UNISA

Bachelor of Science Honours in Geography

Physical, Mathematical, Computer and Life Sciences - Physical Sciences

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Purpose and Rationale

Purpose:

The overall purpose of the Bachelor of Science Honours in Geography is to develop the skills and knowledge of learners to assist them in acquiring a holistic understanding of geographical issues as well as develop their geographical research skills and the practical application thereof. This relates directly to the Exit Level Outcomes of this qualification and which can be summarised as follows: To develop a learners' ability to use theoretical geographical knowledge and insight to identify a real-life geographical scenario in the African context that justifies research and to conduct this research in a scientific appropriate manner. Strategies such as the Sustainable Development Goals (SDGs) and the National Development Plan (NDP) resonate strongly within the mandate of this qualification. Therefore, the qualification will help the learners to find appropriate solutions to a range of current challenges experienced in the South African context and to provide inputs towards the transformation to sustainability.

In line with the sustainability context, the focus areas which have been selected to empower learners on their journey to enrich their sustainability perspective and which will be of direct value in a variety of professional fields, include the following:

  • Risk
  • Change
  • Uncertainty
  • Adaptation
  • Quality of life
  • Sustainable living

More specifically, learners are guided to develop a relatively high level of autonomous thinking on sustainable development, which is essential to produce learners who can act as moral citizens within situations of rapid social and environmental change. Learners are encouraged to interpret the subject matter, rather than act on the beliefs, judgments and purpose of others. This qualification serves to consolidate and deepen the learner's expertise in a particular discipline, in this case, Geography and to develop research capacity in the methodology and techniques of this discipline. As a result, this qualification demands a high level of theoretical engagement and intellectual independence, with the relationship between people and their environment. The Spatio-temporal aspects of this relationship and the physical, social, cultural and economic processes that shape this relationship, is primarily considered, studied and researched.

Rationale:

No professional body governs the curriculum of Geography at tertiary institutions. Geography as a discipline provides the skills and competencies relevant to solving problems of global and African relevance, such as climate change, environmental degradation, urban deterioration and poverty. As such, learners who enter into sectors other than academia are equipped with the knowledge and skills base to undertake intellectual engagements to solve world problems. Those entering academia and pursuing Postgraduate qualifications in Geography as related to their selected occupation are provided with the necessary exposure to develop their research capacity, methodology and techniques specific to Geography to engage theoretically with a real-world problem with a certain level of independence.

Learners who enter this qualification are likely to be working as a geographer in a variety of professional fields (ranging from education (teachers), government and private sector and that specifically involves working with people and the environment in which they live. The skills of the geographer are required within many professional fields as geographers are skilled to look at the real-world problems holistically, and this is an important skill required by many occupations that deal with people and the environment in which they live. The learners entering for this qualification are required to have an undergraduate major in the discipline of Geography. Once the learner has completed this qualification, he/she can progress to a Master's qualification in Geography or Environmental Management/Sciences.

The expertise and knowledge of learners in the discipline of Geography can be enhanced, while they are exposed to particular research methodologies and techniques in preparation for higher levels of theoretical engagement and intellectual independence to continue their academic journey on NQF Level 9. Learners will be able to identify, contextualise and solve the real-world geographical problems in the African context that will lead to a better quality of life on various levels, from the individual, the community to the broader society. The learner will be an independent, resilient, responsible, and caring citizen who will contribute to the beneficial role that learners will be able to play in the societal context.

In the modern world of work, increasing awareness of social and environmental sustainability is key to achieving more sustainable economies, and geographers are equipped with the necessary skills to infuse more sustainable practices to ensure a more sustainable economy in the future.

Outcomes

  1. Demonstrate knowledge of engagement in Geography in terms of understanding of theory, research methodology, relevant techniques and application of knowledge in a particular context.
  2. Demonstrate an ability to interrogate multiple sources of knowledge and process the knowledge in a meaningful fashion.
  3. Demonstrate an understanding of real-world problems and be able to identify the problem independently.
  4. Draw on theoretical knowledge and skills and use these to solve a real-world problem.
  5. Identify and address ethical issues related to the research process in general and environmental issues in particular.
  6. Find sources and information, review this information and analyse this information.
  7. Present a scientific product of their research that can be understood by a variety of potential audiences such as professional and academic bodies.
  8. Operate within the knowledge society.
  9. Undertake critical self-evaluation of own work and the willingness to enhance own learning and professional development in the wide range of fields geographers can function in.
  10. Take full responsibility for the final research product by ensuring proper acknowledgement and due process to plagiarism.

Assessment Criteria

Integrated Assessment Criteria:

  1. Geographical Research Paradigms, Theory, and Concepts:

    • Explore and apply geographical research paradigms, theory, and concepts.
    • Reflect on the epistemological stance guiding the research.

  2. Literature Review and Research Context:

    • Critically evaluate scientific knowledge and ideas relevant to the research.
    • Position the literature review within the research context and theoretical framework.

  3. Research Problem Formulation:

    • Formulate an authentic geographic research problem with feasible questions or statements.
    • Review relevant literature supporting the research need.

  4. Application of Geographic Theories and Methods:

    • Synthesize and apply geographic theories and methods to solve problems.
    • Communicate perspectives on different discourses effectively.

  5. Ethical Considerations:

    • Identify ethical implications and risks in conducting geographical research.
    • Ensure ethical data gathering techniques and research documentation.

  6. Credibility and Reflection:

    • Provide a critical reflection on the credibility, limitations, and ethics of the research project.

  7. Information Gathering and Presentation:

    • Conduct extensive scholarly searches and analyze information validity and suitability.
    • Present work in literature-based and field-based formats for different audiences.

  8. Collaboration and Feedback:

    • Engage in blogs and discussion forums to reflect on and improve each other's work.
    • Use feedback to continuously enhance submissions.

  9. Ethical Conduct and Referencing:

    • Comply with ethical principles in research activities and assignments.
    • Submit work with low plagiarism, referenced according to accepted methodology.

Assessment Strategies:

  • Formative Assessment:

    • Assignments for grading and self-assessment activities.
    • Feedback through blogs, discussion forums, and individual comments.
    • Significant contribution to the final mark.
    • Opportunities for real-life application of knowledge.
    • Variety of assessment types including peer reviews and group debates.

  • Summative Assessment (Portfolios):

    • Non-venue based examination.
    • Culmination of learning experience for each module.
    • Guided by formative assessment activities.
    • Opportunity to showcase learned concepts comprehensively.

By adhering to these integrated assessment criteria and strategies, learners can develop a deep understanding of geographical research principles and effectively apply them in their academic and scientific pursuits.

Qualification Details

Type
Honours Degree
NQF Level
08
Min. Credits
120
SAQA Source
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Description
UNISA, short for the University of South Africa, is a distance education institution based in South Africa. It is the largest university on the African continent and offers a wide range of undergraduate and postgraduate programs in various fields of study. UNISA provides flexible learning options, allowing students to study at their own pace and from anywhere in the world. The university is known for its commitment to providing accessible and affordable education to a diverse student population. UNISA also conducts research and collaborates with other institutions to contribute to the development of knowledge and skills in South Africa and beyond.
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This page includes information from the South African Qualifications Authority (SAQA) . Builtneat Pty Ltd trading as Study Start, has modified all or some of this information. SAQA has not approved, endorsed, or tested these modifications.