Bachelor of Commerce

This qualification includes the various specialisations. Please refer to "Notes" for details on the specialisations.

Purpose

The purpose of a generic Bachelor of Commerce is to provide learners with integrated knowledge of the differentiated disciplines functioning in the structures, operation and management of business and industry, including the most prevalent concepts, models, theories, principles, skills, and research methodologies. Learners are to develop applied competence enabling them to pursue rewarding careers in the dynamic environments of economics, business and management within the national and international context.

Rationale

There is an urgent need in South Africa for more managers, researchers and technologists in the field of Commerce and technology to promote innovation and multi-disciplinary approaches, as is evident from surveys of employers, who emphasise the importance of general applied competencies within a business context. This generic Bachelor of Commerce with different specialisations emphasises enquiry, innovation and research within chosen areas and develops generic skills such as observation, problem-solving, effective communication, analysis and critical thinking. Learners develop competencies suitable to different employment sectors, such as industry and business (also recreation and wellness), research and development, local and national government, development and planning, management and education.

Recognition of Prior Learning (RPL)

The principles underlying outcomes based, source-based and lifelong learning are subscribed to. In this context, considerations of articulation and mobility play an important role. The Recognition of Prior Learning (RPL) constitutes an essential element in deciding on admission to and awarding credits in an explicitly selected teaching-learning qualification.

RPL does not only imply assessment to determine the level of skills and knowledge the learner already possesses, but also the skills and knowledge the learner has to master prior to being accepted for the qualification. The assessment processes involved with RPL are the same as those followed for awarding credits in the formal learning setting. An RPL learner seeking credits for previously acquired skills and knowledge, must still comply with all the requirements as stated for modules, qualifications and qualifications. The difference lies in the route of the assessment, since RPL assessment may be holistic in nature taking the context of the qualification as well as the prior knowledge and experience of the person who is being assessed into account.

Entry Requirements

The minimum requirements for admission into the Bachelors studies are

• National Senior Certificate, Level 4 granting access to Bachelor Degree studies.

Or

• Senior Certificate, Level 4 with matriculation exemption.

Or

• National Certificate Vocational, Level 4 granting access to Bachelor Degree studies.

This qualification comprises compulsory modules at Levels 5, 6 and 7.

The set of modules to be completed is determined according to the specialisation followed and is laid down by the institution.

Compulsory Modules, Level 5

• Business Management, 12 Credits.
• Introductory Statistics, 12 Credits.
• Introduction to Computers and Programming, 12 Credits.
• Calculus and Linear Algebra and Probability and Inference, 12 Credits.
• Introduction to Economics, 12 Credits.
• Introduction to Recreation Science, 12 Credits.
• Financial Accounting (Special), 16 Credits.
• Introduction to Outdoor Recreation, 12 Credits.
• Academic Literacy, 12 Credits.
• Financial Accounting (Spec), 16 Credits.
• Basic Micro and Macroeconomics, 12 Credits.
• Introduction to Management and Management Processes, 12 Credits.
• Introductory Statistics, 12 Credits.
• Academic Literacy, 12 Credits.

Compulsory Modules, Level 6

• Sport Commercialising: Development and Law, 16 Credits.
• Purchasing Management and Supply Chain Management, 16 Credits.
• Macroeconomics, 16 Credits.
• Services Marketing, 16 Credits.
• Consumer Behaviour, 16 Credits.
• MicroEconomics, 16 Credits.
• Introduction to Marketing Management, 16 Credits.
• Investment and Financial Risk Management, 16 Credits.
• Statistical Inference, 8 Credits.
• Understanding the Economic World, 12 Credits.
• Introduction to Operations Research, 12 Credits.
• Categorical Data, 8 Credits.
• Network Analysis, 12 Credits.
• Design and Experiments, Credits.
• Sport Organisation and Administration, 8 Credits.
• Distribution Theory, 8 Credits.
• Sport Organisation and Development, 8 Credits.
• Statistical Computing, 8 Credits.
• Entrepreneurial Opportunities, 16 Credits.
• Recreation Leadership, 16 Credits.

Compulsory Modules, Level 7

• Professional Matters In Recreation Science, 16 Credits.
• Inventory Control and Production Planning and Scheduling, 16 Credits.
• Production and Operations Management, 16 Credits.
• Applied Ethics, 12 Credits.
• Decision Theory and Reliability Theory, 16 Credits.
• Multivariate Techniques, 16 Credits.
• Stochastic Processes, 16 Credits.
• Time Series Analysis, 16 Credits.
• Integrated Marketing Communications, 16 Credits.
• Econometric Methods, 16 Credits.
• Financial Management, 16 Credits.
• Introduction to Forecasting, 16 Credits.
• Development Economics, 16 Credits.
• Dynamic Programming and Game Theory, 16 Credits.
• Marketing Research, 16 Credits.
• Economic Analysis, 16 Credits.
• Project Management, 16 Credits.
• Fiscal & Monetary Policy, 16 Credits.
• Product Decisions, 16 Credits.
• Recreation Management, 16 Credits.
• Strategic Management, 16 Credits.
• Pricing & Distribution Decisions, 16 Credits.
• Public Finance and Policy Analysis Applications, 16 Credits.

1. Demonstrate integrated knowledge and a good understanding of the central areas of economic and management sciences.
2. Compare different perspectives on practices performed in economic and management sciences in order to develop a personal philosophical framework for functioning in business.
3. Demonstrate an understanding of a range of methods of enquiry suitable to specific investigations.
4. Select and apply a range of methods to resolve problems or introduce change within a practice.
5. Identify, address and evaluate complex problems, applying evidence-based solutions and theory-driven arguments in the context of economic and management sciences.
6. Demonstrate ethical and professional behaviour in business practices and justify decisions based on appropriate ethical values and approaches.
7. Develop and apply appropriate processes to access, process, validate and manage relevant information.
8. Communicate insightful and creative academic and professional ideas and arguments effectively.
9. Manage business processes in unfamiliar and variable contexts, recognising that problem solving is context and system bound, and does not occur in isolation.
10. Investigate, analyse, understand and solve complex problems in a coherent manner, demonstrating advanced use of critical thinking in a self-directed manner.
11. Take responsibility for own work, decision-making and use of resources and limited accountability for the decisions and actions of others in the varied and dynamic world of business management.

The following Associated Assessment will be assessed in an integrated manner across the Exit Level Outcomes

• A systematic and integrated knowledge and understanding of, and an ability to analyse, evaluate and apply the fundamental terms, concepts, facts, principles, rules and theories are demonstrated.
• Appropriate discipline-related methods of scientific inquiry are applied and sources of information are independently validated, evaluated and managed.
• Critical reflection is performed on and an understanding and application of appropriate methods or practices to resolve complex discipline-related problems and thereby introduce change within related practice are demonstrated.
• Professional and ethical behaviour within an academic and discipline-related environment, with sensitivity towards societal and cultural considerations is displayed.
• Ability to effectively communicate scientific understanding and own opinions/ideas in written or oral arguments is demonstrated, using appropriate discipline-related and academic discourse as well as technology.
• Effective functioning as a member and/or leader of a team or a group in scientific projects or investigations, with self-directed management of learning activities and responsibility for own learning progress is demonstrated.

Integrated Assessment

Continuous Formative Assessment in the form of class tests, homework, written assignments (Integrated Formative Assessment) and semester tests (also integrated by nature) gives the learner feedback on his/her progress in the achievement of specific learning outcomes, and mostly adds 50% or more to the module mark.

Summative Assessment (Integrated Assessment), in the form of a 3-hour written examination, judges the extent in which the learner has attained the exit-level outcomes of the qualification.