Master of Urban and Regional Planning

Purpose

The purpose of this professional Master's Degree in Urban and Regional Planning is to equip students with advanced disciplinary knowledge and practice-based skills as well as research capabilities to contribute meaningfully to finding solutions to complex problems in this field of study. The programme aligns to the requirements of the professional bodies associated with this field of study, namely: South African Council of Town and Regional Planners (SACPLAN) and the South African Planning Institute (SAPI). Furthermore, the qualification aims to equip graduates in areas such as Planning (Theory and Practice), Development (Theory and Practice) and Research Training and Methodology by integrating coursework components and research components such as a research project and dissertation. While the undergraduate qualifications focus mainly on aspects associated with local area planning and sub-regional planning, the Postgraduate qualifications focus on aspects associated with metropolitan, rural and regional planning which implies an increase in the complexity and geographical scale of the projects to be completed by students.

Rationale

This qualification aims to address the need for advanced knowledge and skills in the field of Urban and Regional Planning as defined by the professional bodies associated with this field of study: South African Council of Town and Regional Planners (SACPLAN) and the South African Planning Institute (SAPI). Primary focus is on equipping students who can make a meaningful contribution to the profession through research.

Recognition of Prior Learning (RPL)

Recognition of Prior Learning (RPL) is a process of identifying the knowledge and skills of an applicant against the admission requirements of a qualification and/or for credits against a part thereof. The process involves the identification, mediation, assessment and acknowledgement of knowledge and skills obtained through informal, non-formal and/or formal learning. The RPL process is multi-dimensional and multi-contextual in nature, aimed at the individual needs of applicants and is handled in accordance with an institutional RPL policy by a unit dedicated to this activity.

The RPL process includes guidance and counselling, as well as the preparation of a body of evidence to be presented by the RPL candidate to meet institutional requirements. An appeal procedure is also in place to accommodate queries. RPL in this qualification will relate to gaining access to the qualification and/or credits/advanced standing as described in institutional guidelines. This qualification may, in part be achieved through Recognition of Prior Learning by means of a portfolio of evidence of relevant work experience. Such evidence should be screen by the Faculty Recognition of Prior Learning committee and should be approved by the Faculty Board. An independent RPL advisor may be appointed to determine, in consultation with the relevant subject/programme specialists, if sufficient evidence has been presented by the candidate for consideration. The portfolio of evidence should be evaluated against the relevant South African Qualifications Authority (SAQA) level descriptors. The Exit Level Outcomes of the qualification should also be taken into consideration.

Upon Faculty Board approval the application should be considered at institutional level by the Higher Degrees Committee and approved by Senate.

Entry Requirements

Bachelors Honours Degree (Level 8) or a Postgraduate Diploma (Level 8) in the field of study or related field(s) of study. A Professional Bachelor's Degree (480 SAQA Credits) at Level 8 in this field of study or related field (s) of study. Bachelor of Technology (BTech) Degree in Town and Regional Planning with additional requirements specified by the institution and approved by relevant authorities. Additional requirements such as an average of at least 75% in certain subjects at Level 7 or Level 8 may be applicable to Recognition of Prior Learning (RPL) candidates. Students may be required to submit a research proposal approved by the relevant authorities before he/she will be permitted to register for the qualification.

This qualification consists of compulsory modules at Level 9.

Modules

• Advanced Development Theory and Discourse (ADT690S) 15 Credits.
• Advanced Planning Theory and Policy (APT690S) 15 Credits.
• Research Training and Methodology (RTM692S) 30 Credits.
• Research Project and Report (URP690C) 120 Credits.

1. Display understanding of advanced disciplinary knowledge and practice based skills in urban and regional planning at the required standard to meet South African Council for Planners (SACPLAN) accreditation requirements.
2. Display advanced understanding of research training and methodology and conduct research in a specialised area in the field of urban and regional planning.
3. Contribute to knowledge production through the understanding, application and evaluation of existing and new knowledge.
4. Demonstrate ability to engage with a relevant problem within the field of urban and regional planning; gathering and analysing evidence based information.
5. Conduct research aimed at generating more innovative interventions within the profession, and broader applications across disciplines and decision making consisting of the identification of research questions; contextual analysis of the challenges pertaining to the research topic; comprehensive literature review; research method, interpretation of empirical findings as well as recommendations for improving or eliminating of the problem(s) identified.
6. Report on the research project and its findings, conclusions and recommendations to specialist and non-specialist audiences.

Integrated Assessment

Integrated assessment forms part of continuous assessment at the institution and takes the form of an appropriate mix of both formative and summative assessment methods. Assessment policy and practices at the institution promote constructive alignment of the curriculum, student centred-learning and assessment, and the importance of feedback to enhance student engagement. Assessment practices should be fair, reliable and valid. It should also be in keeping with academic disciplinary and professional field norms and standards. Formative assessment is aimed at enhancing student learning and provides students with an opportunity to reflect critically on their own learning and to improve their own levels of personal accountability and time management. Formative assessment usually consists of a variety of assessment tasks relevant to the field of study which could include face-to-face discussions with a supervisor, peer group discussions, seminars and presentations. Summative assessment will take place at the end of a section of work/semester/year and is aimed at assessing student's attainment against the learning outcomes of the programme and subject(s). Summative assessments are internally and externally moderated based on institutional policy and requirements. Summative assessments usually consist of a variety of formal assessment tasks relevant to the field of study, including written tests, reports and examination. Integrated assessment often cuts across a number of subjects/modules of a programme and is aimed at the holistic development of students and contributes to students personal and professional development in the field of study in terms of foundational, practical and reflexive competence. The research project and dissertation to be compiled at this level of study forms part of integrated assessment.