Postgraduate Diploma in Management in Entrepreneurship

Purpose

The primary purpose of this qualification is to strengthen the management knowledge and ability of graduate entrepreneurs, or to develop an entrepreneurial mind-set within generally educated managers. Many generally educated graduates are working in business in a range of different positions often without the depth of understanding and knowledge that is required. Learners on the Diploma will engage with current thinking and practice in both general management and entrepreneurship specifically, as well as produce an in-depth Business Research project aligned to the Genesis Project.

With an explicit focus on entrepreneurship, the qualification employs an action-learning based curriculum, the core thrust of which is to challenge the orthodox view that entrepreneurship is mostly about spread-sheets, business plans and projections of discounted cash flows. Instead the Diploma encourages learners to see themselves as change-agents, artists, creators, and visionaries in a year-long learning process whereby learner groups start up and run their own businesses.

This Postgraduate Diploma enables learners to undertake a period of advanced action, reflection and development, and is designed along two parallel tracks. The first is the full-year action learning programme known as Genesis (BUS 4049W) in which learner groups conceive and manage their own businesses. The second component is a set of functional theory courses typical of any commerce or Postgraduate Master of Business Administration type Degree. These courses are taught on a semester basis and are aimed at assisting learners in the practice of better running their businesses. In this sense, the theory of each course is positioned to solve real life problems; and not merely conceptual "puzzles".

The curriculum maps out the functional requirements of the commercial discipline, but without the Genesis course there is little integration, and no application. When connected to this action learning component, concepts taught on these theory courses find immediate application. Thus, for example, through their learning on the finance module, learners are able to account for and report on the money making activities of their Genesis businesses. This is important, since groups are required to produce comprehensive financial feedback to their Genesis directors with whom they meet on a monthly basis. Thus where ordinarily constructing a cash-flow statement might be construed as merely some technical abstraction, the rigours of the Genesis Project imply a more serious "problem" requiring attention. In this sense, the interlocking integrative nature of the qualification creates an additional level of learning whereby learners can hold up theoretical constructs and test their applicability in real time with real people and real money.

Rationale

The need for well-educated managers at all levels of organisations and within all sectors is well-documented. This qualification enables generally educated graduates or graduates with Commerce degrees to improve and strengthen their understanding of current business and managerial imperatives at both micro- and macro-levels, whilst giving them an opportunity to specialise and deepen their knowledge in a particular discipline.

Entrepreneurship is associated with fostering national economic growth, the formation of novel enterprises, the repurposing of existing business to entrepreneurial ends and even redirecting state infrastructure towards more fruitful objectives (e.g.: the now very commercially successful V and A Waterfront). It is fundamental to the current NDP framework. SA entrepreneurs have contributed significantly to the development of the national economy, and several have created thousands of jobs, earned foreign exchange, paid substantial taxes and funded causes of social investment. They are also models for innovation and business governance. In America we know that in the 18 years between 1980 and 1998, 77% of the 34 million new jobs were created by the 5% of the country's small businesses. The education of competent entrepreneurs will decide the difference between national growth and decay.

There is excessive demand for this qualification that we are currently not able to cater for; by offering the identical qualification in a Blended Learning format (with a proven track record of over 20 years), it is anticipated that this mode of delivery for the qualification will fulfil a vital need in meeting scarce skills. The qualification offered in this mode significantly widens access to learners who would not be able to attend an on-campus version.

Recognition of Prior Learning (RPL)

Applicants who do not have a Degree or Advanced Diploma but have at least 5 years working experience in a related organisational setting may be assessed through a combination of case studies and entrance examinations to determine whether they have the equivalent educational ability and motivation as someone with the Level 7 Exit Level Outcomes.

Entry Requirements

Admission to the Postgraduate Diploma will require a Bachelor's Degree or an Advanced Diploma in any field.

This is a 180 Credits qualification consisting of 7 compulsory modules and 6 elective modules at NQF Level 8 and one elective module at NQF Level 7.

Compulsory modules: (Seven modules at NQF Level 8 totalling 144 Credits)

• Organisation and Management, 18 Credits.
• Genesis Project, 36 Credits.
• Effective People Practices, 18 Credits.
• Business Research and Communication, 18 Credits.
• Entrepreneurial Strategies, 18 Credits.
• Management Theory in Practice, 18 Credits.
• Creativity in Business, 18 Credits.

Elective Modules: (Select two modules totalling 36 Credits)

• Project and Operations Management, NQF Level 7, 18 Credits.
• Integrated Marketing Communication, 18 Credits.
• Managerial Information Systems, 18 Credits.
• Industrial and International Marketing, 18 Credits.
• International Marketing and Brand Management, 18 Credits.
• Social Entrepreneurship, 18 Credits.
• Event Management, 18 Credits.

1. Critically engage with different theoretical constructs and frameworks as they apply to management and organisations.
2. Research business issues and contribute to the development of knowledge base in the industry, with an understanding of methodological complexities and uncertainties in order to identify, analyse and address complex problems.
3. Recognise the role, value and relationships between the different functional areas within organisations by responding to the specific socio-economic challenges of the local and national environments within an international context of doing business.
4. Thinking creatively about problem solving by making decisions based on sound knowledge and judgement.
5. Conduct affairs with integrity mindful of the impact decision taken will have in both the long- and short-term by approaching situations and solutions with an ethical and legal framework.
6. Produce and communicate solutions to business problems as these arise in the course of professional activity.
7. Understand the need for sustainability in all aspects of business, including people, profit and planet.

Associated Assessment Criteria for Exit Level Outcome 1

• The challenges and opportunities of globalisation in a flat world are grasped.
• The relationship between development, technology and the environment is understood.

Associated Assessment Criteria for Exit Level Outcome 2

• The practices, policies and processes that may mediate the relationship between business organisations and the environment are analysed and explained.
• Organisational dynamics are interpreted and managerial strategies are developed.

Associated Assessment Criteria for Exit Level Outcome 3

• Culture of organisations are identified and classified.
• The tenets of business law including contract law and the ability to draft up a basic contract are familiarised with.
• Strengths and weaknesses of the business are identified and the performance is audited and evaluated.
• The demands and opportunities that the environmental challenge presents to business are understood.
• Complex nature of the business environment is understood.

Associated Assessment Criteria for Exit Level Outcome 4

• Understandings and techniques that foster individual creativity and creative problem-solving in groups are applied.
• Creative techniques and insights in to the world of artistry and innovation and how and why such art must ensure the survival of business going forward are employed.
• The relationship between group dynamics and effective decision-making is recognised.

Associated Assessment Criteria for Exit Level Outcome 5

• The importance of ethics in business are understood.
• A strategy for an organisation to develop common values and a code of conduct based on these values is devised.

Associated Assessment Criteria for Exit Level Outcome 6

• The importance of effective communication is recognised.
• Social, Digital and traditional media in the development of Marketing Plan are leveraged.

Associated Assessment Criteria for Exit Level Outcome 7

• Notions of leadership are critiqued and own style of self-leadership is developed.
• The contribution that can be made by business in the promotion of sustainability is identified.
• A project is planned and implemented.

Integrated Assessment

Each course will have formative assignments and summative exams. During the year the results of the assignments held during the year will constitute the year mark for the course - these ranges between 40 and 45% of the final mark. Learners are required to submit both group and individual assignments; they conduct peer reviews as part of their group work, and are engaged in a wide variety of assessments.

The use of the blended learning platform allows instructors to respond to learner queries within 5 working hours resulting in high levels of interaction around the subject matter by both learners and teachers. Instructors use this mechanism for formative assessment. In some cases, short practice quizzes at the beginning of a module are also used for formative assessment. Every week, at the end of a module, learners submit an assessment in one of three forms: multiple choice quiz assignment, written assignment or peer-review assignment. This serves as summative assessment on the week's learning, but it is also positioned as formative assessment in the context of a full course. Learners receive interactive feedback on their multiple choice assignments, written feedback from Course Instructors on their written assignments, and four or more reviews by their peers and teachers on peer-review assignments. All of these assessments are formative within the context of the course.

At the end of each course learners are given a course mark which shall count not more than 40-45% of the final mark.

The final exam will take place at UCT-approved testing centres over a week and be administered by the course convenor and UCT-approved staff. This is a summative assessment that will contribute between 55 and 60% of the final mark for the course.