Bachelor of Social Science Honours

Purpose

The aim of the course is to advance students' knowledge and competencies in the main areas of their chosen field of specialisation. The curriculum covers a wide scope of scholastic activities and integrates theoretical knowledge, research competencies and applied skills relevant to the specialisation field. By exposing learners to the latest trends in the theory, research and practice in these domains, the programme enhances their abilities to conceptualise and analyse critically various aspects of the specialisation field in a multicultural context. An integral part of the programme is the completion of a research project which will equip students with the necessary skills to conduct research and to present and disseminate findings.

Upon successful completion of this course it is expected that graduates will be able to

• Construct a topical argument pertaining to a concept relevant of the field of study and display the ability to logically analyse and synthesise knowledge.
• Critically debate the current understanding of theoretical concepts/frameworks, potentially leading to a new and greater understanding of said concepts/frameworks, theory and practice.
• Develop and communicate a new understanding of the world as a set of related problem focused systems by exercising critical thinking and judgment.
• Work and communicate with others as a member of a multi-disciplinary team when studying theoretical perspectives of the field of specialisation.
• Design and conduct an independent research project in the specialised area of study, demonstrating a broad understanding of a body of knowledge with evidence of advanced understanding in some areas.
• Develop and communicate to various audiences a clear and coherent case pertaining to a topic in the field of specialisation.
• Contribute to knowledge in the specialised area by gathering, consolidating, interpreting and reviewing relevant data and revealing relationships between various concepts.
• Independently apply theoretical knowledge of the specialised area to complex problems and suggest possible solutions.

Rationale

Students in Social Science strive to understand, analyse, describe and explain the human world and their position within it, just as scientists attempt to describe and comprehend the natural world. The Bachelor of Social Science Honours (BSocSci(Hons)) Degree is designed to help students make sense of our rapidly changing global culture in general and of a specific field of specialisation. A large section of their studies is devoted to research skills development and the application of these skills to a research project.

Equally relevant to the professional world of work and the world of knowledge, the Bachelor of Social Science Honours aims to provide students with the skills needed to, in their field of specialisation, contribute to the social and cultural fabric of the community, region and the world and to become truly global citizens. The critical thinking, analysis, evaluation and research skills students learn apply to many careers in the public and private sectors. The following highlights some of the possibilities that await Social Science Honours Degree graduates depending on their chosen field of expertise:

• Journalism, publishing and writing.
• Public relations, corporate communications, marketing and advertising.
• Police, courts and corrections.
• Child and youth development.
• Management and administrative positions.
• Public or civil service, diplomacy, foreign affairs, urban and environmental planning, public policy analysis.
• Social and community services, counselling, social welfare and social research.
• Teaching (with an additional teaching qualification) and education administration.

The Bachelor of Social Science Honours Degree studies require students to read, debate, examine and evaluate issues and to apply these skills to a research project. In doing so it teaches students to carefully build arguments and propositions, to think independently and develop new ways of approaching problems from different perspectives. This builds upon their base knowledge in becoming life-long learners in academic institutions and the workplace.

Students should have well developed communication, presentation and report writing skills. They should be able to access information from various sources, evaluate and synthesise this information and be able to identify and solve problems.

Recognition of Prior Learning (RPL)

MSA adheres to national requirements for the RPL and has an RPL policy and procedures in place. MSA thus allows for an educationally appropriate alternative access to the programme and may recognise the following:

• Formal learning, such as a course offered by a professional body, enterprise, private educational institution, or by any other accredited provider recognised by MSA. These may include professional development or on-the job-training.
• Experience of approximately three to five years working within the industry will be considered in conjunction with the academic record of the candidate based on the institutional policy of Recognition of Prior Learning.

RPL may also be granted for admission to the programme, where an applicant's previous non-accredited formal study or informal learning is assessed as equivalent to the prerequisite qualification.

MSA may grant credit for subjects (modules) passed, with satisfactory grades, at other recognised higher education institutions if:

• The subject is considered to be equivalent in content and standard to those offered by MSA.
• It is relevant to the planned course/ programme of study.
• The student must still satisfactorily complete at least half the programme units/modules at MSA in order to be awarded a Degree.

Applications will be considered on a case-by-case basis.

Access to the Qualification

Students who are or have been, enrolled in a Bachelor of Social Science or Bachelor of Arts at MSA or a similar Degree at another institution, qualify for admission to the Honours programme provided that they have:

• Completed a Degree, with a major in the intended Honours discipline.
• Obtained at least an average of 70 percent in the third year of the major in Sociology.

Students qualified to enter an Honours program must normally do so within five years of the date on which they completed their undergraduate studies.

Students should complete four modules of 30 Credits each, totalling 120 Credits. The exception is the specialisation of Psychology where students have to complete four modules of 15 Credits each plus a research project of 60 Credits, totalling 120 Credits. 50% of the credits are research related.

For the majority of the specialisations, all students have to complete a core module on research in the social sciences, a fundamental specialisation specific module as well as two modules dedicated to a research project. The programme structure does not allow for any electives. The exception to this rule is Psychology where students have to complete four discipline specific fundamental modules plus a core research project constituting 50% of the credits. The programme structure does not allow for any electives.

The following table provides a list of the modules available to the Bachelor of Social Science Honours students at MSA, organised according to the fields of specialisation offered. The list may be expanded on in future:

Learning components

Child and youth development.

• Researching for social sciences and humanities, 30 Credits, NQF Level 8.
• Child and youth care policy and leadership: Advocating for the rights of children and youth, 30 Credits, NQF Level 8.
• Child and youth care research project A, 30 Credits, NQF Level 8.
• Child and youth care research project B, 30 Credits, NQF Level 8.

Communications.

Modules

• Researching for social sciences and humanities, 30 Credits, NQF Level 8.
• Communication and media practice applied, 30 Credits, NQF Level 8.
• Communication and media dissertation part A, 30 Credits, NQF Level 8.
• Communication and media dissertation part B, 30 Credits, NQF Level 8.

Criminology and criminal justice.

Modules

• Researching for social sciences and humanities, 30 Credits, NQF Level 8.
• Theoretical perspective of conflict, crime, victimisation and criminal justice, 30 Credits, NQF Level 8.
• Criminology, victimology and criminal justice research dissertation (Part A), 30 Credits, NQF Level 8.
• Criminology, victimology and criminal justice research dissertation (Part B), 30 Credits, NQF Level 8.

Geography and environmental science.

Modules

• Researching for social sciences and humanities, 30 Credits, NQF Level 8.
• Advanced concepts in geography and environmental science, 30 Credits, NQF Level 8.
• Environmental science and geography honours thesis (Part 1), 30 Credits, NQF Level 8.
• Environmental science and geography honours thesis (Part 2), 30 Credits, NQF Level 8.

International studies.

Modules

• Researching for social sciences and humanities, 30 Credits, NQF Level 8.
• The globalisation of civil and human rights, 30 Credits, NQF Level 8.
• International studies dissertation (Part 1), 30 Credits, NQF Level 8.
• International studies dissertation (Part 2), 30 Credits, NQF Level 8.

Psychology.

Modules

• Adult psychopathology, 15 Credits, NQF Level 8.
• Counselling, 15 Credits, NQF Level 8.
• Social Issues in psychology, 15 Credits, NQF Level 8.
• Psychological testing and assessment, 15 Credits, NQF Level 8.
• Psychology research project, 60 Credits, NQF Level 8.

Sociology.

Modules

• Researching for social sciences and humanities, 30 Credits, NQF Level 8.
• Selected topics in Sociology, 30 Credits, NQF Level 8.
• Sociology dissertation (Part A), 30 Credits, NQF Level 8.
• Sociology dissertation (Part B), 30 Credits, NQF Level 8.

Subtotal = 120 credits.

Minimum modules required

Four modules with the exception of Psychology which requires students to complete five modules.

Upon successful completion of this course it is expected that graduates will be able to

1. Construct a topical argument pertaining to a concept relevant of the field of study and display the ability to logically analyse and synthesise knowledge.
2. Critically debate the current understanding of theoretical concepts/frameworks, potentially leading to a new and greater understanding of said concepts/frameworks, theory and practice.
3. Develop and communicate a new understanding of the world as a set of related problem focused systems by exercising critical thinking and judgement.
4. Work and communicate with others as a member of a multi-disciplinary team when studying theoretical perspectives of the field of specialisation.
5. Design and conduct an independent research project in the specialised area of study, demonstrating a broad understanding of a body of knowledge with evidence of advanced understanding in some areas.
6. Develop and communicate to various audiences a clear and coherent case pertaining to a topic in the field of specialisation.
7. Contribute to knowledge in the specialised area by gathering, consolidating, interpreting and reviewing relevant data and revealing relationships between various concepts.
8. Independently apply theoretical knowledge of the specialised area to complex problems and suggest possible solutions.

Critical Cross-Field Outcomes

• As is evident from the Integrated Assessment methods discussed, the design of the programme provides for the development and obtainment of the Critical Cross-Field Outcomes.
• Students are challenged, by a variety of teaching methods, especially in the tutorials, to identify and solve problems in a specific and structured context by means of individual and group activities. It is often expected of students to work effectively in teams, during discussions and in research projects.
• At least some of the assessment opportunities are devoted to presentations. Students are expected to collect, analyse, organise and critically evaluate information and present the crux of the matter in a logically organised manner. This also contributes to the development of important technological, communication and effective language usage skills.
• Individual and group written assignments hone the students' skills in using technology to access and present texts. They learn to use science and technology effectively and critically and then demonstrate their ability to identify, understand and present the inter-related parts of systems.
• Group discussions and oral presentations (individual or groups) develop the students' effective communication skills using visual, mathematical and/or language skills in formal and informal communications.

Associated Assessment Criteria for Exit Level Outcome 1

1.1 Identify and describe key concepts in the field of study and discuss the interrelatedness of these concepts.

1.2 Research, discuss and analyse relevant scholarly issues in a clear, concise and rigorous way.

1.3 Collaborate constructively with fellow students in learning and discussion processes, including online forums.

Associated Assessment Criteria for Exit Level Outcome 2

2.1 Research, discuss and analyse relevant scholarly issues in a clear, concise and rigorous way.

2.2 Describe and apply the main ideas pertinent to the theories and research in the specific field of study.

2.3 Demonstrate a high standard of oral and written communication skills in role-play exercises and interaction with lecturers, tutors and fellow students, with reference to the chosen field of study.

Associated Assessment Criteria for Exit Level Outcome 3

3.1 Research, analyse and critically discuss relevant scholarly issues in a clear, concise and rigorous way, suggesting and motivating alternative viewpoints.

3.2 Discuss the micro and macro environments impacting on the field of study.

3.3 Describe and apply the main ideas pertinent to the theories and research in the specific field of study.

3.4 Demonstrate a high standard of oral and written communication skills in direct and electronic interaction with lecturers, tutors and fellow students, with reference to the chosen field of study.

Associated Assessment Criteria for Exit Level Outcome 4

4.1 Research, discuss and analyse relevant scholarly issues in a clear, concise and rigorous way, working in teams.

4.2 In teams, discuss and report on the micro and macro environments impacting on the field of study.

4.3 Describe and apply, working in teams, the main ideas pertinent to the theories and research in the specific field of study.

4.4 Work independently and in groups to achieve the learning outcomes.

Associated Assessment Criteria for Exit Level Outcome 5

5.1 Discuss the different research methodologies applicable to Social Sciences.

5.2 Illustrate the dynamic relationships between the chosen research topic, the questions asked and the methods used.

5.3 Identify and elaborate on practical, theoretical and ethical issues surrounding research in the Social Sciences and Humanities.

Associated Assessment Criteria for Exit Level Outcome 6

6.1 Describe and apply the main ideas pertinent to the theories and research to a topic in the specific field of study.

6.2 Demonstrate a high standard of oral and written communication skills in interaction with lecturers, tutors and fellow students, with reference to the chosen field of study.

6.3 Produce written work to deadline making effective use of the conventions of scholarly presentation (references, bibliography, etc).

Associated Assessment Criteria for Exit Level Outcome 7

7.1 Appreciate different research methodologies and select those relevant or appropriate for the research topic questions.

7.2 Analyse the place of different research methodologies in multidisciplinary and interdisciplinary contexts.

7.3 Write a thorough and well-structured research proposal in the area of research interest.

Associated Assessment Criteria for Exit Level Outcome 8

8.1 Critically evaluate and integrate theoretical frameworks of relevance to the study.

8.2 Identify the research questions and give a motivated account of the preferred research framework to be applied.

Integrated Assessment

Theoretical and practical components are assessed together and the assessors make use of formative and summative assessment methods in assessing combinations of practical, applied, foundational and reflective competencies.

The integrated assessment is appropriately incorporated into the qualification to ensure that the purpose of the qualification is achieved; there thus are clear relationships between the purpose statement(s), the Exit Level Outcomes and the Integrated Assessment:

• Assessment practices are open, transparent, fair, valid and reliable and ensure that no learner is disadvantaged in any way whatsoever, so that an integrated approach to assessment is incorporated into the qualification.
• Learning, teaching and assessment are inextricably interwoven. Whenever possible, the assessment of knowledge, skills, attitudes and values shown in the qualification are integrated.
• Assessment of the fundamental is integrated as far as possible with other aspects and uses practical contexts wherever possible. A variety of methods are used in assessment and tools and activities are appropriate to the context in which the learner is working or will work. Where it is not possible to assess the learner in the workplace or on-the-job, simulations, case studies, role-plays and other similar techniques are used to provide a context appropriate to the assessment.
• Continuous assessment is done through various methods which may include:

> Portfolios; Simulations; Workplace assessments and practical workbooks; Written assignments; Written tests; Case studies and case presentations; Peer group evaluation; Competency evaluations of clinical skills; and Face to face contact with learners.

• Assessors assess and give credit for the evidence of learning that has already been acquired through formal, informal and non-formal learning and work experience.
• Assessment ensures that all the Outcomes and Critical Cross-Field Outcomes are evaluated in an integrated manner during the course of the programme.