as geographers are skilled to look at the real-world problems holistically, and this is an important skill required by many occupations that deal with people and the environment in which they live.

The learners entering for this qualification are required to have an undergraduate major in the discipline of Geography. Once the learner has completed this qualification, he/she can progress to a Master's qualification in Geography or Environmental Management/Sciences.

The expertise and knowledge of learners in the discipline of Geography can be enhanced, while they are exposed to particular research methodologies and techniques in preparation for higher levels of theoretical engagement and intellectual independence to continue their academic journey on NQF Level 9.

Learners will be able to identify, contextualise and solve the real-world geographical problems in the African context that will lead to a better quality of life on various levels, from the individual, the community to the broader society. Learner will be an independent, resilient, responsible and caring citizen who will contribute to the beneficial role that learners will be able to play in the societal context.

In the modern world of work, increasing awareness of social and environmental sustainability is key to achieving more sustainable economies and geographers are equipped with the necessary skills to infuse more sustainable practices to ensure a more sustainable economy in the future.

Recognition of Prior Learning (RPL)

Access to the qualification may be through the institution's RPL policy and its admission criteria as stipulated by Senate.

RPL for this qualification is in line with the RPL policy and procedures of the institution, in consultation with the department.

The background and foundation in Geography as a major at an undergraduate level, which learners are expected to have to gain entry to this qualification, will be difficult to replicate through RPL, although not impossible. The department, therefore, encourages and considers all RPL applications. The RPL process consists of three phases, namely pre-assessment and application, assessment and post-assessment. Options may include direct credit award, challenge examinations, portfolios, site visits or practical demonstrations, followed by an academic recommendation.

Entry Requirements

The minimum entry requirement for this qualification is

• An appropriate Bachelor of Science, NQF Level 7 qualification.

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

Compulsory Modules, Level 8

• The Geographer as a researcher, 48 Credits.
• The Geography of everyday living in human settlements, 24 Credits.
• Geographic perspectives of environmental change, 24 Credits.
• The Geography of people-resource interactions in the Global South, 24 Credits.

1. Demonstrate knowledge of engagement in Geography in terms of understanding of theory, research methodology, relevant techniques and application of knowledge in a particular context.
2. Demonstrate an ability to interrogate multiple sources of knowledge and process the knowledge in a meaningful fashion.
3. Demonstrate an understanding of real-world problems and be able to identify the problem independently.
4. Draw on theoretical knowledge and skills and use these to solve a real-world problem.
5. Identify and address ethical issues related to the research process in general and environmental issues in particular.
6. Find sources and information, review this information and analyse this information.
7. Present a scientific product of their research that can be understood by a variety of potential audiences such as professional and academic bodies.
8. Operate within the knowledge society.
9. Undertake critical self-evaluation of own work and the willingness to enhance own learning and professional development in the wide range of fields geographers can function in.
10. Take full responsibility for the final research product by ensuring proper acknowledgement and due process to plagiarism.

The following Associated Assessment Criteria will be assessed in an integrated manner across the Exit Level Outcomes.

• Explore geographical research paradigms, theory and concepts that underpin the discipline of Geography and the methods that will apply.
• Reflect on the epistemological stance from which the research will be approached.
• Critically evaluate a range of scientific knowledge and ideas relevant to the research and position the literature review within the context of the research, as well as the theory and concepts that underpin the research.
• Identify and formulate an authentic geographic research problem, feasible research questions and or a research statement together with a relevant aim and objectives and review relevant literature that supports the arguments for the need of the research.
• Synthesise and apply geographic theories and methods to solve problems and to develop and communicate their perspective on the different discourses.
• Assess and identify ethical implications and risks associated with conducting different types of geographical research in the human and natural environment.
• Ensure that data gathering techniques and research documentation are ethical.
• Provide a critical reflection on the credibility, including limitations and ethics, of the research project.
• Embark on extensive scholarly searches for information on the Internet, review this information in terms of validity and suitability and analyse it so that it can be used to support the arguments and viewpoints, accompanied by the required acknowledgement of use.
• Showcase the work in terms of literature-based research (for the theory modules) in the field (for the research-based module), in acceptable formats for a variety of audiences.
• Find relevant information and share respective viewpoints, reflections, assessments and interpretations by using various my tools and functionalities.
• Reflect on each other's work through participation in blogs and discussion forums and use the feedback and comments supplied to continuously improve and adjust the submissions.
• Comply with the principles of ethical conduct in the research activities and assignments/reports/portfolios, showcase the ability to submit work that is acceptable in terms of a low plagiarism rating and referenced in a standardised way according to an accepted methodology.

Integrated Assessment

Both formative and summative assessment strategies are applied. The formative assessment consists of assignments to be submitted for grading as well as self-assessment activities, which builds up to the summative assessment in the form of portfolios. The formative assessment contributes significantly to the final mark (between 40-60%, depending on the specific module), while the rest of the final mark is from the summative assessment.

The assignments forming part of the formative assessment

• Provide learning opportunities for learners and not only tests of performance.
• Empower learners by giving feedback on their progress via online blogs and discussion forums as well as individual comments on assignments.
• Provide timeous information on assessment processes, results and the reason(s) for specific results.
• Equip learners with effective cognitive skills, practical skills and values that will add value in a workplace environment.
• Provide opportunities to learners to apply knowledge in real-life contexts.
• Provide opportunities for individual as well as group and peer assessments.
• Make use of a variety of online assessment types, including participation in discussion forums, self-reflection through blogging, automated response assignments, individual research projects, peer review activities and online group debates.

The portfolios forming part of the summative assessment

• Provide a non-venue based examination opportunity.
• Conclude the learning experience for each specific module.
• To be processed through the formative assessment system.
• Be guided by the formative assessment (activities and assignments) during the academic year.
• Provide the opportunity for learners to showcase what they have learnt and discovered and how this can be used in a comprehensive, academically and scientifically sound way.