Diploma in Marketing

Purpose

The purpose of the diploma is to develop diplomates who can demonstrate focused knowledge and skills in marketing. The qualification will provide learners with knowledge of, and ability to apply the key terms, concepts, facts, principles, rules and theories in the field of marketing. This qualification will provide a set of very important and essential skills to prospective marketing practitioners in the Small, Medium & Micro Enterprise Businesses (SMMEs) environment. The diploma will address the national skills shortage and graduates will be equipped to take up positions as: marketing practitioners, brand assistants, sales representatives, research assistants and customer liaison officers. In addition, it provides diplomates with an opportunity to further specialise in all areas in marketing.

Rationale

There is a reported lack of adequate knowledge, expertise and practical skills in general marketing, sales management, brand management, marketing research and customer management in South Africa. Learners will develop depth and specialisation of knowledge, together with practical skills through simulated Work Integrated Learning (WIL), to enable learners to apply their learning in the workplace. On completion of the qualification, learners will be able to respond under supervision, to the challenges and opportunities presented by the marketing environment. Qualifying learners will have knowledge of, and the ability to apply marketing processes and principles, communication conventions, computer software applications, business management and Integrated Brand Communication. In addition, the qualifying learner will have gained valuable experience of the world of work through an integrated project based learning process The qualification provides the learner with the opportunity to further their studies at advanced levels in marketing.

Recognition of Prior Learning (RPL)

As per institutional policy, credits towards this qualification may be obtained by means of Recognition of Prior Learning (RPL).

This qualification consists of the following compulsory modules at National Qualifications Framework Levels 5 and 6 totalling 360 Credits.

Compulsory Modules, Level 5, 182 Credits

• Communication for Academic Purpose, 10 Credits.
• Computer Literacy II, 12 Credits.
• Business Management 1, 24 Credits.
• Life Skills, Credit 2.
• Marketing, 24 Credits.
• Professional Selling, I, 24 Credits.
• Information Literacy I, 2 Credits.
• Computer Literacy, 10 Credits.
• Consumer Behaviour, 24 Credits.
• Practical Accounting, 24 Credits.
• Quantitative Techniques, 24 Credits.

Compulsory Modules, Level 6, 178 Credits

• Communication for Occupational Purposes, 8 Credits.
• Law for Marketers, 24 Credits.
• Marketing, 24 Credits.
• Professional Selling II, 24 Credits.
• Work Integrated Learning (WIL) in Marketing, 24 Credits.
• Marketing Research III, 26 Credits.
• Marketing III, 24 Credits.
• Professional Selling III, 26 Credits.

1.Demonstrate comprehensive knowledge of the main areas or practices in the discipline of marketing, including an understanding of and an ability to apply the key terms, concepts, facts, principles, rules and theories of the discipline to unfamiliar but relevant contexts; and knowledge of an area or areas of specialisation and how that knowledge relates to other fields or practices.

2.Present and communicate complex information coherently, using appropriate academic and professional or occupational conventions, formats and technologies for a marketing context. Provide communication solutions and act appropriately in familiar and new contexts in the marketing mix, demonstrating an understanding of the relationships between marketing communication methods, and of how actions, ideas or developments in one process impact on other processes.

3.Demonstrate comprehensive knowledge of the main areas or practices in the field of business management, including an understanding of and an ability to apply the key terms, concepts, facts, principles, rules and theories of the field to unfamiliar but relevant contexts; and knowledge of an area or areas of specialisation and how that knowledge relates to other fields, disciplines or practices.

4.Demonstrate an ability to select and apply appropriate computer software applications, procedures or techniques within a defined marketing context.

5.Evaluate own performance against given criteria; identify and address task-specific learning opportunities in a project based context, in terms of specified fields or practices where appropriate to the marketing discipline.

The following Associated Assessment Criteria will be used in an integrated manner across the Exit Level Outcomes

• A situation analysis relevant to a context is conducted. The plan addresses the issue of the context, provides a solution to the problem of the context realistically and communicates clearly both the problem and solution. For a given problem, an appropriate plan to manage a sales team / force is provided. A given context is critically analysed and evaluated taking into account sales management principles.
• A situation analysis is performed. The plan is strategic in that it addresses the issues of the context realistically. The product plan addresses the issues of the context identified in a needs analysis and provides a solution to the needs of the context. Conduct a situation analysis. The pricing plan is realistic and appropriate for the context. Conduct a situation analysis. The distribution plan is realistic and appropriate for the context. Conduct a situation analysis. The promotion plan is realistic and appropriate for the context.
• Describe the principles and procedures of secondary research. Submit a report on secondary research in a given context. Write a clear and succinct marketing research brief. Design and conduct a marketing research survey / project. Interpret, draw conclusions and make recommendations on marketing research information in a given context.

Integrated Assessment

In the assessment strategy as a whole, evidence must be demonstrated through a variety of options which can include case studies, problem solving assignments and strategies, projects, written and oral examinations, and practical exercises, presentations and demonstrations. Some strategies will be more suited to assess foundational competence while others are more suited to assess practical and reflexive competence. The final integrated assessment needs to measure applied competence. It would be in the form of a written internal examination with external moderation, practical examination and a final integrated portfolio assessment. It should assess whether learners are able to co-ordinate and manage all marketing activities through research, plan, and design and conduct (practical competence), and understand the theoretical basis for these activities (foundational competence), and reflect and evaluate marketing activities and make changes to their practices (reflexive competence). Formative assessment strategies include assessment methods such as class and semester tests as well as assignments, tutorials and syndicate group discussions. These assessment methods are useful in assessing, and giving feedback to learners in terms of foundational competence. Summative assessment strategies include semester tests and final end of the year examinations with the emphasis on assessing foundational competence and some practical competence.