Higher Certificate in Events Management

Purpose

The core purpose of the Higher Certificate in Events Management is to provide the student with the skills and expertise to function successfully in the events management industry. Students will gain both practical and theoretical skills which will afford them with competency in the events sector enabling them to adapt well to international event settings.

The qualification will afford students with the necessary knowledge of the events management industry and its functional supporting areas while being able to apply management principles in the events management context in their future working careers. Additionally, students will acquire good communicational skills (both written and verbal) which is critical in the service industry of events management.

The qualification aims to ensure that students gain a wide understanding of event management operations which will include the use of technology and computer risk and safety in the events industry and understand processes and practices involved in executing, monitoring and controlling an event project. Furthermore, the purpose of this qualification is to equip students with the necessary skills and knowledge to able to successfully budget for and execute an event project. The Higher Certificate in Events Management graduate will be able to function well in the events management sector both nationally and internally as the qualification is aligned well with international criteria and standards and covers critical aspects that are required by employees in the sector.

Rationale

According to Goldbatt (2000) the emergence of numerous world fairs, major sporting events and millennium festivities has resulted in the tourism industry experiencing a major increase in the size, scope, length, and visibility of these exclusive events known as hallmark or mega-events. Due to this expansion, the tourism sector and its associate industries including events management, employ a large amount of the global labour force (Robbinson, Barron and Solnet, 2008). Although many of these employment positions are filled by and require semi-skilled employees, there is a growing demand for highly qualified graduates with a wide range of skills and attributes. Consequently, throughout the years and at present, significant importance is given to event management by institutions that have developed educational events management programs, and by a large amount of professional bodies that are aimed at various aspects of the event industry (Getz, 2000).

The Higher Certificate in Events Management is designed to provide students with the necessary knowledge and skill set to function as highly qualified employees in the events industry. The programme will afford students with the necessary management, marketing, financial and communicative skills required to thrive in the industry as event planners, event managers or event organisers. Furthermore, the qualification is designed to provide students with a sound understanding of the core issues in the events management environment today. The qualification focuses on providing a mix of theoretical and practical elements of events management. It also focusses on the development of key skills required to effectively and successfully manage events. The qualification is designed to equip students with the skills to function within the fast-paced developing event managing industry. Additionally, the qualification draws on the different sub-disciplines of business management in its design. Furthermore, MANCOSA facilitates a distance delivery of education which allows students to either retain their full time employment or seek employment complimentary to their academic journey thus contributing positively to the African economy.

The Higher Certificate in Events Management will promote professionalism and sustainability within the events industry. The typical student that the qualification hopes to attract are matriculants who have not obtained a bachelors pass and hopes to complete a higher certificate in order to gain entry into a Bachelor's Degree. Students acquiring this level of education is necessary due the changing demands and needs of the industry in today's growing global market. The qualification will therefore produce professional students who will be able to use their skills and knowledge for the betterment of the events industry while contributing positively to their respective economies.

Recognition of Prior Learning (RPL)

This qualification may be obtained in whole or in part through the Recognition of Prior Learning. In the cases where prior learning is to be recognised for purposes of access to the qualification, it is assumed that the learning derived from work or life experience will be a major element in the profiles of non-standard entrants primarily by means of a portfolio of evidence. Such 'non-standard' candidates will be selected on the recommendation of a senior manager from applicants' organisations/companies.

Where appropriate, interviews will also be conducted to assess applicants for selection purposes. Some of the key criteria that will be used in evaluating 'non-standard' applicants include:

• The applicant's motivation, maturity and realistic approach to postgraduate studies.
• Job description, covering relevant area of work, giving examples of tasks carried out, possibly supplying references, linked to a portfolio of evidence.
• The nature and level of life/work experience and prior study, and the learning which has resulted from such experience.
• Details of in-company short courses, length, content of material covered, standard achieved.
• The clarity of the applicant's educational goals and objectives.
• The extent to which the applicant can provide evidence of the threshold skills and knowledge for the programme.

Where prior learning is recognised for advanced standing, credit will be given for prior certificated learning in accordance with established practice at South African higher education institutions. The maximum amount of 'specific' credit granted is 50%.

Credits may only be accumulated for modules, which are prescribed within the structure of a named award.

Entry Requirements

The minimum entry to this qualification is

• National Senior Certificate.

Or

• National Certificate (Vocational).

This qualification consists of compulsory modules at Level 5.

Modules

• Marketing and Communication, 20 Credits.
• Introduction to Events Management, 20 Credits.
• Events Administration and Operations, 20 Credits.
• Principles of Financial Management, 20 Credits.
• Applied Events Management, 20 Credits.
• Management Principles, 20 Credits.

1. Gain knowledge of the events management environment and in the functional areas of events management.
2. Apply management principles in an events management context.
3. Communicate effectively through varied media (e.g. written, verbal, visual).
4. Gain an understanding of event operations management, including the use of technology and computer risk and safety in the event business and industry.
5. Understand the processes and practices involved in executing, monitoring and controlling an event project.
6. Display competence in interpreting and analysing financial statements.
7. Make sound management decisions based upon planning and examination of appropriate alternatives.
8. Integrate theory and application from the various functional areas in an interdisciplinary approach.
9. Be able to engage in self-directed learning.

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

• Grasp the concepts of each module.
• Apply management theory to a practical context.
• Use methods of research and its relation to theory.
• Balance between theory and practice and its relevance to the level of the qualification.
• Develop fundamental leadership capabilities.
• Use appropriate technology to ensure effective communication of ideas.
• Develop fundamental problem solving skills.

Integrated Assessment

Types of Assessments

Formative Assessment

The scheme of work includes assignments based on the learning material and students are given feedback. The process is continuous and focuses on smaller sections of the work and limited number of outcomes.

Summative Assessment

Examinations or equivalent assessments such as a research essay or portfolio in order to determine a representative selection of the outcomes practised and assessed in the formative stage. Summative assessments also test the student's ability to manage and integrate a large body of knowledge to achieve the stated outcomes of a module.

Integrated Assessment

All assessments will attempt to integrate knowledge, skills and attitudes and applied competence.

Principles of Assessment

• Appropriateness: The method of assessment is suited to the performance being assessed.
• Fairness: The method of assessment does not present any barriers to achievements, which are not related to the evidence.
• Manageability: The methods used make for easily arranged, cost-effective assessments that do not unduly interfere with learning.
• Integration into work or learning: Evidence collection is integrated into the work or learning process where this is appropriate and feasible.
• Validity: The assessment focuses on the relevant academic standards.
• Direct: The activities in the assessment mirror the conditions of actual performance as closely as possible.
• Authenticity: The examiner is satisfied that the work being assessed is attributable to the person being assessed.
• Sufficient: The evidence collected establishes that all criteria have been met and that performance to the required academic standard can be repeated consistently.
• Systematic: Planning and recording is sufficiently rigorous to ensure that assessment is fair.
• Open: Students can contribute to the planning and accumulation of evidence.
• Assessed candidates understand the assessment process and the criteria that apply.
• Consistent: The same examiner would make the same judgement again in similar circumstances. The judgement made is similar to the judgement that would be made by other examiners.

External examiners and moderators are required to have a qualification at least one level higher than the programme being assessed. They are also required to have a minimum of 2 years' experience lecturing in the programme or its equivalent.

Assessment centres on

• The extent to which the student has grasped the concepts.
• The application of theory to a practical context.
• The methods of research used.
• A balance between theory and practice and its relevance to the level of the qualification.
• The use of appropriate technology to ensure effective communication of ideas.

Assessment methods measure the extent to which a learner has achieved competence in the different areas of study. These assessment methods include:

• Assignments (report writing, interpretative and fundamental problem solving and research).
• Written Examinations.