Bachelor of Commerce in Business Management

Purpose

The Purpose of this qualification is to produce life-long learners who are equipped to contribute towards the debate on socio-economic transformation and management development in South Africa.

Since the qualification seeks to transform individuals, organisations and the community at large in dealing with management development challenges, the content has been designed accordingly. The content includes, amongst others, business management, human resource management, financial accounting, statistical analysis, the management of technology, entrepreneurship, project management, the management of innovation, the management of people and the management of systems from a management development perspective.

On completion of the programme, learners should be able to

• Define and apply a variety of management development theories within a systems thinking framework.
• Describe the knowledge and skills required which inform sustainable management and organisational development practices.
• Communicate ideas, concepts and practical application of theories related to management development.
• Apply technology, innovation, people and systems thinking concepts to transform individuals, organisations and/or communities.

Rationale

The key objective of the Bachelor of Commerce: Business Management is the development of managers who will understand the importance of socio-economic transformation for South Africa. The qualification will achieve this through broad-based vocational education providing a thorough understanding of the key elements of business management, organisational behaviour, systems thinking, technology management and innovation, focusing on sustainability to increase competitiveness.

The Degree is specifically designed to enable members of society and organisations, whose various career paths have not included gaining a formal qualification, an opportunity to realise their true potential by:

• Developing them towards understanding their role in an organisational environment and their contribution towards managing a system.
• Preparing them to perform their job effectively within a modern organisational environment.
• Providing personal development opportunities for them while they meet their job requirements.
• Emphasising the integration of systems, technology, innovation and people development concepts into individual performance within an organisation.

The qualification assumes the learner is competent in communication as required by qualifications at NQF Level 4.

Recognition of Prior Learning

This qualification may be achieved in part through the Recognition of Prior Learning , which includes formal, informal and non-formal learning and work experience. The learner is thoroughly briefed on the process to be used and support and guidance is provided. Care is taken that the process used provides the learner with an opportunity to demonstrate competence.

If the learner is able to demonstrate competence in the knowledge, skills and behaviour implicit in this qualification the appropriate credits will be assigned to the learner. Recognition of Prior Learning will be done by means of Integrated Assessment.

Recognition of Prior Learning may allow learners who do not meet the minimum entrance requirement to gain entry to the qualification.

Access to the Qualification

The minimum entry requirement is a recognised Grade 12 Certificate such as a Matriculation Certificate or a National Senior Certificate.

The qualification consists of Compulsory and Elective modules.

Modules at NQF Level 5 - 96 credits

Compulsory modules - 60 Credits

• Business Management, 16 credits.
• Human Resource Management, 16 credits.
• Statistical Methods, 8 credits.
• Financial Accounting, 8 credits.
• Economics, 8 credits.
• Work-based Challenge, 4 credits.

Elective Modules

Select modules to the value of at least 36 credits from the list below

• Problem Solving, Creative Thinking and Decision Making, 8 credits.
• Professional Writing, 2 credits.
• Numeracy Skills, 3 credits.
• Management and Leadership Competence, 1 credit.
• Understanding Self, Other and Social Context, 8 credits.
• Management of Conflict, 3 credits.
• Leading Change, 8 credits.
• Computer Literacy, 3 credits.
• Business Analysis, 18 credits.
• Small and Medium Enterprise Development 18 credits.
• Banking 18 credits.
• Logistics and Supply Chain Management, 18 credits.
• Retail Management, 36 credits.
• Project Management, 36 credits.
• Operational Risk Management, 36 credits.
• Industrial Relations Management, 36 credits.
• Manufacturing and Operations Management, 36 credits.

Modules at NQF Level 6 - 120 credits

Compulsory modules - 44 Credits

• Management of Technology, 12 credits.
• Management of Innovation, 12 credits.
• Managing Systems, 12 credits.
• Work-based Challenge, 8 credits.

Elective modules

Choose one of the following

• Human Resource Management, 24 credits.
• Entrepreneurship, 24 credits.
• Business Management, 24 credits.
• Marketing Management, 24 credits.

AND.

Select additional Electives from the list below totalling at least 52 credits

• Criminology Issues in Management, 10 credits.
• Challenges and constraints facing governments in developing economies, 8 credits.
• The impact of environmental factors on management decisions, 8 credits.
• Customer Relationship Management including Key Account Management, 10 credits.
• When the going gets tough the tough gets going (the why of motivation, perceptions and attitudes), 8 credits.
• Organisational Behaviour, 8 credits.
• Retail Management, 52 credits.
• Project Management, 52 credits.
• Operational Risk Management, 52 credits.
• Industrial Relations Management, 52 credits.
• Manufacturing and Operations Management, 52 credits.

Modules at NQF Level 7 - 144 credits

Compulsory modules - 72 Credits

• Management of Technology, 12 credits.
• Management of Innovation, 12 credits.
• Managing Systems, 12 credits.
• Work-based Challenge, 30 credits.
• Business Ethics, 6 credits.

Elective Modules

Choose one of the following

• Human Resource Management, 30 credits.
• Entrepreneurship, 30 credits.
• Business Management - Strategic Management, 30 credits.

AND.

Select additional Electives from the list below totalling at least 42 credits

• Africa in the new global order and understanding the role of labour in the economy, 12 credits.
• Revisiting My Career (Project Based and Coaching Engagement), 8 credits.
• Developmental Model of Leadership, 10 credits.
• Ethical Leadership and Diversity in Organisations, 12 credits.
• Entrepreneurship (Project), 42 credits.
• Public/Private Partnerships (Project), 42 credits.
• Retail Management, 42 credits.
• Aviation Management, 42 credits.
• Project Management, 42 credits.
• Customer Services Management, 42 credits.
• Operational Risk Management, 42 credits.
• Information, Communication and Telecommunication Management, 42 credits.
• Industrial Relations Management, 42 credits.
• Manufacturing and Operations Management, 42 credits.

Total credits: 360.

1. Describe and analyse management development theories and the impact they may have on sustainable development within developing economies.
2. Demonstrate and apply the knowledge of the management of technology, the management of innovation and the management of people processes within a working environment.
3. Align and communicate the ideas and concepts related to systems thinking, problem solving and decision making.
4. Compare and align technology, innovation, people and systems thinking concepts to transform individuals, communities and/or organisations.

Critical Cross-Field Outcomes

This qualification addresses all the Critical Cross-field Outcomes listed below. A learner who obtains this Degree will be able to:

• Identify and solve problems in which responses display that responsible decisions using critical and creative thinking have been made, as demonstrated by all Exit Level Outcomes.
• Work effectively with others as a member of a team, group, organisation, community, as demonstrated by Exit Level Outcome 2, 3 and 4.
• Organise and manage oneself and one's activities responsibly and effectively as demonstrated by Exit Level Outcome 1 and 2.
• Collect, analyse, organise and critically evaluate information as demonstrated by Exit Level Outcome 3 and 4.
• Communicate effectively, using visual, mathematical and/or language skills in the modes of oral and/or written presentation as demonstrated by Exit Level Outcome 3 and 4.
• Use science and technology effectively and critically, showing responsibility towards the environment and the health/well-being of others as demonstrated by all Exit Level Outcomes.
• Demonstrate an understanding of the world as a set of related systems by recognising that problem- solving contexts do not exist in isolation as demonstrated by Exit Level Outcome 1 and 4.
• Reflect on and explore a variety of strategies to learn more effectively as demonstrated by Exit Level Outcome 2, 3 and 4.
• Participate as responsible citizens in the life of local, national and global communities as demonstrated by Exit Level Outcome 4.
• Develop entrepreneurial opportunities as demonstrated by all Exit Level Outcome.

Associated Assessment Criteria for Exit Level Outcome 1

• Important principles and concepts are identified within existing management development theories.
• Key Systems Thinking concepts are identified and applied to a workplace problem.
• Management development theories are incorporated into the management development context of the learner's working environment.

Associated Assessment Criteria for Exit Level Outcome 2

• Important terms, rules, concepts and principles are outlined and articulated in accordance with existing frameworks on the management of technology, the management of innovation and the management of people.
• The required methods, procedures and enquiring techniques relevant to the management of technology, the management of innovation and the management of people domains are described with performance indicators from the workplace.
• Technology, innovation and people concepts are described in relation to the management development context of the learner's working environment.

Associated Assessment Criteria for Exit Level Outcome 3

• Key management development theories are explained in relation to the organisational environment.
• Key Management of Technology, Management of Innovation and Management of People principles are explained with examples relevant to the workplace.
• An overview of technology, innovation and people management theories are explained in relation to different management development contexts.
• An overview of technology, innovation and people management theories are presented to peer groups.

Associated Assessment Criteria for Exit Level Outcome 4

• Learners define and record the development need required.
• Possible responses to these needs are proposed and applied in relation to the learners' context.
• Management of technology, innovation, people and systems thinking principles are integrated and applied within the relevant contexts.

Assessment and moderation Criteria

• Assessment practices are open, transparent, fair, valid, and reliable and ensure that no learner is disadvantaged in any way whatsoever, so that an integrated approach to assessment is incorporated into the qualification.
• Learning, teaching and assessment are inextricably interwoven. Whenever possible, the assessment of knowledge, skills and behaviours shown in the qualification are integrated.
• Assessment of fundamental competence is integrated as far as possible with other aspects and practical contexts are always involved. A variety of methods is used in the assessment process and tools and activities must be appropriate to the context in which the learner is working.

Integrated Assessment

• The term 'Integrated Assessment' implies that theoretical and practical components are assessed together. During integrated assessments, the assessor is using a range of formative and summative assessment methods to assess combinations of practical, applied, foundational and reflective competencies. Continuous assessment is provided through:

> Portfolios.

> Simulations.

> Workplace assessments and practical workbooks.

> Written pre-and post-module assignments.

> Peer group evaluations.

> Face to face contact with learners.