Bachelor of Business Administration Honours

Purpose

The Bachelor of Management Honours 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 exposes individuals to a set of core competencies to give a broad understanding of general and public management and the electives, which will allow for a specific competence in management.

The focus of the Bachelor of Business Administration Honours is on Strategic Management, Leadership and Research. This is augmented by the study of economics, finance, project management, and international management. Flexibility is provided with a choice of human resources, marketing, public management, and other key areas of business studies. Holders of this qualification may therefore 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.

Rationale

The programme must be contextualised in light of the Southern Business School open distance learning approach, the context of management and the lack of managerial talent in South Africa, the role of professional bodies and the programme itself.

The open distance learning concept

As a force contributing to social and economic development, open and distance learning is fast becoming an accepted and indispensable part of the mainstream of educational systems in both developed and developing countries, with particular emphasis for the latter. The terms open learning and distance education represent approaches that focus on opening access to education and training provision, freeing learners from the constraints of time and place, and offering flexible learning opportunities to individuals and groups of learners. Open and distance learning is one of the most rapidly growing fields of education, and its potential impact on all education delivery systems has been greatly accentuated through the development of Internet-based information technologies, and in particular the World Wide Web. (Moore andTait, 2002).

For Southern Business School the open distance learning context and the importance of this mode of learning is paramount in our endeavour to meet the needs of learners and stakeholders.

The management context

Production, acquisition and application of new knowledge: national growth and competitiveness is dependent on continuous technological improvement and innovation, driven by a well-organised, vibrant research and development system which integrates the research and training capacity of higher education with the needs of industry and of social reconstruction.

There is a clearly defined goal to further the development of managers and management on national level. Southern Business School, as a distance learning institution, focuses especially on national needs and, in line with our mission statement, specifically on the need for quality, accessible, and recognised education in the field of management.

The role of professional bodies

The qualification addresses the skills, methodologies and techniques required for the practice of management services, according to the Southern Africa Institute of Management Services (SAIMAS, 2008); Business enablement, financial and asset management, change management, human resource management, quality management, operational improvement, and performance management.

Project management is also in line with the Guide to the Project Management Body of Knowledge of Project Management South Africa (PMSA, 2008) and Human Resources with the Institute of People Management (IPM, 2008). Also considered are the Criteria for admission as an Institute for Public Finance and Auditing (IPFA) member, the Institute for Municipal Finance Officers (IMFO) (IMFO, 2008) and the Institute for Local Government Management of South Africa (iLGM) (iLGM, 2008). Alignment with a variety of professional bodies is currently, and will be in future a continuous process to ensure that graduates are able to register with the relevant professional bodies. The guidelines of relevant Sector Education and Training Authorities (SETAs) and registered Unit Standards are incorporated.

It is assumed that learners will be able to study at Honours Level, with appropriate learning in place as detailed in "Access to the "Qualification".

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 assessment described in the note for assessors under Criteria for Registration of Assessors and within the confines of Recognition of Prior Learning (RPL) policy.

Access to the Qualification

To be admitted to the Bachelor of Business Administration Honours degree

• Students must hold the Bachelor of Business Administration, B Com or B Compt degree or another approved degree in the field of Business, Commerce and Management Sciences.

OR

• Be in possession of another degree and have passed at least five courses from the field of Business, Commerce and Management Sciences, including at least Economics I, Management Practice I, and Accounting I.
• Students with B-degrees older than 10 years may also apply for admission to the Bachelor of Business Administration Honours and such requests could be handled in two possible ways:

> Students must repeat Management Practice III, which forms part of the Bachelor of Business Administration degree;

OR;

> Students must apply to the Head: Academic by submitting a CV, providing evidence including references that they have been employed in the selected subject direction during the past 10 years (or longer), thus having kept abreast with developments in the field. These CVs will then have to be evaluated by the Head: Academic for approval for registration.

Components; Credits ; Level

- Fundamentals

> Research Methodology; 30; 8.

> Managerial Economics; 12; 8.

> Financial Management or Public Financial Management; 12; 8.

> Project Management; 12; 8.

> International Management; 12; 8.

- Core

> Strategic Management; 24; 8.

> Leadership; 18; 8.

- Electives

> Human Resource Management or Marketing Management or Public Management or Disaster Risk Management; 12; 8.

Total Credits 132.

1. Compile a research report.
2. Critically analyse and evaluate knowledge in area(s) of specialisation, and contribute to systematic and disciplined thinking about managerial economic matters and issues, with particular reference to area(s) of specialisation.
3. Demonstrate an advanced understanding of financial management from the perspective of strategic managers.
4. Demonstrate knowledge of financial management techniques and practices to be applied within the public financial management regulatory framework.
5. Demonstrate understanding of project management techniques and practices.
6. Integrate knowledge of the international managerial environment into local management practices.
7. Consider options and make decisions when investigating, analysing and explaining business strategies to be executed to ensure the efficient delivery of products/services in managing value chain components.
8. Consider options and make decisions when investigating, analysing and explaining business strategies to be executed to ensure the efficient delivery of products/services in managing value chain components.
9. Consider options and make decisions/recommendations when analysing and explaining organisational behaviour, the effect of managerial systems on human satisfaction, work performance and business success.
10. Consider options and make decisions when analysing and explaining the marketing function within organisations.
11. Demonstrate the ability to strategically manage in the public sector.
12. Manage a disaster and reduce the risks associated with disasters.

Associated Assessment Criteria for Exit Level Outcome 1

• Knowledge of the research process is demonstrated.
• A research problem is defined.
• A research design is developed.
• Methods of collecting data are evaluated and determine what method would be the best to treat the problem.
• Sampling and data collection techniques are explained.
• Data is analysed and interpreted.
• A research report is compiled.

Associated Assessment Criteria for Exit Level Outcome 2

• The principles and concepts underpinning the field of study and its boundaries and limitations is understood.
• Business situations are analysed with a view to identifying problems stemming from the economic environment within which the business is operating.
• Fundamental economic concepts are assessed and applied to business operations.
• The demand for goods and services are analysed and estimated using generic forecasting techniques.
• Organisational production output is maximised subject to cost constraints.
• Price and output alternatives for different market conditions are assessed and determined.
• Sound judgements of long-term investments and business risks are made.

Associated Assessment Criteria for Exit Level Outcome 3

• The role of managerial finance in organisations is understood.
• Financial statements are used to analyse financial performance.
• Financial plans are developed using cash flow analysis techniques.
• Important financial concepts are understood including the time value of money, interest and the valuation of shares and bonds.
• The use of capital budgeting techniques to assess cash flows and risk are demonstrated.
• The cost of capital, financial leveraging and dividend policy is calculated and determined.
• Understand and apply working capital management.
• Current assets and current liabilities management are interpreted and applied.
• Mergers, divestitures and business failure is understood.
• An understanding of international managerial finance is demonstrated.

Associated Assessment Criteria for Exit Level Outcome 4

• The principles and practices required for sound intergovernmental relations are applied to ensure that service delivery is continuously improved.
• The requirements for effective Public-Private Partnerships and the management of PPP agreements are analysed and applied.
• Generic institutional governance principles, practices and techniques are applied to minimise fraud, corruption and mismanagement and to enhance accountability.
• Maintain and contribute to the maintenance and improvement of the recognised integrated supply chain management system of the public institution.
• Maintain and contribute to the maintenance and improvement of the recognised integrated asset management system of the public institution.
• Budgeting guidelines are set for the institution and take ownership of budgeting processes to ensure that service delivery will improve.
• Performance measures are developed as part of the budgeting process that are aligned with the strategic objectives of the programme and institution.
• Expenditure is managed in accordance with cash-flow projections.
• Understand how to report on a monthly, quarterly and annual basis on the performance of a programme or public institution.
• Contribute to a credit control and debt collection system of a public institution to enhance revenue management.
• Contribute to the management of the liabilities of a public institution.

Associated Assessment Criteria for Exit Level Outcome 5

• Key project management concepts and tools are analysed.
• Project management approaches and methodology are compared and contrasted.
• Differentiate between project implementation approaches.
• Project management control measures are analysed.
• Project management software is used.

Associated Assessment Criteria for Exit Level Outcome 6

• International strategic management is described.
• International organisational design, structures and control mechanisms are analysed.
• The effect of different modes of entry, export-and import options and alliances are compared.
• Marketing & branding is evaluated in context.
• International human resources management, employee behaviour and leadership techniques are analysed.
• International operations and logistics management are described.
• Finance management, accounting and taxation are discussed in the international context.

Associated Assessment Criteria for Exit Level Outcome 7

• Explain how strategic management fits into the contemporary business environment.
• The building blocks of strategic management and the inter-relationships of the various building blocks is conceptualised.
• Understanding of strategic management in the contemporary business environment is illustrated.
• Levels of strategy are described.
• The importance of strategic management is illustrated.
• The advantages/disadvantages of strategic management are argued.
• The risks associated with strategic management are analysed.
• Strategic success is defined.
• A number of contemporary issues in strategic management are discussed.
• The strategic process is described.
• Organisational culture and strategy is analysed.
• Resources' role in strategy implementation is discussed.
• Organisational architecture, systems, processes and strategy is evaluated.
• Instruments are used in strategy implementation.
• Functional tactics are illustrated.
• The role of policy is discussed.
• Strategic control as a component in the strategic management process is described.
• Strategic management models compared and contrasted.

Associated Assessment Criteria for Exit Level Outcome 8

• Leadership and leadership skills necessary for effective leadership are conceptualised.
• A personal leadership orientation and philosophy is described.
• Techniques and strategies for articulating a vision are compared.
• The importance of setting goals is analysed.
• Sound decision-making from the perspective of a leader is critically analysed.
• The role of teams; roles of empowerment and delegation is described.
• Initiate change and help others to adjust to change.
• Types of conflict and ways to manage and/or create it are conceptualised.
• Approaches to ethical leadership are described and analysed.
• A number of contemporary approaches to leadership are compared and contrasted.
• The role of communication and resources in leadership is discussed.

Associated Assessment Criteria for Exit Level Outcome 9

• Organisation design is described.
• Organisation behaviour, diagnostic approaches to organisation behaviour and research methods and interventions to change organisation behaviour is described.
• Methods of improving quality and productivity are analysed.
• Methods to of improving people skills are analysed.
• Techniques to manage workforce diversity are described.
• How to stimulate innovation and change is described.
• Ways of dealing with declining employee loyalty is discussed.
• Describe how to improve ethical behaviour.
• Responses to globalisation are analysed.
• Management of individuals and groups is discussed.

Associated Assessment Criteria for Exit Level Outcome 10

• Market information is analysed and interpreted to determine, based on needs and profitability, market segments and target markets for organisations.
• Market information is analysed and interpreted to determine competitive market positioning for organisations.
• Conceptually describe and explain the interrelated and interactive role of products, pricing, distribution networks and promotion in marketing management.
• Conceptually optimise marketing factors such as pricing and promotions to achieve the strategic objectives of organisations.
• Describe and indicate the importance of branding in reflecting the effectiveness of every planning and execution component in organisational value chains.
• Market information such as portfolio analysis, BCG diagrams and market share versus market growth to develop market plans and budgets in support of strategic plans are analysed and interpreted.
• Conceptually describing the interrelationship between the execution of marketing and strategic plans.

Associated Assessment Criteria for Exit Level Outcome 11

• Critically analyse the applicable policy and apply relevant techniques and strategies in public policy formulation and implementation.
• A portfolio of strategic human resources management techniques and practices is developed by applying relevant theories in the field of human resources management.
• Communicate effectively and systematically using different modes of communication to implement customer-focused strategies.
• Lead and manage change by deploying a range of appropriate strategies.
• An integrated approach to the design and management of appropriate programmes is applied for effective and efficient public policy implementation.
• An integrated approach to performance management within a public institution is applied to ensure that a holistic process is used to measure and report on individual and institutional performance.
• Knowledge, information and records management strategies are implemented to ensure that the institution develop an institutional memory that can enhance decision-making and capacity building.

Associated Assessment Criteria for Exit Level Outcome 12

• Community-based disaster risk reduction is conceptualised.
• The role of livelihoods and resilience is described.
• A theoretical basis for participatory research is provided.
• Participatory research methods and implementation are analysed.
• Illustrate how understanding risk can lead to resilience.
• Illustrate how to build resilience and enhance livelihoods through developmental planning.
• Models of community-based disaster risk reduction interventions are compared and contrasted.

Integrated Assessment

The integrated assessment has the following characteristics

• It assesses the extent to which middle-to senior level managers can manage competently 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 roles in Strategic 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).
• It assesses the comprehensive and systematic knowledge base in Management and a depth of knowledge in some areas of management specialisation.
• It measures coherent and critical understanding of the principles and theories of management.
• Assesses an ability to critique current research and advanced scholarship in management.
• Measures an ability to make sound theoretical judgements based on evidence and an ability to think epistemologically an understanding of a range of research methods, techniques and technologies and an ability to select these appropriately for a particular research problem in management.
• It assess the ability to identify, analyse and deal with complex and/or real world problems and issues using evidence-based solutions and theory-driven arguments, efficient and effective information retrieval and processing skills; the identification, critical analysis, synthesis and independent evaluation of quantitative and/or qualitative data.
• Measures an ability to engage with current research and scholarly or professional literature in a discipline/field.
• Measures an ability to present and communicate academic professional work effectively, catering for a range of audiences by using a range of different genres appropriate to the context.

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.