Postgraduate Diploma in Entrepreneurship

Purpose

The purpose of the Postgraduate Diploma in Entrepreneurship is to deepen learners' knowledge and skills and apply competence to supervise or manage entrepreneurial functions in a business or personal enterprise. Qualifying learners will be competent to integrate and oversee the application of appropriate concepts, facts, principles, rules and theories of the fields of entrepreneurship to unfamiliar but relevant contexts. Learners will develop an in-depth conceptual understanding, synthesis, and critical application of the entrepreneurial environment. Learners will be equipped with competence, knowledge and entrepreneurial skills to support business decision-making and new venture creation processes. This qualification will therefore empower learners to operate competently in national and international entrepreneurship contexts to contribute to market and economic needs.

A distance provisioning mode provides access and opportunity for various non-traditional learner groupings. The target groups for this qualification are working adults with a family and a job that render regular on-campus attendance impractical or even impossible. Potential learners may live and work locally, regionally, and internationally, and they may be unable to travel to attend contact classes. This type of provisioning is aligned with national imperatives on widening access. It creates scope for full-time employed candidates to enrol for the qualification and improve their qualifications. The qualification, therefore, strives to create an enabling environment of equality that provides individuals who find it challenging to enrol for contact mode with a digitised learning experience. Distance learning allows for more flexible provision of learning opportunities so that lifelong learning can occur alongside other life commitments such as work, family, and community engagements.

Learners enrolled on this qualification will achieve the intended outcomes through distance education, and, as their learning will increasingly be mediated and supported using diverse current and emerging technologies. All interactions to support learners to attain the outcomes focused on content, learning activities, assessment and support, will be integrated and facilitated through a digital approach using the institutional Learner Management System (LMS). Competence gained will also extend to applied skills, such as exposure to advanced research methodology and engaging in research-related skills; seeing a venture from incubation to a stand-alone business venture; managing an incubation process; and conducting a change management process. Integrated attributes will focus on more complex problem-solving and decision-making, innovative and creative entrepreneurial thinking, fostering an entrepreneurial mindset, networking, collaborating, continuously building the ability to work cooperatively with diverse people, and rapid adaptability to an ever-changing entrepreneurial landscape. Entrepreneurship reflects a practical economic transformation, and graduates are envisaged to become active change agents for economic and social transformation. During the study time, the learner will work on their projects or with a team of entities at the institution's Entrepreneurship Development Centre.

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

• Identify opportunities to lead to value creation
• Investigate the impact of change and how to implement change.
• Demonstrate an ability to use a range of specialised skills to identify, analyse and address complex or abstract problems drawing systematically on a body of knowledge and methods appropriate to a field, discipline or practice.
• Apply strategies for evolving entrepreneurial objectives; apply opportunities prioritisation and enterprise security planning; and develop consumer-centric strategies for new products through technology.
• Conduct business viability and innovative venture creation.
• Demonstrate the application of business incubation models, the funding of an incubator, assessment of an incubator, and mentorship programmes and coaching. Create and manage enterprise development, business incubation and start-up enterprise development programmes that extend the business incubation value chain.

Learners will be equipped with knowledge and research skills to write and complete a research proposal, conduct relevant research, promote innovation and engage in social enterprise. The research module will allow learners to pursue further learning in entrepreneurship. Competencies gained will provide graduates with the opportunity to occupy positions as small business owners, startup founders, innovation managers, business development managers, and management consultants. The qualification also lays the foundation for learners to enrol for a master's degree should they choose to follow such a pathway.

Rationale

Like many African countries, South Africa faces high unemployment and economic growth challenges. The promotion of entrepreneurship and small business development is key for addressing these issues. The fully online qualification will address critical skills gaps and support economic growth and development in the South African and Southern African Development Community (SADC) region. The qualification will provide flexible training opportunities for aspiring and existing entrepreneurs. As a result, more learners will acquire knowledge and necessary skills to start and grow successful businesses, which will contribute to economic growth, job creation, and poverty reduction.

The institution's Executive Dean and the Head of the Department identified a need for a distance and fully online qualification through a collaborative effort. The qualification was developed in response to current industry needs in line with the local and internationally higher education trend. The consultation process involved the Academic Advisory Committee, work Integrated Learning (WIL) employers and industry partners to respond to learners' needs in a rapidly changing higher education context.

The qualification will reach a wider audience, including learners from remote or disadvantaged areas who may not have access to traditional classroom-based learning. This can help improve the skills and knowledge of entrepreneurs and small business owners in the region, ultimately contributing to developing more sustainable and successful businesses. Furthermore, the qualification will address the industry partners and Work-Integrated Learning (WIL) employers' needs by producing graduates with skills and knowledge required in the current job market. This qualification will enhance the employability as graduates will be able to start and run their own businesses, thus contributing to the region's economic development.

The qualification was developed in consultation with various stakeholders, including the departmental advisory committee, industry partners, and other higher education institutions. The feedback and recommendations from these consultations were considered during the planning and conceptualisation phases to ensure that the qualification meets learners' and the sector's needs. The qualification will develop the entrepreneurial and strategic management skills required for success in commerce, change management and research. The curriculum covers essential business-related modules to provide a holistic perspective of modern business development and strategic entrepreneurship, ensuring graduates can function effectively in their work environment. Learners will acquire specialised knowledge and professional skills, enabling them to apply their learning in the workplace or entrepreneurial ventures.

Graduates will pursue a variety of career paths to choose from, as the qualification equips learners with a range of skills and knowledge highly valued in the business world. Possible occupations for graduates include small business owners, startup founders, innovation managers, business development managers, and management consultants. Graduates may also work in various industries, such as technology, finance, marketing, and social entrepreneurship. With the growth of the startup ecosystem and entrepreneurship as a key driver of economic development, there are many employment opportunities for graduates with this qualification in South Africa and beyond.

The qualification will attract working adults in mind who find regular on-campus attendance impractical due to work and family commitments. The qualification is intended for learners who are seeking a flexible and accessible higher education study opportunity that can accommodate their busy schedules or their specific circumstances. The distance mode of provisioning using the official Learning Management System (LMS) will also attract learners who live and work far away from the institution's campuses, including those in the local, regional, and international contexts. As a result, learners who enrol for the qualification will come from a wide range of occupational backgrounds, including business owners, managers, and entrepreneurs. The qualification will equip learners with the knowledge and skills necessary to operate effectively within the entrepreneurship sector, whether as business owners or employees in relevant industries.

Furthermore, entrepreneurship can help to address social and environmental challenges, such as poverty, inequality, and climate change. From an economic perspective, the qualification will benefit the economy by developing the skills and knowledge needed to drive entrepreneurship and innovation. By creating new businesses and products, graduates can contribute to economic growth and competitiveness, leading to job creation and increased prosperity. The qualification will develop the skills and knowledge essential for economic development, job creation, and social progress to drive entrepreneurship and innovation. Currently, the entrepreneurship industry is growing and requires skilled professionals with an entrepreneurial mindset. The qualification will produce competent graduates with advanced skills sets in commercial enterprise administration by incorporating the theoretical knowledge of the learning qualification with practical applications and conceptual ideas. Currently, the industry requires professionals that can combine entrepreneurial skills with essential soft skills such as communicating effectively, influencing others, and presenting ideas.

The fully online qualification will expose learners to digital capabilities that have entrepreneurial value. The agile mindset required when learning in a digitised space reflects the digital focus of most commercial enterprises where digitisations are leveraged to ignite growth and creativity. The entrepreneurship is currently incorporating new technology changes into all its entrepreneurial processes. Learners will be engaged in digital learning experiences and develop skills for an increased digital presence and expansion in entrepreneurship contexts. The qualification will focus on commerce and entrepreneurial change and strategic management, including research. The curriculum has been designed to include important business-related modules to ensure a balanced perspective of modern business development and strategic entrepreneurship to inform the environment within which the graduates must operate. Learners will develop advanced knowledge and professional skills to enable graduates to apply their learning in the workplace or their entrepreneurial pursuits. Graduates will be able to take up more senior positions, such as small business owners, startup founders, innovation managers, business development managers, and management consultants.

The qualification will provide a learning pathway for learners to pursue both vocational and academic careers in entrepreneurship. This qualification will also enable graduates to progress to further learning, such as a Master of Management Sciences in Entrepreneurship which provides an advanced level of knowledge and skills in the discipline. The learning pathway thus provides learners with a clear and coherent route to professional and academic advancement in the field of entrepreneurship. The qualification will provide learners with a comprehensive knowledge of entrepreneurship practice. Graduates will be able to identify and pursue new business opportunities, which can lead to new products and services and new jobs. Graduates will acquire the knowledge and skills needed to start and manage their own businesses and take on leadership roles in established businesses. In addition, the qualification will promote entrepreneurship and innovation, which are essential for job creation, economic development and social progress.

Recognition of Prior Learning (RPL)

The institution has an RPL policy which provides clear guidelines to prospective learners who intend to gain access or obtain credits towards the Postgraduate Diploma in Entrepreneurship qualification. Candidates may apply at the Office of the Registrar for RPL or admission via the Senate's discretionary route.

RPL for access

• Prospective learners who do not meet the minimum entrance requirements but who can demonstrate satisfactory levels of competence in the field may apply for RPL and may be granted access to the qualification.
• The RPL policy provides for learners from other institutions and mature learners with relevant prior learning at the required level related to the qualification outcomes to be admitted to this qualification through the RPL process.
• 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.
• No more than 10% of a cohort of learners in a qualification may be admitted through an RPL process

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 credits

• 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.
• Credits shall be appropriate to the context in which it is awarded and accepted.
• Credits achieved through RPL will not exceed 50% of the total credits of the qualification.

Entry Requirements

The minimum entry requirement for this qualification is

• Advanced Diploma in Entrepreneurship, NQF Level 7.

Or

• Advanced Diploma in a cognate field, NQF Level 7

Or

• Bachelor of Commerce in Entrepreneurship, NQF Level 7.

Or

• Bachelor of Technology: Entrepreneurship, NQF Level 7.

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

Compulsory Modules, Level 8, 120 Credits

• Advanced Research Methodology, 30 Credits.
• Entrepreneurship and Business Development, 30 Credits.
• Strategic Entrepreneurship, 15 Credits.
• Business Turnaround Management, 15 Credits.
• Business Incubation Management, 15 Credits.
• Change Management and Business Sustainability, 15 Credits.

1. Demonstrate the ability to identify opportunities to lead to value creation
2. Demonstrate the ability to investigate the impact of change and how to implement change.
3. Demonstrate an ability to use a range of specialised skills to identify, analyse and address complex or abstract problems drawing systematically on a body of knowledge and methods appropriate to a field, discipline or practice.
4. Apply strategies for evolving entrepreneurial objectives; apply opportunities prioritisation and enterprise security planning; and develop consumer-centric strategies for new products through technology.
5. Conduct business viability and innovative venture creation.
6. Demonstrate the application of business incubation models, the funding of an incubator, assessment of an incubator as well as mentorship qualifications and coaching.

Associated Assessment Criteria for Exit Level Outcome 1

• Evaluate venture creation and management processes.
• Critique the complexity of the contemporary business environment.
• Analyse the ideologies of entrepreneurship in a dynamic environment.
• Apply different techniques to achieve validation of entrepreneurial ideas.
• Design a business model and case towards drafting a complete business plan.

Associated Assessment Criteria for Exit Level Outcome 2

• Identify various change management risks and explain the effect of the change process on the organisation's long-term success.
• Apply change management principles for sustainable business practice.
• Identify risks in change management programmes and ways to manage them

Associated Assessment Criteria for Exit Level Outcome 3

• Conceptualize, justify and delineate a viable research topic in a particular discipline or domain; incorporate and reflect on theories in conjunction with creative thinking to formulate and set up a preliminary research idea and research problem in the initiating stage of research proposal development.
• Interrogate multiple sources of knowledge in scientific and social research to evaluate knowledge content and approaches related to the preliminary research idea and problem.
• Critically review and appraise gathered information for relevancy; apply information to the research idea and problem; synthesize scientific viewpoints and develop logical arguments in research idea/problem using scientific writing skills.
• Discuss the complexities and uncertainties of selecting, applying or transferring appropriate standard procedures, processes or techniques to unfamiliar problems in a specialised field, discipline or practice.
• Identify and address ethical issues based on critical reflection on the suitability of different ethical value systems to specific contexts.
• Take responsibility for own work, decision-making and use of resources, and accountability for the decisions and actions of others where appropriate.
• Effectively operate a piloting system or manage a piloting system based on the roles and relationships between elements within the system.
• Critically review information, synthesise data, evaluate and manage processes in specialised contexts to develop creative responses to problems and issues.
• Prepare an outline of the research report for the research proposal and effectively communicate academic, professional or occupational ideas and texts.
• Present and effectively communicate a final draft of a research proposal to a range of audiences using academic, professional or occupational ideas and texts.

Associated Assessment Criteria for Exit Level Outcome 4

• Interpret industry and market data to formulate new goals.
• Analyse the relationship between culture, goals and strategy alignment.
• Compare business technologies that support the business objectives.
• Identify problem-preventing techniques in an organisation.
• Design a strategic map and search engine optimization for digital entrepreneurship.
• Design niche penetrating innovative models.
• Develop strategies to enhance internal business processes to optimise market positioning.
• Perform macro-scale scenario analysis and adaptive mechanisms in entrepreneurship.
• Discuss resource optimization in innovation and value sustainability.
• Conduct creative remediation strategies for agile planning.
• Analyse processes of selecting suitable demand forecasting methods.
• Perform a historical analysis of demand and product output.
• Explore theories around demand analysis parameters in the dynamic environment of entrepreneurship.
• Discuss steps in conducting an environmental analysis.
• Measure the impact of projections-based evaluations.
• Examine the role of decentralised planning in modern entrepreneurship.
• Discuss the vehicles of entry into international markets and barriers thereof.
• Outline steps in infiltrating untapped and reserved markets
• Discuss methods of launching an international campaign.
• Compare the functions of community collaborations and strategic alliances.
• Identify factors affecting cultural alignment and mutual growth
• Explain the relation between non-organic growth, autonomy and organizational capacity.

Associated Assessment Criteria for Exit Level Outcome 5

• Critically evaluate and analyse information, concepts, and processes of entrepreneurship.
• Evaluate the entrepreneurship ecosystem in Africa and its socio-economic impact.
• Analyse and apply creativity and innovation theory and processes.
• Apply Design thinking towards refining a business idea for the African market environment.

Associated Assessment Criteria for Exit Level Outcome 6

• Design feasible business incubation models.
• Identify operational and financial needs and monitor the financial performance of an incubator.
• Develop control systems and perform benchmarking practices for an incubator.
• Design and develop monitoring programmes for an incubator.
• Analyse enterprise incubation theories and interpret these models in contemporary theory and practice.

INTEGRATED ASSESSMENT

The institution has various assessment policies and procedures for all provisioning modes in all its qualifications. All assessment practices for the qualification are guided by various assessment policies, e.g. Policy on main, supplementary, special and exit examinations; Policy on processing and publication of predicate and final results; Policy on certification and issuing of qualification; Policy on Ombudsman for learners' academic complaints and the Assessment Standard Operating Procedures. The overall integrated assessment is evident in the approach to the assessment of applied competence. Applied competence is understood as the learner's ability to integrate concepts, ideas and actions in authentic, real-life contexts; the assessment of which is broken down into the assessment of foundational, practical and reflexive competence where:

The integrated assessment is a planned combination of formative and summative assessment strategies with varying ratios, depending on the level (year) of study where: formative assessment implies being supportive to learning, non-judgmental and focused on providing constructive feedback or criticism to the learner, takes place during the learning process and informs the planning of future learning activities, and: summative assessment implies assessment to be mainly concerned with summing up the learning process and therefore usually takes place at the end of the relevant learning process. Within a non-examination terminating model, summative assessments will occur throughout the learning period.

There is no specific final or year-end examination in modules assessed in a non-examination terminating mode. The summative assessment opportunities completed during the learning process accumulate into a final module mark. The weights or contributions of the assessment opportunities may vary according to needs. According to policy, there will not be less than six assessment opportunities for a year module. This form of assessment includes a concluding summative assessment opportunity that comprehensively integrates the learning in a module's units. The final mark for continuously assessed modules will be compiled from the accumulation of marks obtained for tests, assignments, papers, projects and other opportunity instruments. A single assessment opportunity may not contribute more than 40% towards the final mark for the module.

The modules which comprise the qualification will all follow a non-examination terminating approach utilising continuous assessment opportunities planned per module. These include various assessment tasks and a final comprehensive, integrated summative assessment.

Formative Assessment

Formative assessment will be used to inform learners about their progress continuously throughout their study. Formative assessment will support the learner developmentally and provide feedback to all involved in the learning process about how learning and teaching can be improved. Self and peer assessment (with the aid of relevant analytical assessment tools) will contribute to formative assessment. Marks collected from this evidence will be used for the sole purpose of learner and lecturer reflection, growth and development.

Formative assessment strategies will be used throughout the qualification to achieve exit-level outcomes. Learners will, for example, be asked to:

• design a concept map to prove insight into a certain concept
• write a sentence or two in a discussion forum to identify a main point
• submit a draft for early feedback, and engage purposefully with cycles of review
• complete short online quizzes (multiple opportunities will be allowed)
• submit an -exit ticket' (e.g. summarise a concept in a chat box)
• participate in a discussion forum (e.g. state an original idea and reply to a thread)
• low-stakes group work (due to the reality of learners, collaborative formative assessments will be limited and intentionally designed)
• reflective digital journal entries (in the research module specifically)
• multiple choice polls
• pre-class open-ended questions to foster discussions
• learner-created surveys
• commenting on social media entries (e.g. related tweets and Instagram)
• generate word clouds to aggregate peer responses
• virtual sticky notes to ask and answer questions
• creating an -elevator pitch; a 60-second verbal summary of an idea as an audio clip
• analogy and metaphor prompt to clarify comprehension

Summative Assessment

Summative assessment involves assessment opportunities that take place at the end of a learning experience. Information will be gathered about a learner's level of competence upon completion of a module. Results will be expressed in marks regarding the level of competence achieved on level descriptors, specific outcomes and assessment standards. This type of assessment will be used for promotional purposes and incorporate various continuous assessment tasks.

Both formative and summative assessments will support learning for this qualification. The formative assessment applies to all the modules in the form of continuous assessment used throughout, with a final assessment in week 7 that takes the form of a summative assessment. Various opportunities are given to the learners to showcase their knowledge, skills and abilities throughout the modules. Various types of formative assessments are used in the assessment design of the modules to ensure an inclusive approach. The format of the formative assessment will vary based on the topic but will include discussions (utilising the LMS discussion tool), quizzes and virtual presentations.

There is no specific final or year-end examination in modules assessed in a non-examination termination mode. The assessment opportunities completed during the learning process accumulate into a final module mark. This form of assessment includes assignments, case studies, projects, reflective writings, and critiques. The final mark for continuously assessed modules will be compiled from the accumulation of marks obtained for tests and assignments.