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SOUTH AFRICAN QUALIFICATIONS AUTHORITY 
REGISTERED UNIT STANDARD: 

Source design research information 
SAQA US ID UNIT STANDARD TITLE
115130  Source design research information 
ORIGINATOR
SGB Art, Craft & Design 
PRIMARY OR DELEGATED QUALITY ASSURANCE FUNCTIONARY
-  
FIELD SUBFIELD
Field 02 - Culture and Arts Visual Arts 
ABET BAND UNIT STANDARD TYPE PRE-2009 NQF LEVEL NQF LEVEL CREDITS
Undefined  Regular  Level 5  Level TBA: Pre-2009 was L5 
REGISTRATION STATUS REGISTRATION START DATE REGISTRATION END DATE SAQA DECISION NUMBER
Reregistered  2018-07-01  2023-06-30  SAQA 06120/18 
LAST DATE FOR ENROLMENT LAST DATE FOR ACHIEVEMENT
2024-06-30   2027-06-30  

In all of the tables in this document, both the pre-2009 NQF Level and the NQF Level is shown. In the text (purpose statements, qualification rules, etc), any references to NQF Levels are to the pre-2009 levels unless specifically stated otherwise.  

This unit standard does not replace any other unit standard and is not replaced by any other unit standard. 

PURPOSE OF THE UNIT STANDARD 
The purpose of the learning credited in this unit standard is to enable learners to source relevant research information (written, verbal, and visual) from a variety of different sources (primary and secondary) and media, within and surrounding the creative fields of art, culture and design. Learners are able to determine appropriate information resources and select an area of study.
Design research is especially relevant to learners who will be pursuing careers as design researchers and/or as practising designers. The outcomes achieved in this unit standard contribute to the competence of those learners who want to develop a career path in the design sector and will, therefore, be an important contributor to the economic and social development of the design community.

Credited learners are capable of:
1. Identifying a variety of available design research methods within a selected area of research.
2. Selecting appropriate design research methodologies for specific contexts.
3. Identifying and locating appropriate design research information within selected areas.
4. Collecting and collating appropriate design research information within given timeframes. 

LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING 
It is assumed that learners embarking on learning towards this Unit Standard have the following competencies:
  • Communication at NQF Level 4
  • Mathematics at NQF Level 4
  • Computer literacy at NQF Level 2
  • General creativity 

  • UNIT STANDARD RANGE 
    The following statements provide a general guide to the scope and complexity of the competence expected of the learner:
    1. The scope and context of research relates directly to the specific discipline of study. Learners in a particular area, for example jewelry design, should be able to apply these competencies to their area of focus.
    2. Although the scope and depth of research will vary per project, it is important that research will inform specific projects from all the relevant perspectives, including research into the various technologies, comparable research, research into academic conventions, technological, economic and sociocultural perspectives.
    3. Research tools and information sources can include books, journals, the Internet, newspapers, photographs, film, video, interviews, questionnaires etc.
    4. It is important to distinguish between methods and methodologies. A method can be a way of doing something, and a methodology can be the comparative study of method.
    5. Whilst designers work as individuals and design consultants, their influence is felt through the ideas, information, projects, and plans they supply to groups, to manufacturers, and to other firms. This means that designers require a deeper understanding of more general research methods than in the past. Therefore, they need a deep methodological awareness to be able to understand, compare, and consider information arising from different kinds of research.
    6. There is little historical precedence for the research methodologies and methods applied in design research. Design research is an evolving and growing area that has not yet been adequately defined or articulated. However, it is noted that both research for design and research about design involves qualitative design methodologies and approaches as well as quantitative ones.
    7. It is important to differentiate between the two different types of research: research about design; and research for designing. 

    Specific Outcomes and Assessment Criteria: 

    SPECIFIC OUTCOME 1 
    Identify a variety of design research methods within a given area. 

    ASSESSMENT CRITERIA
     

    ASSESSMENT CRITERION 1 
    Information testing methods, information collection methods and information analysis methodologies are appropriate to research questions and/or problems. 

    ASSESSMENT CRITERION 2 
    Information collection instruments and tools chosen, adapted or developed are relevant to the selected area of study. 

    ASSESSMENT CRITERION 3 
    Selection of particular areas of study is contextualised and appropriate. 

    SPECIFIC OUTCOME 2 
    Select appropriate design research methodologies for various contexts. 

    ASSESSMENT CRITERIA
     

    ASSESSMENT CRITERION 1 
    Selected methodologies are applicable to and relevant for the specific areas of research. 

    ASSESSMENT CRITERION 2 
    Selected methodologies address the scope and depth of specific projects. 

    ASSESSMENT CRITERION 3 
    Selected methodologies are historically contextualised and substantiated. 

    SPECIFIC OUTCOME 3 
    Identify and locate appropriate design research information within a given area. 

    ASSESSMENT CRITERIA
     

    ASSESSMENT CRITERION 1 
    Research information located from identified sources is closely allied with the aims and focus of the research problems/questions. 

    ASSESSMENT CRITERION 2 
    Identified research information is contextualised. 

    ASSESSMENT CRITERION 3 
    Research information is of appropriate quality and substance. 

    SPECIFIC OUTCOME 4 
    Collect and collate appropriate design research information within given timeframes. 

    ASSESSMENT CRITERIA
     

    ASSESSMENT CRITERION 1 
    Information gathered is substantive in the depth and scope of research. 

    ASSESSMENT CRITERION 2 
    Information gathered has been collated into clear and logical research documents. 

    ASSESSMENT CRITERION 3 
    Collated research documents are appropriate to a defined context. 

    ASSESSMENT CRITERION 4 
    Research documents have been collated within specific time restraints. 

    ASSESSMENT CRITERION 5 
    Environmentally sustainable criteria were considered during the collation of the research information. 


    UNIT STANDARD ACCREDITATION AND MODERATION OPTIONS 
    1. The assessment of learner achievement takes place at providers accredited by the CHE (or the MAPPP SETA or another relevant ETQA) for the provision of programmes that result in the outcomes specified for the qualification that this unit standard forms part of. The CHE (or the MAPPP SETA or another relevant ETQA) is responsible for the moderation of achievement of those learners who meet the requirements of this unit standard. Those assessing or moderating the outcomes of this unit standard must hold a qualification at NQF 6 in the relevant field.
    2. Design research encompasses learners who will be pursuing careers as design researchers, design historians and/or as practising designers. Assessors need to accommodate all these fields in the assessment of this unit standard.
    3. Assessors need to be aware of the relationship between research and the design process and credited learners should demonstrate this link. As this unit standard is part of a design and learning process, it should be evaluated as such.
    4. The particular research areas are informed by the nature of specific projects, as well as the area of design study and should be evaluated as such. 

    UNIT STANDARD ESSENTIAL EMBEDDED KNOWLEDGE 
    Credited learners understand and can explain:
    1. Internet research.
    2. Library research and library systems.
    3. Primary and secondary research sources.
    4. Procedures for recording information.
    5. Referencing techniques and criteria.
    6. Documenting research information.
    7. Research methodologies and methods.
    8. The planning and organisation inherent in the research process. 

    UNIT STANDARD DEVELOPMENTAL OUTCOME 
    N/A 

    UNIT STANDARD LINKAGES 
    N/A 


    Critical Cross-field Outcomes (CCFO): 

    UNIT STANDARD CCFO IDENTIFYING 
    Identify and solve problems using critical and creative thinking.
  • Identify and collate relevant research information. 

  • UNIT STANDARD CCFO WORKING 
    Work effectively with others in a team, group, organisation or community.
  • Conduct primary and secondary research that involves human participation. 

  • UNIT STANDARD CCFO ORGANISING 
    Organise and manage activities responsibly and effectively.
  • Collect and collate appropriate research information within given timeframes. 

  • UNIT STANDARD CCFO COLLECTING 
    Collect, analyse and critically evaluate information.
  • Collect and collate relevant research information. 

  • UNIT STANDARD CCFO COMMUNICATING 
    Communicate effectively.
  • Collate clear and logical research documents. 

  • UNIT STANDARD CCFO SCIENCE 
    Demonstrate scientific and technological competence.
  • Conduct research using technological tools. 

  • UNIT STANDARD ASSESSOR CRITERIA 
    N/A 

    REREGISTRATION HISTORY 
    As per the SAQA Board decision/s at that time, this unit standard was Reregistered in 2012; 2015. 

    UNIT STANDARD NOTES 
    N/A 

    QUALIFICATIONS UTILISING THIS UNIT STANDARD: 
      ID QUALIFICATION TITLE PRE-2009 NQF LEVEL NQF LEVEL STATUS END DATE PRIMARY OR DELEGATED QA FUNCTIONARY
    Core  79809   Bachelor of Design  Level 6  NQF Level 07  Reregistered  2023-06-30  As per Learning Programmes recorded against this Qual 


    PROVIDERS CURRENTLY ACCREDITED TO OFFER THIS UNIT STANDARD: 
    This information shows the current accreditations (i.e. those not past their accreditation end dates), and is the most complete record available to SAQA as of today. Some Primary or Delegated Quality Assurance Functionaries have a lag in their recording systems for provider accreditation, in turn leading to a lag in notifying SAQA of all the providers that they have accredited to offer qualifications and unit standards, as well as any extensions to accreditation end dates. The relevant Primary or Delegated Quality Assurance Functionary should be notified if a record appears to be missing from here.
     
    NONE 



    All qualifications and part qualifications registered on the National Qualifications Framework are public property. Thus the only payment that can be made for them is for service and reproduction. It is illegal to sell this material for profit. If the material is reproduced or quoted, the South African Qualifications Authority (SAQA) should be acknowledged as the source.