Bachelor of Economic Science Honours

Purpose

The purpose of the Bachelor of Economic Science Honours is to enhance the employability of the learner in the economic sector in the chosen area of specialisation, such as in the field of economics, computer science, statistics, actuarial science, finance, information systems, mathematics, insurance, and risk management.

The qualification also allows the learner to take the next step on an academic path and to intensify the specialisation in a specific discipline.

On completion of the qualification, qualifying learners will be able to

• Operate in both turbulent and stable economic environments and respond effectively to uncertainties.
• Access, process, and communicate information appropriately and effectively.
• Work effectively as an individual, in multicultural teams, and in multidisciplinary environments.
• Engage in life-long learning through the exercise of fundamental learning skills and maintain continued competence; and keep abreast the changing business, financial, and policy environment, which brings ever-new methods, techniques, and competitive challenges.
• Display ethical awareness of the code of conduct adopted by the institution and of the necessity to carry this code into the world of work.

Rationale

This qualification typically follows a bachelor's qualification and serves to consolidate and deepen the learner's experience in a particular discipline, and to develop research capacity in the methodology and techniques of that discipline.

The contribution of economists involves decision-making assistance in an uncertain environment, both at the firm level and within public institutions. The qualification provides learners with analytical tools and fosters the development of problem-solving skills for economic analysis, while also allowing exploration of specific interests in various economic fields.

Economists cater to the needs of businesses of all sizes and types of commercial organizations. They play a dual role by aiding in internal management and organization, as well as facilitating development in a competitive landscape. This training is also tailored to meet the demands of public institutions, domestically and internationally, requiring economists capable of comprehending macro-level economic operations for overall regulation and the formulation of sectoral policies that address diverse stakeholders' needs.

From the perspective of businesses and society at large, the qualification will equip individuals with a range of competencies that can support managerial and strategic functions in decision-making processes, which are applicable and transferable across various domains.

From the learner's standpoint, this qualification represents an initial post-graduate qualification, opening pathways either towards entry into the job market or providing essential knowledge and skills for pursuing various master's degrees in economics.

Recognition of Prior Learning

The institution has an approved Recognition of Prior Learning (RPL) policy which is applicable to equivalent qualifications for admission into the qualification. RPL will be applied to accommodate applicants who qualify. RPL thus provides alternative access and admission to qualifications, as well as advancement within qualifications. RPL may be applied for access, credits from modules, and credits for or towards the qualification.

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, should they be allowed entrance into the qualification.

RPL for exemption from 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.

RPL for credit

• Learners may also apply for RPL for credit for or towards the qualification, in which they must provide evidence in the form of a portfolio that demonstrates prior learning through formal, non-formal, and/or informal learning to obtain credits towards the qualification.
• Credit shall be appropriate to the context in which it is awarded and accepted.

Entry requirements

The minimum entry requirement for this qualification is

• Bachelor of Commerce, NQF Level 7

or

• Bachelor of Economic Science, NQF Level 7

Or

• Bachelor of Commerce in Economics, NQF Level 7.

This qualification consists of the following compulsory and elective modules at National Qualifications Framework Level 8, totalling 150 credits.

Compulsory Modules, Level 8, 135 Credits

• Research Paper in Economics, 30 credits
• Advanced Microeconomics, 30 credits
• Advanced Macroeconomics, 30 credits
• Research Methods, 15 credits
• Advanced Econometrics, 15 credits
• Advanced Mathematical Economics, 15 credits

Elective Modules, Level 8, 15 Credits (Choose one module)

• History of Economic Thought, 15 credits
• Development Economics, 15 credits
• Financial Economics: Capital Markets, Investments and International Finance, 15 credits
• Topics in Labour Economics, 15 credits
• The Organisation of Industry, 15 credits
• Public Finance and Public Choice, 15 credits
• International Trade, 15 credits
• International Finance for Lesser Developed Countries, 15 credits
• Environmental Economics, 15 credits
• Game Theory, 15 credits
• Economic Change and Comparative Development, 15 credits
• International Finance, 15 credits.

1. Demonstrate in-depth knowledge of a major discipline in more than one area.
2. Bring mathematical, numerical, and statistical knowledge, analysis, and methods to bear on actuarial and financial problems and/or economic and/or information management and/or computer science issues.
3. Operate in both turbulent and stable economic environments and respond effectively to uncertainties.
4. Access, process and communicate information appropriately and effectively.
5. Work effectively as an individual, in multicultural teams, and in multidisciplinary environments.
6. Engage in life-long learning through the exercise of fundamental learning skills and maintain continued competence; and keep abreast the changing business, financial, and policy environment, which brings ever-new methods, techniques, and competitive challenges.
7. Display ethical awareness of the code of conduct adopted by the institution and of the necessity to carry this code into the world of work.

Associated Assessment Criteria for Exit Level Outcomes 1

• Demonstrate in-depth knowledge of the nature, characteristics, and complexities of specific topics related to various economic, organisational, business, and social problems.
• Analyse, evaluate and apply the fundamental terms, concepts, facts, principles, rules and theories of a major discipline.

Associated Assessment Criteria for Exit Level Outcomes 2

• Demonstrates specialist knowledge of a major discipline in more than one area.
• Solve actuarial and financial problems and/or economic problems and/or information management problems, and/or computer science problems.

Associated Assessment Criteria for Exit Level Outcomes 3

• Demonstrate an understanding of the nature and functioning of diverse forms of enterprise and economic systems, and can perform tasks necessary to the effective functioning of enterprises in varying circumstances
• Formulate and propose potential solutions to various economic, organisational, business, and social problems
• Use multi-disciplinary approaches to conceptual thinking and problem solving.

Associated Assessment Criteria for Exit Level Outcomes 4

• Access information using a spectrum of technologies, ranging from hand-written and auto-generated business records to electronic databases
• Process and communicate information using technologies ranging from written reports to visual presentations
• Access, use, and organise information and knowledge in an ever-changing context.

Associated Assessment Criteria for Exit Level Outcomes 5

• Show understanding and use skills to manage him/herself and exercise self-discipline
• Plan and initiate the successful completion of management, management, and administrative tasks individually or in collaboration.

Associated Assessment Criteria for Exit Level Outcomes 6

• Formulate, solve, and propose potential solutions to convergent and divergent economic, organisational, business and social problems.
• Display professional and ethical behaviour within an academic and discipline-related environment, with sensitivity towards societal and cultural considerations.
• Justify decisions based on appropriate ethical values and approaches.

Associated Assessment Criteria for Exit Level Outcomes 7

• Show understanding of the importance of ethical behaviour.
• Apply principles of ethical behaviour/value system in the conduct of his/her study

INTEGRATED ASSESSMENT

Assignments, examinations, and research reports serve as integrated formative and summative assessments. Formative assessment is undertaken continuously, incorporating seminar presentations and papers, coursework assignments and tasks, as well as reports on research plans. Such methods assess students' progress towards the professional and academic competencies set out in the exit level outcomes listed above.

The summative assessment instruments are designed to integrate practical, theoretical, and reflexive competence in research or in the academic discipline being assessed. Furthermore, to pass a course, and, finally, to qualify, the learner must demonstrate the specialised knowledge acquired. These assessment practices, aligned with intended learning outcomes, will take diverse forms, including inter alia, diagnostic, formative, summative, and continuous assessment.

No single assessment will account for more than 40% of the final mark, while the assessment strategy will comprise at least three assessments. These assessment practices, aligned with intended learning outcomes, will take diverse forms, including inter alia, diagnostic, formative, summative and continuous assessment, and, where relevant, work integrated learning (WIL).