Master of Architecture in Design, Theory and Practice

Purpose

The purpose of the Master of Architecture in Design is to offer a Master's qualification open to learners seeking to undertake advanced architectural (or in related disciplines) architectural design, theory and practice study, leading to a more traditional academic career or a Doctor of Philosophy (PhD). It is particularly aimed at delivering diverse yet highly focused strands of theoretical research. Qualifying learners will be able to demonstrate competence in the specified exit level outcomes; conduct independent research at a high theoretical or design-research based level.

Rationale

This qualification forms part of the institution's strategic decision to offer Master's qualifications that complies with international best practice. Hence, this variant of the general Master's Degree is a Master's Degree with a Major Portfolio consisting of text and a project that have a mutually supportive relationship, or a traditional written dissertation of no less than 60,000 words.

The primary teaching method is by design studio or problem-based tutorial, which is similar to a research-based Master's qualification, but, due to the design/problem-solving research methodology followed, the research component is intrinsic to the methodology, not separate from it. The qualification was initiated following requests from learners enrolled in the current professional Master of Technology qualification, who sought to develop further research specialisations in architecture and urbanism in a one-year qualification and from Professional Architects who wish to develop practice related skills such as entrepreneurship and leadership. This trend follows international examples in both the United States and Europe, where one-year Master's qualifications in a wide range of related disciplines are now common-place. At present, there is no African school of architecture offering such research-led qualifications which allow learners who show interest or special talent to develop their expertise beyond the professional Master's qualification. There is presently a shortage of emerging academic talent in South Africa in the 30-45 year age range, which will have a knock-on effect on the next generation of academic expertise and talent. While international counterparts are consistently developing and expanding the boundaries of disciplinary knowledge by supporting such qualifications, few African schools of architecture have done the same. As a result, the continent lags in terms of new and emerging fields of knowledge.

This qualification seeks to address this issue head-on by supporting new and innovative areas of research exploration. To that end, consultations with the South African Council for the Architectural Profession (SACAP); the Royal Institute of British Architects (RIBA) and the Swedish Institute of Architects to determine provided both the scope and direction of the proposed qualification. Also, extensive consultation undertaken with one of the world's leading schools of architecture, The Bartlett, UCL, as a means of understanding both the required set-up and trajectory of such qualifications assisted in the development of the qualification. The introduction of this qualification would be a first in South Africa and the wider continent. Typical applicants would come from the GSA's existing Master of Technology (Prof) qualification and, increasingly, from an international and African learner body seeking equivalent standards on the African continent as are obtained elsewhere. By offering a world-class, internationally-recognised and locally relevant series of qualifications, we intend to demonstrate competitive ability and advantage as well as ambition.

Recognition of Prior Learning (RPL)

The institution accepts Recognition of Prior Learning (RPL) as an integral part of education and academic practice. All learning has value, and the Faculty will endeavour to assess prior learning and award credit where relevant.

RPL is conducted according to the institution's RPL policy, which will be applied as follows for purposes of this qualification as set out in the Faculty Qualifications and Regulations policy:

• Through Recognition of Prior Learning, a learner may gain access, or advanced placement, or recognition of status, on condition that he/she continues his/her studies at the institution;
• Recognition of Prior Learning in the case of a learner not complying with the formal entry requirements;
• RPL is based on other forms of formal, informal and non-formal learning and experience;
• RPL is considered only where prior learning corresponds to the required NQF-level;
• RPL takes place where prior learning in terms of applied competencies is relevant to the content and outcomes of the qualification.

Entry Requirements

The minimum entry requirement for this qualification is

• Bachelor of Architecture Honours, NQF Level 8, 120 Credits.

Or

• Bachelor of Architectural Studies Honours, NQF Level 8, 120 Credits.

This qualification comprises of compulsory dissertation at NQF Level 9 totalling 180 Credits.

Compulsory Module, 180 Credits

• Architectural Portfolio/Dissertation, 180 Credits.

1. Apply specialist knowledge of architectural design, theory or practice.
2. Demonstrate a command of architectural design, theory or practice and research methods and procedures to address complex problems.
3. Access, process, and manage architectural design, theory or practice information effectively.
4. Produce architectural design, theory or practice information for, and communicate it to, a range of audiences.
5. Manage independent architectural design, theory or practice learning and act accountably.

Associated Assessment Criteria for Exit Level Outcome 1

• Apply specialist knowledge to engage with and critique current and historical design research;
• Demonstrate advanced scholarship and research in design, theory and practice;
• Evaluate current processes of knowledge production and select appropriate process of enquiry for design, theory or practice.

Associated Assessment Criteria for Exit Level Outcome 2

• Design, select and apply complex practical and theoretical problems to appropriate and creative methods, techniques, processes or technologies;
• Use a wide range of specialised skills to identify, conceptualise, design and implement methods of enquiry to address complex and challenging problems within design, theory or practice;
• Demonstrate an understanding of the consequences of any solutions or insights generated within a design, theory and practice context;
• Make ethical decisions which affect knowledge production in architectural design, theory or practice autonomously.

Associated Assessment Criteria for Exit Level Outcome 3

• Design a strategy for the processing and management of information in architectural design, theory or practice;
• Use the strategy to conduct a comprehensive review of leading and current research in architectural design, theory or practice to produce significant insights.

Associated Assessment Criteria for Exit Level Outcome 4

• Conceptualise substantial ideas through research in an area of design specialisation;
• Use academic discourses to communicate and defend substantial ideas;
• Communicate to a range of audiences with different levels of knowledge and use a range of advanced and specialised skills and discourses appropriate to architectural design, theory or practice.

Associated Assessment Criteria for Exit Level Outcome 5

• Develop own learning strategies which sustain independent learning and academic development;
• Interact effectively with a learning group as a means of enhancing learning;
• Demonstrate an ability to operate independently;
• Account for leading and initiating processes and implementing systems in architectural design, theory or practice;
• Ensure good resource management in architectural design, theory or practice and governance practices.

Integrated Assessment

Formative Assessment

The institution will follow both traditional research (written) and design research methodologies. In the Master of Architecture (Design, Theory and Practice) qualification, learners will submit their work as a final design portfolio, a format that combines text, drawings, photographs, models and films in a single, coherent document or as a conventional dissertation, depending on their topics.

Formative assessment will take place continuously. The supervisor and other institution teaching staff conduct the assessment. In the case of design portfolios, there will be two important marking and grading points throughout the year: half-way through the year (the Mid-Year Portfolio Review) and just before the final examination and exhibition, at the end of the year (the Final Portfolio Review-see hereunder). Learners are not to be present at the portfolio reviews. Instead, Unit Leaders and Tutors will assess each other's learners' work through a peer review process, coming to a consensus about grading. After each Portfolio Review, learners are given written feedback and a grade, which counts towards a final performance grade of the year. After final portfolios have been assessed at the end of each year, learners' grades are ratified by external examiners in a final marks discussion as detailed in the following section.

Assessment of Final Design Portfolios

Their Final Portfolio will combine text, drawings, photographs, models and films in a single, coherent document which will be sent to the external examiners for perusal four weeks before their examinations. The Final Portfolio will comprise of four parts:

• Major Project.
• Minor Dissertation (Theory).
• All projects completed during the year.
• Professional Practice Essay.

Assessment of Final Dissertations

When the dissertation is complete, the supervisor signs a form to formally release the study for final assessment purposes. The learner submits the required number of copies of the dissertation/minor dissertation for assessment. The dissertation includes a declaration from the learner that it is her/his original work and that ideas imported from elsewhere are acknowledged/referenced.