Master of Design Leadership

Purpose

The purpose of the Master of Design Leadership is to deepen and enhance strategic thinking and leadership capabilities by integrating design, innovation, entrepreneurship, business, and research. The qualification will equip designers and design thinkers with innovative and integrative design and business planning skills to become strategic design leaders in a design or other enterprise and/or start their own business in the design and creative industries. The qualification allows flexible development of individual design fields while also providing a cross-disciplinary vision for areas of forward-thinking design. Learners will develop skills to work independently and collaboratively, propose and develop strategic and innovative design-led solutions based on analysis and research evidence, communicate these to different audiences, and provide guidance and leadership to project teams, design teams, juniors, and non-designers. Furthermore, the qualification will develop design leadership and management skills for managing design projects of any scale, as well as the design units and enterprises.

The qualification is industry-focused and will develop research and independent critical skills that are a stepping stone to pursuing doctoral studies and research. Learners to engage with best practices and design research skills to provide evidence for decision making, comparative analyses of business opportunities and branding strategies, and special attention to local contexts without losing sight of global shifts. A research component allows learners to explore a topic of their choice using a minor research dissertation.

Rationale

The need for the Master of Design Leadership is multi-faceted. First, it will constitute an important part of the institution's design-based offering. Moreover, this qualification will address a demand in academia for senior design lecturers, supervisors, researchers, the design industry, and society. Ultimately, it will equip learners with invaluable design leadership and management skills, thereby enhancing their employability.

The qualification was developed in response to shifts in the design industry. Although the qualification is targeted at industry professionals, it also creates a natural progression from undergraduate qualifications through to the master's degree. The qualification plays a dual role in the development of design leaders who will occupy a high-level leadership role in industry and society, and, secondly, can contribute to the education space and knowledge development in these new and emerging design fields. Addressing imperatives related to society, industry, and research is aligned with the institution's vision.

The qualification responds to a demand in the academic design space. The pipeline in postgraduate design education has seen a small upward turn since 2018, starting with Honours-level qualifications. The undergraduate space has continued to grow over the years, and new design fields have continuously been added and established fields re-invented as part of new user needs and technological changes in the Fourth Industrial Revolution (4IR). Qualifications at undergraduate and early postgraduate levels require lecturers with both Honours and master's qualifications in design, which are very hard to come by. Many of these nascent design fields do not yet exist in the formal academic pipeline - a gap that this qualification intends to fill. The focus on design leadership allows for a flexible approach with a common ground that makes the Master of Design Leadership suitable for many different and emerging design fields, such as Game Design, Experience Design, Communication Design, Product Design, and Spatial Design.

Furthermore, this qualification speaks to demands in the design industry. Job advertisements in the design industry increasingly call for high-level skills and knowledge such as team and project management, leadership, coaching and mentorship of junior designers, conducting user research and interpreting data and evidence, and working collaboratively. These skills require maturity and experience. So far, local designers in the industry have seen little need for postgraduate studies and have identified a lack of alignment with industry. This qualification aims to fill this gap by aligning with industry needs.

The qualification also presents an opportunity to address the wider, interdisciplinary need for design knowledge in the business world, where South African organizations develop design maturity to be competitive. Therefore, the admission requirements are inclusive of a new breed of design strategists and design thinkers.

The qualification further addresses demand in society, including several national imperatives. The words "design" and "designed", together with terms such as "creativity" and "innovation" form a golden thread throughout South Africa's National Development Plan 2030 as shown by the agricultural and industrial revolutions, as well as the current information and communication revolution, innovation, creativity and growth can shape quite different futures and address social challenges, with huge rewards for pioneers of new models. The Department of Science and Innovation (DSI) also recognises the need for the development of high-end, innovative human capital as key to the development of a globally competitive, expanded and transformed national system of innovation that is responsive to South Africa's developmental needs, in line with the imperatives articulated in the 2019 White Paper on Science, Technology and Innovation. The development of strategic and innovative design and high-end human capital is the backbone of the Master of Design Leadership, which will equip design leaders with the knowledge and passion for creating solutions to develop South Africa and Africa. Strategic design leadership enhances Africa's development.

Learners of the Master of Design Leadership will also be at a distinct advantage in the job market. The qualification focuses on designers in the small and medium enterprise (SME) sector. Advances in digital technology enable SME design suppliers to compete with bigger agencies and consultancies, and to provide affordable yet strategic design services and advice to SMEs, who cannot afford the fees of the larger agencies. The focus on the development of the SME sector is part of the post-COVID recovery and National Development plans. As such, learners of the Master of Design Leadership will be highly employable, particularly in the burgeoning SME design sector.

Learners will be employable as, for example

• Design leads and managers in design businesses and advertising agencies.
• Design leads, project leads, or senior In-house designers in "non-design" sectors such as finance, engineering, NGOs, education, and government.
• Owners of design enterprises.
• Design and creative entrepreneurs.
• Freelancers.
• Design-based entrepreneurs.
• Design lecturers and supervisors.
• Design researchers.
• Social innovators.
• Managers applying design thinking
• Developers of design-led solutions.

An online search for jobs related to design leadership indicates a great demand for people employed in these industry roles.

Recognition of Prior Learning (RPL)

The institution subscribes to the principles outlined in the Council of Higher Education Policies on the Recognition of Prior Learning, Credit Accumulation and Transfer, and Assessment in higher education, as well as the SAQA National Policy and Criteria for the Implementation of RPL. RPL lends itself to an integrated form of assessment. As the learning is not gained entirely through a formal process, it is best to present in an integrated manner through the presentation of evidence (often from their work environment) and/or the completion of a task or tasks that will enable demonstration of the required competences.

The institution's Credit Accumulation and Transfer, Recognition of Prior Learning, and Qualification Completion Policy distinguishes between RPL for access, which provides an alternative access route into a qualification of learning, and RPL for credit, which provides for the awarding of credits for or towards a qualification or part qualification registered on the NQF.

RPL for access

• RPL can be used to give an applicant access to a qualification if they have the required prior qualification, but not at the performance level.
• RPL can be used to give a person admission to a qualification without having completed a qualification at a lower level.
• Only 10% of any cohort can be admitted through RPL.
• RPL for access concerns admission of applicants who do not meet the entry requirements for the qualification.

RPL at the institution is framed by the following principles

• Qualifications are not awarded through RPL.
• Credits towards a qualification are not awarded by RPL but can be achieved through Credit Accumulation and Transfer
• RPL is applied to formal, informal, and non-formal learning achieved through any means other than formal study towards a recognised qualification or part of a recognised qualification, which is normally recognised through a process of Credit Accumulation and Transfer.

Entry Requirements

The minimum entry requirement for this qualification is

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

Or

• Relevant Bachelor Honours Degree, NQF Level 8.

Or

• Postgraduate Diploma in Business Leadership, NQF Level 8.

Or

• Postgraduate Diploma in Leadership, NQF Level 8.

Or

• Postgraduate Diploma in Leadership Development, NQF Level 8.

Or

• Postgraduate Diploma in Organisational Leadership, NQF Level 8.

Or

• Relevant Postgraduate Diploma, NQF Level 8.

This qualification consists of compulsory modules at National Qualifications Framework level 9, totalling 180 credits.

Compulsory Modules, Level 9, 180 Credits.

• Design, Innovation and Leadership Discourse, 25 Credits.
• Design Research Practice, 25 Credits.
• Design Management and Leadership Practice, 25 Credits.
• Design Leadership Challenge, 25 Credits.
• Minor Dissertation, 80 Credits.

1. Demonstrate advanced knowledge of design leadership and design-based innovation theories, principles, and practices.
2. Develop, communicate, and manage design strategies, projects, and solutions using creative and systemic design thinking skills appropriate to different contexts.
3. Conduct independent research that contributes to and advances design knowledge and leadership.
4. Demonstrate reflexive and independent learning and the ability to collaborate effectively both as a member of a team and as a team leader.

Associated Assessment Criteria for Exit Level Outcome 1

• Interpret and apply design management theories, principles, and practices at a high conceptual level.
• Effectively apply a wide range of specialised skills to identify, conceptualise, design, and implement methods of enquiry and innovative solutions to address complex and challenging problems.
• Successfully apply transformative leadership skills at high levels, leveraging a forward-thinking approach to design research and problem-solving.
• Effectively communicate ideas and plans to influence decision-making.

Associated Assessment Criteria for Exit Level Outcome 2

• Systemically locate design decision-making and design strategies within the wider social, economic, and environmental context.
• Competently apply business tools for assessing and critically evaluating design opportunities and risk.
• Appropriately develop and manage design processes and prototype new ideas for brands, products, services, and organizations across diverse audiences.
• Communicate proposals and solutions effectively by using visual and language skills.

Associated Assessment Criteria for Exit Level Outcome 3

• Effectively plan and execute original research to access, analyse, organise, and critically evaluate information by applying relevant research methods, approaches, and techniques.
• Capably apply different research methods to develop evidence-based and human-centred design strategies.
• Communicate research findings appropriately for different audiences.

Associated Assessment Criteria for Exit Level Outcome 4

• Select and apply appropriate learning strategies to facilitate an appropriate level of scholarly independence.
• Successfully apply leadership skills, self-reflexivity, and adaptability to the completion of assessments, including research.
• Effectively engage and interact with peers to foster a collaborative and participative teamwork/groupwork environment.
• Critically reflect on the effectiveness of collaboration within individual and team contexts.
• Critically reflect on the development and application of leadership skills.

Integrated Assessment

The assessment strategy for the Master of Design Leadership includes both formative and summative assessment types.

The Design, Innovation and Leadership Discourse Module, Design Research Practice Module, and the Design Management and Leadership Practice module's assessment are structured as two formative assignments, each with a weighting of 30%, and one summative assignment with a weighting of 40%.

The Design Leadership Challenge module, designed for work-integrated learning, is assessed via three Portfolio of Evidence (PoE) parts, each with a weighting of 20%, and the final summative portfolio of evidence, which has a weighting of 40%.

The Minor Dissertation module is assessed as a final summative minor dissertation, with a weighting of 100%. The institution's dissertation guidelines apply to the minor dissertation, as detailed below.

The appointment of examiners for a dissertation is guided by the institution's Research and Postgraduate Studies Policy

• Once the supervisor has determined that the dissertation is nearing completion, no later than three months before the proposed submission date, the supervisor must submit an Acknowledgement of Changes to the Campus Postgraduate Coordinator, who informs the qualification and postgraduate coordinator. The qualification and postgraduate coordinator appoint a non-assessing chair (NAC) to oversee the academic part of the examination process in consultation with the Dean: Research and Postgraduate Studies, the Deputy Dean: Research and Postgraduate Studies, or the Head of Faculty concerned.
• In consultation with the qualification and postgraduate coordinator and other senior academics in the discipline, the supervisor nominates three possible external examiners and submits their names and CVs to the NAC.
• External examiners must be recognised experts in the field under assessment and should normally hold a Doctoral qualification. If the examiners approached by the NAC have accepted, the National Postgraduate Qualification Coordinator and Qualification Administrator are informed, and they arrange for the examiners to be contracted via the Brand Operations Team as soon as possible.
• Possible external examiners should have had no prior involvement with the study or with the learner during the study period because it might compromise their objectivity when assessing the dissertation.

Under no circumstances are learners allowed to obtain details of the examiners of their dissertations.

Before the examination of a dissertation, the supervisor is required to compile a supervision report aimed at establishing a record of the supervision process, should it be required later.

• The supervision process, including frequency of meetings, time frames, number of drafts, etc.
• An evaluation of the learner's ability to work independently at the different stages of the research, including the selection of the topic, literature review, data collection, and data analysis.
• An evaluation of the quality of the language and presentation.
• Evaluation of the contribution that the research makes to knowledge in the field; and
• Evaluation of the standard of the work.
• The dissertation examination is assessed by two appointed examiners.

The purposes of an assessment need to be reflected in the instruments and processes used to assess learner work. Some assessments are formative in that their purpose is to 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. However, these are not sufficient as they do not provide an individual learner with feedback on the relationship between the learner's response and the desired response in such a way that the learner knows what action is needed to improve their performance, particularly in preparation for the summative assessment.

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.
• Unlike formative assessments, which summarise learner development at a point in a module and are intended to improve the learners' learning capacity or skill, summative assessments focus on analysing learner achievements after the completion of the learning process.
• Normally, learners are only given a grade for summative assessments and not detailed feedback.
• Summative assessments are typically the work of individual learners, rather than a group of learners.

External moderation is conducted as per the institution's Assessment Strategy and Policy on all summative assessments at the exit levels.