Postgraduate Diploma in Information Resource Management

Purpose

Qualifying learners will be able to integrate conceptual, causal, procedural and contextual knowledge to manage ICT services in an organisation. The formal qualification completes the undergraduate stream providing access to postgraduate studies. This aims to deepen applied knowledge of practicing service managers and supervisory staff in the industry. The industry in SA, Africa and globally will shift toward ICT services to be efficient integrated business processes, activities and performance.

Rationale

There is a severe skills shortage in SA at the moment. Information Technology and Information Resource Management are considered scarce skills by the Department of Labour (DoL). The qualification addresses objectives of the National Qualification Framework (NQF) by providing a crucial link between the ITIL guidelines for ICT Service Management and the underpinning theory. The qualification is beneficial to the economy and society as it addresses some of the training needs for the successful operation of ICT systems in organisations. Skilled ICT Service Management personnel are required to meet the developmental needs of the country in the wider application and use of advanced ICT systems in support of business as well as government and other mission critical operations. This qualification will deliver learners to satisfy the growing need in industry for professionals with both IT and business knowledge. Learners that complete the qualification successfully can pursue a career in ICT Operations Management, Change Management and Control, ICT Asset Management, User Liaison and Account Management, ICT Help Desk Management and ICT Security Management to mention a few. This has become the trend internally as well. UNISA can establish itself as the leader in the field of IRM and differentiate itself from local universities.

Recognition of Prior Learning (RPL)

It is acknowledged that all learning has value and the University accepts the challenge to assess prior learning and award credit that is aligned to University qualifications to promote lifelong learning.

Therefore recognition may be granted for non-formal prior experiential learning. The RPL process will be conducted according to UNISA's RPL policy and may involve, among other things, the submission of portfolios with evidence of prior learning, challenge examinations, and interviews with assessment panels.

Learners who already work in the IT industry who believe they possess competencies which will enable them to meet some or all of the ELOs listed in the qualification will be able to present themselves for RPL assessment.

Entry Requirements

Learners are required to have the following in place in order to be considered for admission

• An appropriate Bachelor's Degree or Advanced Diploma with an average of 60% or more in either qualification.

The qualification consists of 8 modules totalling 120 Credits.

Modules

• Research Methods and Proposal, 24 Credits.
• Research Report, 24 Credits.
• Service Design Management, 12 Credits.
• Service Level and Supplier Management, 12 Credits.
• Knowledge Management, 12 Credits.
• Change Management, 12 Credits.
• Information and Computer Security, 12 Credits.
• Service Validation, Testing and Evaluation, 12 Credits.

1. Apply knowledge of and insight in to the theory and practice of ITSM to complex and/or real-life problems in IT.
2. Use a range of specialised skills to identify, analyse, to address complex, abstract and/or real-life problems drawing systematically on their ITSM management knowledge, techniques and technologies of the various specialisation areas in IT.
3. Use a range of specialised knowledge, skills, techniques, technologies and ethical standards relevant to ITSM in IT.
4. Demonstrate capacity to manage and self-assess learning tasks autonomously, professionally, responsibly and ethically with due considerations of their continued academic growth and development.
5. Think critically about theory and practice and interrogating multiple sources of knowledge in the various areas ITSM and IT by critically and systematically reviewing knowledge and processes of knowledge production and interrogating multiple sources of knowledge in ITSM in IT.
6. Demonstrate coherent and critical understanding founded on a comprehensive and systematic knowledge base in ITSM theory and paradigms in the IT area.

Associated Assessment Criteria for Exit Level Outcome 1

• Current research and multiple sources of scholarly or professional literature are reviewed, critiqued and evaluated in an intellectually independent manner.
• Sound theoretical judgements by using well-reasoned, theory-driven and evidence-based arguments are made.

Associated Assessment Criteria for Exit Level Outcome 2

• Decision-making and problem-solving in general and the types of decisions that must be made with reference to IT services are discussed.
• An understanding of the problems and challenges faced by knowledge management in the IT organisation is indicated.

Associated Assessment Criteria for Exit Level Outcome 3

• Service quality, quality assurance and service value and the role played by Service Validation, Testing and Evaluation in this regard is explained and discussed.
• A Service Validation and Testing or Evaluation process to establish whether it is compliant with ITIL principles is audited.

Associated Assessment Criteria for Exit Level Outcome 4

• The analysis and interpretation of theoretical information are independently conducted.
• Coherent and critical insight by means of well-rounded, theory-driven and evidence-based arguments and critical self-reflection is demonstrated.

Associated Assessment Criteria for Exit Level Outcome 5

• Judgements and conclusions are based on information and data and are clearly communicated using the resources of an academic/professional discourse appropriately, reliably and accurately.

Associated Assessment Criteria for Exit Level Outcome 6

• A given knowledge management strategy with regard to the decisions to be made and the knowledge acquired is critically evaluated.
• A knowledge management strategy and policy based on a given scenario is drawn up.

Integrated Assessment

A candidate must show applied competence-that is, the integration of foundational, practical and reflective competence-in a variety of ways and instances during the course of the qualification. For example, learners will be asked to propose practical solutions to field-specific problems and to evaluate their own proposed solutions and their learning in the process, thus involving knowledge, the application of knowledge, as well as reflection.

In the various modules of the qualification, learners will be required to provide evidence of integrated knowledge, skills and values. Through formative and summative assessments used to integrally assess during the unfolding of the programme and finally through the culminating in a capstone module (Problem management), such as written activity assignments (of reflections, summaries of key aspects, applications in a variety of scenarios and contexts, practical tasks, examinations, and a portfolio which collects evidence if required.