Postgraduate Diploma in Interior Design

Purpose

The purpose of this qualification is to provide intellectual enrichment by producing Interior Design learners with a deep and systematic understanding of current context, integration of theory and practice and current research methodologies in Interior Design. Qualifying learners will demonstrate ethical research abilities, innovative design solutions, advanced technical skill, responsible time management and are able to work both collaboratively and independently.

Qualifying learners will be able to collect, analyse and critically evaluate visual and written information in a manner which develops feasible solutions to a broad range of identified problems using associated digital technologies whilst satisfying all national building regulations.

Rationale

The Construction Education and Training authority (CETA) lists draughtsperson as a specific scarce skill. A qualifying learner from this qualification is qualified to register as a professional draughtsperson with South African Council for Architectural Profession (SACAP), thereby supporting the development of this scarce skill.

The learners are given an opportunity to progress in their chosen field of study. The qualifying learners would benefit from research methodologies, an Interior Design project which integrates theory into practice and advanced knowledge of products, materials and interior design construction. Through access to education and training for the high percentage of the unemployed youth in South Africa, the qualification will cater for learners who want to further their studies in the field. The qualification will enforce the link of theory into practice prepare them for further postgraduate study in the field in the form of the Master of Applied Arts in Interior Design.

This qualification will thus provide sustainable employment within both the Interior Design and Architectural professions, and, most importantly allow for a higher category of registration within the proposed SACAP framework. For this reason, it is important that the qualification is developed to align with the international preferred competencies to meet the requirements for professional status. The qualification will produce learners who will be aware of cultural, environmental and social issues, and participate in society as responsible global citizens with an appreciation for lifelong learning.

Recognition of Prior Learning (RPL)

The purpose of the institution's RPL policy is to

• To facilitate access and admission to learning qualifications within education and training and career paths.
• To accelerate redress of past unfair discrimination in education, training and employment opportunities.
• To promote and facilitate lifelong learning.

The learner is required to demonstrate competence in the knowledge, skills, values and attitudes implicit in the specific qualification. Prior learning may include formal, informal and non-formal learning and work experience.

Evaluation of the learner's prior learning is accomplished by submission of a portfolio of relevant Interior Design work and other information; by interview; and if necessary by the completion of projects or exercises to provide evidence of competences not otherwise clear.

Entry Requirements

The minimum entry requirement for this qualification is

• An Advanced Diploma in Interior Design or related field.

Or

• A Bachelor's Degree in Interior Design or related field.

This qualification consists of compulsory modules at Level 8 totalling 120 Credits.

Compulsory Modules: 120 Credits

• Research Methodologies, 12 Credits.
• Interior Design Research Project, 12 Credits.
• Interior Design 501, 36 Credits.
• Advanced Interior Construction Codes and Regulations 502, 12 Credits.
• Products and Materials 502, 12 Credits.
• Interior Design 502, 36 Credits.

1. Propose an innovative research study in Interior Design, identify the theoretical framework and justify the methodological decisions.
2. Apply researched, feasible, critical, technical and innovative solutions to Interior Design problems in a social context.
3. Access, process, critically evaluate and manage information in order to conduct ethical research and assimilate theoretical findings to an applied practice within Interior Design.
4. Communicate and visually present complex, justified design solutions effectively in oral, visual and written form to diverse audiences using appropriate levels of technology.
5. Apply professional research ethics and practice to a variety of contexts ensuring responsibility for, and management of, their own learning.

Associated Assessment Criteria for Exit Level Outcome 1

• Identify a feasible problem to research which demonstrates awareness of social context and originality.
• Identify an appropriate paradigm and conceptual framework.
• Identify and justify an appropriate methodology for the research.
• Identify and communicate a method of data analysis.

Associated Assessment Criteria for Exit Level Outcome 2

• Investigate the interior design problem using appropriate research methods, identifying key issues, problems, targets, objectives and costs, whilst acknowledging social, cultural and economic factors within a given theme.
• Analyse and interpret information in order to formulate findings which are used to inform Interior Design concepts, work plans, strategies, or other solutions.
• Design Interior strategies, using innovative and creative approaches.
• Investigate human and built environment relationships within a given theme informed by various cultural, environmental and social contexts.
• Propose solutions which demonstrate advanced understanding of methods of.

Associated Assessment Criteria for Exit Level Outcome 3

• Access, process and manage information using research methods appropriate to interior design.
• Analyse complex precedent studies in order to formulate design criteria for an identified problem.
• Investigate applied practices, including visual, textual and verbal forms.
• Analyse information in reference to current Interior Design theory in order to develop feasible findings applicable to the given theme.

Associated Assessment Criteria for Exit Level Outcome 4

• Communicate complex arguments using appropriate visual, oral and writing forms, using live and technologically mediated skills to a variety of audiences.
• Awareness of the importance of context through acknowledging social, ethical and cultural issues in formulating responses.
• Appropriate use of advanced interior design terminology.
• Apply forms of professional communication effectively and clearly through written, visual, and live presentations.

Associated Assessment Criteria for Exit Level Outcome 5

• Knowledge and application of complex factors regarding project administration, documentation, legislations, professional licensing, legal responsibilities, certification and registration.
• Practise ethical autonomy in all professional documentation and associated design work.
• Document costs, contracts, timeframes and other business aspects of a project accurately and as appropriate.
• Demonstrate knowledge of the contents of various building contracts used within the built environment.

Integrated Assessment

In Interior Design these mostly involve the creation and production of written reports, visual design schemes and technical drawings as relevant. These can typically include; Specification documents, research papers, concept boards, plan layouts, elevations, 3D perspectives and fly throughs, branding elements, specifications, technical detailing and technical documentation as related to interior spaces.

Types of projects and assignments can include technical and creative exercises, innovative applied projects, essays, specifications and other forms of written projects, portfolios and case studies. Please refer to module descriptors for each module assessment type.

Formative and Summative Assessment

Both formative and summative assessments are employed in this qualification. Formative assessment is used to support teaching and learning and assists in planning future learning engagements. It is used to identify the student's strengths and weaknesses and provides feedback on academic progress during the development of concepts. Summative assessment is used to determine learner competency and is typically scheduled at the end of a section of learning which results in credit being rewarded and reported.

A range of assessment methods are used with a range of assessment instruments, such as, but not limited to

• Assignments.
• Case Studies.
• Project Brief.
• Face to face feedback.