Master of Arts in Digital Communication

Purpose

The purpose of the Master of Arts in Digital Communication is to expand the learners' theoretical knowledge and practical skills in digital communication, incorporating social media, and to equip learners with the ability to produce advanced communication strategies for engaging with organisation-specific audiences. Learners will be adept at using digital communication to react in an informed, strategic, flexible, and ethical manner to the ever-changing communication environment.

Learners will address the strategic needs of an organisation by undertaking research into the organisation and its stakeholders and evaluating the context and implications of the digital landscape as both receivers and creators of digital media content. Theoretical frameworks within the communication discipline will be critically evaluated in relation to both local and international digital communication and the interrelated social media practices. The learners' previous exposure to communication theory will be expanded on through the application of these theoretical frameworks to current digital communication practices, which learners will use to inform new communication strategies for multiple contexts from large organisations and small business entrepreneurs to social causes.

The qualification will advance critical thinking skills in relation to communication theory and the application thereof in a social media context to empower graduates with the knowledge and skills to ensure that organisations remain adaptable to rapidly changing economic environments. Critical readings of leading theorists in the field of communication in general, and the discipline of digital communication, including social media specifically, will contribute towards this advance of theoretical and practical knowledge. Graduates will be skilled in designing, selecting, applying, and evaluating the appropriate creative digital communication techniques, processes, and technologies.

This qualification will also critically expound on the cultural milieu, digital ethnographies, ethical communication practices, various digital communication tools and platforms and current methodological approaches to digital communication practice for graduates to be strategic, purposeful, meaningful, disruptive, and reflective communicators in the digital communication landscape.

Upon completion of the qualification, qualifying learners will be able to

• Evaluate various complex digital media contexts using digital communication theories.
• Systematically develop creative solutions to complex communication problems within the organisational context.
• Professionally communicate solutions to complex brand communication problems.
• Complete an independent, advanced research mini dissertation in the inter-related fields of digital communication.

Rationale

Digital communication and social media specialist skills are in demand, both in South Africa and internationally. Business Tech (2021) provides insight into the importance of the Department of Higher Education and Training's latest National List of Occupations in High Demand (DHET,2020) which includes occupations such as Communication Coordinators, Communication Strategists, Corporate Communication Managers, and Market Campaign Analysts as being in short supply within the South African context.

As the digital communication field grows, so does the need for occupations, such as marketers, public relations practitioners, and brand communication strategists, who can effectively and ethically navigate the world of digital communication. The acquisition of such skills is therefore imperative for individuals who are either currently in the workplace or preparing to enter the world of work within the field of communication.

This qualification will thus provide the industry with graduates who are creative, critical, and independent readers, thinkers, writers, and communicators, who can work in a wide range of industry contexts.

While communication as a discipline is not new, this qualification will be industry-relevant with a focus on the digital realms of communication, exposing learners to specialist Digital Communication, including social media, knowledge to achieve the SAQA (2012:11) prescribed level required of engagement and critique of current research practices, as well as advanced scholarship or research, within the field of digital communication.

The growth of digital communication tools over the past few years has dramatically changed the landscape of how people communicate and interact. In today's socially connected world, it is critical that small businesses and large organisations alike, understand how digital media can affect their consumer relationships, brand image and overall company reputation. Social media platforms have become critical communication and marketing tools. Companies now compete for the customer's attention on social media and need trained digital communication professionals to coordinate messaging across various social platforms. Ineffective messaging through social media, combined with the 'always online' behaviour of current consumers, means that organisations can quickly fall out of favour with their stakeholders. Organisations, therefore, require digital communication specialists who can guide organisations with ethical, effective, and timeous communication plans, which leaves room for organisations to pivot their communication practices when the situation dictates.

Learners will be adept at marketing and managing social media sites for private, public, and governmental employers, as well as private individuals who demand a creative web presence. Graduates will meet the demand for professionals who can create and monitor digital campaigns and develop strategies to manage negative stakeholder feedback.

Recognition of Prior Learning (RPL)

RPL provides alternative access and admission to qualifications, as well as advancement within qualifications. RPL will be applied to accommodate applicants who qualify.

RPL for access

• Learners who do not meet the minimum entrance requirements or the required qualification that is at the same NQF level as the qualification required for admission may be considered for admission through RPL.
• To be considered for admission in the qualification based on RPL, applicants should provide evidence in the form of a portfolio that demonstrates that they have acquired the relevant knowledge, skills, and competencies through formal, non-formal and/or informal learning to cope with the qualification expectations.

RPL for exemption of modules

• Learners may apply for RPL to be exempted from modules that form part of the qualification. For a learner to be exempted from a module, the learner needs to provide sufficient evidence in the form of a portfolio that demonstrates that competency was achieved for the learning outcomes that are equivalent to the learning outcomes of the module.

RPL for credit

• Learners may also apply for RPL for credit for or towards the qualification, in which they must provide evidence in the form of a portfolio that demonstrates prior learning through formal, non-formal and/or informal learning to obtain credits towards the qualification.
• Credit shall be appropriate to the context in which it is awarded and accepted.

Entry Requirements

The minimum entry requirement for this qualification is

• Postgraduate Diploma in Science Communication, NQF Level 8.

Or

• Postgraduate Diploma in Digital Marketing, NQF Level 8.

Or

• Bachelor of Arts Honours in Digital Media, NQF Level 8.

This qualification consists of the following compulsory modules at National Qualifications Framework Level 9 totalling 180 Credits.

• Digital Communication Theory, 25 Credits.
• Digital Communication Strategy, 25 Credits.
• Research for Brand Communication, 25 Credits.
• African Media Contexts and Digital Cultures, 25 Credits.
• Mini Dissertation, 80 Credits.

1. Evaluate various complex digital media contexts using digital communication theories.
2. Systematically develop creative solutions to complex communication problems within the organisational context.
3. Professionally communicate solutions to complex brand communication problems.
4. Complete an independent, advanced research mini dissertation in the inter-related fields of digital communication.

Associated Assessment Criteria for Exit Level Outcomes 1.

• Accurately apply digital communication and social media theories in the analysis of current digital content user trends.
• Critically analyse digital and apply communication theoretical frameworks in the analysis of current social media practices of content creators.
• Accurately debate current social media practices considering the relationship between digital media, culture, ethics, and digital media ownership within an African context.
• Critically discuss new forms of marketing, public relations, journalism, and the role of the audience, online media, and artificial intelligence in relation to current theoretical frameworks.
• Accurately explore the intersection between human communication, digital technologies, and social media practices.

Associated Assessment Criteria for Exit Level Outcomes 2.

• Accurately evaluate digital communication strategies in relation to current theoretical principles.
• Engage informed digital communication and social media strategy development correctly by current theoretical principles, tools, and techniques.
• Create informed digital communication strategy development using an appropriate digital communication model.
• Correctly apply the key qualities and significance of digital content to motivate particular social media strategies.
• Propose and motivate the appropriate digital communication tools and techniques in support of a given brand's communication objectives.

Associated Assessment Criteria for Exit Level Outcomes 3.

• Appropriately evaluate various brand problems using independently sourced data to develop an accurately informed brand strategy.
• Apply correct and current theory and trends to identify brand needs to accurately solve a particular problem.
• Critically analyse the cultural context within which the brand operates to determine a fit-for-purpose solution to a particular brand problem.
• Accurately generate a brand solution by being audience-centred, ethically considered, and applying correctly identified current industry trends and theoretical principles.

Associated Assessment Criteria for Exit Level Outcomes 4.

• Correctly identify the research problem grounded in academically sound theory for the advancement of knowledge in the discipline of digital communication and social media.
• Appropriately align the research problem, question, theoretical foundation, proposed methodology and ethical considerations in a well-considered research proposal for a mini dissertation presented at an academic seminar.
• Accurately compile a literature review using relevant and current research and produce an academically appropriate theoretical framework on which to base the independent mini dissertation.
• Accurately compile a theoretically grounded, methodologically appropriate, and ethically considerate research mini dissertation advancing knowledge within the discipline of digital communication and social media.

INTEGRATED ASSESSMENT

The assessment strategy for this qualification's coursework modules consists of two formative projects with a total weighting of 50% and one summative project with a weighting of 50% per module. The mini-dissertation module does not have any formative assessments, with the summative mini-dissertation accounting for 100% of the mark.

Some assessments are formative in that they enable learners to use feedback to improve their performance in that module. Others are summative and their purpose is only to evaluate the attainment of the outcomes.

Formative Assessment

As competence develops over time and is improved with feedback, formative assessment should take place throughout the learning process and must result in feedback that enables learners to improve their performance and prepare for summative assessments.

Feedback to learners may include a model answer, or rubric, depending on the nature of the discipline.

Graded Formative Assessment

Graded formative assessment results are included in the Cumulative Assessment (CASS) Mark.

Graded formative and summative assessments are designed centrally in a standard manner and format for all learners in a module against the module outcomes.

The feedback from graded formative assessments should be used by learners to improve performance in their summative assessments but this feedback is generally subject to a time delay.

Summative Assessment

The purpose of summative assessments is to evaluate learner learning, skill acquisition and academic achievement at the end of a defined instructional period.

Summative assessments are typically the work of individual learners, rather than a group of learners.