Postgraduate Diploma in Business Administration

Purpose

The purpose of the Postgraduate Diploma in Business Administration is to offer a local, nationally, and internationally recognised academic qualification with content relevant to both the South African context and international business and economic needs. The qualification content is based on well-researched management theory, the national management context, and internationally benchmarked theory and practices.

This qualification is intended for learners with business, management, finance, communication, and marketing qualifications and related as well as learners occupying managerial positions within the private and public sectors.

The qualification understands the linkages between and within the sub-frameworks of business administration and management to facilitate access to learning that develops multi-disciplinary skills and competencies for both career growth and change.

Upon completion of this qualification, the qualifying learner will be able to

• Apply a defined broad range of critical management techniques and tools.
• Understand the affordances of innovation, smart risk-taking and effective leadership.
• Apply research methods to inform management decision-making related to management functions.
• Apply human capital management and labour relations and law knowledge to administer, control and monitor business resources efficiently with appropriate decision-making in these two competencies at the lower, middle, and senior management for business success.
• Apply information systems principles, procedures, and programmes, as well as their applications to production and purchasing management.
• Demonstrate understanding and application of financial and management accounting principles which pertain to securing funding and related theories, valuing a business and the related cost, valuing, and pricing derivatives, analysing lease agreements, manufacturing accounts, financial statements, production cost and budget.
• Apply marketing theory principles to make decisions specifically in relation to strategic marketing, market process, monitoring, and evaluation of the market process to enable organisations to become more effective and competitive.
• Plan, manage and execute an integrated, inquiry-based research project in an area of specialisation, under the supervision and according to stipulated timelines, culminating in a research proposal.

Rationale

The qualification is responsive to the impact of macro-environmental changes associated with policy uncertainty and the fourth industrial revolution (4IR). Findings from recent studies (Teng et al, 2019; Zeidan and Bishnoi, 2020) on the readiness of graduates for the 4IR employment market showed the need for technical as well as soft skills. Another study by Hossain et al (2020) on business graduates' employability confirmed these findings. Hard or technical skills identified in these studies include numerical knowledge (managerial accounting, finance, operations management), work-related software skills and research skills. Soft skills include effective communication and interpersonal, behavioural, leadership, problem solving and negotiation skills. According to Manevska et al (2018), these soft skills can also be acquired through the implementation of internship experiences for learners. Furthermore, the structure of this qualification is informed by the vision outlined in the National Development Plan 2030 of building not only a skilled and professional workforce to serve private and public organisations, but also innovative leaders capable of creating viable business by identifying business opportunities brought about by societal change and 4IR.

In addition, a discussion session regarding the content of the proposed qualification was organised with former learners who shared their experiences and gave their expectations in terms of content, teaching strategy, guest lectures, networking opportunities and management skills. Participants occupy positions such as manager at Pick n Pay, Nedbank and Woolworths, and property agent at Salamanda Holdings.

Relevant stakeholders were consulted to facilitate the development of this qualification, which is responsive to the impact of macro-environmental changes associated with policy uncertainty and the fourth industrial revolution (4IR). Here attention is placed on the Higher Education context. This qualification serves the need for skill development and increased demand for business education for individuals who seek career growth and business skills. The qualification provides an opportunity for critical skills development to meet the needs of the 4IR. These competencies and skills include communication and interpersonal skills, higher-order cognition, critical reasoning, problem-solving in a complex business environment, content appraisal, design thinking, networking and teamwork, financial management, strategic marketing, and innovative system thinking.

Research studies and the interactive process presented above enhanced the alignment of the qualification content with identified industry needs across service, retail, supply chain and general management sectors. Based on the outcome of the situational analysis, themes and knowledge areas identified as particularly lacking in private and public organisations are financial management, and the role of information and communication technology in supporting innovative business management. This qualification is responsive to these themes and knowledge areas.

This qualification addresses the call for decolonisation through the depth, breadth, variety and selection of its content, modes of delivery and assessment practices. The qualification is also responsive to social and economic imperatives to broaden epistemological access to learners, including those from previously disadvantaged groups, who may not formerly have met the academic requirements for admission to Masters' level study, or who do not yet have relevant business experience.

Recognition of Prior Learning (RPL)

The institution has an approved Recognition of Prior Learning (RPL) policy which is applicable with regard to equivalent qualifications for admission into the qualification. RPL will be applied to accommodate applicants who qualify. RPL thus provides alternative access and admission to qualifications, as well as advancement within qualifications. RPL may be applied for access, credits from modules and credits for or towards the qualification.

RPL for access

• Learners who do not meet the minimum entrance requirements or the required qualification that is at the same NQF level as the qualification required for admission may be considered for admission through RPL.
• To be considered for admission in the qualification based on RPL, applicants should provide evidence in the form of a portfolio that demonstrates that they have acquired the relevant knowledge, skills, and competencies through formal, non-formal and/or informal learning to cope with the qualification expectations should they be allowed entrance into the qualification.

RPL for exemption of modules

• Learners may apply for RPL to be exempted from modules that form part of the qualification. For a learner to be exempted from a module, the learner needs to provide sufficient evidence in the form of a portfolio that demonstrates that competency was achieved for the learning outcomes that are equivalent to the learning outcomes of the module.

RPL for credit

• Learners may also apply for RPL for credit for or towards the qualification, in which they must provide evidence in the form of a portfolio that demonstrates prior learning through formal, non-formal and/or informal learning to obtain credits towards the qualification.
• Credit shall be appropriate to the context in which it is awarded and accepted.

Entry Requirements

The minimum entry requirement for this qualification is

• Advanced Diploma in Business Administration, Level 7.

Or

• Bachelor of Business Administration, NQF Level 7.

Or

• A relevant qualification in the related field at NQF Level 7.

This qualification consists of the following compulsory modules at National Qualifications Framework Level 8 totalling 120 Credits.

Compulsory Modules,120 Credits

• Human Resource Management, 10 Credits.
• Labour Relation and Law, 10 Credits.
• Management Information Systems, 10 Credits.
• Management Accounting Aspects, 15 Credits.
• Production and Purchasing Management, 10 Credits.
• Financial Accounting Aspects, 15 Credits.
• Management Practice, 10 Credits.
• Marketing Management, 10 Credits.
• Management Economics, 15 Credits.
• Research Methodology, 15 Credits

1. Apply human capital management and labour relations and law knowledge to administer, control and monitor business resources efficiently with appropriate decision-making at the lower, middle, and senior management levels for business success.
2. Apply information systems principles, procedures, and programmes, as well as their applications to production and purchasing management.
3. Demonstrate the understanding and application of financial and management accounting principles which pertain to securing funding and related theories, valuing a business and the related cost, valuing, and pricing derivatives, analysing lease agreements, manufacturing accounts, financial statements, and production cost and budget.
4. Apply marketing and economic theory principles to make business and managerial decisions in relation to strategic marketing, market process, monitoring, and evaluation of the market process to enable organisations to become more effective and competitive.
5. Plan, manage and execute an integrated, inquiry-based research project in an area of specialisation, under the supervision and according to stipulated timelines, culminating in a research proposal.

Associated Assessment Criteria for Exit Level Outcome 1

• Develop a suitable tool to measure and manage employee performance and job satisfaction at all levels of the organisation.
• Develop and implement strategies to attract and retain high-performing employees, and to ensure the transfer of scarce skills and competencies within the organisation.
• Select and apply an appropriate analytical model to assess relationships such as employee job satisfaction/ context/ skills/ behaviour and employee wellness/ competitiveness/ profit /brand image.
• Analyse and apply concepts of management theory to forecast employee work commitment.
• Construct a narrated diagram depicting the appropriate communication channels and communication processes for addressing grievances and disciplinary matters in the organisation.
• Plan and organise recruitment, training, and development of staff.
• Apply appropriate methods of conflict resolution, mediation, and labour relations negotiation within specific contexts in a case study.
• Examine and apply employment law within multiple case scenarios.

Associated Assessment Criteria for Exit Level Outcome 2

• Develop a system to facilitate the processing of supply chain management to contribute to the implementation of an information system for the supply chain functions in an organisation.
• Use database models to manage databases (digital and non-digital) and monitor and maintain information systems' hardware and software.
• Apply the principles of information systems and interpret how they influence the procedures of production and purchasing management of a business organisation.
• Select and apply a server to customer relationship management strategies for web-enabled businesses.
• Identify the information systems usage challenges (e.g. legal, cultural, payments, technological) faced by businesses, and use relevant knowledge to suggest a remedy to these challenges.
• Identify risks associated with hardware and software when implementing information systems in an organisation and outline with examples, how to mitigate the risks and the associated security procedures.
• Develop and implement suitable production and purchasing strategies that continuously improve the process of purchases and maintain profitable supplier relations.
• Explain, with practical examples, how contract negotiation strategies in different business contexts improve relationships between suppliers and clients.

Associated Assessment Criteria for Exit Level Outcome 3

• Analyse the impact of debt financing decisions versus equity financing decisions.
• Apply the book value and price-to-earnings concepts in business valuation.
• Optimally utilise leases in the corporate financing process and analyse lease versus buy decisions.
• Apply appropriate methods of valuing derivatives and alternative financial instruments.
• Calculate the cost of production (marginal and absorption costing, overhead) in each manufacturing process and estimate the cost of goods produced for each product to distinguish between batch processing and job costing.
• Develop the mechanics of cost-volume-profit analysis and calculate the breakeven volume and value and margin of safety so that financial information is formatted into a cost volume profit statement.
• Prepare the necessary accounting statements such as the payroll accounts, reconciliation, adjustments, the statement of cost of goods manufactured and sold, overhead cost statement, the income statement using direct costing and absorption costing methods, and statement of financial position and budget.

Associated Assessment Criteria for Exit Level Outcome 4

• Analyse, interpret and synthesise the marketing environment (internal and external) of businesses and its impact on companies' ability to successfully implement marketing programmes in a case study.
• Apply appropriate procedures for developing, planning, and implementing the appropriate strategic marketing management process in a case study.
• Implement appropriate prospective control, monitoring and cost-effectiveness analysis of marketing decisions using the appropriate techniques.
• Conduct economic and market analyses, demand analyses and economic cost-benefit analyses for business decision-making purposes using equations, forecasting, scenario analysis and econometric techniques.

Associated Assessment Criteria for Exit Level Outcome 5

• Identify an authentic, practice-based problem or select a conceptual/ theoretical research topic and interrogate the problem/topic to establish a suitable and manageable focus for an integrated inquiry-based research project.
• Apply standard aspects of research design such as investigation, description, and explanation of the research process to plan an integrated, inquiry-based project.
• Identify, evaluate, and select information from a range of current and relevant sources to compile a brief literature review that is related to the subject.
• Formulate a clear and concise research problem statement relevant to the topic and field of study.
• Develop a research question(s), aims and objectives for the integrated research project based on criteria and guidelines relevant to the field of study.
• Identify and apply appropriate research methods and techniques for the integrated research project that are relevant to the discipline, field of study and related fields of professional practice, such as qualitative, quantitative, and mixed research methods; sampling techniques; generating primary and secondary data and basic data analysis.
• Prepare and present an integrated research project plan relevant to the topic and field of study in the form of a poster, a written report, a presentation, a mix of these, or some other form(s) deemed appropriate to the field and context of the study.
• Analyse, interpret and make coherent judgements about data in relation to the research problem/topic, in critically reflexive ways, and derive creative and insightful conclusions.

INTEGRATED ASSESSMENT

The assessment practices are consistent and make provision for continuous assessment, appropriate to the mode of delivery. The qualification follows the guidelines as indicated in the Policy of Assessment in that a system of continuous assessment is used. The academic progress and performance of learners are evaluated by regular assessment opportunities throughout the course of study.

Integrated Assessment in the qualification provides an opportunity for learners to show that they can integrate concepts, ideas and actions across this qualification to achieve competence that is grounded and coherent with the purpose of this qualification. Integrated assessment will show how already demonstrated competence in individual areas can be linked and applied for the achievement of a holistic outcome as described in the Exit Level Outcomes.

Integrated Assessment will judge the quality of the observable performance, and the quality of the reasoning that lies behind it. Assessments tools will encourage learners to give an account of the thinking and decision-making that underpin their demonstrated performance. Both formative and summative assessments that count towards a learner's mark record are used. Assessment methods are used to enable learners with different learning styles to be accommodated. Learners are given sufficient time to prepare as assessment dates and topics are stated in the Study Guide and Subject/Learner Guides that learners receive at the beginning of each year. There is an appropriate balance between formative and summative assessments.

Formative assessment

Formative assessment refers to a range of formal, non-formal, and informal ongoing assessment procedures used to focus teaching and learning activities to improve learner attainment. Formative assessment takes place during the process of teaching and learning. Formative assessment will take place during webinar and groups online presentations, discussions, project sessions, class discussions, presentations, and self-reflection paragraphs.

Summative assessment

Summative assessment is conducted at the end of sections of learning or whole qualification to evaluate learning

Individual projects will be used to indicate whether the outcomes of the subject and ultimately the exit level outcomes of the qualification have been achieved. Results are expressed in marks in terms of the level of competence achieved, regarding level descriptors, and associated assessment criteria. This assessment is also used for promotional purposes. Summative assessment includes:

• Formal tests.
• Examinations.
• Assignments.
• Group and individual projects.

Learners not reaching the learning outcomes, achieving less than 50% for a unit of learning, are given one additional opportunity for improvement. This could take the form of resubmission of an assignment and where possible this takes place before the commencement of the subsequent learning.