Bachelor of Business Administration

Purpose

The intention of the Bachelor of Business Administration is to promote the development of knowledge and skills that are required in all sub-sectors of management, to release the potential of people, and to provide opportunities for people to move up the value chain and between the different sectors of the economy.

The Bachelor of Business Administration should produce knowledgeable, intellectually skilled individuals who are able to contribute to improved productivity and efficiency within the organisation. It should provide the means for current individuals in the general management field to receive recognition of prior learning and to upgrade their skills and knowledge base.

The qualification is structured in such a way that it exposes individuals to a set of core competences to give a broad understanding of general and public management and the electives, which will allow for a specific competence in management. It will also promote the notion of life-long learning.

Rationale

This qualification recognises the skills and knowledge expected of stakeholders or individuals seeking positions such as leaders, middle-and top level managers in the private and public sector.

Holders of this qualification may be responsible for managing people, resources, and/or projects, including the management of human resources, public relations, advertising, promotions, portfolios, projects, etc. The flexible structure of the qualification enables individuals and organisations to select outcomes that meet the diverse roles and contexts required by a wide range of industries and the public sector.

The Bachelor of Business Administration will provide a broad framework of knowledge and skills needed in the industry and public sector and essential to progress along a career path for learners who wish to extend their range of skills and knowledge of the industry and public sector so that they can become knowledgeable workers and/or practitioners in management.

The Bachelor of Business Administration allows the learner to work towards a nationally recognised whole qualification. The qualification will allow both those in formal education and those already employed in organisations access, due to its flexibility. It aims to develop individuals who are informed and skilled in management.

The qualification has building blocks that can be developed further and will lead to a more defined management career path at National Second Degree level. It also focuses on the skills, knowledge, values and attitudes required to progress further.

It is assumed that learners will be competent in

• National Senior Certificate.
• Communication and Mathematical Literacy.

Recognition of Prior Learning

This qualification can be achieved wholly or in part through recognition of prior learning in terms of the criteria laid out.

Evidence can be presented in a variety of forms, including international or previous local qualifications, reports, testimonials mentioning functions performed, work records, portfolios, videos of practice and performance records.

All such evidence should be judged according to the general principles of as-sessment described in the note for assessors under Criteria for Registration of Assessors.

Access to the Qualification

University admissions policy generally requires that to register for degree study at a public university in South Africa a learner needs to be in possession of a Senior Certificate with a matriculation endorsement, a certificate of complete or conditional matriculation exemption, or needs to be awarded graduate status.

The Bachelor of Business Administration is a 360 credit qualification at NQF Level 6. The Exit Level Outcomes have been grouped into fundamental, core and elective.

• A minimum of 130 credits must be obtained on NQF Level 5.
• A minimum of 220 credits must be obtained on NQF Level 6.
• A minimum of 10 credits must be obtained on NQF Level 7.

Fundamental

Components; Credit Allocations

• Component 1: Competences relating to fundamental learning (Business Communication, Research Methodology); 45 credits at NQF Level 6.

Elective

Components; Credit Allocations

• Component 2: Competences relating to the learning areas or subjects and content appropriate to the selected specialist field (Marketing Management; Human Resources Management; Public Management; Project Management); 40 credits at NQF Level 5, 60 credits at NQF Level 6, 5 credits at NQF Level 7.

Core

Components; Credit Allocations

• Component 3: Competences relating to Business Administration; 90 credits at NQF Level 5, 115 credits at NQF Level 6, 5 credits at NQF Level 7.

Exit level outcomes are grouped into five components which together reflect the role of professionals in the business environment.

Component 1: Competences related to fundamental learning

The focus on this component is the role of the candidate as a lifelong learner. However, there is also some reference to the role of communication and statistical competency in the dissemination and interpretation of business knowledge.

1.1 Demonstrate competence in the gathering and understanding of information.

1.2 Demonstrate competence in the effective communication of information.

1.3 Demonstrate competence in interpretation and use of numerical and statistical knowledge to facilitate in the analysis of business problems.

Component 2: Competences related to the subject and content of business administration (Core and Elective Learning)

The focus of this component is on the candidate`s ability to integrate and internalize the subject matter and content in such a way that they display an ability to convert theory into practice in business administration. This is further demonstrated in Component 4, which relates to entrepreneurial activity.

2.1 Demonstrate competence in selecting, using and adjusting business strategies in ways which meet the needs of the business and the context.

Component 3: Competences related to generic business skills (Core Learning)

The focus of this component is the on the role of business in South Africa as well as the integration of the various roles as listed below.

3.1 Demonstrate competence in leadership and management.

3.2 Demonstrate competence in the use of teamwork.

3.3 Demonstrate competence in the effective management of time.

3.4 Demonstrate a respect for and commitment to business professionalism.

Component 4: Competences related to entrepreneurial activity

The focus of this component is the role of business in the broader economic context and the candidate`s ability to generate and maintain entrepreneurial activity

4.1 Demonstrate competence in defining an entrepreneurial activity.

4.2 Demonstrate competence in running of entrepreneurial activity.

Component 5: Competences related to the broader community (Provider Discretion)

The focus of this component is on the role of business leaders within the broader community. However, there is also reference to the candidate`s internship in a community programme or initiative. Assessment is based not only on the candidate`s commitment to `giving back`, but also on the candidate`s ability to transfer knowledge and skills.

5.1 Demonstrate a commitment to the sharing of knowledge within the community.

5.2 Demonstrate an understanding of business knowledge through an internship in the community.

Associated Assessment Criteria for Exit Level Outcome 1.1

• Use information and communication technology to gather data.
• Convert data into information.
• Identify and prioritise relevant information.
• Hypothesise and test validity of issues through the analysis and synthesis of information gathered.
• Use appropriate tools and frameworks to analyse the information.

Associated Assessment Criteria for Exit Level Outcome 1.2

• Communicate any number of issues with those individuals with whom the learner works and interacts.
• Use information and communication technology to facilitate the dissemination of information.

Associated Assessment Criteria for Exit Level Outcome 1.3

• Use basic numeracy skills in a range of commonly used business calculations.
• Interpret numerical information relating to their field of specialization.
• Use numerical information to test hypotheses.
• Meaningfully interpret statistics in order to generate logical conclusions.

Associated Assessment Criteria for Exit Level Outcome 2.1

• Take disparate pieces of information to a business problem, and to put them together in a set of compelling findings, solutions and recommendations.
• Select and use business strategies which are appropriate to the context, business environment, individual or company.
• Select and use business strategies which will create the highest value for the individual or company.
• Select and use financial management tools and processes that will contribute to the profitability and efficiency of an individual or company.
• Identify, manage, review and improve business processes.
• Identify creative approaches to business problems.

Associated Assessment Criteria for Exit Level Outcome 3.1

• Manage their environment democratically in ways which encourage creative and critical thinking.
• Take appropriate action to assist others in solutions to personal or social problems.
• Inspire, support and promote a culture of performance excellence.
• Release the full potential of self and others.
• Display leadership which is fair and growth promoting in others.
• Assist others to manage themselves, their time, physical space and resources.
• Evaluate and, where necessary, adjust their own actions in ways that show knowledge and understanding of management and administration.

Associated Assessment Criteria for Exit Level Outcome 3.2

• Demonstrate the importance of teamwork in a business and improve their ability to effectively work with others in a team.
• Display an understanding of the effects of group dynamics.
• Demonstrate an awareness of behaviours which interfere with the effectiveness of a team.
• Demonstrate the ability to enhance teamwork through motivational strategies.
• Resolve conflict situations in an ethical and sensitive way.

Associated Assessment Criteria for Exit Level Outcome 3.3

• Prioritise work to be done.
• Make alternative plans when original ideas are not working.

Associated Assessment Criteria for Exit Level Outcome 3.4

• Practice and promote a sense of respect and responsibility towards others by cultivating a critical, committed and ethical attitude.
• Behave in ways that enhance the status of South African business and ensure an accountable culture of economic growth.
• Promote the practice of democratic values, attitudes and dispositions in busi-ness, as well as the society at large.
• Evaluate their own professional progress effectively.

Associated Assessment Criteria for Exit Level Outcome 4.1

• Understand the economic realities of South Africa and use this to identify the opportunities that exist for entrepreneurial activity.
• Effectively apply and implement the appropriate research techniques for the entrepreneurial venture.

Associated Assessment Criteria for Exit Level Outcome 4.2

• Formulate and implement a marketing and operational plan for the business.
• Identify appropriate financing options and access the finance required.
• Successfully repay debt funding.

Associated Assessment Criteria for Exit Level Outcome 5.1

• Participate as responsible citizens in the life of local, national and global communities.
• Develop and implement solutions to community needs.

Associated Assessment Criteria for Exit Level Outcome 5.2

• Successfully transfer business knowledge to community.
• Be viewed by community/client as worthy of confidence and attention.

Integrated Assessment

The integrated assessment has the following characteristics

• It assesses the extent to which entry-level managers can manage compe-tently and effectively in South African organisations.
• It measures the extent to which learners have integrated the roles and the knowledge and skills delivered through the different courses/modules that make up the programme.
• It assesses the five roles in General Management and its application in a chosen specialist stream.
• It measures applied competence. In other words, it assesses whether learners are able to integrate the ability to perform important managerial actions competently (a practical competence), understand the theoretical basis for these actions (foundational competence), and reflect on and make changes to managerial practices (reflexive competence).

The assessment criteria and evidence requirements are as follows

• In a practical teaching and learning situation, a simulated situation, or a situation that combines the practical, the simulated and the written, the learner will:

> Generate, explore and consider options for appropriate action.

> Identify the most appropriate course of action in relation to the particular context, topic, learner group, level of learning and resources available.

> Explain the reasons for that particular selection as well as what was taken into account in making the selection.

> Perform the identified action, while continuously monitoring and adapting performance as required.

> Explain the reasons for the performance.

> Evaluate his/her performance and identify areas for improvement.

> Reflect on the learning and performance.

> Develop a plan or strategy for future action which reflects an integration of what has been learnt through reflection.