Bachelor of Science Honours in Statistics

Purpose

The purpose of this Honours qualification in Statistics is: to equip a student with scientific knowledge and expertise at the forefront of the field, that will enable innovative problem-solving from a value-driven perspective, continued personal intellectual development, value-added economic activity and rewarding contributions to the community. Students will be equipped to understand the complexities of various research methods, Methodologies and skills to select, apply and transfer appropriate procedures, processes and techniques to solve unfamiliar and abstract problems. Concerning information, the students will learn to critically review the information gathering process and to synthesise data and develop creative responses to problems and issues. A further purpose of the qualification is to stimulate and prepare students for further academic study and research by the provision of the required knowledge, skills and insight to develop as researchers on a high academic level. Most South African Universities insist on a Bachelor of Science (BSc) Honours level qualification as the minimum entry level for further postgraduate study. Accordingly, the programme must embody aspects of academic training such as understanding of the scientific literature as well as development of the requirements of research in the field of Statistics.

Rationale

It is widely accepted that South Africa has a shortage of well-trained, critically thinking scientists in the fields of the natural sciences, who are capable of proceeding towards independent, high quality research. This qualification is aimed at providing South Africa with significant numbers of graduates in the natural sciences who are able to undertake advanced research under the guidance of an expert through the acquisition of the necessary research skills and tools in the specific field of Statistics. These young scientists will ensure the broadening of the local leadership base of innovative and knowledge based economic and scholarly activity. The second rationale of this qualification is to provide students with the necessary knowledge, specific skills, applied competence and professional attitude in the field of Statistics to utilise the opportunities for continued personal intellectual growth, gainful economic activity and rewarding contributions to society.

Recognition of Prior Learning (RPL)

RPL does not only imply assessment to determine the level of skills and knowledge comparable to Level 7 the candidate already possesses, but also the skills and knowledge the candidate has to master additionally prior to being accepted for the Honours qualification. The assessment processes involved with RPL are the same as those followed for awarding credits in the formal graduate setting. An RPL candidate seeking credits for previously acquired skills and knowledge, must still comply with all the requirements as stated for modules, programmes and qualifications. The difference lies in the route of the assessment, since RPL assessment may be holistic in nature taking the context of the programme as well as the prior knowledge and experience of the person who is being assessed into account.

Entry Requirements

The minimum entry requirement is

• Bachelor of Science with 60% in Statistics at Level 7.

This qualification consists of compulsory modules at Level 8 totalling 135 Credits.

Modules

• Advanced Probability Theory, 15 Credits.
• Multivariate Analysis, 15 Credits.
• Statistical Quality Control, 15 Credits.
• Decision Theory, 15 Credits.
• Applied Regression Analysis, 15 Credits.
• Design of Experiments and Sampling, 15 Credits.
• Research Project, 30 Credits.
• Stochastic Models, 15 Credits.

1. Demonstrate advanced knowledge of Statistics and such an in-depth understanding of the relevant theories, research methodologies, methods and techniques to be able to apply it to solve statistical problems.
2. Interrogate multiple sources of knowledge in Statistics and as individual and/or in teams evaluate knowledge and processes of knowledge production.
3. Use a range of specialised skills to identify, analyse and address complex or abstract problems drawing systematically on the body of knowledge and methods appropriate to Statistics.
4. Critically review information gathering, synthesis of data, evaluation and management processes in specialised contexts in order to develop creative responses to problems and issues.
5. Produce, present and communicate academic and professional information or occupational ideas and texts to a range of audiences, offering creative insights, meaningful interpretations and solutions to problems and issues appropriate to the field of Statistics.
6. Demonstrate an understanding of the role of natural sciences in society, appreciate the fundamentals of lifelong learning and understand both the professional and ethical basis of scientific enquiry.

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

• Demonstrate a systematic and integrated knowledge and understanding of, and an ability to analyse, evaluate and apply the fundamental terms, concepts, facts, principles, rules and theories.
• Apply appropriate discipline-related methods of scientific inquiry and independently validate, evaluate and manage sources of information.
• Demonstrate critical reflection on, and understanding and application of, appropriate methods or practices to resolve complex discipline-related problems and thereby introduce change within related practice.
• Demonstrate professional and ethical behaviour within an academic and discipline-related environment with sensitivity towards societal and cultural considerations.
• Effectively communicate scientific understanding and own opinions/ideas in written or oral arguments, using appropriate discipline-related and academic discourse as well as technology.
• Demonstrate effective functioning as a member and/or leader of a team or a group in scientific projects or investigations, with self-directed management of learning activities and responsibility for own learning progress.

Integrated Assessment

Opportunities for both continuous formative and summative assessments throughout the year of study are imbedded in the curriculum design of this qualification. Formative assessments include written and practical assignments, class and semester tests, whereas summative assessment includes written and practical examinations. Students are assessed on the application of learned skills in order to ensure that theory evolves into effective practice. Some outcomes of related specializations across the year are assessed in an integrated manner by means of a project, wherein not only the learner's evidence of the mastering of discipline-specific knowledge and skills is assessed, but also writing and communication skills, computer literacy and his/her ability to analyse critically and evaluate effectively a related problem. Report-writing and an oral presentation of the research findings are important aspects of such an assessment.