Postgraduate Diploma in Brand Building

Purpose

The primary purpose of this qualification is to enable learners and working professionals without an undergraduate qualification in branding, to develop an advanced understanding of brand building through systematic exposure to current thinking, practice and research within the brand building field and its varied disciplines. It will therefore allow for learners seeking academic knowledge in the field of brand building or wishing to pursue a career in brand building within their respective field of undergraduate study, to master current brand related knowledge that will add to their ability to contribute to the effective and efficient building of brands. It also provides an opportunity for individuals with a limited knowledge of brand building to extend the scope of their knowledge in these areas.

A secondary purpose of the qualification is to equip learners to pursue further formal study in the field of brand building. This is ensured by the inclusion of a research component that involves an applied industry-specific project of limited scope in the field of brand building. The practical nature of the research project is appropriate for a Postgraduate qualification, yet, it is sufficiently advanced to enable successful learners to consider further postgraduate studies at Level 9.

Rationale

The aim of this qualification is to equip learners who hold a Higher Education Qualifications Sub-Framework (HEQSF) Level 7 qualification in a field other than branding, who wish to supplement their skills with knowledge and skills of brand building. This would enable learners to contribute to the building of sustainable brands and businesses in a range of enterprise types. This is a much-needed skill, given that the focus in business today is on shared value models where brands are built in the alignment of values to ensure that all stakeholders benefit.

Given the demand for brand building skills, this qualification aims to ensure that learners acquire a deep understanding of brand building as a field, through exposing them to the well-established body of theory and practise in the field and its application in modern national and international contexts. As a result, learners will be able to use the appropriate discourse to formulate, communicate, implement and assess proposals and plans within the relevant brand building fields.

This qualification will enable learners to apply comprehensive knowledge of brand building to industry practice across a broad range of commercial and public structures and entities. Career opportunities for learners of this qualification exist as:

• Brand Managers.
• Product Managers.
• Brand Communication Managers.
• Marketing Managers.
• Marketing Communication Managers.
• Marketing Researchers.
• Entrepreneurs.

This qualification will also prepare learners to further their studies in the field of brand building at HEQSF Level 9.

Recognition of Prior Learning (RPL)

RPL without endorsement can be used to admit the learners. RPL processes are qualification specific in that the criteria against which evidence of prior learning must be provided are determined by the learning normally assumed to be in place for qualifications at the level concerned in the field concerned. Instruments are only designed when requests are made as they are expensive to design, implement and assess. The procedure is governed by the Credit Accumulation and Transfer, Recognition of Prior Learning and Qualification Completion Policy (IIE010).

In addition to RPL a Credit Accumulation and Transfer mechanism exists for access and advance standing for formal learning from a recognised, registered and accredited institution on a registered and accredited qualification. CAT rules as proposed by national policy are applied.

If a learner applies for an RPL admission, the learning assumed to be in place for the qualification is assessed against Exit Level Outcomes equivalent to the formal learning required for admission. This would include an evaluation of the content as well as the learner's cognitive and technical competence. Learner prepare a portfolio against these stated requirements which is then assessed by a team of experts/academics in line with the policy.

Recognition is awarded for

• Learning, and not for experience per se.
• Learning that is on the level of the specific level descriptors of the qualification/unit standard; and.
• Learning that is in line with applied competence and has a balance between theory and practical application appropriate to the subject or unit standard.

Entry Requirements

The minimum entry requirement for this qualification is

• An appropriate Bachelor's Degree, NQF Level 7.

Or

• An appropriate Advanced Diploma, NQF Level 7.

This qualification consists of the following compulsory modules at NQF Level 7 totalling 120 Credits.

Compulsory Modules at Level 7,120 Credits

• Principles of Brand Building, 30 Credits.
• Brand and Business, 30 Credits.
• Brand Contact and Communication, 25 Credits.
• Research Methodology, 30 Credits.
• Brand Challenge, 5 Credits.

1. Critically evaluate the brand concepts and constructs that differentiate brand building and leadership from marketing management, to develop innovative recommendations for building brands in given scenarios.
2. Conduct a situational analysis and develop a market segmentation framework that will inform the development of an integrated brand building plan.
3. Assess various strategic partnerships and brand communication channels and tools to develop brand communication plans.
4. Report critically and analytically on data collected through primary and secondary research.

Associated Assessment Criteria for Exit Level Outcome 1

• Differentiate between brand leadership and management, and marketing management, to motivate a case for brand building.
• Argue for the importance of a brand building mind set to successful business and marketing management.
• Use brand identity and positioning models as frameworks for effective brand and communication planning.
• Evaluate brand architecture in the context of building brand equity.
• Apply design thinking to recommend systemic solutions to brand building scenarios.

Associated Assessment Criteria for Exit Level Outcome 2

• Design brand research methodologies and instruments to conduct analysis of macro, market and micro environments.
• Derive key issues and objectives from the situational analysis.
• Segment a market for targeting and create stakeholder profiles.
• Construct an integrated brand plan.

Associated Assessment Criteria for Exit Level Outcome 3

• Compare current brand and communication consultancy models to recommend appropriate brand building partners.
• Conduct a brand contact analysis of key touchpoints for a given brand.
• Evaluate various brand communication tools and platforms in the context of selecting the most appropriate options to build a given brand.
• Formulate a basic brand communication and media plan using given frameworks.

Associated Assessment Criteria for Exit Level Outcome 4

• Identify the criteria for meaningful marketing and stakeholder research.
• Conduct research on a given field-relevant research problem.
• Assess the limitations and delimitations to a field-relevant research study.
• Develop and implement an appropriate research design.
• Report on secondary research by means of a literature study that argues the research problem.
• Analyse primary research data to interpret research findings and insights.
• Write a report that provides meaningful recommendations for solving the given field-relevant research problem.

Integrated Assessment

Learning and assessment are integrated. Continual formative assessment is required so that learners are given feedback on their progress in the achievement of learning outcomes. The scheme of work includes assignments, real-world briefs, tests and an integrated qualification portfolio based on the learning material and learners are given feedback. The process is continuous and focuses on smaller sections of the work and limited numbers of outcomes.

Summative Assessment is concerned with the judgement of the learning in relation to the Exit Level Outcomes of the qualification. Such judgement must include integrated assessments which test the learners' ability to integrate the larger body of knowledge, skills and attitudes that are represented by the Exit Level Outcomes as a whole. Examinations, projects, reports or equivalent assessments, such as a portfolio of evidence, assess a representative selection of the outcomes practised and assessed. Summative assessment also tests the learners' ability to manage and integrate a large body of knowledge to achieve the stated outcomes of a module.

Integrated Assessments will be designed to achieve

• An integration of the achievement of exit level outcomes in a way which demonstrates that the purpose of the qualification as a whole has been achieved.
• The evaluation of learner performance which can provide evidence of applied competence.
• Criterion-referenced assessment, which is clearly explained to, and understood by, the learners and which can be applied in the Recognition of Prior Learning.