Postgraduate Diploma in Design

Purpose

The Postgraduate Diploma in Design is an interdisciplinary qualification that could appeal to design practitioners wanting to improve their qualifications in preparation for leadership roles using Design Thinking principles to solve complex problems in a variety of contexts. The qualification would therefore be suitable for continuing professional development and provide a deep, systematic understanding of specialised theory and practice for Design Practitioners.

The qualification will facilitate articulation into diverse career paths, by providing an opportunity to expand and enhance learners existing, discipline-specific, professional knowledge and skills. The qualifications are introduced in preparation for working in interdisciplinary environments synonymous with the design sector. Design thinking knowledge and its associated design research methods are used in an interdisciplinary context to design innovative goods and services for ethical responses to complex real-world challenges. The outcome would be learners who can lead and contribute to design teams working in complex environments.

Upon completion of this qualification, qualifying learners will be able to

• Design and implement innovative design proposals using a design thinking approach and apply design methods to a real-world challenge.
• Apply design management principles in the design of innovations taking into consideration different contextual and societal challenges.
• Incorporate appropriate technologies where needed, to support design concepts.
• Make autonomous socially responsible ethical decisions that affect knowledge production, or complex organizational or professional issues and critically contribute to the development of ethical standards in the design.
• Operate and take full responsibility, both independently, and within a team, interacting with stakeholders to contribute to the design process and implementation thereof.
• Use an interdisciplinary design research approach, referencing relevant, literature to frame design proposals to real-world challenges and problems.
• Use academic and professional discourse to communicate and defend innovative and sustainably transformative design ideas that are the product of research.
• Develop Individual learning strategies which sustain independent learning and academic or professional development to deal with challenges in a complex environment.

Rationale

The Department of Economic Development and Tourism (DEDAT) has identified design as an important catalyst for economic growth. The Design industry has shown encouraging signs of growth. It is estimated that close to 80 000 people work in design-related businesses and contribute R14 billion a year to South Africa's GDP. Consequently, the Government's Department of Economic Development and Tourism (DEDAT) collaborated with the then Cape Craft & Design Institute (CCDI) to develop a Design strategy for South Africa. (CCDI, 2014).

The Human and Social Dynamics (HSD) research and innovation focus at the institution aims "to maximise the benefits of research by advancing fundamental knowledge and contributing to good quality public education, better public policy, improved health outcomes, economic prosperity, social cohesion, community identity, culture and the quality of life of South Africans and the continent as a whole." (CPUT, 2014:26).

The qualification would focus on problem-solving using design methods as they apply to both commercial and social environments. Content and interdisciplinary projects focus on user-centred design approaches to develop products, systems and service concepts that respond to human needs and sustainable development. The focus would be placed on the impact of design and relevant technology on the quality of life of individuals and communities, research ethics, empathy in design and user-driven research approaches.

Commercial projects aim to explore the development of new, or improved, human-product or human-service engagement. All activities undertaken as part of the proposed qualification will consider the role of sustainable practice in both commercial and community service and product innovations. The Postgraduate Diploma in Design includes theoretical and applied design research and places the design process and thinking in a central position to explore both social and commercial design challenges. The qualifying learner attributes will be aligned with the design competencies, global developments and emerging professions within the design domain.

After completion of the Postgraduate Diploma in Design, learners will be able to either broaden their vocational career through entering the industry or pursue a career in academia through Postgraduate studies at the Master's level.

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. 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 applied in accordance with an institutional RPL policy by a unit dedicated to this activity. RPL in this qualification will relate to gaining access to the qualification and/or credits/advanced standing towards certain modules as described in the institutional policies and guidelines.

RPL for access

• Learners who do not meet the minimum entrance requirements or the required qualification that is at the same NQF level as the qualification required for admission may be considered for admission through RPL.
• To be considered for admission in the qualification based on RPL, applicants should provide evidence in the form of a portfolio that demonstrates that they have acquired the relevant knowledge, skills, and competencies through non-formal and/or informal learning to cope with the qualification expectations should they be allowed entrance into the qualification.
• Advanced standing may be granted.

RPL for exemption of modules

• Learners may apply for RPL to be exempted for modules that form part of the qualification.
• For a learner to be exempted from a module, the learner needs to provide sufficient evidence in the form of a portfolio that demonstrates that competency was achieved for the learning outcomes that are equivalent to the learning outcomes of the module.

RPL for credit

• Learners may also apply for RPL for credit for or towards the qualification, in which they must provide evidence in the form of a portfolio that demonstrates prior learning through non-formal and/or informal learning to obtain credits towards the qualification.
• Credit shall be appropriate to the context in which it is awarded and accepted.

Entry Requirements

The minimum entry requirement for this qualification is

• Advanced Diploma in Fashion Design, NQF Level 7.

Or

• Advanced Diploma in Jewellery Design and Manufacture, NQF Level 7.

Or

• Advanced Diploma in Visual Communication Design, NQF Level 7.

Or

• Bachelor of Design, NQF Level 7.

Or

• Bachelor's Degree in a cognate field, NQF Level 7.

This qualification consists of the following compulsory and elective modules at National Qualifications Framework Level 8 totalling 120 Credits.

Compulsory Modules, Level 8, 96 Credits

• Interdisciplinary Design Research, 48 Credits.
• Design Management, 12 Credits.
• Digital Design and Making, 12 Credits.
• Social Innovation and Citizenship, 12 Credits.
• Design for Sustainable Futures,12 Credits.

Elective Modules, Level 8, 24 Credits (Select two Modules)

• Service innovation Design, 12 Credits.
• Materials Technology, 12 Credits.
• User Experience and User interface Design, 12 Credits.

1. Design and implement innovative design proposals using a design thinking approach and applying design methods to a real-world challenge.
2. Apply design management principles in the design of innovations taking into consideration different contextual and societal challenges.
3. Incorporate appropriate technologies where needed, to support design concepts.
4. Make autonomous socially responsible ethical decisions that affect knowledge production, or complex organizational or professional issues and critically contribute to the development of ethical standards in the design.
5. Operate and take full responsibility, both independently, and within a team, interacting with stakeholders to contribute to the design process and implementation thereof.
6. Use an interdisciplinary design research approach, referencing relevant, literature to frame design proposals to real-world challenges and problems.
7. Use academic and professional discourse to communicate and defend innovative and sustainable transformative design ideas that are the product of research.
8. Develop Individual learning strategies which sustain independent learning and academic or professional development to deal with challenges in a complex environment.

Associated Assessment Criteria for Exit Level Outcome 1

• Demonstrate the ability to recognise and evaluate creative ideas.
• Evaluate the emerging design concept against research insights.
• Demonstrate the ability to conceptualise and document a sustainable design concept that responds to a particular contextual need.
• Identify and apply suitable design tools to gather information and inform design decisions.
• Synthesise key concepts from research and outcomes from other subjects into a coherently structured concept, rationale, or research report.

Associated Assessment Criteria for Exit Level Outcome 2

• Identify and critically analyse current leadership perspectives and theories relevant to production and delivery within local, national, and global markets.
• Produce a research plan and associated research and design tools that acknowledges ethical considerations and requirements of stakeholders consulted.
• Map comprehensive sequences of activities along with expected in- and outputs required in response to a brief.
• Schedule expected content and mode of communication with stakeholders in a project plan.
• Consideration of the impact of economic constraints and social structures and the implications thereof.
• Identify and assess the components of innovation management and innovative environments that contribute to customer-focused services.

Associated Assessment Criteria for Exit Level Outcome 3

• Display confidence and competence selecting and adapting design methods and tools to facilitate research activities and design activities during the design process.
• Demonstrate ability to make informed decisions regarding material selection against predefined criteria.
• Synthesise the key concepts and aspects into a coherently structured process as a direct means to inform future design directions.

Associated Assessment Criteria for Exit Level Outcome 4

• Evaluate human needs, wants and desires as they relate to products, systems, and services.
• Conduct primary research in an ethical manner, with a comprehensive ethics plan and context-specific consent documentation.
• Examine the global nature of society and appreciates the value of unique points of view.
• Evaluate the impact of sustainable design on social structures and development (in both community-based and commercial projects).
• Consider the impact of local and regional policy (as appropriate) on the proposed design for sustainable futures concepts
• Develop a design concept or process that acknowledges multiple stakeholder and ecological factors through an ethical perspective.

Associated Assessment Criteria for Exit Level Outcome 5

• Plan individual and group activities being mindful of available resources.
• Understand group dynamics and how to be a productive member of a team.
• Manage assumptions in a collaborative setting with stakeholders and end-users.
• Listen and facilitate discussions in a collaborative project setting to engage as many participants as possible in activities.
• Display empathy when communicating and co-creating with stakeholders throughout the design process.
• Actively contribute to class activities and discussions within allocated times.

Associated Assessment Criteria for Exit Level Outcome 6

• Analyse and critically appraise the information obtained from a range of relevant and reputable sources of information including textbooks, journal articles, conference proceedings and other relevant printed and electronic material relevant to the research topic.
• Consider literature pertaining to possible design constraints, such as (but not limited to) economic, environmental, social, political, ethical, health and safety and sustainability
• Understand and apply principles and theory that impact socio-environmental oriented design projects.
• Understand the relationship between business, technology, the environment, and human values.

Associated Assessment Criteria for Exit Level Outcome 7

• Acceptable justification and explanation of problem context
• Relevance of solution to problem context in relation to interdisciplinary thinking and approaches.
• Impact and significance of solutions in relation to interdisciplinary approaches.
• Relevance and currency of information sources.
• Accuracy of information depicted.
• Clarity and depth of the explanation of interdisciplinary understanding
• Succinctness and accuracy of presented work.

Associated Assessment Criteria for Exit Level Outcome 8

• Analyse and transfer knowledge from other subject assignments, coursework, and feedback.
• Analyse and transfer knowledge from other coursework content and assignments to real-world professional contexts.
• Manage time to produce all required projects and assignments on-time.