Global Change Institute MSc

Key Contacts & Roles

We encourage students to initially direct enquiries to the course lecturer. If the course lecturer is unable to assist, please contact the GCI Administrator (name and contact details will be made available in February 2024) or Associate Professor Laura Pereira (the MSc Programme Coordinator). Please note that if you wish to arrange to see any of the individuals (administrators and academics) below, it is generally advisable to email them first as their office times tend to vary.

Title

Role & Key Notes

Director of the Global Change Institute, Climatologist

Name & Contact

Overall responsibility for the strategy and operation of the GCI.

Contributing lecturer to the course

Programme Coordinator of the MSc and Associate Prof.essor of Sustainability Transformations and Futures

Course coordinator and facilitation of the MSc offering.

Contributing lecturer to the course

Prof. Francois Engelbrecht

T: 011 717 6098

E: francois.engelbrecht@wits.ac.za

Distinguished Professor, Climatologist

Contributing lecturer to the course

Prof. Laura Pereira

T: 011 717 6082

E: laura.pereira@wits.ac.za

Prof. Coleen Vogel

T: 011 717 6603

E: coleen.vogel@wits.ac.za

Operations Manager

Responsible for the efficient overall functioning of GCI through a wide range of administrative and financial tasks

Dr Bonita De Klerk T: 011 717 6086

E: Bonita.DeKlerk@wits.ac.za

Research Officer, Climate Modeller Regional Climate Modelling; contributing lecturer to the course.

Finance Administrator Responsible for the efficient functioning of GCI finances

Postdoctoral Fellow Water Governance Research

Mr Lesley Masemene T: 011 717 6009

E: lesley.masemene@wits.ac.za

Postdoctoral Researcher, Environmental Scientist Water Energy Food (WEF) Nexus.

Dr Jessica Steinkopf T: 011 717 6081

E: jessica.steinkopf@wits.ac.za

Project Coordinator

Senior Administrator/ Office Manager

Project assigned responsibilities

Dr Gwinyai Regis Taruvinga

E: Gwinyai.Taruvinga@wits.ac.za

Postdoctoral Researcher, Geospatial Scientist Climate and hydrological modelling.

Dr Memory Reid T: 011 717 6087

E: memory.reid@wits.ac.za

Mr. Keith Chuma T: 011 717 6083

E: keith.chuma@wits.ac.za

Responsible for a wide range of administrative and financial tasks

Conservation psychologist and Postdoctoral researcher Solving sustanatbility challenges at the FoodClimateBiodiversity Nexus

Contact details to be announced in February 2024.

Dr Andrea Marais-Potgieter andrea.marais-potgieter@wits.ac.za

Dr Auther Maviza (PhD) T: 011 717 6088

E: author.maviza@wits.ac.za

Other Useful Contacts and Web Addresses of the University include:

University Switchboard

Wits student crisis line

University Registrar

Faculty of Science Registrar

Faculty of Science Postgraduate Office

Dean of Science

Dean of Students

Assistant Dean: Postgraduate Affairs

Assistant Dean: Teaching and Learning

Academic Integrity & Misconduct

(+2711) (717) 1000

(0800 111 331 toll-free)

(+2711) (717) 1201/2

(+2711) (717) 6006

(+2711) (717) 6002

(+2711) (717) 6012

(+2711) (717) 9102

(+2711) (717) 6744

(+2711) (717) 6333

https://www.wits.ac.za/students/academic-matters/postgraduate-affairsoffice/

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Communicating/Contacting You

Your university email account is the official means of communication for the University, and you are therefore reminded that you should read your emails at least every 48 hours (particularly during the academic year). It is important to note that we will only reply to a university email address. A private/work email address is NOT appropriate.

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The other contact details for Wits ICT services are ICT Services Helpdesk, Solomon Mahlangu House, Level 1, East Campus T: +27 (0)11 717 1717.

Welcome

Congratulations on your selection to undertake studies and research in the MSc degree Interdisciplinary Global Change Studies at the Global Change Institute (GCI) of the University of the Witwatersrand. Global Environmental Change (GEC) brings to humanity the biggest environmental challenge it has ever faced, closely linked and intertwined with profound social and economic challenges, and humanity’s quest for sustainability. As you commence with your research in 2024 it will in fact be against the background of the United Nation’s ‘International Decade of Science for Sustainable Development, 20242033’. The 2020s is also the decade that should be a period of far-reaching ‘climate action’, and the pursuit of the UN’s 17 Sustainable Development Goals (SDGs) aiming to achieve ‘decent lives for all on a healthy planet’ by 2030. It is against this background of that the GCI through this MSc degree intends to provide you with a solid foundation in the science of GEC, with the hope and intention that the graduates of this course will be well-rounded GEC scientists, with the confidence to contribute to South Africa and Africa’s own quest for environmental sustainability and justice. I can guarantee you that this course and the interactions you will have with its lecturers will be lively, exciting, and at the cutting edge of international GEC research. You will however, also increasingly come to realise the immense responsibility of GEC researchers and advocates living in the Global South: Africa and the developing world needs more GEC scientists, since the challenges of the next decade and beyond will be immense. I am looking forward to meet each of you in due course, and to support you in your pursuit of this degree, which in obtaining I believe may well prove to be a milestone achievement in your careers.

Prof. Francois A. Engelbrecht | Director | Global Change Institute

Introduction

This handbook provides you with some important information regarding the Interdisciplinary Global Change Studies degree. It includes key features of your postgraduate programme, outlines administrative and support systems, and explains the procedures and regulations relevant to your postgraduate studies at the University of the Witwatersrand.

Specifically, this handbook covers six key areas. The first provides you with an overview of the programme, the second explains important regulations, the third outlines student progress and assessment, the fourth describes support services, the fifth the data protection policy of the University and the sixth the assessment guidelines and grading structure for qualitative and quantitative assignments.

Please make sure to familiarise yourself with the contents of this handbook. However, as you would expect, it is not the only source of information regarding the programme and the University of the Witwatersrand (Wits). The Global Change Institute (GCI), responsible for hosting and running this MSc programme, brings together many specialists and attempts to address problems related to global change, climate change and sustainability in a multidisciplinary and transdisciplinary manner. Please read more about the institute on our website (https://www.wits.ac.za/gci/). We also encourage you to follow us on Twitter (https://twitter.com/WitsGC), Facebook (https://www.facebook.com/WitsGCI) and LinkedIn (https://www.linkedin.com/company/global-change-institutewits). Furthermore, the information provided in this handbook should be read in conjunction with the University’s rules and regulations (https://www.wits. ac.za/students/academic-matters/rules-and-syllabuses/). We want to assure you that there is a whole network of people committed to ensuring that you have the best possible learning experience. If there is anything you do not understand or wish to clarify, please do not hesitate to contact any member of staff at the GCI. You should also take the opportunity to seek advice and support from your fellow students.

On behalf of the Global Change Institute and the University of the Witwatersrand, welcome to the Masters Programme. We hope that your experience with us is both challenging and rewarding.

The MSc by Coursework & Research Report in Interdisciplinary Global Change Studies

This MSc by coursework and research in the field of interdisciplinary global change studies is designed to develop a complex understanding of social-ecological sustainability and the challenges associated with Global Environmental Change (GEC) (e.g., unsustainable resource use and associated environmental degradation, climate change and biodiversity loss). The course covers topics that are receiving global academic and policy attention. At the end of the programme, it is envisaged that students will be better able to interrogate the challenges of GEC as well as design appropriate responses to global environmental change pressures more effectively and critically, providing a thorough understanding of and exposure to current approaches in sustainability science thinking and governance, both locally and internationally.

Goals and Principles of the MSc Programme

The need for a complex understanding of social-ecological sustainability is urgent given the pressing challenges associated with Global Environmental Change (GEC). Training the next generation to be able to navigate this changing landscape is also critical both locally and internationally.

The course covers key topics such as sustainability science, climate change, inequality, transformative change, futures thinking, leverage points and governance. Several of the GCI staff are actively engaged in several international and intergovernmental fora and thus learners will be exposed to ‘cutting edge’ international and locally relevant complex interdisciplinary global change science. The organization of this curriculum and course offerings also departs from the typical modularisation of sustainability science topics with the week-by-week content providing students with a progressive, scaffolded, and integrated understanding of the ‘system’ of topics associated with sustainability. Sustainability solutions will depend on such a carefully configured systems view drawing on biophysical, social-ecological, socio-economic, and sociocultural thinking.

Structure of the MSc in Interdisciplinary Global Change Studies by coursework

The Master of Science in the field of Interdisciplinary Global Change Studies (SFAIGCL60) is comprised of two compulsory (core) courses, a core research

report, as well as an elective course worth 30 points that can be chosen from the list found in the table below. To obtain an MSc degree in the field of Interdisciplinary Global Change Studies, a candidate must successfully complete the following compulsory core courses:

In addition, a candidate must successfully complete a course(s) totalling 30 credits, from the following optional courses:

SOCL7043A Sociology of Land and Agrarian Reform

LWAS7215A Environmental Law and Sustainability I 30

Please note that this list of available optional courses is correct at the time of going to press, due to unforeseen circumstances the availability of courses may change. Students are encouraged to check the availability of their chosen courses as soon as possible so as to ensure that they have the correct amount of credits by the end of the year.

Core Courses

Note that the structure of the two taught core courses departs from the typical modularisation of global environmental change topics. The week-by-week content provides learners with an integrated understanding of the ‘system’ of topics associated with Global Environmental Change.

Introduction to Global Environmental Change (APES7028A)

This course aims to provide participants with a thorough understanding of the key topics in Global Environmental Change (GEC). It will expose participants to the interdisciplinary nature of global change issues, including examining the type of thinking and methods appropriate to this field. It also aims to broaden preconceptions about the nature of global environmental change, enabling critical thinking about the state of the science, the adaptations and transformations needed to respond to the challenges of GEC, and the intergovernmental agreements that provide oversight for our socio-political, economic, and socio-cultural responses to this topic. The course aims to provide students with the following benefits:

• A solid foundation in global environmental change science and appropriate methods.

• A foundational understanding of the physical science base of climate change.

• An overview of climate change, land-use change, biodiversity loss, and their interdependencies.

• Exposure to key environmental agreements that shape global environmental change responses internationally and locally.

• Interdisciplinary and transdisciplinary skills and critical thinking

Core Themes

Introduction to GEC

Global Environmental Change (GEC) is the concern of the 21st century. This course provides a broad, integrated knowledge of key issues in the global environmental change and sustainability field. It precedes all the elements that will be further expanded in the various themes that follow. Interdisciplinarity of various global issues is demonstrated, applying various methods of inquiry, and establishing the broad sense of the interconnectedness of various natural processes and human activities.

Adaptation and Transformations

The course provides a critical reflection of the state of the science and application of adaptation and transformations. Adaptation refers to how we change and make alterations (either for the very short term) or the longer term for enabling a more robust way of responding to changes including climate change and climate variability. As we try and ensure a longer term-approach the focus will shift to examine emerging discourses around transformation. Examples will be drawn from both natural and more social-cultural and economic systems and contexts. We will also include tools and skills to enable creative thinking ‘outside the box’ for a future, more sustainable planet, and personal and collective well-being.

Methods

The methods section will draw on the Routledge Handbook on Research Methods for Social-ecological Systems (SES) and will give a conceptual and practical introduction to Social, Ecological, and modelling research, a discussion of key gaps and frontiers in SES research methods and unpack key terms that practitioners and researchers in the field should be familiar with. It will span quantitative and qualitative methods as well as mixed methods approaches. This will set the scene for the types of methods and critical considerations of ethics that the students will need to draft their research proposals.

Physical Science Basis

The course also provides an overview of the physical science base of climate change, starting with an overview of the energy balance in the coupled Earth System, including the anthropogenic-enhanced greenhouse effect. The

difference between climate variability and climate change is explained, and an overview is provided of evidence of global warming and anthropogenic- induced trends in climate that can already be detected. From this basis the student is introduced to scenarios of future greenhouse gas emissions, and how these link to different pathways of socio-economic development. It will also be shown how climate models, which are essentially mathematical expressions of the Laws of Physics applied to the Earth System, are used to project future climate change under different mitigation scenarios. Uncertainty associated with such projections, including structural uncertainty, scenario uncertainty and internal variability, is also interrogated. Finally, intergovernmental assessments such as the Intergovernmental Panel on Climate Change (IPCC) will be examined including the process of assessing confidence in projections of future climate change.

Biodiversity and Tele-coupling

Terrestrial, fresh water and marine ecosystems have been warming over the last several decades as a consequence of climate change and are projected to continue to warm for as long as the level of global warming continues to increase. In this section of the course, we examine the already detectable and future impacts of climate change on biodiversity, and introduce concepts such as biodiversity hotspots, endangered species, and climate velocity. We proceed to examine land-use change as a further major threat to biodiversity, through for example deforestation, urbanisation, resource consumption and industrialised agriculture. We explore coupled processes between climate change and land use change, for example how changes in ecosystems can feed back into the climate system, and how climate change can drive land cover change. The final component of this section of the course deals with tele-coupling – an evolution of the term teleconnection – that talks to the fact that land systems are connected through coupled human and natural systems. This will entail a discussion of the importance of understanding tele-coupling through the integration of multiple dynamics across scientific disciplines (including social science, environmental science, natural science, and systems science) to analyse distal connections across the globe that have been previously understudied and unacknowledged. The section concludes with an overview of adaptive land use as an important climate change adaptation, towards sustainable development and the conservation of biodiversity.

Sustainability Science and Governance (APES7029A)

This course will build on the foundations set in the introduction course and focus more on contextualising sustainability within social systems. It will thus emphasise the ‘human dimensions’ and ‘social sciences’ perspectives that can help inform a more holistic understanding of global environmental change and sustainability. Understanding the physical dimensions of the global environmental system is only part of the complex wicked challenges that we currently face as we try and fulfil the SDGs (sustainable development goals). We explore the roles of institutions, governance, and policy and how these frame and influence how we understand society and nature relations, which is critical if we are to design and implement sustainable and just actions moving forward. Themes to be shared include introductions to sustainability science –how is knowledge created and who gives this form of knowledge credibility; a focus on issues of intersectionality – what are some of the interlinked drivers of change arising from the society that may compound the biophysical drivers of change (e.g., poverty, institutions, how environmental laws are convened and implemented etc).

The course will provide students with the following:

• A solid foundation in the social dimensions of global environmental change, including aspects of intersectionality and appropriate methods.

• An understanding of the role of social drivers of and responses to global change (e.g., vulnerability assessments etc.).

• Examination of various approaches and methods to examine the social dimensions of change, with a specific focus on transformations (e.g., vulnerability assessments etc.).

• The role of governance at multiple scales (local to international) and how these influence environmental agreements that shape global environmental change.

• An ability to reflect critically on how to transform towards a more sustainable and just planet

Core Themes

Sustainability and Social Systems

In the sustainability and social systems section of the course we focus on the ‘human dimensions’ and ‘social sciences’ perspectives that can help inform a more holistic understanding of global environmental change and sustainability. In this section of the course the history of approaches to sustainability science and social systems including approaches to development, the need for ‘systems’ approaches, impacts and impact assessments, vulnerability assessments and the move to more transformative approaches. The course also reflects on approaches such as political economy and participatory and other civic science epistemologies and approaches.

Social dimensions of GEC and transformative change

We will start with delving deeper into the social dimensions of GEC that were touched upon in the Semester 1 course. In particular, critical thinking around socio-economic and political lock-ins that prevent the necessary changes needed to address global change issues. We will also provide a deep dive into vulnerability and adaptation, including discussions on loss and damage. In this section of the course, we focus on a key aspect of sustainability research and resilience thinking, namely the concept of transformative change. This has been a core aspect of the work undertaken by various intergovernmental panels such as IPBES and increasingly by the IPCC and UNEP’s Global Environmental Outlook. Understanding that current ‘business as usual’ trajectories are no longer feasible for remaining within earth system boundaries and addressing people’s needs in an equitable and just way, is highlighted. As well as discussing what transformation is from a theoretical perspective, the course will also cover how it connects with other concepts such as transitions, regime shifts and tipping points. A core component will include a discussion of leverage points – or the places to intervene in a system – ranging from shallower interventions around materials and processes, through to deeper leverage points around design and intent. As transformations are inherently about the futures to navigate towards, futures thinking capacity and the importance of building anticipatory governance systems will be another core aspect of this course component.

Governance

The final aspect covered in the course is a focus on governance across a wide range of actors across multiple spatial scales. The role of governments, business, investors, civil society, and other important actors, such as central banks and multi-lateral organisations, in addressing sustainability and equity crises will be discussed with reference to specific cases. Governance mechanisms such as law (e.g., rights-based discourses), regulations (e.g., taxes, social grants) and finance flows (what money is invested where) will be explored. As well as a focus on the global and regional levels, there will be a deep dive into bottom-up governance and community-led mechanisms focusing on key sectors such as food, water, energy, and conservation.

In the final two weeks of the course a reflexive and reflective component of the course will be undertaken. What are the current gaps, tensions, contradictions that exist currently in GEC and where and how can these be addressed? Where are things working well in GEC and how can we leverage on these advances? What roles do the personal, political, and practical play and can play moving forward in GEC issues at both local and global scales?

Interdisciplinary Global Change Studies Research Report (APES7021A)

This offering presents an opportunity for candidates to gain practical research skills in data collection, analysis, and interpretation for wider audiences, as they explore complex global issues. This experience will enhance their abilities to design research methodologies and apply various research techniques and generate findings that will contribute to the growing body of environmental change knowledge. The interdisciplinary approach embedded in the programme will allow integration of knowledge from various disciplines and develop a holistic approach and understanding of GEC. Whilst creating an opportunity for students to pursue a topic of personal interest, the research report also contributes to candidates’ professional development, demonstrated by their ability to conduct independent research, apply critical thinking, and showcase their capability for problem solving in the process. Please note that the topic and proposal for the report needs to be finalised by April.

The following table provides an overview of the compulsory courses, the related themes, the coordinators for each theme from the GCI and the dates the themes will be lectured. Please note that the order of presentation of topics may change. The elective courses are administered in the schools that they are offered. Note that lectures will be offered twice a week on Tuesdays and

Thursdays in the teaching weeks they fall in, between 10:15am and 12pm. This includes time for workshops/labs/tutorials.

Compulsory Core Course Course Theme Key Course Coordinator/ Lecturer Date

Introduction to GEC

Introduction to Global Environmental Change (APES7028A)

Prof. Coleen Vogel

Adaptation and Transformations Prof. Coleen Vogel

Methods Prof. Laura Pereira

Physical Science Basis

Biodiversity and Tele-coupling

Sustainability and Social Systems

Sustainability Science and Governance (APES7029A)

Prof. Francois Engelbrecht

Prof. Francois Engelbrecht

Prof. Coleen Vogel

12 Feb -23 Feb

26 Feb- 8 Mar

11Mar22March

8 Apr -19 Apr

22 Apr -3May

15 Jul26Jul

Social dimensions of GEC

Transformative change

Prof. Laura Pereira

29Jul- 9Aug

Week 0 and Reading Materials

Students are reminded that Week O and the reading week are integral parts of the University semester, even though no classes are scheduled during that time. Week O offers students an opportunity to prepare for classes by purchasing and beginning work on course material, and some Schools hold induction meetings during this time. Reading Week is intended as an opportunity for staff and students to catch up on academic work and to deepen their understanding of their subject(s). All Postgraduate students are expected to devote these parts of the semester to their studies. For additional information please visit: https://www.wits.ac.za/students/academic-matters/ postgraduate-affairs-office/wits-gold/

As well as taking course the University offers a range of training programmes that are relevant to postgraduates. The co-ordination of these programmes is provided by administrative unit called Centre for Learning, Teaching and Development (CLTD) (https://www.wits.ac.za/cltd/). Other relevant training initiatives in the University includes GRADSkills, which focuses on the professional development of postgraduates (https://www.wits.ac.za/ccdu/ study-skills/).

Students will also have to familiarise themselves with the student self-service portal (https://self-service.wits.ac.za/) and eLearning portal, Ulwalzi (https:// www.wits.ac.za/ulwazi/). Ulwazi is the Wits Learning Management System (LMS). It uses the Canvas online platform to support teaching and learning. Students and lecturers engage through this platform where course resources and information can be download and the platform where assignments are uploaded and assessed for plagiarism through Turnitin, before being graded.

Interdisciplinary Global Change Studies

Research Report (APES7021A)

Governance

Research report

Prof. Laura Pereira

9Sep20Sep

Prof. Laura Pereira 23Sep4Oct

Appointed Supervisor

Academic Calendar 2024

2024 Term Dates

Activity Dates

Publication of Matric Results Friday 19 January

First Year Students Registration Friday 19 JanuaryTuesday 30 January (8 days)

Gateway to Success

Returning Students

Registrations PG and UG (including earlier date for online registration)

Monday 29 JanuaryFriday 09 February (10 days)

Tuesday 02 JanuaryFriday 09 February (29 days)

Start of Term Monday 12 February

First Teaching Block

Mid-term Vacation/Study/ Research Break

Second Teaching Block

Monday 12 February - Wednesday 27 March (32 days)

Thursday 28 March - Sunday 07 April (11 days)

Monday 08 April - Thursday 23 May (33 days)

Friday 24 May -

Study Break

Examinations/Assessment Period

Thursday 30 May (7 days)

Friday 31 MayFriday 28 June (20 days)

Winter Vacation/Study/ Research Break

Third Teaching Block

Mid-term Vacation/Study/ Research Break

Fourth Teaching Block

Saturday 29 June - Sunday 14 July (16 days)

Monday 15 JulyMonday 02 September (34 days)

Tuesday 03 September - Sunday 08 September (6 days)

Monday 09 September - Tuesday 22 October (31 days)

Study Break

Wednesday 23 October - Tuesday 29 October (7 days)

Enrolment Criteria and timelines

The programme is a full-time course, with contact/face-to-face lectures conducted on campus. The core courses will be offered at the Global Change Institute, with the electives conducted in the various schools that they are offered in. There may be occasional field excursions. There may also be some field and laboratory elements within individual courses.

It is compulsory for learners completing the MSc to enroll for both Introduction to Global Environmental Change and Sustainability Science and Governance core courses, but they are optional for students from other Departments / Faculty who want the extra credits.

The research report may be field/laboratory or desk-based depending on the nature of the research to be conducted. The quality and presentation should follow the recognised criteria as indicated in the Faculty of Science Style Guide for Theses. The research report will vary in length, but the body of the text should not exceed 60 pages, including the preface, dedication, abstract, table of contents and references. This would constitute approximately 30 000 words. The report should also not be shorter than 10 000 words (20 pages). The report should fulfil all scientific requirements, including an introduction, literature review, methods, results and discussion, and conclusion section. The research report is to be conducted within one year, with a full proposal draft submitted by the end of April in the year the student is enrolled. Full dissertations write up to be submitted by the end of December in the year the student is enrolled. There is a cap applied each year for the number of students that can enroll for the full MSc programme including supervision. Additional students can be

enrolled for an entire course per semester. However, there is no obligation to supervise them or assist them to settle the credit requirements in the schools that they are registered in.

The MSc programme offers and NQF level 9 qualification and hence prerequisites to enroll in the programme are as follows:

1. An Honours degree in science or a related field with a strong motivation.

2. An average pass mark of 65% or better in the preceding Honours qualification. Final decision is at the discretion of the GCI director.

3. Students need to engage with potential supervisors from the institute/ APES/GAES and have one identified before being enrolled.

Note: The MSc offering is subject to a cap of the number of students that can be enrolled each year, which varies depending on the capacity of the institution.

Learning outcomes

The course is positioned National Qualifications Frameworks (NQF) level 9. This course is designed to provide an integrated knowledge curriculum offering key issues of [un]sustainability and the governance strategies needed to respond to global environmental challenges. This course is of direct relevance to environmental crises driven by global environmental change pressures in the Anthropocene and will equip learners with the knowledge and skills required to understand the inter- and trans-disciplinary nature of sustainability, enabling them to think critically about the state of the science, the adaptations and transformations needed, and issues of governance that direct our sociopolitical responses to this topic. This course also complements the other taught courses offered in this programme. After completing the core courses, learners should be able to:

1) Demonstrate clear knowledge of the complex integrated nature of the varying drivers of global environmental change.

2) Describe and explain the physical science that forms the basis of our understanding of environmental issues.

3) Critically analyse the roles of external drivers of changes to the climate system and biodiversity loss at global and local scales.

4) Distinguish and integrate various solutions for change.

5) Exhibit clear and coherent evaluation and analyses of the role of preconceptions and assumptions of how the ways in which one approaches and interprets global environmental change issues.

6) Show, through written and verbal presentations, clear articulation of the need for a more ‘transformational approach’ to global environmental change challenges that may require ‘radical’ re-assessment and ‘re-learning’ of old ways of tackling global environmental change challenges.

7) Demonstrate and provide creative ideas (demonstrated through e.g.,

art and drama) of how the socio-economic and socio-cultural dimensions contribute to a complex, systems understanding of GEC (locally and internationally) and how we can creatively imagine and design a more just and more equitable life for all.

This understanding will further be enhanced and explored in the elective courses offered to the students.

Absence Reporting

Absence from Classes

Failure to attend classes or meetings with academic staff may result in you losing the right to be assessed in that module. Please ensure that you are familiar with the ‘Academic Alert’ regulations as stated in the policy: https:// www.wits.ac.za/media/wits-university/faculties-and-schools/health-sciences/ studentdocuments/Rules%20pertaining%20to%20absence%20from%20 compulsory%20activities.pdf and elsewhere in this handbook.

Under certain circumstances such as ill health, Schools may request further documentation in the form of a doctor’s certificate. If you submit more than three medical Certificates in a very short time, or if the period of absence extends to fifteen working days, you may be contacted by the programme coordinator, student services, the relevant Director or Dean, or by an appropriate member of staff.

Finally, please note – you should make the relevant lecturer, the programme coordinator, or the GCI administrator aware of your absence as soon as practical.

Absence from Examinations

Absence from Examinations due to illness or any other unavoidable reason should be reported IMMEDIATELY or as soon as you know you will be unable to sit an examination to the University Examinations Office by telephone (011) 717 1272 or email on: help.EGO@wits.ac.za. This should then be followed up by completion of Medical Certification of Absence form in the case of ill health.

As soon as you are well enough you should contact the GCI to plan for an alternative or deferred assessment to be completed at the earliest opportunity.

Late Submission of Coursework Assignments

Normally no extensions for coursework submissions are available. It may be possible under exceptional circumstances to grant students an extension to the submission deadline for coursework. Extensions will only be given for medically certified or other exceptional reasons.

Requests should be made to the course lecturers and GCI Director who will decide if an extension is possible and notify the revised date for submission. Where no extension has been granted, penalties for late submission of coursework are as follows:

Up to one day late 10% penalty deducted off the given mark

Up to 3 days late (includes weekend)

20% penalty deducted off the given mark

More than 3 days late 100% penalty (i.e. the work receives a zero mark)

Withdrawal from Studies

If you are considering withdrawing from your studies at the University, you should discuss the matter with your programme coordinator in the first instance. You should arrange to do this as early as possible as there are often alternative options open to you that would not require the final step of permanent withdrawal from the University. If you do decide you wish to withdraw from your studies, you must contact the course coordinator who will be able to offer guidance on your options and who will ensure that the process is completed correctly. You can also apply to take leave from your studies and put your studies in abeyance. Information on abeyance and other important information on postgraduate studies can be obtained on: https:// www.wits.ac.za/science/postgraduate/forms/

You should be aware that there are fee implications when you withdraw from your studies part of the way through an academic year. You should therefore ensure you contact the Fees Officer in the Registry to obtain early advice on the final implications of your decision before you complete your withdrawal. Additional advice could also be found on the university’s website: https:// www.wits.ac.za/study-at-wits/student-fees/

Termination of Studies

If your performance is unsatisfactory and you have gained insufficient credits for you to progress to the next stage of your programme, your studies may be terminated. This decision is taken by the Faculty Business Committee upon the recommendation from your study supervisor, programme coordinator and endorsed by the Head of School. Please not that this is not a decision made by the School, but usually following a recommendation from the School. If you are in this situation, you will be notified that your studies are being terminated and you will have ten working days within which to submit a request for the decision to be reviewed by the Faculty. This should be supported by appropriate documentary evidence specifying the reasons. If this request is unsuccessful and the faculty proceeds to terminate your studies, you will have one further right to an appeal to the Senate of the University. In this case appeals should be submitted to the Academic Registrar within one calendar month of receiving the outcome of the Review request to the School. Students who do not appeal against Termination of Studies will have their studies automatically terminated. Full details on the acceptable grounds for appeal and the processes involved are available from: https://www.wits.ac.za/science/postgraduate/forms/

Health and Safety

Notices are posted throughout the institute indicating who the current FirstAiders are and how to contact them. The location of the first-aid box is clearly marked. Notices are also displayed detailing your exit routes and assembly points in the event of fire. All students should familiarise themselves with this information. Students are reminded that the misuse of any Safety, Fire or First Aid equipment will result in discipline. Please report any hazards or safety-related incidents to the GCI Administrator.

Student Assessment

Granting of Degrees

To be granted the MSc degree, a student must obtain 90 credits from the course work and 90 credits from the research report, totalling 180 credits.

Please note regarding the awarding of a distinction, as per the University’s Taught Post Graduate Code of practice (https://www.wits.ac.za/exams/), a distinction can be awarded for the taught element of the MSc and the research report.

Assessment (Marking) Procedures

The Global Change Institute is committed to a continuing review of its assessment procedures and is active in evaluating and implementing in creative modes of assessment, where appropriate. The philosophy and practical aspects of assessment for each course will be fully explained by each course lecturer. A central aim of this approach is that, for each module, the mode of assessment should constitute a strong incentive for students to strive for excellence. Each of the core courses will be assessed by a 3000-word essay, a group presentation, and a take-home examination. The final mark allocated will be the average mark from these 3 sets of assessments considering the weight allocation presented in the table below. Students will be provided with four topics and must select one topic on which their 3000-word essay will based. This topic will also be used in the combined group presentation. Below is a breakdown of the weight of each assessment type:

The elective courses will be assessed following the guidelines from the schools where they are offered. The total Course Work component will make up 50% of the Final Mark awarded to the degree, whilst the Research Report will contribute the remaining 50%.

Referencing Guidelines and Plagiarism

The write-up of the Research report must be accurately cited in text and grouped together at the end in a Reference List following the Harvard Referencing Style as stated in the faculty guidelines.

All work is submitted via Ulwazi and run through Turnitin simultaneously, to assess plagiarism. A Turnitin score of >15% will be flagged as plagiarism. However, Ulwazi allows for up to 3 attempts to submit your work and an opportunity to rectify high Turnitin scores. A plagiarism declaration is made when submitting each piece of work. Note that plagiarism carries significant penalties with detrimental consequences, please avoid it.

Grade-related Criteria

Each piece of submitted work will be assessed on a percentage mark.

Marking criteria used for all assessments undertaken:

DEPARTMENTAL MARKING GUIDELINES

Outstanding 90 – 100

Unique, outstanding, and insightful work which shows evidence of substantial scholarship and originality, thorough awareness of the context of the assessment and its content. It is difficult to see how it could be improved in any way.

Exceptional 81 – 90

First Distinction

Excellent 75 – 80

Originality, a thorough comprehension of the essay’s requirements, exceptional ability, insightful, fully realises requirements for assessment and develops them far beyond normal expectations, evidence of critical evaluation of wider reading.

Insight, originality, logical and articulate, demonstrates a comprehensive coverage of subject matter, engagement with scholarship and research, very good analytical ability, no major flaws. Excellently organised and presented. Argument concisely and systematically developed. Standard of spelling, punctuation, vocabulary use, and grammar is high.

Note: (A distinction must be obtained for both the Coursework component and for the Research Report for the degree to be awarded with distinction.)

Upper Second Very Good Very Good 70 – 74

Sound and well thought out, organised, secure knowledge of subject, appropriate use of critical references, broadly realises the purpose and context of the assessment, well expressed, good analytical skills. Argument concisely and systematically developed. Standard of spelling, punctuation, vocabulary use, and grammar is good.

Good 65 – 69

Second Above Average

Competent 60 – 64

Third Average Satisfactory 55 – 59

Shows a firm grasp of most of the material, argues effectively and can make some evaluation of the material, uses examples appropriately. Good critical and conceptual analysis. Subject matter effectively covered and accurately presented.

Competent, reasonable understanding of the material, presentation is satisfactory with some examples and referencing used correctly. Structure and arguments are present but are relatively weak. Rather more descriptive than critical and conceptual. Evidence of relevant reading but not always effectively used.

Largely descriptive in approach, generally sound, adequate or routine knowledge of subject, may be elements missing, limited evidence of independent thought. Ideas are developed but not always concisely or systematically.

Average 50 – 54

Perfunctory, largely descriptive, may contain irrelevant material. Understanding of subject matter is incomplete. Little evidence of wider reading. Organisation and presentation contain errors.

Weak 45 – 49

Weak 40 – 44

Material is largely relevant, but muddled, poorly argued, inadequate deployment of critical method, lacking focus, lacking depth of understanding, some important elements missing. May show a significant error or seriously deficient analytical skills. Material is almost entirely descriptive.

Some relevant material, few or no relevant examples, little reading, unsubstantiated and inaccurate remarks, naïve thought, lack of awareness of the context of the answer, regurgitation of basic course material. Frequent errors of spelling, punctuation, vocabulary and grammar. Stylistically poor.

Poor 35 – 39

Some evidence for comprehension but many basic misunderstandings or misinterpretations, demonstrates almost no ability to meet the requirements of the assessment, little to no evidence of reading, poorly written and structured, may be very brief.

Unsatisfactory 30 – 34

Unsatisfactory 20 – 29

Unsatisfactory, lacking evidence of preparation, evaluation, or reflective skills. Largely irrelevant to the requirements of the assessment. Much redundant and irrelevant material.

Unsatisfactory, little or no evidence of preparation or analysis. Hastily thrown together, presentation poor, expression/style/grammar extremely poor, may not relate to the question posed.

Incompetent 0 – 20

Brief, irrelevant, confused, incomplete. No evidence of understanding of the material. May be clearly plagiarised or has disregarded the question entirely.

Concluding remarks

In conclusion, the full-time Master of Science in the field of Interdisciplinary Global Change Studies (CW/RR) offers an unparalleled opportunity for passionate individuals seeking to make a positive impact on our planet. With a comprehensive transdisciplinary curriculum, esteemed faculty, and access to state-of-the-art facilities, this program equips students with the knowledge and skills necessary to tackle complex environmental challenges. By pursuing an MSc in Interdisciplinary Global Change Studies, you are taking a significant step towards a rewarding career that addresses critical environmental issues and contributes to a sustainable future. Join us in shaping a more sustainable, more just and more resilient world through the Master of Science in the field of Interdisciplinary Global Change Studies.

Special thanks to our dedicated Wits teaching faculty and partner schools (School of Geography, Archaeology and Environmental Studies, School of Animal, Plant and Environmental Sciences, School of Economics and Finance, School of Social Sciences and School of Law) for their invaluable contributions to the teaching material for the MSc offering and this booklet. Your expertise and commitment have enriched the educational resources we offer, shaping the future of our students.