Bachelor of Social Science Honours in Business Management

Purpose

The purpose of the Bachelor of Social Science Honours in Business Management is to equip learners with advanced business management theory, methods, and techniques. Learners will develop expertise in leading and managing people effectively within organisational systems, with a focus on the interplay of individuals, groups, and organisations. Learners will also cultivate a critical thinking mindset, intellectual independence, and research capabilities, to offer creative insights, rigorous interpretations, and solutions to business management realities, with due sensitivity to multiculturalism and related workplace diversity management practices.

The qualification aims to provide learners with an understanding of the importance of values and ethical accountability in business management, aligned with best practice corporate citizenship. Learners exiting this qualification will be empowered to be industry-ready, well-rounded responsive business management leaders.

The qualification aims to

• Offer learners a transformative learning journey that combines academic rigour with practical skills, while at the same time establishing a platform from which learners can embark on lifelong learning, setting themselves up as productive members of society building a cadre of future managers that understand, and can leverage for the greater good, the immense diversity within and between organisations within South Africa.
• Scale up human capacity to understand and manage organisations effectively, thereby catering to the workplace need for a capable workforce, especially managers.
• Train and develop people who can make a positive contribution through what they do in their careers, impacting the economy their communities, and within the broader society.

The qualification sets the learner up to be a valuable contributor as a manager and leader in an organisational context and to be a lifelong learner; thereby contributing to economic growth, societal wellbeing, and personal and career prosperity.

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

• Advance the knowledge of business management theory, methods and techniques and be able to apply such knowledge in practice within multi-cultural contexts with due sensitivity to issues of diversity and related workplace diversity management practices.
• Critically assess multiple sources of business management knowledge, making decisions in context and engaging in practices aligned with best practice corporate citizenship, values, and ethical principles.
• Master advanced business management methods and procedures through application to analyse and solve problems within contemporary practical business settings.
• Illustrate research competencies and an ability to conduct research tailored to investigate and address business management realities.
• Communicate effectively and offer creative insights, and rigorous interpretations regarding business management processes, practices, and challenges.
• Demonstrate an in-depth understanding of interpersonal dynamics, and the roles and relationships between individuals, groups, and organisations.
• Identify and implement learning strategies which address ongoing professional development aspirations.

Rationale

The rationale for the development of this qualification is driven by a strong industry need for more managers in organisations, as per the National List of Occupations in High Demand (2018).

The World Economic Forum rates business management, as a field, as one of the most likely to create global employment and increase a country's GDP. Given that South Africa's economic growth is sluggish more jobs would increase and energise the country's economy.

The qualification aims to train learners in alignment with the National Skills Development Plan 2030 and the National Development Plan 2030 - to develop expertise in managing and leading people effectively within organisational systems, with a focus on the interplay of individuals, groups, and organisations. Such learners will be empowered to be industry-ready, well-rounded responsive business management leaders and skilled and capable members of the workforce who can lead, share in, and contribute to the South African economy by understanding the basic building blocks of any organisation that is effective management which is equivalent to effective and productive individuals and organisations.

The qualification aims to train its learners to have a critical thinking mindset, intellectual independence, and research capabilities, to offer creative insights, rigorous interpretations, and solutions to business management realities.

Given that South Africa embraces diversity and organisations are transforming, the importance of the role of the business manager is to ensure that both people and the organisation function effectively.

Learners will be equipped with advanced business management theory, methods, and techniques. Learners will develop expertise in managing and leading people effectively within organisational systems, with a focus on the interplay of individuals, groups, and organisations. Learners will cultivate a critical thinking mindset, intellectual independence, and research capabilities, to offer creative insights, rigorous interpretations, and solutions to business management realities, with due sensitivity to multiculturalism and related workplace diversity management practices. Learners will also gain an understanding of the importance of values and ethical accountability in business management, aligned with best practice corporate citizenship.

All learners will be well suited for employment in an extensive range of public and private sector enterprises including, but not limited to, a variety of NPOs, NGOs and corporate companies focusing on functional management, general management, business consulting as well as possibly becoming business owners themselves. In addition to consulting, research, education, and academia, among others. Specific jobs could include:

• General Managers.
• Business Management Analysts.
• Business owners.
• Operation Managers.
• Production Managers.
• Management consultants.

Recognition of Prior Learning (RPL)

The institution has an approved Recognition of Prior Learning (RPL) policy 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. The following RPL processes may be applied.

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.

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.

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

• Advanced Diploma in Business Management, NQF Level 7.

Or

• Bachelor of Commerce in Business Management, NQF Level 7.

Or

• Bachelor of Business Administration, NQF Level 7.

This qualification consists of the following compulsory modules at National Qualifications Framework Level 8 totalling 120 Credits.

Compulsory Module, NQF Level 8, totalling 110 Credits.

• Research Methodology, 20 Credits.
• Organisational Context and Individual Behaviour, 14 Credits.
• Research Thesis part one and two (Research Proposal), 36 Credits.
• Organisational Management and Leadership, 14 Credits.
• Operations Management, 14 Credits.
• Behavioural Strategy, 12 Credits.

Elective Modules, NQF Level 8, totalling 10 Credits (Select one)

• Global Business Management, 10 Credits.
• Advanced Entrepreneurship and Business Innovation (NQF 8; 10 Credits; Elective)

1. Advance the knowledge of business management theory, methods, and techniques and apply such knowledge in practice within multi-cultural contexts with due sensitivity to issues of diversity and related workplace diversity management practices.
2. Critically assess multiple sources of business management knowledge, making decisions in context and engaging in practices aligned with best practice corporate citizenship, values, and ethical principles.
3. Master advanced business management methods and procedures through application to analyse and solve problems within contemporary practical business settings.
4. Illustrate research competencies and an ability to conduct research tailored to investigate and address business management realities.
5. Communicate effectively and offer creative insights, and rigorous interpretations regarding business management processes, practices, and challenges.
6. Demonstrate an in-depth understanding of interpersonal dynamics, and the roles and relationships between individuals, groups, and organisations.
7. Identify and implement learning strategies which address ongoing professional development aspirations.

Associated Assessment Criteria for Exit Level Outcomes 1.

• Critically analyse and synthesise theories within the field of business management and demonstrate successful application in practice.
• Illustrate sensitivity to diversity and their ability to work with and respect others.
• Critically discuss theories of individual motivation and demonstrate how to operationalise and apply motivational techniques in the workplace.
• Describe and compare classic, modern, and emerging leadership theories.
• Illustrate a deep understanding of the nature, processes, and methods of personal, team and group, organisational and inter-cultural workplace communication.
• Illustrate a deep understanding of the nature of conflict, the escalation process, de-escalation techniques, interpersonal conflict management strategies, and appropriate conflict resolution behaviours.

Associated Assessment Criteria for Exit Level Outcomes 2.

• Appraise the organisational behavioural implications of a contemporary organisational environment that includes drivers of behaviour such as globalisation, diversity, technological innovation, corporate citizenship and changing employment relationships.
• Analyse how organisational design and structure influence organisational behaviour and what a future ideal organisational design might look like.
• Describe the dynamics of power, influence, and political behaviour, and how leaders can apply these phenomena ethically and constructively.
• Apply appropriate decision-making techniques to solve problems in business scenarios and ethical dilemma cases.
• Analyse the dimensions of supply chain management, and the role of supply chain relationships, and articulate the strategic role of the supply chain.
• Critically assess the value of quality management and describe the concept of total quality management.
• Illustrate a deep understanding of the nature of conflict, the escalation process, de-escalation techniques, interpersonal conflict management strategies, and appropriate conflict resolution behaviours.
• Design and justify changes to the strategic decision-making architecture of an organisation to mitigate the potential downsides of behavioural influences on decision-making.

Associated Assessment Criteria for Exit Level Outcomes 3.

• Describe what organisational culture is, its determinants, its influence on organisational performance and organisational members' health and well-being, and how effective organisations manage their culture.
• Assess the role that personal characteristics, attitudes, values, and perceptions play in shaping individual behaviour in the workplace and explain the management implications.
• Assess the impact of workplace stress and burnout and formulate and justify a managerial response to mitigate the impact.
• Analyse organisational change with specific reference to the change process, the drivers of change, the management of change, and the organisational development and organisational learning implications.
• Appraise operations improvement with respect to its key elements, broad approaches, specific techniques, relationship with quality management, and the management of the improvement process.
• Design and justify changes to the strategic decision-making architecture of an organisation to mitigate the potential downsides of behavioural influences on decision-making.
• Explain and illustrate with examples the variables that impact process design and demonstrate their understanding of the mechanics of process design.
• Analyse the strategic management process and evaluate the potential impact of the practical manifestation of behavioural strategy tenets on the effectiveness of strategic management practice; and
• Analyse the business start-up process, explain the resources required for successful entrepreneurship, and how to gain access to these resources and to other entrepreneur support systems.

Associated Assessment Criteria for Exit Level Outcomes 4.

• Demonstrate knowledge of and engagement in research methodology of both a qualitative and quantitative nature.
• Demonstrate an understanding of the theories, research methodologies, methods, and techniques relevant to the business management and workplace context.
• Apply the resources of academic and professional discourses to communicate and defend substantial ideas that are the products of research as well as writing technical reports, creative works, peer-reviewed articles, or other research-equivalent outputs.
• Illustrate intellectual independence and autonomy in accessing, processing, and managing information to conduct a comprehensive review of leading and current research in an area of specialisation to produce significant insights; and
• Engage critically with theory and its application and critique current research or practices.

Associated Assessment Criteria for Exit Level Outcomes 5.

• Critically reflect on self as individuals with their own unique characteristics and motivational drivers and reflect on characteristics and attitudes that may influence how they will perform as future managers and leaders.
• Illustrate the ability to solve problems using creative process, idea generation techniques and applying business idea and opportunity screening techniques.
• Contrast the concepts of creativity and innovation and describe innovation roles, types, processes, and strategies.
• Assess the role of leadership in setting organisational direction and how a leader's behaviour influences strategy and sets the tone for much of the behaviour throughout the organisation; and
• Describe the dynamics of power, influence, and political behaviour, and how leaders can apply these phenomena ethically and constructively.

Associated Assessment Criteria for Exit Level Outcomes 6.

• Describe the dynamics of power, influence, and political behaviour, and how leaders can apply these phenomena ethically and constructively.
• Critically discuss the conditions and processes that enhance team and group performance, and the role leadership plays to achieve optimal team and group performance.
• Illustrate a deep understanding of the nature, processes, and methods of personal, team and group, organisational and inter-cultural workplace communication.
• Critically reflect on their managerial and leadership potential and draw up a personal management and leadership development plan.
• Assess the role of leadership in setting organisational direction and how a leader's behaviour influences strategy and sets the tone for much of the behaviour throughout the organisation.
• Critically reflect on themselves as individuals with their unique characteristics and motivational drivers and reflect on characteristics and attitudes that may influence how they will perform as future managers and leaders.
• Critically evaluate organisational management and leadership contexts in terms of the implications of leading-edge corporate governance, ethics, and social responsibility practices.

Associated Assessment Criteria for Exit Level Outcomes 7.

• Critically reflect on their managerial and leadership potential and draw up a personal management and leadership development plan.
• Apply the resources of academic and professional discourses to communicate and defend substantial ideas that are the products of research as well as writing technical reports or creative works, peer-reviewed articles or other research-equivalent outputs and communicating knowledge, learning and insight clearly to specialist and non-specialist audiences.
• Develop their learning strategies which sustain independent learning and academic or professional development.
• Interact effectively within a learning or professional group as a means of enhancing learning.
• Independently operate while being fully accountable for initiating processes or interventions that reflect sound ethical practice despite complexity ensuring good governance practices and adherence and contribution to ethical standards in a specific context.

INTEGRATED ASSESSMENT

Integrated assessment allows for the assessment of the learner's ability to integrate the theory, together with a practical demonstration of skills and reflection on their demonstrated competence. Integrated assessment is compatible with and supports the Institutions unique educational philosophy that focuses on the development of learners' academically robust knowledge base, their applied skills, and their ability to be self-reflexive. Integrated assessments include (but are not limited to) case studies, role-play activities, essays as well as individual and group presentations.

Formative assessment

Formative assessment is an integral part of each module within the programme's design and exemplifies one of the strengths of the teaching and learning approach at SACAP. A formative assessment is designed to feed into further learning and is very important for the learning process. Formative assessments aim to support, inform, and direct learning throughout the learning process. The focus of formative assessments is to enhance learning rather than to judge learning.

A range of formal, non-formal, and informal formative assessment procedures are used to focus teaching and learning to improve learners' success. Learners are provided with comprehensive feedback for all formative assessment tasks to become more effective learners, to improve student achievements and to guide their instruction. When formative assessment is formal, results are recorded and count towards promotion marks.

A formative assessment component should count toward no less than 40% and no more than 60% of the overall grade of a given module. Formative assessment includes (but is not limited to) projects, reports, essays, and literature reviews. etc, as described in the module outlines.

Within each module, the learners will engage in a range of formative learning activities for which they will receive a grade, such as:

• Projects
• Essays
• Literature reviews
• Case studies
• Role-play activities
• Individual and group presentations as described in the module outlines.

Summative assessment

Summative assessment represents the final assessment of module content. Summative assessment usually has as its aim the evaluation that learning has taken place and the extent to which this learning has been successful. A summative assessment must be based upon all the key learning outcomes as set out in the module outline and addressed throughout the various sessions of study.

Although mid-module tests may occur, they are primarily prepared as a formative tool of assessment in that they are part of ongoing instruction that helps to modify the pace of learning. By contrast, summative assessments are given to learners to assess their achievement of targeted key learning objectives or learning goals over the whole learning cycle of a given module. If the intention is to measure the 'sum of the learning', a summative assessment is recommended. It must be acknowledged that this is considered a high-stakes form of assessment that requires accuracy, fairness, and consistency inherent in its design. The best practice for this form of assessment is to employ anonymous marking and second marking to afford the student an equal opportunity to demonstrate their achievement.