Bachelor of Arts Honours in Geography and Environmental Studies
Human and Social Studies - Environmental Relations
Purpose and Rationale
Programme Proposal
Purpose:
The programme aims to broaden access for candidates without prior Geographical Information Systems training to enrol in the Honours Bachelor of Arts Degree: Geography and Environmental Studies at Stellenbosch University. This initiative seeks to cater to students who may not have a systematic interest or proficiency in information technology, thereby expanding the department's reach. Additionally, it aims to meet the educational needs of Geography teachers looking to enhance their qualifications and cater to individuals with planning-related career aspirations or a keen interest in systematic geographical research.
Rationale:
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Current Limitations: The existing structure only allows students with Geographical Information Systems training to pursue the Honours Bachelor of Arts Degree at the Department of Geology, Geography, and Environmental Studies. This restricts access and hinders students lacking an inclination towards information technology from enrolling.
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Educational Sector Demand: With Geography being a school subject, there is a growing need for teachers to upgrade their qualifications, aligning with curriculum requirements. The programme addresses this demand by offering modules tailored to support curriculum content.
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Industry Relevance: There is a significant pool of individuals interested in planning-focused careers (e.g., town and regional planning, social-environmental planning, tourism analysis) who currently do not have suitable academic pathways. The programme bridges this gap by providing training that aligns with the needs of private firms and public institutions requiring spatial analytical and planning skills.
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Teaching & Learning Policy: The programme aligns with the University's student-centered Teaching and Learning Policy by emphasizing activities that facilitate learning over traditional knowledge dissemination. It prioritizes structured learning opportunities, access to academic resources, and student responsibility in the learning process. The strategy includes electronic e-learning tools to enhance independent learning opportunities.
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Diversity & Support: Acknowledging the diverse student population, the programme accommodates teaching and learning challenges by offering financial support through bursaries and related means. It encourages self-discovery and personal development while providing necessary academic support.
By addressing these aspects, the proposed programme not only fills an important gap in the educational landscape but also aligns with the University's commitment to student-centric learning and inclusivity.
Outcomes
- Knowledge of social and environmental values, concepts and mindsets about the interaction and perceived dichotomy between social and economic development and the environment as basic framework for sustainable environmental management practices.
- A broad perspective on the background and influences against which spatial socio-economic and environmental problems are analysed and managed, with special reference to urbanisation and tourism.
- The critical understanding of the principles, prescriptions and strategies of development as they manifest between urban and tourism development and environmental management as they are currently propagated internationally and applied in the public and private domains in South Africa, also as they relate to the social impacts of development.
- Practical experience in the critical evaluation of, position formulation about, and written and verbal communication, utilising modern electronic means, regarding scientific spatial aspects of social, economic and environmental phenomena and their integrated management.
- Mastery of a variety of geographical analysis techniques available for socio-economic environmental evaluation, with some emphasis on Geographical Information Systems as an applications tool in decision-making, through: The higher level introduction and operationalisation of concepts of urban and tourism development. Familiarisation with Geographical Information Systems packages in grid format and its application as analysis, modelling, decision-making and management tool. Critical Cross-Field Outcomes: This qualification addresses all the Critical Cross-Field Outcomes. A student who obtains this qualification can: Identify and solve problems in which responses display that responsible decisions using critical and creative thinking have been made. Work with others as a member of a team, group, organisation and community. Organise and manage oneself and one's activities responsibly and effectively. Collect, analyse, organise and critically evaluate information. Communicate effectively using visual, mathematical and/or language skills in the modes of oral and/or written persuasion. Use science and technology effectively and critically, showing responsibility towards the environment and health of others. Demonstrate and understand the world as a set of related systems by recognising that problem-solving contexts do not exist in isolation. Contribute to the full personal development of each learner and the social and economic development of society at large, by making it the underlying intention of any programme of learning to make an individual aware of the importance of reflecting on and exploring a variety of strategies to learn more effectively. Participate as responsible citizens in the life of local, national and global communities. Be culturally and aesthetically sensitive across a range of social contexts. Explore education and career opportunities. Develop entrepreneurial opportunities.
Assessment Criteria
Integrated Assessment
The University is committed to a formal Assessment Policy (AP, currently under review) that guides all assessment practices, encompassing diagnostic, formative, and summative functions. The policy outlines assessment criteria that uphold the principles of validity, reliability, transparency, fairness, achievability, and timely feedback. Academic integrity is rigorously maintained through a formal plagiarism policy, supported by the utilization of the Turnitin software via the Web-Studies e-learning platform.
Evaluation and assessment practices are integral components of the university's ongoing processes for evaluating programs and departments. Various stakeholders have distinct responsibilities within this framework:
- Students: Must be informed about the assessment policy and adhere to principles of academic honesty.
- Academic Offering Committee: Responsible for educating students on assessment practices.
- Lecturers: Tasked with effectively applying assessment criteria and engaging in continuous professional development.
- Academic Offering Committee of Faculties: Coordinates policy implementation and conducts annual reviews.
- Programme Coordinators: Ensure program outcomes are met, appropriate assessment criteria are utilized, and student evaluations are documented.
- Departmental and Module Teams: Develop suitable assessment systems, ensure alignment with university policy, monitor assessment experiences, and provide remediation as needed.
- Faculty: Conducts annual assessment evaluations, develops teaching and learning strategies, and oversees assessment quality control.
- Committee for Teaching and Learning: Monitors, advises, and enforces program and module reviews.
- Centre for Teaching and Learning: Provides advisory services, coordinates assessment training, and ensures alignment with national policies.
- Staff Training: Ongoing training is provided for staff appointed before 2005, while those appointed after 2005 are required to complete the formal PRONTAC teaching and learning course.
The University's Assessment Policy (AP) aims to achieve:
- Assessment Reliability: Ensuring consistency in individual assessment results and across modules/programs through improved alignment with outcomes, identifying and correcting methodological flaws, diversifying assessment methods, and triangulating assessments for consistency.
- Assessment Validity: Aligning assessment methods with outcomes and ensuring efficiency in outcome measurement. This is achieved through careful planning, allowing students to demonstrate outcomes, assessing content adequately, aligning methods with outcomes, offering various assessment opportunities, and expanding the range of assessment methods.
Qualification Details
- Type
- Honours Degree
- NQF Level
- 08
- Min. Credits
- 120
- SAQA Source
- More Information
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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.