Higher Certificate in Entrepreneurship

Purpose

The Higher Certificate in Entrepreneurship qualification is a vocational qualification in nature. It prepares learners for work in a specific field and serves as an access point to higher education.

The qualification will equip learners with the necessary knowledge, skills, and value orientation to apply the principles of small business management and entrepreneurship in practice, to ensure that they have the capacity to develop and manage independent small businesses supported by their entrepreneurial skills. The qualification further aims to ensure that learners have the knowledge and skills necessary in the establishment of a small business, including accessing funding, small business operations and challenges, financial management, and marketing. Learning will be focused on enhancing both vocational as well as academic competencies, including basic language and learning skills, and digital and information management skills.

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

• Identify own strengths and weaknesses and behaviour required to improve self-efficacy and promote personal and professional success.
• Contribute as part of a team to enhance the team's functional effectiveness within a commercial context.
• Communicate effectively by way of written, oral, and visual media using appropriate computer software.
• Apply design thinking principles to investigate and conceptualise business problems and opportunities.

Rationale

This qualification is designed to meet South Africa's need to stimulate the establishment of small businesses, grow the economy, and create work opportunities. The institution believes that successful businesses improve the standard of living of their respective owners, managers, and employees, it creates prosperous communities and ultimately, a prosperous nation.

South Africa suffers from high business failure rates amongst new small businesses, which can in many cases be attributed to a lack of business/entrepreneurial skills.

The need for this qualification was identified through requests from several potential learners and businesses for a qualification that would develop entrepreneurial thinking, knowledge, and skills to not only start a new venture, but also manage an entrepreneurial venture successfully. The unique Inscape strengths of creativity, design thinking, and sustainability would enhance the relevance and effectiveness of such a programme in Africa.

The targeted learners for this qualification are those who did not meet the access requirements for a bachelor's degree or do not wish to complete a three-year degree but want to become entrepreneurs. It is expected that this qualification will be taken up by both individual learners and businesses that want to invest in the development of entrepreneurs. The first intake should consist of around 20 learners.

Recognition of Prior Learning (RPL)

The institution's Admissions Policy aligns with the National policy for RPL and CAT, as well as the more recent Recognition of Prior Learning, Credit Accumulation and Transfer, and Assessment document issued by the CHE in 2016.

RPL for Access

In RPL processes designed to grant access, credits, or advanced standing, an RPL application is evaluated against the requirements of the qualification in question. Applicants seeking access to the institution's qualification who do not hold an appropriate entrance qualification may be considered for the RPL route but will only be admitted at the Academic Committee's discretion in accordance with the institution's RPL policy.

RPL for Credits

An RPL assessment process is used to evaluate the knowledge and skills of applicants wishing to gain access, credits, or advanced standing.

The institution's Admissions Policy indicates the procedures that learners follow to apply for RPL and CAT.

Learners applying for the RPL need to complete the Recognition of Prior Learning (RPL) application form available from the Inscape Registrar. A fee is payable in full, in advance. Proof of payment must be submitted with the RPL application form before applications will be processed.

Learner may submit to evidence their knowledge, skills and values include but are not limited to a curriculum vitae with a detailed work history, portfolios of completed work, workplace training schedules and examples, certificates for appropriate non-accredited software training and reference letters from workplace supervisors all the above information must have been completed within the past five years.

Learners are requested to complete a written assignment if they have no such equivalent evidence. In certain circumstances applicants may be asked to participate in an interview with the Dean either in person or telephonically/electronically.

The broad level descriptors for the NQF level provide guidelines for evaluating the evidence submitted. The evaluation is conducted by the Academic Committee consisting of the deans, academic managers and chief academic officer and the outcome is noted by the registrar. The registrar communicates the outcome and provides feedback in writing to the applicant.

Entry Requirements

• National Senior Certificate, NQF Level 4, granting access to Higher Certificate studies.

Or

• National Certificate (Vocational), NQF Level 4, granting access to Higher Certificate studies.

Or

• Senior Certificate, NQF Level 4 without endorsement.

This qualification consists of the following compulsory modules at National Qualifications Framework, Level 5 totalling 120 Credits.

Compulsory Modules, Level 5, 120 Credits

• Personal Awareness and Development, 10 Credits.
• End-user Computer Skills, 10 Credits.
• Business Communication, 20 Credits.
• Finance and Compliance, 10 Credits.
• Introduction to Design Thinking, 20 Credits.
• Introduction to Marketing & Sales, 20 Credits.
• Entrepreneurship, 20 Credits.
• Work Integrated Learning (WIL), 10 Credits.

1. Identify one's own strengths and weaknesses and the behaviour required to improve self-efficacy and promote personal and professional success.
2. Contribute as part of a team to enhance the team's functional effectiveness within a commercial context.
3. Communicate effectively by way of written, oral, and visual media using appropriate computer software.
4. Apply design thinking principles to investigate and conceptualise business problems and opportunities.
5. Demonstrate an informed understanding of basic financial and business management concepts, principles, and practices.
6. Develop a basic marketing plan for a small business.
7. Identify ethical and responsible principles and practices that apply in a small business environment, including sustainability and the circular economy.

Associated Assessment Criteria for Exit Level Outcome 1

ELO: Identify own strengths and weaknesses and behaviour required to improve self-efficacy and promote personal and professional success.

• Identify strategies for developing resilience through completing exercises in self-awareness, effective relationship management, personal wellness, and stress management techniques.
• Manage own learning through the planning of a study schedule, improvement of own time management, and study skills and methods.
• Develop the habits and practices that lead to effective career management through planning and the management of personal efficiency, workplace relationships and continuous professional development

Associated Assessment Criteria for Exit Level Outcome 2

ELO: Contribute as part of a team to enhance the team's functional effectiveness within a commercial context.

• Outline the roles, purpose, and group-established expectations in team.
• Explain the importance of leveraging individual strengths and weaknesses of team members.
• Work collaboratively towards solving a real or simulated business problem.

Associated Assessment Criteria for Exit Level Outcome 3

ELO: Communicate effectively in both written, oral, and visual media using appropriate computer software.

• Communicate concepts both orally and in writing, using a range of business tools and conventions.
• Produce sound academic and business texts, using paraphrasing and summarizing to avoid plagiarism, and citing sources.
• Apply presentation skills using appropriate technology.

Associated Assessment Criteria for Exit Level Outcome 4

ELO: Apply design thinking principles to investigate and conceptualise business problems and opportunities.

• Identify design thinking models.
• Define, interpret, and redefine business problems.
• Use design thinking techniques to conceptualise and solve business problems in defined contexts.
• Present concepts with reference to the problem statement and creative thought process.

Associated Assessment Criteria for Exit Level Outcome 5

ELO: Demonstrate an informed understanding of basic financial and business management concepts, principles, and practices.

• Identify the requirements and steps for setting up and funding a new business.
• Explain and apply management theories applicable in the specific business environment.
• Design a commercial business plan for a small business or innovative business idea.
• Explain the role and contribution of employees to the overall success of a business.
• Outline the potential legal and other hurdles for a new business.
• Develop a basic budget for a small business or unit.
• Analyse the financial statements for a small business or unit.

Associated Assessment Criteria for Exit Level Outcome 6

ELO: Develop a basic marketing plan for a small business

• Design an appropriate marketing communication strategy and approaches in a specified context.
• Describe the key characteristics of the consumer/user.
• Apply the basic qualitative and quantitative market research techniques.
• Explain and apply the segmentation, targeting, and positioning of products and services.

Associated Assessment Criteria for Exit Level Outcome 7

ELO: Identify ethical and responsible principles and practices that apply in a small business environment, including sustainability and the circular economy.

• Describe ethical best practice in a specific business context.
• Use ethical business standards to inform business solutions.
• Describe the sustainability impact of a business.

Integrated Assessment

Assessment for the qualification covers a range of methods and aligns with the institution's approach of applying authentic and continuous assessment approaches and allowing for both academic and industry requirements to inform outcomes. The fundamentals are described in the Syllabus document.

Each subject has a number of assessment opportunities which require the learner to evidence learning of the requisite knowledge, skills, competencies, and attributes. Once the courseware has been written, the learning outcomes and related assessment criteria will be described in more detail for each assessment. The curriculum and the assessment strategy are designed in an integrated manner and learning in one subject supports learning in other subjects.

Learners complete individual and group assignments, written assignments (such as papers, reports, proposals, blogs), verbal and visual presentations, practical projects (including live projects), case studies and analyses, portfolios of evidence, and experiential learning in the workplace. The structure of the assessments per subject is covered in the syllabus document. There would be a combination of group and individual projects, as working in teams is an important skill required in the industry. See Assessment Policy.

Formative and summative assessment

Each module of the qualification provides both formative and summative assessment opportunities, and at each stage, learners are provided with feedback.

Formative Assessment

Formative assessment may be formal or informal but is always appropriate and relevant to the learner's learning and progress. Results and comments are captured on the LMS, and learners have access to these.

Summative Assessment

All final summative assessments for the qualification are externally moderated. The final summative assessment is a culmination of the work completed in the module. Results and comments are captured on the LMS, and learners have access to these. Learners are presented with opportunities for resubmissions and remarks as stated in the Assessment Policy.

Internal and external moderation/examination

As part of the institution's quality assurance and Assessment Policy, Inscape has three moderation processes that take place.

Internal moderation of specific assignments/briefs are scheduled by the Deans. In this case, a lecturer is required to moderate the marking of one of their peers. The outcomes are analysed and evaluated by the Deans, who will discuss any remedial actions required with the Campus Director.

National moderation occurs once a year. As indicated by the Deans, campuses collect the learners' work, marks, and mark sheets for specific assignments/briefs.

The Campus team made up of the Campus Director and lecturers evaluates the learners work and marks awarded against the learning outcomes and assessment criteria for the assignment/brief. The outcomes are presented to the Academic team, and any remedial action is discussed and implemented.

External moderation of significant formative assessments is conducted each year. In this instance, a qualified external moderator is appointed who evaluates the learner's work and marks awarded against the learning outcomes and assessment criteria. They provide input regarding the quality of the programme and assessments. The input regarding marks and quality are considered by the Academic Committee (see Assessment Policy).

Assessment of experiential learning

As the experiential learning component of the qualification is credit-bearing, learners learning in this subject will be assessed. Learners and their work supervisor are required to document the experience and learning. Learners are required to submit all documentation for the assessment product (written assignment) to their lecturer for assessment. This process is described in the Syllabus document and in the relevant policy documents.