Bachelor of Commerce in Supply Chain Management

Purpose

The purpose of the Bachelor of Commerce in Supply Chain Management is to provide learners with a sound understanding of the core supply chain areas. Learners will develop an integrated conceptual understanding, synthesis and application of specific issues in supply chain management and logistics and understand the impact that supply chains have on the economic growth of a country.

The qualification will ensure learners are imbued with the knowledge to confidently enter the field of supply chain management. Graduates will be able to face contemporary challenges armed with high-level skills and knowledge of the different supply chain areas and supply chain frameworks, theories and tools to make a difference and contribute positively towards organisations, either private or public.

Designed to equip learners with the skills to function at an entry managerial level within organisations by developing a sound understanding of key supply chain functions, the qualification provides an overview of supply chain management practices in a national and international context.

The exit level outcomes will be achieved by analysing supply chain concepts and how the activities interrelate within the supply chain. Furthermore, learners will develop analytical thinking skills and insight into overseeing supply chain projects by being exposed to current and future-focussed trends that represent best practices at a national and international level.

The qualification will contribute to well-rounded, knowledgeable and skilled learners within the field of Supply Chain. The qualification will prepare learners to enter employment within the field or for post-graduate studies. On completion, the learners will meet the minimum entry requirements for admission to appropriate NQF Level 8 qualifications.

Rationale

The institution supports the notion that higher education is a major contributor to the growth of South Africa's economy by providing quality education, upskilling the youth and providing opportunities to address unemployment in South Africa. For higher education institutions to successfully contribute to the economic growth of the country and respond to unemployment, it is essential to develop qualifications that are aligned with the critical skills shortages identified. By developing qualifications to address these needs, institutions demonstrate their commitment to achieving the goals and addressing the key focus areas highlighted in the White Paper for Post-School Education and Training (2013), for the development of qualifications to address the scarce and critical skills needed for South Africa's economic development.

The qualification recognises that education has the potential to transform the lives of learners and, consequently, the communities and families they represent. Providing access, broadly understood to encompass both formal and epistemological notions of access to higher education is a starting point for initiating the process of transformation, which has the learners' identity, understanding of the world, and academic knowledge as the focus. The institution is confronted with the ongoing challenge to ensure that graduates find meaningful employment and that their education serves that end. The qualification will therefore supply qualified graduates to the growing industry demand. This notion is aligned with the institution's vision to provide quality and relevant education and training to all learners.

South Africa continues to face devastating levels of unemployment, coupled with concerns over the availability of suitably qualified and skilled workers. Skills shortages and unemployment are factors contributing to South Africa's constrained economic growth and development. Identifying the skills needs in South Africa is becoming increasingly important and the need to ensure that education and training are available to address these needs is critical for the stability and growth of the economy. From an industry perspective, companies that rely on effective supply chains highlight the increasing need for and demand for employees with talent and knowledge to work within supply chain operations, as emphasised by DHL, a global leader in supply chain and logistics management, Demand for supply chain talent is high as more companies have recognised the importance of supply chain management to the success. The supply chain management qualifications have not been enough to fill current needs. If this trend continues, businesses worldwide will find it difficult to meet demand for products and services. The National List of Occupations in High Demand, Government Gazette No: 43837, 2020 highlighted job categories within Supply Chain Management as occupations high in demand.

Supply chain management is increasingly important to governments and organisations in a competitive market across a variety of sectors. The supply chain directly impacts the bottom line of any organisation, whether private or public. Supply chain management, logistics and procurement offer opportunities for organisations to embed sustainability and inclusion into their business models - a transformation that is a priority at the organisations' executive level. The management of supply chains has emerged as a major functional area within contemporary product and/or service organisations and remains at the heart of customer service within organisations around the globe.

The qualification is designed to provide the student with a theoretical understanding and working application of the principles, competencies and practical skills essential for the effective management of organisations, with specialisation in the supply chain function. The programme links the functions and activities of logistics, purchasing, procurement and operations into a single, streamlined functional area of business. The qualification has been developed within the Supply Chain Framework. This framework is captured succinctly in the Supply Chain Operations Research (SCOR) model developed by the Council for Supply Chain Management Professions. The SCOR model divides the core supply chain activities into planning, sourcing, production, distribution and logistics, thereby covering the main functions in the Supply Chain.

Additionally, the qualification addresses the digital transformation heralded by the fourth industrial revolution. To cater for the digital transformations within the industry that touch on, advanced robotics, artificial intelligence, machine learning and the Internet of Things are some of the technological advances that shape the future of the supply chain in a digital era, the qualification includes a Digital Transformation in Supply Chain Management module specifically designed to provide learners with the knowledge and understanding of the various technological advances.

Upon completion of the qualification, the following work opportunities are envisioned for graduates

• Supply Chain Manager.
• Supply Chain Analyst.
• Logistics Manager.
• Logistics Analyst.
• Warehouse Manager.
• Warehouse Clerk.
• Purchasing Manager.
• Demand Planner.
• Inventory Analyst.
• Storage and distribution manager.
• Operations Manager.
• Procurement Manager.

Recognition of Prior Learning (RPL)

The institution's RPL policy and practices will be applied in relation to the qualification. The principles of recognising learning that has already taken place will be applied at a modular level. The institution follows the CHE's Policies on the Recognition of Prior Learning, Credit Accumulation and Transfer, and Assessment (CHE, 2016).

RPL for access

• Learners who do not meet the minimum entrance requirements or the required qualification that is at the same NQF level as the qualification required for admission may be considered for admission through RPL.
• To be considered for admission in the qualification based on RPL, applicants should provide evidence in the form of a portfolio that demonstrates that they have acquired the relevant knowledge, skills, and competencies through formal, non-formal and/or informal learning to cope with the qualification expectations.
• The institution adheres to the guidelines set by the CHE (CHE, 2016) that only 10 % of a cohort will be allowed admittance to a programme on an RPL basis.

RPL for exemption of modules

• Learners may apply for RPL to be exempted from modules that form part of the qualification.
• For a learner to be exempted from a module, the learner needs to provide sufficient evidence in the form of a portfolio that demonstrates that competency was achieved for the learning outcomes that are equivalent to the learning outcomes of the module.
• Learners can only be exempted from a maximum of 50 % of the qualification's modules.

Learners need to be able to demonstrate their prior learning either through evaluation/verification and/or assessment. Each application will be considered on a case-by-case basis and learners will enter discussion with the RPL advisor to determine the requirements for the RPL assessment/portfolio of evidence.

Although candidates are rigorously assessed, as per the principles of RPL, there is no guarantee that a learner will gain admittance into a qualification or receive exemptions from modules. All RPL applications will be adjudicated by the Academic Committee and Registrar: Administration. The outcome of the applications will be communicated to learners in writing (via email).

Entry Requirements

The minimum entry requirement for this qualification is

• National Senior Certificate, NQF Level 4 granting access to Bachelor's degree studies.

Or

• National Certificate (Vocational), NQF Level 4 granting access to Bachelor's degree studies.

Or

• Senior Certificate, NQF Level 4 with endorsement.

This qualification consists of the following compulsory modules at NQF Levels 5, 6 and 7 totalling 378 Credits.

Compulsory Modules, Level 5, 122 Credits

• Academic Literacy, 14 Credits.
• Computer Literacy: Word, Word Advanced and Outlook, 16 Credits.
• Business and Supply Chain Management 1, 15 Credits.
• Economic Principles, 15 Credits.
• Computer Literacy Advanced: Spreadsheets, Spreadsheets Advanced, Database, Presentation Graphics, 10 Credits.
• Law for Supply Chain Managers, 16 Credits.
• Financial Accounting Principles, Concepts and Procedures, 20 Credits.
• Logistics 1: Principles of Logistics Management, 16 Credits.

Compulsory Modules, Level 6, 128 Credits

• Safety Management, 15 Credits.
• Logistics 2A: Warehouse and Inventory Management, 15 Credits.
• Introduction to Cost and Management Accounting, 10 Credits.
• Supply Chain Management 2A: Procurement and Supply Chain Management, 15 Credits.
• Business Ethics, 10 Credits.
• Business Management 2, 18 Credits.
• Organisational Behaviour, 15 Credits
• Logistics 2B: Transportation Economics, 15 Credits.
• Supply Chain Management 2B: Purchasing and Supply Chain Management, 15 Credits.

Compulsory Modules, Level 7, 128 Credits

• Supply Chain Management 3A: Supply Chain Analytics, 15 Credits.
• Supply Chain Management 3B: Supply Chain Costing and Performance Management, 15 Credits.
• Project Management, 10 Credits.
• Quality Management, 13 Credits.
• Business Management 3, 14 Credits.
• Financial Management, 10 Credits.
• Logistics 3: Global Logistics Management, 12 Credits.
• Digital Transformation of Supply Chain Management, 10 Credits.
• Supply Chain Management 3C: Supply Chain Operations Management, 15 Credits.
• Business Research Methods, 14 Credits.

1. Demonstrate the ability to analyse, structure and present material logically and coherently.
2. Demonstrate an understanding of Information Technology and the transformation of technology within the context of supply chain functions.
3. Demonstrate an understanding of the economic realities of local and global businesses.
4. Demonstrate an understanding of the principles and theory of accounting, cost management techniques, and financial decision-making principles in a commercial context, formulate decisions and act based on these principles.
5. Demonstrate knowledge of the general legal framework, and specific legal areas relating to supply chain management.
6. Demonstrate knowledge, an understanding of methods and procedures, and the ability to solve problems in the context of business environments and discuss business ethics as the foundation for operating a business ethically.
7. Apply knowledge and demonstrate an integrated understanding of supply chain management.
8. Demonstrate an integrated understanding of logistics within the context of the supply chain.
9. Apply knowledge and demonstrate an integrated understanding of safety, project and quality management within the context of the supply chain.

Associated Assessment Criteria for Exit Level Outcome 1

• Identify, discuss and apply reading strategies to be followed whilst reading academic text.
• Construct cohesive and coherent sentences.
• Differentiate between a research proposal and a research report.
• Distinguish between qualitative and quantitative data.
• Analyse academic text and present findings logically and coherently.

Associated Assessment Criteria for Exit Level Outcome 2

• Operate effectively in the workplace using several end-user applications.
• Identify and discuss technological transformation which contributes to effective and efficient logistical processes.
• Discuss the value of technological transformation in the context of the supply chain.
• Identify and discuss the information systems used in the various supply chain functions, contributing to an effective and efficient supply chain.

Associated Assessment Criteria for Exit Level Outcome 3

• Distinguish between micro- and macroeconomics.
• Evaluate factors affecting the stability of a country's economic system.
• Discuss the relationship between demand and supply.

Associated Assessment Criteria for Exit Level Outcome 4

• Identify and define the financial statements used to analyse the financial position of the various forms of businesses.
• Discuss the importance of financial information as a basis for decision-making.
• Analyse and interpret the financial results of a business.
• Apply basic financial accounting practices and financial management principles within the context of a business.
• Discuss how an organisation's supply chain cost systems support its financial, strategic and production goals.

Associated Assessment Criteria for Exit Level Outcome 5

• Outline the key branches of the South African legislative framework.
• Identify and discuss the general principles to be applied for a contract to be considered legally binding.
• Identify and distinguish between various fields of law, their functions and applicability.
• Analyse, evaluate and apply principles of the law of carriage, online contracts and e-commerce.

Associated Assessment Criteria for Exit Level Outcome 6

• Outline the composition of the business environment and discuss the associated characteristics.
• Identify and discuss the functional management areas in a business organisation.
• Define business ethics and explain why ethics form the foundation for operating a business ethically.
• Analyse the role of ethics in the contemporary world of business and within the context of corporate governance.
• Evaluate how an effective strategy contributes to the success of a business and discuss how strategies can be expanded into foreign markets.
• Define organisational behaviour and discuss the value of having a motivated workforce.

Associated Assessment Criteria for Exit Level Outcome 7

• Differentiate between purchasing and procurement and discuss the key enablers of the purchasing and procurement processes.
• Discuss how analytic methods can be utilised to improve supply chain processes.
• Describe key elements that need to be considered in designing supply chains.
• Discuss the critical role of sustainable operations and supply chain practices.
• Evaluate the strategic importance of good supply chain design planning.
• Evaluate the factors which affect supply chain performance.
• Explain the role that supply chains play in the profitability of an organisation.
• Identify and apply analytical methodologies for supply chain analysis.

Associated Assessment Criteria for Exit Level Outcome 8

• Explain the difference between supply chain operations and logistics.
• Identify logistics primary and secondary activities in the value chain.
• Identify and explain the focus of world-class warehouse operations.
• Explain the role of logistics in the global economy and discuss the importance of logistics as a source of competitive advantage.
• Evaluate the effective allocation of resources to enable the supply of transport services to meet demand most effectively.
• Explain why trade facilitation is key for easing the movement of international freight.

Associated Assessment Criteria for Exit Level Outcome 9

• Evaluate the importance of managing safety within a business context.
• Define project management and identify and discuss the key elements of the project management process.
• Define Total Quality Management and identify and discuss the tools used to manage the total quality management process.
• Formulate strategic quality plans for quality products by designing and managing quality in the supply chain of manufacturing and service organisations.

INTEGRATED ASSESSMENT

The institution has adopted a range of fit-for-purpose assessment strategies, i.e., the specific number, configuration, weighting and combination of assessment events per programme and per module. The level and complexity of the programme and/or module determine the assessment strategies. Each assessment strategy consists of various assessment typologies, e.g., summative, and formative, that can take on the form of various assessment modalities i.e., the instrument by which learners are assessed used for assessment purposes.

Formative assessments typically include an assignment or test. Summative assessments typically include either a final exam, capstone project, research, reflective essay or a combination of modalities.

The assessment strategy for the qualification includes the following configuration and combination of weighted assessment typologies:

Assessment Strategy C (ASC)

• This strategy consists of two (2) formative assessments.
• Each formative assessment will count fifty percent (50 %) - twenty-five percent (25 %) each - toward the overall mark.
• Summative assessment (SA1) will count fifty percent (50 %) towards the overall mark.

Assessment Strategy 2 (AS2)

• The assessment strategy consists of one (1) formative and one (1) summative assessment.
• Formative assessment (FA1) will count fifty percent (50%) towards the overall mark.
• Summative assessment (SA1) will count fifty percent (50%) towards the overall mark.

Assessment Strategy 4 (AS4)

• The assessment strategy consists of two (2) formative and two (2) summative assessments.
• Formative assessments will count forty percent (40 %), and twenty percent (20 %) each - towards the overall mark.
• Summative assessment one (SA1) will count fifty percent (50 %) and summative assessment (SA2) will count ten percent (10 %) towards the overall mark.

Assessment Strategy 5 (AS5)

• The assessment strategy consists of two (2) formative assessments and two (2) summative assessments.
• Formative assessments will contribute fifteen percent (15 %) each toward the overall mark.
• Summative assessment one (SA1) will count sixty percent (60 %) and summative assessment two (SA2) will count ten percent (10 %) toward the overall mark.