Master of Arts in Audiovisual Communication

The primary purpose of this qualification is to develop advanced applied competence of qualifying learners in Audiovisual Communication (AVC). Advanced applied competence implies the highly developed ability to acquire, analyse, interpret and apply advanced communication principles and theories, related to the context of AVC, within relevant sectors of the electronic media and the broadcasting industry. Furthermore, learners will develop the highly sophisticated ability to internalise, reflect and communicate highly complex strategic decisions and applications effectively, through the progressive and suitable use of scientific language and technical terminology associated with AVC. The qualification will facilitate effective critical learning and foster appropriate research capabilities through the exposure to and application of specialised learning and research styles, thereby enabling the learner to navigate and holistically manage the compounded, dynamic context of AVC holistically.

Recognition of Prior Learning (RPL)

All potential learners not in possession of an Honours degree in communication or AVC, need to provide proof of an equivalent qualification. Those who claim that they have achieved relevant prior learning that would give them access to the qualification, need to apply to the Departmental Chairperson of the Department of Communication for Recognition of Prior Learning.

Potential learners who want to be credited for prior learning and/or experience for a particular module or modules, need to apply in writing to the Departmental Chairperson of the Department of Communication, clearly stating the title(s) of the module or modules they want to be credited for as well as the basis on which they believe the accreditation should be granted.

The principles or RPL are subscribed to, and will be implemented in a flexible manner. The principle of flexible and open access will, however, be offset against the provision that this is not be to the detriment of the potential learner and that his/her chances to succeed must be reasonable.

The committee will assess learners' competencies in order to determine whether they are eligible for

d) Access to,

Or

e) Advanced placement in,

Or

f) Recognition of status for this qualification.

Entry requirements

The minimum entry requirement for this qualification is

• Bachelor of Arts Honours in Audiovisual Communication, NQF Level 8.

Or

• Bachelor of Arts Honours in Communication, NQF Level 8.

1. Identify, evaluate, anticipate and solve advanced AVC problems by using critical and creative thinking;
2. Manage strategically and work effectively with others as a member of an AVC team or a group to identify, solve and critically evaluate highly complex communication and AVC problems;
3. Organize and manage personal activities related to the AVC learning process and research in a accountable manner;
4. Collect, analyse, organize, critically evaluate, conceptualise and apply complex information pertaining to AVC;
5. Communicate specialised AVC information effectively, using appropriate communication skills and media and facilitating effective verbal and non-verbal persuasive communication;
6. Use intricate AVC science and technology effectively, critically and responsibly to address complex issues pertaining to AVC;
7. Demonstrate a sophisticated understanding of the related systems of AVC and the dynamic interrelationship between these units and the broader context;
8. Acquire and reflect on specialized reflective skills and strategies appropriate to the context of communication and AVC;
9. Acquire a specialized understanding of the intricate principles of responsible citizenship with regard to AVC in local, national and global communities;
10. Comprehend and apply heightened cultural and aesthetic sensitivity in the process of AVC;
11. Develop advanced career-development skills within the AVC employment context;
12. Identify and develop strategic AVC entrepreneurial opportunities.

1. Does the learner identify, evaluate, anticipate and solve advanced AVC problems by using critical and creative thinking?
2. Does the learner strategically manage and work effectively with others as a member of an AVC team or a group to identify, solve and critically evaluate highly complex communication and AVC problems?
3. Does the learner organize and manage personal activities related to the AVC learning process in an accountable manner?
4. Does the learner collect, analyse, organise, critically evaluate, conceptualise and apply complex information pertaining to AVC ?
5. Does the learner communicate specialised AVC information effectively, using appropriate communication skills and media and facilitating effective and non-verbal persuasive communication?
6. Does the learner use intricate AVC science and technology effectively, critically and responsibly to address complex issues pertaining to AVC?
7. Does the learner demonstrate a sophisticated understanding of the related systems of AVC and the dynamic interrelationship between these units and the broader context?
8. Does the learner acquire and reflect on specialised reflective skills and strategies appropriate to the context of communication and AVC?
9. Does the learner acquire a specialized understanding of the intricate principles of responsible citizenship with regard to AVC in local, national and global communities?
10. Does the learner comprehend and apply heightened cultural and aesthetic sensitivity in the process of AVC?
11. Does the learner develop advanced career-development skills within the AVC employment context?
12. Does the learner identify and develop strategic AVC entrepreneurial opportunities?

Integrated assessment

Continuous assessment practices form an integral part of the design of this qualification. Learning outcomes are made explicit to learners and there is a coherent assessment strategy in place for each module, with a fair balance between formative and summative assessment strategies.

Formative assessment practices that will be implemented

A range of formative assessment strategies is used. Formative assessment strategies include, among others: short essays, oral presentations to a group of peers, practical computer-based activities, personal discussions and practical projects. Opportunities for peer-assessment are included.

Summative assessment practices that will be implemented

Integrated assessment, focusing on the achievement of the Exit-Level Outcomes, includes the drafting of a research proposal and the writing of a research report.

And

For the structured qualification, summative assessment on essays and an oral examination also takes place