Master of Arts in Fundamental Communication

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

To enrol for this qualification, potential learners need to demonstrate the following competencies

• the ability to write academic texts;
• the ability to write a research proposal and report;
• the ability to orally present and defend an argument that is supported by evidence;
• the ability to engage with a critique the ideas of their peers in a constructive manner;
• the ability to design, plan and execute a meso-level research task based on a theoretical framework in a group context at an intermediate level, to reflect on their own research and to report on research findings;
• the ability to search for, access, organise, and interpret information at an intermediate level;
• the ability to use various information and communication technologies in an academic environment;
• the ability to discuss the theory and methodology of fundamental communication, and to contribute to current - debates in fundamental communication at an intermediate level;
• the ability to critically and creatively describe an apply different communication models and constructs specific to - fundamental communication problems in the South African and global broadcasting industry and electronic media contexts at an intermediate level.

Potential learners should be in possession of an Honours degree in Communication or related fields of specialisation with an average of 65% at NQF level 7, with a minimum of 120 credits. Potential learners who are in possession of such a degree, but who are in possession of a qualification that could be regarded as equivalent to such a qualification, must apply to the Accreditation Committee of the Faculty of Arts for accreditation.

Recognition of prior learning

All potential learners who are not in possession of an Honours degree in general communication theory need to provide proof of an equivalent qualification. Those who claim that they have achieved relevant prior learning which should give them access to the programme need to apply to the Departmental Chairperson of the Department of Communication for recognition of prior learning.

A potential learner who wants to be credited for prior learning, and/or experience for a particular module or modules, needs to apply in writing to the Departmental Chairperson of the Department of Communication, clearly stating the title(s) of the module or modules he/she wants to be credited for, as well as the basis on which he/she believes the accreditation should be granted.

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

The Committee will assess learners' competencies in order to determine whether they are eligible for a) access to, b) advanced placement in, or c) recognition of status for this qualification.

Learners should be able to

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

1. Did the learner identify, evaluate, anticipate and solved advanced general communication theory problems by using critical and creative thinking?
2. Did the learner strategically manage and work effectively with others as a member of a general communication team or group to identify, solve and critically evaluate highly complex general communication theory problems?
3. Did the learners organise and manage personal activities related to the general communication theory learning process in an accountable manner?
4. Did the learner collect, analyse, organise, critically evaluate, conceptualise and apply complex information pertaining to general communication theory?
5. Did the learner communicate specialised general communication theory information effectively using appropriate communication skills and media, and facilitate effective verbal and non-verbal persuasive communication?
6. Did the leaner use intricate general communication theory science and technology effectively, critically and responsibly to address complex issues pertaining to general communication theory?
7. Did the learner demonstrate sophisticated understanding of the related systems of the general communication theory and dynamic interrelationship between these units and the broader context?
8. Did the learner acquire and reflect on specialised reflective skills and strategies appropriate to the context of communication and general communication theory?
9. Did the learner acquire a specialised understanding of the intricate principles of responsible citizenship with regard to general communication theory in local, national and global communities?
10. Did the learner comprehend and apply heightened cultural and aesthetic sensitivity in the process of general communication theory communication?
11. Did the learner develop advanced career development skills within the general communication theory employment context?
12. Did the learner identify and develop strategic general communication theory enterpreneurial 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, inter alia, short essays, oral presentations to a group of peers, and 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-levels outcomes, include the drafting of a research proposal and the writing of a research report.

For the structured programme, summative assessment of essays and an oral examination also take place.