Diploma in Marketing Management

Purpose

The purpose of the qualification is to provide and to equip students with skills, knowledge and an understanding of marketing, which are essential for analysing market conditions, the development of marketing strategies, product and brand development, the development of pricing-distribution (local and international), integrated marketing communication-(including advertising, promotions and public relations)-strategies and interaction with the customer (through selling and customer service). The students also gain some experience in applying their knowledge and skills in a work-based environment. The qualifying learner will be able to develop and apply marketing and sales related plans, policies and strategies in small, medium and micro enterprises independently or under supervision in larger organisations, in a range of marketing positions in both profit and non-profit seeking organisations and in both national and international markets.

Rationale

The qualification focuses on regional demand by means of specific content related to the Free State such as services marketing. Furthermore the qualification specify to stay on par with the needs of all stakeholders, the qualification participates in collaborative and consultative activities, at local and national level. Locally, advisory committee meetings are used to address the needs of students and stakeholders. An Advisory Committee provides regular feedback on the currency and relevance of the qualification.

Recognition of Prior Learning (RPL)

Students may provide evidence of prior learning for which they may receive credit towards the qualification. Such evidence may be provided by means of portfolios or other forms of appropriate evidence which may include verified accounts of previous relevant work done and performance records and which evidence is in accordance with the requirements of the relevant qualification. The amendments of the qualification design, as presented in this form, have to comply with the requirements of the Higher Education Quality Committee (HEQC) which serve as the statutory professional body. The criteria that this body is founded on, appears in the Criteria for Qualification Accreditation. It is the policy of Central University of Technology (CUT) to facilitate access to public higher education, especially to persons who were previously disadvantaged in terms of access to public higher education, by recognizing prior learning achievements of individuals irrespective of how their learning achievement were acquired. In this commitment CUT records that its policy aim is not intended to accredit, but to give due recognition to prior learning achievements in determining access. It is the policy that aspirant students, who wishes to become students of the Learning Qualification through RPL, must present themselves together with credible evidence of learning RPL achievements. The following procedures of the Faculty of Management Sciences are followed when an application for RPL is received:

• Prospective student completes the prescribed RPL form obtainable from Assessment and Graduation Services (AGS) of CUT.
• The completed and signed form is submitted to the AGS.
• This form is channelled to the relevant Head of Department (HODs) office.
• The relevant HOD as chairperson in conjunction with experts in the field for which Recognition of Prior Learning is requested assessed the application.
• They then make their findings on a fit for purpose special form dully signed by all members of the departmental RPL committee.
• The relevant HOD meets with the chairperson of the Faculty RPL Committee to peruse the completeness of documentation and recommendation from the Departmental RPL committee.
• When the chairperson is satisfied with the documentation, he/she signs the fit for purpose form.
• The signed recommendation is then presented to EXCO for discussion and approval which all members must sign; EXCOs decision is then sent to AGS for implementation.
• Implementation involves AGS sending a letter to the applicant. An applicant can appeal to the EXCO decision.
• A successful RPL applicant can now apply for the specific qualification for which RPL was sought and nothing else.

Entry Requirements

The minimum requirement for admission to a Diploma is

• A National Senior Certificate.

Or

• A Similar qualification.

This qualification comprises of compulsory and elective modules at Level 5 and 6 totalling 318 Credits.

Compulsory Modules, Level 5, 234 Credits

• Academic Literacy and Communication Studies, 12 Credits.
• Business Management I, 24 Credits.
• Digital Literacy, 12 Credits.
• Mathematics for Business, 6 Credits.
• Personal Selling, 24 Credits.
• English Proficiency, 0 Credits.
• Success Skills, 0 Credits.
• Economics I, 24 Credits.
• End-User Computing I, 24 Credits.
• Marketing I, 24 Credits.
• Accounting for Marketers I, 24 Credits.
• Work Integrated Learning, 12 Credits.
• Mercantile Law I, 24 Credits.
• Quantitative Techniques, 24 Credits.

Compulsory Modules, Level 6, 84 Credits

• Marketing Research, 24 Credits.
• English (Language X), 12 Credits.
• Integrated Marketing Communication, 24 Credits.
• Work Integrated Learning: Marketing, 24 Credits.

Elective Modules

• International Marketing II, 24 Credits.
• International Business Management II, 24 Credits.
• Consumer Behaviour, 24 Credits.
• Marketing II, 24 Credits.
• International Marketing III, 24 Credits.
• Sales Management III, 24 Credits.
• Marketing III, 24 Credits.
• International Finance III, 24 Credits.

1. Demonstrate depth of sound subject knowledge of the qualification.
2. Assess the application of their subject(s), and how to select, sequence and pace content according to both the subject and the industry needs.
3. Interpret their target market and identify how they respond, understand their individual needs, and tailor their product accordingly.
4. Communicate effectively, in general and in relation to their product(s), in order to mediate marketing industry needs.
5. Show the ability to present and communicate information reliably and coherently, using academic/professional discourse, conventions and formats appropriately.
6. Analyse knowledge of the marketing industry and be able to unpack its applications and to use available resources appropriately, so as to plan and develop suitable products.
7. Evaluate diversity in the South African context, in order to accommodate industry developments, and identify and solve social problems.
8. Effectively manage projects across variable contexts in order to define and solve sequenced real world visual problems.
9. Demonstrate entrepreneurial, administrative and managerial skills in diverse contexts in order to ensure a conductive working environment.
10. Exhibit a positive work ethic, display appropriate values, and demonstrate a conductive manner which benefits, enhances and develops the marketing profession.
11. Critically reflect on their own practice in liaison with their professional community of colleagues in order to constantly improve and adapt to evolving circumstances.

Integrated Assessment

The qualification in Marketing Management follows an integrated assessment approach (described below). Integrated assessment at the level of the qualification provides an opportunity for learners to demonstrate that they are able to integrate concepts, ideas and actions across outcomes to achieve competence that is grounded and coherent in relations to the purpose of the qualification. Integrated assessment must not only judge the quality of the observable performances, but also the quality of thinking that lies behind it. Assessment tools must encourage learners to give an account of the thinking and decision-making that underpin their demonstrated performance. Some assessment practices will be of a more practical nature while others will be of a more theoretical nature. The ratio between action and interpretation is not fixed, but varies according to the type and level of qualification. A broad range of task-orientated and theoretical assessment tools may be used, with the distinction between practical knowledge and disciplinary knowledge maintained that each takes its rightful place. Integrated assessment includes:

• Number of outcomes together; number of assessment criteria together.
• Number of unit standards together; combination of assessment methods and instruments for an outcome/outcomes; collecting naturally occurring evidence (such as in the workplace setting).
• Acquiring evidence from other sources such as supervisors reports, testimonials, portfolios of work previously done, logbooks, journals.

Different assessment methods are applied according to the type of competencies being assessed. Assessment methods include assessment in the written and verbal form, observation of operational competencies, and individual and team behaviour. A stipulated due date for the different assessment methods is provided to students in the study guide and year planner at the beginning of the year or semester. Learners are also informed of the contribution of the assessment to the course mark. The methods of assessment include the following.

• Tests and examinations.
• Written assignments.
• Case studies.
• Literature studies.
• Projects and reports.
• Oral group discussions.
• Simulation and role play.
• Film/video evaluations and presentations.
• Practical assessment.
• Work based learning.
• Assessment of research.

Formative assessment takes place in either an informal or a formal manner. Informal formative assessment takes place by facilitators to monitor the teaching/learning process.