Diploma in Business Marketing

Purpose

This is a qualification in its own right and can be categorised as a career-orientated qualification. It aims to expose students to a specialist area of marketing, and equip them with advanced in-depth knowledge and methodology of discipline combined with practical skills to confidently enter the marketing field.

This qualification also promotes the objectives of the NQF by providing a well-rounded graduate with a career-orientated qualification at NQF Level 6 at the exit point. The programme was designed around the three common types/levels of competence. Therefore it provides for learning activities for obtaining discipline specific (foundational) knowledge, opportunities to master the application of such knowledge (acquiring practical competence), as well as learning through simulated assignments and workplace experiences, requiring candidates to adapt and transfer foundational and practical knowledge to deal with common challenges in this particular field of work. For this reason experiential learning, requiring the candidate to demonstrate initiative and responsibility in a professional context, receives significant attention, especially towards the end of the programme.

The programme provides sufficient opportunity for the student to develop initiative and responsibility in an academic sense right from the start, by requiring of them to make decisions and solve problems in executing a range of simulated workplace assignments. These skills are also vital when candidates have to plan and conduct a research project independently, accompanied by a portfolio of practical work in a relevant area of learning, depending on individual interest and skills.

Once qualified, the graduate will have a wide range of career options within the field of marketing such as media buyer, sales executive, advertising executive, account manager, brand manager project manager, creative director, distribution manager, mobile marketing specialist, key account manager, brand promoter, media development officer, service manager, sales coordinator, marketing coordinator, advertising sales support, market researchers, marketing advisors for small business, marketing assistant, or buyer.

The graduate may also choose to become self-employed in any of these career options.

The ideal candidates are those who

• Wish to be equipped with a broad understanding of different related disciplines combined with in-depth knowledge to be able to enter into the marketing labour market.
• Seek a learning programme that is tailor-made for the needs of the marketing environment.
• Wish to combine interpersonal and creative skills in career context.
• Were previously disadvantaged or who were denied access to formal learning programmes.
• Have worked in this particular industry for some time, but have no formal qualification, which limits job promotion and security of income.
• Wish to obtain a formal qualification that makes it easier to move up the value chain.
• Have recently left school after acquiring a National Senior Certificate, or equivalent qualification, and wish to complete tertiary education in preparation for a career in this field.
• Wish to acquire a qualification aligned with the NQF that will enable them to continue with a further qualification at a higher (more advanced) level in this particular discipline.

Rationale

The Diploma: Business Marketing programme provides exciting career opportunities in the field of marketing. It addresses the human resource development needs of the country. There is a need for qualified candidates that enter the industry with advanced knowledge in this field. This is related to a combination of factors, ranging from the economic growth of the country and the increased need for business to develop and market products and services that address the needs of the citizens of the country.

The curriculum has been designed to provide prospective students with an in-depth knowledge of the marketing and business environment combined with the vital skills in applying knowledge required to build a successful career in this specialised field of work.

Increased equity will be achieved by giving candidates from historically disadvantaged communities wider access to learning opportunities in the above-mentioned discipline to address imbalances of the past.

It is assumed that learners are competent in

• Communication at NQF Level 4.
• Computer Literacy at NQF Level 3.

Recognition of Prior Learning

The programme allows for open access; therefore provision should be made for prior learning to be recognised so that candidates have the opportunity to gain access to the programme, obtain the qualification in part through the Recognition of Prior Learning process, or obtain advanced placement in the prescribed learning programme (fast-tracking). Candidates may gain credit for certain modules successfully completed elsewhere, or in a relevant programme previously completed at this institution. Recognition of Prior Learning candidates must demonstrate competence in respect of certain specified knowledge, skills and/or attitudes pertaining to this programme.

Through Recognition of Prior Learning, such candidates also have the opportunity to enter into more advanced programmes sooner and further their studies to acquire additional qualifications compared to the state of affairs at the point of applying for Recognition of Prior Learning.

The specific form of assessment to determine the extent of Recognition of Prior Learning will depend on evidence produced by each individual applicant. In case of the applicant not being able to produce a certificate of credits gained, the assessment will at least involve the presentation of a portfolio of practical work as demonstration of applied knowledge and skills. Part of the requirements in case of application for Recognition of Prior Learning is that the candidate must fill out a questionnaire accompanied by a portfolio of evidence of prior learning. All necessary particulars are indicated in the Recognition of Prior Learning Guide issued to applicants.

Access to the Qualification

This qualification is for all candidates with National Senior Certificate (NSC) OR equivalent qualification or who meet the entry requirements and who have been employed or involved in or would like to enter the field of marketing.

In order to be credited with this qualification, candidates are required to achieve the following

Credits at NQF Level 5: 120 Credits.

Credits at NQF Level 6: 120 Credits.

Credits at NQF Level 7: 120 Credits.

Modules

NQF Level 5

• Business Management & Entrepreneurship 112, 15 credits.
• Business Communication 122, 15 credits.
• Information Management Systems 122, 15 credits.
• Business Marketing 122, 20 credits.
• Marketing Practice 123, 25 credits.
• Personal Selling 122, 15 credits.
• Professional Development 122, 15 credits.

NQF Level 6

• Business Management and Entrepreneurship 212, 15 credits.
• Marketing Management in Context 212, 15 credits.
• Sales and Operations 222, 20 credits.
• Marketing Planning 212, 20 credits.
• Research 211, 5 credits.
• Marketing Research 222, 20 credits.
• Marketing Practice 223, 25 credits.

NQF Level 7

• Business Management and Entrepreneurship 322, 15 credits.
• Marketing Management in Context 322, 15 credits.
• Strategic Marketing Planning 322, 20 credits.
• Consumer Behaviour 312, 15 credits.
• Applied Research 322, 15 credits.
• Industry Experience 323, 40 credits.

1. Describe the key areas of marketing.
2. Comprehend the principles, scope and possibilities of entrepreneurship, including the development of business ventures and a business plan to exploit potential business opportunities.
3. Apply knowledge of the requirements and processes of scientific research.
4. Formulate and design a promotional plan.

Critical Cross-Field Outcomes

The qualification reflects all the Critical Cross-Field Outcomes.

Associated Assessment Criteria for Exit Level Outcome 1

• Explain the principles, concepts and theories on which the specialist area of learning is based.
• Apply the specialised knowledge and skills in the world of work.
• Integrate of knowledge and skills across a range of subject fields using analytical-synthesising thought processes in this particular academic context.
• Knowledge of the key areas of advertising and promotion as part of an integrated approach to marketing communications.
• Describe the role and practice of marketing within the changing business environment, the marketing process, segmentation, targeting and positioning, and the extended marketing mix, as well as different marketing segments and contexts.
• Describe the marketing research process and the importance of different types of information and marketing research requirements needed for effective marketing management in a competitive environment.
• Describe brands and brand equity, customer-based equity, brand elements and brand identity, the system of brand management, new products and brand extensions, as well as corporate branding.
• Explain the basic concepts and principles of branding, personal selling, marketing research, advertising and promotion and marketing planning.
• Generate and present a marketing plan for a product or service.

Associated Assessment Criteria for Exit Level Outcome 2

• Explain how managers should manage the resources and activities of an organisation in such a way that it can be as profitably and operate as efficiently as possible.
• Use critical thinking to argue effectively and convincingly and pass judgments on relevant aspects in learning.
• Explain the roles of personal selling in creating value and developing customer relationships in a variety of contexts.
• Apply and evaluate analytical tools in the development of marketing plans.
• Describe the key concepts, role, components and scope of advertising, combined with the advertising campaign process.
• Apply and evaluate analytical tools in the development of strategic marketing plans and strategies.
• Discuss contextual issues related to marketing management, understanding of the complex and diverse environment of marketing by focusing on relationship marketing, marketing in non-traditional contexts, the extended marketing mix in the service sector as well as ethics and social responsibility in marketing context.
• Describe the purchase decision-making process and to recognise the variables and situations that influence customer buying behaviour.
• Discuss the key ingredients for success in sales that cover vital issues in sales such as the role of communication, time management, retail selling, trade shows and the importance of telesales.
• Perform effectively and apply key concepts in effective verbal and non-verbal communication within the business work environment.
• Explain the challenges and requirements for establishing and running a new business venture.
• Plan and execute a full sales presentation.
• Apply a range of advanced skills to compile a branding strategy.
• Create and propose a detailed plan for advertising an organisation product or service on the internet.
• Generate a functional business plan aimed at establishing a new business enterprise.

Associated Assessment Criteria for Exit Level Outcome 3

• Conceptualise, plan, prepare and conduct research within the field of visual communication design, and produce a report of acceptable scientific and academic standard.
• Conduct research independently and generating the knowledge base in a relevant field of work.
• Communicate research findings to stakeholders in effectively using verbal, visual/graphic and vocal presentation skills.
• Plan, design, draw up and complete a customer satisfaction survey.
• Plan and carry out a competitor analysis for a given organisation.
• Plan and design people-centred pictures aimed at empowerment in developing communities.
• Conceptualise, generate, organise and present a portfolio of practical work displaying a high level of creative skills as well as the ability to integrated knowledge across a range of related subject fields.
• Using meta-cognitive skills to reflect upon learning progress and identify areas for growth and further learning.

Associated Assessment Criteria for Exit Level Outcome 4

• Apply knowledge to challenges common to the marketing industry.
• Devise appropriate recruitment and selection procedures.
• Acknowledge sensitive issues and practical challenges regarding marketing for specific target groups in a culturally diverse society as well as those with special information and communication design needs.
• Demonstrate respect for diversity in society as it impacts on the design of appropriate information as well as media use aimed at different target groups.

> Range includes but not limited to: culture, literacy, education, habits, beliefs, access to technology.

Integrated Assessment

Assessment should be conducted in line with the institutional Assessment Policy, which states that assessment of competence is an integral part of the programme. Assessment is conducted throughout the duration of the programme as a mechanism to monitor learning progress, identify areas for remedial intervention, or guidance to individual students towards further learning (formative assessment). This is complemented by summative assessment to evaluate competence in terms of achieving all outcomes at the end of each module and the programme as a whole.

A combination of appropriate formative and summative assessment methods is used at fundamental, intermediate as well as advanced level. These include oral and written tests, examinations and practical assignments. In addition, the learning progress of candidates will be assessed by way of individual presentations during group seminars, and one-to-one consultations between a candidate and the lecturer, or study leader supervising the research assignment during the first advanced level (third year) of study.

Since the execution of job-related tasks require the integration of theory and the application of knowledge as well as skills, assessment practice will as far as possible be conducted along the same line. This means that assessment methods will be suitable to assess mastery of knowledge, on the one hand, the ability to apply knowledge, on the other, or in combination. Different outcomes are thus also assessed in a combined manner.

At the same time, the Critical Cross-Field Outcomes and Exit Level Outcomes are implicit in the learning specific to this programme; therefore those outcomes will be assessed jointly (in an integrated manner) with specific outcomes, e.g. creative problem-solving, the ability to organise and manage oneself responsibly and effectively, to collect, analyse, organise and critically evaluate information, as well as using computer technology in a responsible manner.

Integrated Assessment will also give assessors the opportunity to assess a combination of specific outcomes from different related modules simultaneously at a given point.