Master of Arts in Social Impact Assessment

The primary purpose of this qualification is to provide qualifying learners with the ability to understand the notion of social change through experience and the ability to apply that knowledge to social contexts. They will be exposed to the analysis and interpretation of sociological variables. The successful learner will have the necessary skills and competencies to initiate, plan and manage community participation and institutional development processes as part of the social impact assessment. In addition, a qualifying learner will be able to anticipate likely areas of social impact, to utilize the information in the planning process and to plan appropriate mitigation. He/she will be able to plan, design, and execute research, using appropriate methodology, and report on research findings. He/she will be able to understand, interpret, and analyse research data and critically evaluate research designs employed in social science research.

Recognition of Prior Learning (RPL)

Potential learners who do not meet the formal entry requirements need to provide proof of an equivalent qualification or need to apply in writing to the Departmental Chairperson of the Department of Sociology or the Department of Development Studies 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 Sociology of the Department of Development Studies, 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 of 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 should not be 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

• Postgraduate Diploma in Social Science Methods, NQF Level 8.

Or

• Postgraduate Diploma: Applied Social Sciences: Policy and Development Studies, NQF Level 8.

Or

• Bachelor of Arts Honours in Social Science, NQF Level 8.

1. Critically and creatively describe and apply different theoretical models and constructs in Social Impact Assessment to specific social problems in authentic Southern African contexts at an advanced level; and be able to reflect on their own problem-solving process;
2. Work in an interdisciplinary team and reflect on their own participation in groups;
3. Accept responsibility for their own learning in terms of time management and quality of the work at an advanced level; and to work independently;
4. Design, plan, and execute a research task based on a theoretical framework within an authentic context; be able to reflect on their own research; to report on research findings; and to do this at an advanced level;
5. Engage with and critique in a constructive manner the ideas of their peers and others;
6. Use science and technology effectively and critically based on a theoretical framework at an advanced level, showing responsibility towards the environment and the health of others and reflect on this process;
7. Provide innovate solutions to specific social problems in the South African region by taking race, ethnicity, political issues, gender and multiculturalism into account;
8. Search for and access appropriate resources employing a range of learning strategies and technologies within the field of Social Impact Assessment at an advanced level;
9. Develop a responsibility towards other members of the society;
10. Display cultural and aesthetic sensitivity to people from different cultures based on theoretical knowledge and reflect on this process;
11. Develop employment-seeking skills within the field of Social Impact Assessment;
12. Explore entrepreneurial possibilities within the field of Social Impact Assessment;
13. Grasp and critically reflect on various approaches to participation and institution development;
14. Identify and differentiate between the rhetoric of participation and authentic participation;
15. Contextualise processes claimed to be participatory in terms of power relations, access to resources and decision-making;
16. Assemble and analyse information about participation, exclusion and institutional development.

1. Is able to provide an in-depth discussion and a critique of theoretical models in the field of Social Impact Assessment; is able to apply theoretical contracts and models in authentic Southern African contexts at an advanced level; and has the ability to reflect on his/her own problem-solving process;
2. Interacts well with his/her peers; contributes positively towards an end product in an interdisciplinary team context; contributes to class and/or seminar discussions; is able to present seminars; and has the ability to reflect on his/her own participation in groups;
3. Has the ability to take responsibility for his/her own learning through time management as well as ensuring that the quality of his/her work is of an acceptable standard at an advanced level; and is able to work independently;
4. Can formulate a research question within an authentic context; can distinguish between different methodological approaches to social research, is able to use an innovative methodological approach to answer a research question; selects and uses appropriate data collection techniques; interprets research data accurately; can discuss the importance of and uphold high ethical standards in conducting research; recognizes the limitations of his/her research design; addresses validity and reliability concerns raised by the research design and is able to defend the validity and reliability of the study; reports research findings currently; writes the research report in an appropriate register; structures the research report in an appropriate and transparent manner; makes a logical coherent argument and is able to reflect on his/her own research; is able to present the research results to an academic at an advanced level;
5. Interacts well with his/her peers and others; critiques a research proposal or argument put forward by a peer in a logical and coherent manner; uses the appropriate and coherent manner; uses the appropriate register and displays cultural sensitivity in critiquing an argument put forward by someone else.
6. Is able to make a decision and support it by relevant theory and experience; is able to put together a bibliography in the appropriate style;
7. Develop innovative solutions to the challenges and problems facing the Southern African region; is able to apply theoretical knowledge to the South African region at an advanced level; draws on his/her own experience, and takes race, ethnicity, political issues, gender and multiculturalism into account in the process;
8. Is able to explore and reflect on learning skills and strategies appropriate to the context of Social Impact Assessment at an advanced level;
9. Shows responsibility towards other members of society;
10. Is able to display cultural and aesthetic sensitivity to people from different cultures; applies theoretical knowledge while doing this and is able to reflect on this process;
11. Is able to develop employment-seeking skills within the field Social Impact Assessment;
12. Is able to identify and develop entrepreneurial opportunities in the field of Social Impact Assessment.
13. Is able to grasp and critically reflect on various approaches to participation and institutional development;
14. Is able to identify and differentiate between the rhetoric participation;
15. Is able to explain processes claimed to be participatory in terms of power relations' access to resources and decision-making;
16. Is able to assemble and analyze information about participation, exclusion and institutional development.

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 nterviews 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 as well as summative assessment of essays and an oral examination.