Bachelor of Commerce in Entrepreneurship

Purpose

The purpose of this qualification is to provide qualifiers with graduate-level knowledge, specific skills, applied competence and the necessary attitudes in the fields associated with commerce and industry that prepare them to be lifelong learners, entrepreneurs/employable workers and contributors to society and the business community. It also aims to provide learners with the necessary entrepreneurial and business skills in order for them to develop and manage sustainable businesses that contribute to job creation. Qualifying learners can demonstrate relevant knowledge and applied competence in entrepreneurial skills. The student is provided with the applicable theory supported by the practical application thereof to operate their businesses efficiently and effectively.

Rationale

The aim of this qualification is to provide South Africa and the global community with students skilled in the fields of specialisation of entrepreneurship to ensure that the leadership base of innovative and knowledge-based economic and scholarly activity is widened.

Recognition of Prior Learning (RPL)

This qualification recognises

Formal prior learning

Students' prior accredited learning at tertiary level in relevant domains, which constitute credit-bearing units, is recognised. Students in possession of a Senior Certificate may register for Unisa's access modules [Economic and Management Environment (INM101-3 and INM102-4) as well as an access examination (Language and Learning Skills (LSK011-9)]. Once the students have passed these access courses, they may register for the Bachelor of Commerce (B.Com).

Non-formal and informal prior experiential learning

The law currently requires students to have formal qualifications for admission to university.

Entry Requirements

The minimum entry requirements are

• National Senior Certificate (NSC) granting access to Bachelor's Degree studies.

This qualification consists of compulsory modules at Levels 5, 6 and 7 totalling 360 Credits.

Compulsory Modules at Level 5

• New Venture Creation, 12 Credits.
• Introduction to Business Information Systems, 12 Credits.
• Psychological Processes in Work Context, 12 Credits.
• Financial Accounting Principles, Concepts and Procedures, 12 Credits.
• Business Management IA, 12 Credits.
• Economics IA, 12 Credits.
• Sustainability and Greed, 12 Credits.
• Commercial Law IA, 12 Credits.

Compulsory Modules at Level 6

• Business Management IB, 12 Credits.
• Economics IB, 12 Credits.
• Introduction to Entrepreneurship and Small Business Management, 12 Credits.
• Marketing Management, 12 Credits.
• Finance for Non-Financial Managers, 12 Credits.
• General Management, 12 Credits.
• Entrepreneurial Skills, 12 Credits.
• Entrepreneurship Theory and Practice, 12 Credits.
• Franchising, 12 Credits.
• Human Resource Management for Line Managers, 12 Credits.
• Fundamentals of Operational and Financial Risk, 12 Credits.
• Family Business Management Iii, 12 Credits.
• Entrepreneurship and Small Business Management, 12 Credits.
• Corporate Entrepreneurship, 12 Credits.

Compulsory Modules at Level 7

• Strategic Implementation, 12 Credits.
• Strategic Planning, 12 Credits.
• Enterprise Development, 12 Credits.
• Venture Business Plan, 12 Credits.
• International Entrepreneurship, 12 Credits.
• Project Management for Entrepreneurs, 12 Credits.
• Entrepreneurship Research, 12 Credits.

1. Identify, analyse, formulate, and serve the commercial and economic needs of individuals and society creatively and innovatively.
2. Work effectively with others as a member of a team, group, organisation, community, and contribute to the group output in tasks growing out of the business, commerce and management fields.
3. Manage and organise her or his activities and life responsibility and effectively, including her or his studies within the distance context.
4. Collect, analyse, organise and critically evaluate information as required.
5. Communicate effectively using visual, mathematical and/or language skills in the modes of written presentation.
6. Use science and technology effectively and critically, showing responsibility towards the environment and health and well-being of others, in community, national and global contexts.
7. Demonstrate an understanding of the world as a set of related systems by recognising that problem solving contexts do not exist in isolation, and by acknowledging their responsibilities to those in the local and broader community.

Associated Assessment Criteria are applied in an integrated manner to the Exit Level Outcomes.

1.

• Identify needs by means of exploring and critically evaluating abstract and personal situations.
• Solve problems by generating alternative strategies for dealing with those problems.
• Overcome communication problems creatively.
• Critically evaluate various viewpoints and compare them to own views.
• Offer evidence in a variety of ways (from theoretical knowledge base, from experiential base, etc.) to support their stated views.
• Identify needs and opportunities in their own lives.
• Identify needs and opportunities in business by use of case studies, primary research projects, etc.
• Identify and solve concrete and abstract problems by drawing upon the theoretical knowledge and experiential base of individual disciplines in the fields of Business, Commerce and Management.
• Identify and solve concrete and abstract problems by drawing upon their own experience base.
• Identify and propose ways to serve business and societal needs in a variety of routine and non-routine contexts within broad parameters of the Business, Commerce and Management fields.
• Use their knowledge and experience to offer suggestions for solving problems at a community, national, international and global level.
• Analyse the global, national and local community in terms of problems, needs, opportunities.

2.

• Show evidence of 'people skills' (tolerance, empathy, listening skills, etc) in group situations.
• Demonstrate respect for the opinion of others through reporting without bias.
• Demonstrate tolerance of diversity through reporting without bias.
• Undertake projects and provide evidence of successful interaction with others.
• Use effective communication skills within the group.
• Lead people effectively.
• Be a supportive follower and group participant.
• Organise themselves and others into effective working groups.
• Communicate the evidence of these group interactions through reporting.

3.

• Demonstrate the requisite study skills and learning strategies.
• Organise their study plans.
• Use creative and various learning strategies which suit their personal situations and contexts.
• Cope with the self-discipline necessary for distance learning.
• Think independently, and offer evidence to support their decisions.
• Assess their own strengths and weaknesses and develop coping strategies.

4.

• Demonstrate basic research skills.
• Use library and other resources effectively to suit their individual needs.
• Use library and other resources effectively to suit the needs of the particular areas of research.
• Integrate information from a variety of sources.
• Act responsibly as a researcher and scholar (e.g., appropriate referencing, avoiding plagiarism, etc.).
• Show awareness of the conventions of scholarship in the various disciplines under study.
• Demonstrate awareness of relevant conventions and guidelines to their academic and personal purposes.
• Critically analyse theories, examples, experiences, etc.
• Argue appropriately within the relevant discourse community.

5.

• Communicate their ideas and provide supporting evidence in a sustained manner.
• Responsibly use others' ideas in support of their own (without plagiarism, etc).
• Identify conclusions and premises in academic arguments.
• Follow the language conventions of written (and/or oral) use in the respective disciplines.
• Use appropriate models of organisation and presentation as required in the respective disciplines.
• Use numbers with accuracy.
• Interpret numbers for use in business applications.
• Use statistics appropriately and responsibly in support of their ideas.
• Create and use visuals appropriately to support their ideas.
• Recognise own communication limitations and problems and seek help appropriately.
• Identify and illustrate subject-specific jargon.
• See, describe and interpret what they come across in appropriate ways.
• Use language to critically analyse, evaluate and critique others' ideas.

6.

• Demonstrate an appropriate attitude towards scholarship and technology.
• Use a scientific method of investigation, testing and evaluation.
• Select appropriate technology to suit the needs of the individual or group.
• Use other technology (computers, internet, etc) where appropriate and feasible.
• Use natural resources in a sustainable way.
• Show respect for and a responsible attitude towards science and technology.
• Demonstrate a consideration of the ethics involved in science and technology issues.
• Show respect and openness towards the psychological, health and physical environment of others.

7.

• Demonstrate their prior knowledge and experience of their individual situations.
• Connect the abstract knowledge of theory to the reality of their individual personal contexts.
• Draw upon their prior knowledge (personal and abstract), personal experience as appropriate when investigating and analysing the world around them.
• Look beyond and across traditional disciplinary boundaries for possible solutions.
• Follow an integrated approach to learning and studying.
• Choose and follow appropriate pathways.
• apply systems thinking to solving economic and management related problems.

Integrated Assessment

Formative Assessment: Learning and assessment are integrated. The study guides, as a rule, contain self-assessment tasks with feedback. The scheme of work includes assignments which may be self-assessed base on the learning material and students are given feedback. The process is continuous of focuses on smaller sections of the work and limited numbers of outcomes.

Summative Assessment: Examinations, or equivalent assessment such as a portfolio of evidence assess a representative selection of the outcomes practised and assessed in the formative stage. Summative Assessment also tests the student's ability to manage and integrate a large body of knowledge to achieve the stated outcomes of a module.