Master of Arts in Marketing Communication

The primary purpose of this qualification is to develop the advanced applied competence of qualifying learners in Marketing Communication (MC). Advanced applied competence implies the highly developed ability to acquire, analyse, interpret and apply advanced communication principles and theories related to the context of MC within relevant sectors of the Marketing Communication 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 MC. 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 complex, dynamic context of MC.

Recognition of Prior Learning (RPL)

All potential learners who are not in possession of an Honours Degree in Communication or MC 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 qualification 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.

Entry Requirements

The minimum entry requirement for this qualification is

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

Or

• Bachelor of Commerce Honours in Business Marketing, NQF Level 8.

Or

• Postgraduate Diploma in Marketing, NQF Level 8.

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

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

And

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