The Da Vinci Institute for Technology Management (Pty) Ltd. Bachelor of Commerce (BCom) Qualification Framework

Transcription

1 The Da Vinci Institute for Technology Management (Pty) Ltd Bachelor of Commerce (BCom) (Business Management) The Management of Technology and Innovation (MOTI) As Applied to Risk-based Integrated Management (RIM) Qualification Framework NQF Level 7 SAQA QUAL ID: The Da Vinci Institute for Technology Management (Pty) Ltd Registered with the Department of Higher Education and Training as a private higher education institution under the Higher Education Act, Registration Certificate No. 2004/HE07/003

2 Approval and Ratification of Qualification Framework: Bachelor of Commerce (BCom) (Business Management) in the Management of Technology and Innovation (MOTI) As Applied to Risk-based Integrated Management (RIM) Recommended: Dean: Academic Development, Research and Design Dr Ronel Blom Signature Date Approved: Registrar Mrs Louise Fuller Signature Date Approved: Academic Board Name: Signature Date Ratified: Council Chairperson Mr Sechaba Motsieloa Signature Date The Da Vinci Institute for Technology Management (Pty) Ltd Registered with the Department of Higher Education and Training as a private higher education institution under the Higher Education Act, Registration Certificate No. 2004/HE07/003

3 Table of Contents 1. Purpose 1 2. Teaching and learning methodology 1 3. Level descriptors and programme outcomes 2 4. Critical cross-field outcomes (CCFO) 3 5. Access to the qualification 5 6. Learning assumed to be in place 5 7. Field and sub-field of the qualification 5 8. Recognition of prior learning (RPL) 5 9. Credit accumulation and transfer (CAT) Articulation An integrated assessment process Curriculum Module descriptions 10 i P a g e

4 1. Purpose The Da Vinci Institute for Technology Management (Da Vinci) provides a BCom (Business Management). The focus is on a business management approach and managerial leadership development. The BCom (Business Management) provides for 360 credits at exit NQF Level 7. The purpose of this qualification is to recognise those who have the required competence to serve in transformational management positions in organisations (public and private, including self-owned businesses) and the community at large, by enabling them to obtain a nationally registered and recognised qualification. A further purpose of this qualification is to produce lifelong students who are equipped to debate and address socio-economic transformation challenges within South Africa. This qualification seeks to transform individuals, organisations and the community at large, dealing with management development challenges such as the management of technology, the management of innovation, the management of people, and systems thinking, and risk-based integrated management (RIM) from a management development perspective. At BCom level, the overall purpose is to develop student s capacity to: Define and apply a variety of management development theories within a systems thinking framework. Describe the knowledge and skills required which inform sustainable management and organisational development practices. Communicate ideas, concepts and practical application of theories related to management development. Apply technology, innovation, people and systems thinking concepts to transform individuals, organisations and/or communities. 2. Teaching and learning methodology The teaching and learning methodology at Da Vinci is informed by Mode 2 principles. Mode 2 principles are characterised by trans-disciplinary engagements and a problem-solving orientation that encourage a reflexive process of knowledge creation in the context of application. This implies that students are encouraged to interrogate the practices at their work, and together with their line managers and colleagues, co-create innovative solutions that are customised, relevant and current in order to contribute positively to changes in the workplace, community and society. Within this Mode 2 learning environment, which requires that learner think of what they are learning and how they apply the new information, the learners theoretical understanding of the specific subject matter is transformed into demonstrable applications back into the workplace where they are encouraged to develop their capacity towards: Operate in variable and unfamiliar learning contexts, requiring responsibility and initiative; Accurately self-evaluate, identify and address their own learning needs; and Interact effectively within a learning group. 1 P a g e

5 Mode 2 principles are closely aligned to experiential learning. Experiential learning consists of a four-stage process that guides students in their learning journeys where they are expected and encouraged to apply theoretical concepts to work-based challenges. 3. Level descriptors and programme outcomes NQF Level 7 Programme Outcomes Scope of knowledge, in respect of which a learner is able to demonstrate integrated knowledge of the central areas of one or more fields, disciplines or practices, including an understanding of and the ability to apply and evaluate the key terms, concepts, facts, principles, rules and theories of that field, discipline or practice; and detailed knowledge of an area or areas of specialisation and how that knowledge relates to other fields, disciplines or practices. Knowledge literacy, in respect of which a learner is able to demonstrate an understanding of knowledge as contested and the ability to evaluate types of knowledge and explanations typical within the area of study or practice. Method and procedure, in respect of which a learner is able to demonstrate an understanding of a range of methods of enquiry in a field, discipline or practice, and their suitability to specific investigations; and the ability to select and apply a range of methods to resolve problems or introduce change within a practice. Problem solving, in respect of which a learner is able to demonstrate the ability to identify, analyse, evaluate, critically reflect on and address complex problems, applying evidence-based solutions and theory-driven arguments. Ethics and professional practice, in respect of which a learner is able to demonstrate the ability to take decisions and act ethically and professionally, and the ability to justify those decisions and actions drawing on appropriate ethical values and approaches within a supported environment. Accessing, processing and managing information, in respect of which a learner is able to demonstrate the ability to develop appropriate processes of information gathering for a given context or use; and the ability to independently validate the sources of information and evaluate and manage the information. Producing and communicating information, in respect of which a learner is able to demonstrate the ability to develop and communicate his or her ideas and opinions in well-formed arguments, using appropriate academic, professional, or occupational discourse. Context and systems, in respect of which a learner is able to demonstrate the ability to manage processes in unfamiliar and variable contexts, recognising that problem solving is context and system bound, and does not occur in isolation. Management of learning, in respect of which a learner is able to demonstrate the ability to identify, evaluate and address his or her learning needs in a selfdirected manner, and to facilitate collaborative learning processes. Accountability, in respect of which a learner is able to demonstrate the ability to take full responsibility for his or her work, decision-making and use of resources, and limited accountability for the decisions and actions of others in varied or ill-defined contexts. Define and apply a variety of management development theories within a systems thinking framework. Describe the knowledge and skills required which inform sustainable management and organisational development practices. Communicate ideas, concepts and practical application of theories related to management development. Apply technology, innovation, people and systems thinking concepts to transform individuals, organisations and/or communities. The generic level descriptors describe learning achievements at the appropriate level required by the National Qualifications Framework (NQF). In this case the: NQF Level 7.

6 4. Critical cross-field outcomes (CCFO) The critical cross-field outcomes (CCFOs) formulated by the South African Qualifications Authority (SAQA) are generic competencies designed to underpin all national qualifications registered on the National Qualifications Framework (NQF). They are intended to provide the basis for lifelong learning, personal growth, honest business acumen, critical, creative thinking and aesthetic appreciation. The following matrix is a method of demonstrating how the planned combination of learning outcomes intend to provide the qualifying learners with applied competence and a basis for further learning which has been assessed in terms of exit level outcomes of NQF Level 7. The BCom programme requires integration, often across functions and very definitely systemically within functions. The theories are applied cross-functionally in the workplace and the integration of the system as a whole becomes important. Processes are designed to meet specific requirements and students work at a fairly high conceptual level before translating theory into action. They work actively through groups and develop solutions rather than solve problems. Problem solving is non-linear, often chaotic and integrates sometimes obscure and abstract theories but solution processes are designed to meet constantly changing needs.

7 Demonstrate an understanding of the world as a set of related systems by recognising that problem- solving contexts do not exist in isolation as demonstrated by exit level outcome 1 and 4. Organise and manage oneself and one s activities responsibly and effectively as demonstrated by exit level outcome 1 and 2. Work effectively with others as a member of a team, group, organisation, community, as demonstrated by Exit Level Outcome 2, 3 and 4. Reflect on and explore a variety of strategies to learn more effectively as demonstrated by exit level outcome 2, 3 and 4. Collect, analyse, organise and critically evaluate information as demonstrated by exit level outcome 3 and 4. Communicate effectively, using visual, mathematical and/or language skills in the modes of oral and/or written presentation as demonstrated by exit level outcome 3 and 4. Participate as responsible citizens in the life of local, national and global communities as demonstrated by exit level outcome 4. Identify and solve problems in which responses display that responsible decisions using critical and creative thinking have been made, as demonstrated by all Exit Level Outcomes. Use science and technology effectively and critically, showing responsibility towards the environment and the health/well-being of others as demonstrated by all Exit Level Outcomes. Develop entrepreneurial opportunities as demonstrated by all Exit Level Outcome. BCom (Business Management) Qualification Framework Exit level outcome Associated assessment criteria Cross-field Outcomes Describe and analyse Important principles and concepts are identified within existing 1,2,3,4 2,3,4 1,2 1, 4 management development management development theories. theories and the impact they Key Systems Thinking concepts are identified and applied to a workplace may have on sustainable development within developing economies. problem. Management development theories are incorporated into the management development context of the learner's working environment. Demonstrate and apply the Important terms, rules, concepts and principles are outlined and articulated in knowledge of the accordance with existing frameworks on the management of technology, the management of technology, management of innovation and the management of people. the management of The required methods, procedures and enquiring techniques relevant to the innovation and the management of technology, the management of innovation and the management of people management of people domains are described with performance indicators processes within a working from the workplace. environment. Technology, innovation and people concepts are described in relation to the management development context of the learner's working environment. Align and communicate the Key management development theories are explained in relation to the ideas and concepts related to organisational environment. systems thinking, problem Key Management of Technology, Management of Innovation and Management solving and decision making. of People principles are explained with examples relevant to the workplace. An overview of technology, innovation and people management theories are explained in relation to different management development contexts. An overview of technology, innovation and people management theories are presented to peer groups. Compare and align technology, innovation, people and systems thinking concepts to transform Learners define and record the development need required. Possible responses to these needs are proposed and applied in relation to the learners' context. Management of technology, innovation, people and systems thinking principles are integrated and applied within the relevant contexts. individuals, communities and/or organisations. 4 P a g e

8 5. Access to the qualification Qualification for which Applying Bachelor of Commerce (BCom) (Business Management) The Management of Technology and Innovation (MOTI) NQF Level 7 SAQA QUAL ID: Previous Academic Qualifications Relevant NQF 4 qualification Appropriate Conditions Work Experience (years) - The minimum entry requirement is a Matriculation Certificate or a National Senior Certificate and the appropriate subject combinations and levels of achievement, as defined in the Minister s policy (Minimum Admission Requirements for Higher Certificate, Diploma and Bachelor s Degree Programmes Requiring a National Certificate, Government Gazette, Vol. 482, No , 18 August Further general requirements are as follows: o English First language: 50%. English Second language: 60% o Mathematics: 50%. Mathematics Literacy 70%. 6. Learning assumed to be in place The qualification assumes that the student is competent in communication as required by qualifications at NQF Level 4. Applicants should have a few years general working experience and have demonstrated the potential to benefit from a management of technology and innovation leadership qualification. 7. Field and sub-field of the qualification Field: Business, Commerce and Management Studies Sub-field: Generic Management 8. Recognition of prior learning (RPL) The structure of this qualification makes the Recognition of Prior Learning (RPL) possible. RPL refers to the principles and processes through which the prior knowledge and skills of a person are made visible, mediated and assessed for the purposes of alternative access and admission, recognition and certification, or further learning and development. There are two main forms of RPL which reflect the different purposes and the different processes within which RPL takes place: RPL for access: To provide an alternative access route into a programme of learning for those who do not meet the formal entry requirements for admission. RPL for access applies to learning programmes offered by an accredited institution of further learning (including a post-school institution and an adult learning centre) or workplace-based training provider 5 P a g e

9 RPL for credits: To provide for the awarding of credits for, or towards, a qualification or part-qualification registered on the NQF In both cases, RPL processes may take place at a diagnostic, formative or summative point, or in-curriculum to create opportunities for advanced standing or recognition in the workplace. If the student is able to demonstrate competence in the knowledge, skills and behaviours implicit in this qualification, the appropriate credits will be assigned to the student. Recognition of Prior Learning will be done by means of integrated assessment. RPL may allow: Accelerated access to further learning at this or higher levels on the NQF. Gaining of credits towards learning outcomes. Obtaining of this Qualification in part and no more than 50%. All learners that apply for recognition of prior learning will be evaluated in accordance with The Institute s Policy and Criteria for Assessment, RPL and Credit Accumulation and Transfer. 9. Credit accumulation and transfer (CAT) CAT refers to a process whereby the diverse features of both credit accumulations and credit transfer are combined to determine consistent credit outcomes for components of a qualification based on equivalence in content and learning outcomes, matched a different qualification. All learners that apply for CAT will be evaluated in accordance with The Institute s Policy and Criteria for Assessment, RPL and Credit Accumulation and Transfer. 10. Articulation Articulation is the process that will enable learners to progress from on completed qualification to another with admission or credit in a defined pathway: Honours Degree: Management and Commerce, NQF Level 8 Registered learners from the following accredited degree programmes in business administration, business leadership, development management & entrepreneurship o Advanced Diploma: Business Management and Administration, NQF Level 7 o Certificate MOTI NQF Level 5 All learners that apply for Articulation will be evaluated in accordance with The Institute s Policy and Criteria for Assessment, RPL and Credit Accumulation and Transfer.

10 11. An integrated assessment process An important part of the learning process at Da Vinci is assessment of the effectiveness of the learning process. Student assessment is based on student s ability to apply the theoretical knowledge gained in the different modules to practical challenges in the workplace. Da Vinci uses both formative and summative assessment methods to assess the student s progress and performance. Formative assessment is done through the following compulsory assignments: a. Pre-work assignment (PWA) per module Each student is expected to submit a pre-work assignment (PWA) on the day the module is presented. This assignment is handed in to the respective facilitator to inform his/her preparation for the allocation of the appropriate credits towards the post-module assignment (PMA). Summative assessment is done through the following compulsory assignments: a. Management and Leadership Development (MLD) During the programme, students will be able to design an integrated managerial leadership framework reflecting their individual understanding of those concepts which informs this domain. It is assumed that on completion of the MLD students will continuously review their proposed frame and add aspects related to the integration of the management of technology, innovation people and systems. Students are required to provide a narrative (1 to 2 pages) explaining why they constructed their framework in a particular way, including a critical perspective on current managerial and leadership practices within organisations across the world. Students need to present convincing arguments regarding their chosen framework. b. Post-Module Assignment (PMA) per module Following attendance of a module, students are required to submit a post-module assignment within a specified timeframe on Moodle, Da Vinci s e-learning platform. Post-module assignments are based on previously identified work based challenges that are designed to enable students to apply the learning to their work situations. The student will receive constructive feedback from an assessor and in a few instances from the moderator. The student should use this feedback to inform his/her learning process and make improvements where relevant. c. Exit Level Assignment (ELA) At the end of a learning programme, Da Vinci will need to be satisfied that the student is able to meet the exit level outcomes with the related critical cross-field outcomes. This is done by requiring students to submit an integrated assignment. In this exit level assignment, the student is required to review all his/her assignments completed over the duration of the programme and write a single summary document of about pages. In this assignment the student should reflect on the post-module assignments completed during the programme and show how their learning relates to the four exit level outcomes. The ELA will be linked to the return on investment (ROI) report that will be completed at the end of the programme.

11 12. Curriculum This framework outlines the curriculum for the BCom (Business Management): Year 1 (NQF 5) Core Modules 60 Credits Credits BMG 100 *Business Management 16 HRM 100 *Human Resource Management 16 STM 100 Statistical Methods 8 FNA 100 Financial Accounting 8 ENM 100 Economics 8 WBC 100 Work-Based Challenge International Immersion (two weeks) 4 Fundamentals 36 credits IST 100 International Standards 8 LOR Legal and Other Requirements 4 RMP The Risk Management Process 8 RMM Risk Management Techniques 16 Total Credits Year 1 96 Year 2 (NQF 6) Core Modules 68 Credits Credits BMG 200 HRM 200 ENT 200 MNG 200 */**Business Management, or */**Human Resource Management, or **Entrepreneurship, or **Marketing Management 24 MOT 200 Management of Technology 12 MOI 200 Management of Innovation 12 MOS 200 Managing Systems 12 WBC 200 Work-Based Challenge International Immersion (three weeks) 8

12 Fundamentals 52 credits Credits RMF Risk Management Frameworks 4 MSC Management System Context & - Leadership 8 MSP Management System Planning & Support 8 PSA The Process and Systems Approach 16 MSI Management System Implementation & Operation 16 Total Credits Year Year 3 (NQF 7) Core Modules 102 Credits Credits BMG 300 HRM 300 ENT 300 MNG 300 */***Business Management, or */***Human Resource Management, or ***Entrepreneurship, or ***Marketing Management 30 BSE 300 Business Ethics 6 MOT 300 Management of Technology 12 MOI 300 Management of Innovation 12 MOS 300 Managing Systems 12 WBC 300 Work-based challenge International Immersion (three weeks) 30 Fundamentals 42 Credits MSE Management System Performance Evaluation & Improvement 8 AMP The Action Management Programme 8 RIM Risk-based Integrated Management 12 CSR Corporate Self-regulation 8 MCP Managing Change a Project approach (Da Vinci) 6 Total credits Year 3 42 Notes: Total credits for qualification: 360 credits *Students, who intend to continue their studies by doing an Honours Degree in either Human Resource Management (HRM) or Business Management (BMG), have the option to register either Human Resource Management (HRM) or Business Management (BMG) as a major. **Students who select any of these modules will be able to do so with the assumption that a minimum of seven students per module are required. ***Students may register if they have completed the pre-requisite modules. **** Students, who wish to focus on Entrepreneurship, could select this option as part of their final year study with the assumption that they have registered for ENT 300 as a major.

13 13. Module descriptions Year 1 (NQF 5) Year 1 Module *Business Management (BMG 100) *Human Resource Management (HRM 100) Statistical Methods (STM 100) Financial Accounting (FNA 100) Learning outcomes Describe the role of business in a society; Describe the business environment as it relates to the micro, market and macro environments; Explain the internal structures and functions of the enterprise; Discuss and apply the management functions and tasks; Explain the basic concepts of financial accounting in a business you will need to make financial decisions; and Explain and apply basic marketing principles to a business. Describe the scope, function and tasks of Human Resource Management in the workplace; Discuss underlying theories and philosophies that guide Human Resources Management; Apply the principles of emotional intelligence to develop personal mastery; Discuss the concept and benefits of diversity in the workplace; and Explain the role of change, stress and time and the impact on work-life balance. Understand some approaches to data analysis; Describe a business environment through the relationship of events as they relates to the micro, market and macro environments; Understand issues that exist in questionnaire design; Prepare primary data; Understand and analyse statistical data; Use statistical packages and methods for data analysis; and Use computer packages for data analysis. Understand key accounting principles; Discuss adjustments, financial statements and financial reports and the relationship between profit, cash and resources; Explain financial ratio analysis and financial performance indicators, as well as financial performance issues within the workplace and the principles of accounting for performance at an operational level; and Understand operational and capital budgets, including budget controls and budgeting principles.

14 Year 1 Economics (ENM 100) Module Work-Based Challenge (WBC 100) International Standards (IST 100) Legal and Other Requirements (LOR 100) The Risk Management Process (RMP 100) Risk Management Techniques (RMT 100) Learning outcomes Understand the basic principles of economics; Describe the relationship between business management and economics; Explain the cause of inflation; Discuss economic indicators; Understand and determine break-even analysis; Apply seasonal indexing; Explain the monetary role of government; Describe the fiscal role of government; Understand the principle of the balance of payments; and Describe the principles of truth and objectivity. Formulate a meaningful work-based challenge; Identify a meaningful work-based research activities related to the identified challenge. Updated 18 Aug 2015 Identify Standards (and their applicability) by originator; Differentiate between the different types of ISO Standards; Examine and select the Standards their organisation should subscribe to; and Examine reasons for, benefits of, and barriers to Integrated Management. Discuss pertinent occupational health, safety and environmental legislation applicable to their workplace; Collect, organise and evaluate information in such a way that they will be able to contribute to decision-making; Understand the requirements regarding duty of care; and Interpret the meaning and types of liability. Describe and apply the risk management process according to ISO 31000; Discover the relationship between the risk assessment process and the requirements of different stakeholders in the organisation; Implement and manage the risk management process according to ISO 31000; and Effectively advise the organisation on the leading practices in risk management Choose and apply appropriate risk management techniques through the risk management process; Improve stakeholder confidence and trust through the use of risk techniques; Identify and minimise potential losses identified by risk analysis, using the application of management system controls; and Identify risk methods to find opportunities and therefore improve management systems and organisational resilience.

15 Year 2 (NQF 6) Year 2 Module Learning outcomes */**Business Management (BMG 200) */**Human Resource Management (HRM 100) **Entrepreneurship (ENT 200) **Marketing Management (MNG 200) Management of Technology (MOT 200) Explain the nature and meaning of the financial function and financial management; Outline the environmental factors that influence financial management; Apply the concepts and techniques of financial analysis, planning and control to a workplace situation; Discuss concepts related to asset management and long-term decisionmaking for sustainable organisational development; Discuss operations management theories, tools and techniques; and Apply the principles of effective purchasing management to a workplace situation. Analyse the role of the line manager in effective management of people; Discuss the role of the line manager in instilling the organisational culture; Analyse the impact of Human Resource Management related issues and trends on organisations; Evaluate the relevance and importance of Human Resource Management information systems on organisations; and Critically discuss the role of the line manager in: Performance management Talent management Employee management Define the role of the entrepreneur in society; Develop definitions of the concepts related to an intrepreneur, entrepreneur and a small business owner; Describe the entrepreneurial process; Analyse and discuss micro and macro planning techniques in relation to entrepreneurial effectiveness; and Apply the Golden Income Ratio and explore concepts related to entrepreneurial profitability and sustainability. Understand marketing management concepts and principles; Discuss the components of a marketing strategy and plan; Gather workplace related marketing information and scan the business environment for notable trends; Conduct market research and forecast demand; and Discuss the elements for creating and building strong brands. Analyse and describe essential technology platforms which drive workplace efficiency; Develop a plan to manage these technologies effectively; Discuss the link between technologies and workplace design; and Develop a plan to implement technological change within the workplace.

16 Year 2 Module Management of Innovation (MOI 200) Managing Systems (MOS 200) Work-Based Challenge (WBC 200) Enterprise Risk Management Frameworks (RMF 200) Management System Context & Leadership (MSC 200) Management System Planning & Support (MSP 200) Learning outcomes Explain concepts related to creativity and ideation; Describe and outline appropriate tactics for managing innovation in the workplace; Analyse the relationship between innovation and workplace performance; and Develop a strategy to promote innovation within their workplace. Discuss the components and linkages of a system within their workplace; Explain general systems theory and related concepts; Discuss the guiding principles of mess formulation within a systems thinking framework; Analyse their workplace as a system; and Offer recommendations for improving their system. Define the parameters and scope of their work-based challenge; Analyse their work based challenge; and Propose appropriate solution finding techniques for their work-based challenge. Compare ISO and the COSO Risk Management Frameworks; and Recommend the most appropriate Risk Management Framework for the organisation Describe the PDCA cycle; Analyse context requirements from international standards and formulate the organisational context to enhance its understanding; Evaluate what is required in terms of leadership mandate and commitment to enable design and implementation of a RIM System; and Formulate organisational roles, responsibilities and accountability for RIM Hypothesize on a method to integrate risk management with organisational processes; Determine the risks and opportunities that need to be addressed to give assurance that the RIM System can achieve its intended result(s); Establish objectives at relevant functions, levels and processes needed for the RIM System and planning how to achieve these objectives; Propose the resource requirements for design and implementation of a RIM System; and Determine the internal and external communications relevant to the RIM System.

17 Year 2 Module The Process (and Systems) Approach to Management (PSA 200) Management System Implementation & Operation (MSI 200) Learning outcomes Define a high level process view of the value chain (operating processes), support processes and management processes for the organisation; Formulate a Process Classification Framework - cascading processes from the Process View to all levels of the organisation in a structured manner; Create process maps of the organisation s processes at all levels, while showing their interrelationships; and Recognise the effect of variation in processes. Analyse stakeholder requirements for products and/or services in addition to legal requirements and those from the international standards; Assess and recommend operational control requirements; and Formulate the activities required to establish, document, implement and maintain the RIM System. Year 3 (NQF 7) Year 3 Module Learning outcomes */***Business Management (BMG 300) Discuss the key elements for the development and utilisation of human resources; Explain the principles of public relations management; Analyse the impact of current management trends within the context of productivity, entrepreneurship, and management in an international environment; and Develop and propose a workplace improvement plan based on their analysis. Community engagement project Report on the output of a community engagement project of their choice, providing their own parameters and indicating lessons learnt as well as value add to the community. */***Human Resource Management (HRM 300) Analyse the role of Strategic Human Resource Management in organisations; Discuss the role of leadership in optimising Human Resource Management in organisations; Evaluate the role of high performing teams in organisations and the role of the line manager in this; and Develop an integrated Human Resource Management Strategy for their organisation.

18 Year 3 Module ***Entrepreneurship (ENT300) ***Marketing Management (MKT 300) Business Ethics (BSE 300) Management of Technology (MOT 300) Management of Innovation (MOI 300) Learning outcomes Describe the phases in the entrepreneurial process of launching a new venture; Summarise the critical success factors for each phase in the process of creating a new venture; Identify the obstacles and difficulties encountered in launching a new venture; Identify and evaluate new business opportunities in the South African business environment; and Create a resilient business plan. Discuss the components of an effective product strategy for their workplace; Define the design and management of services marketing; Develop and implement a marketing pricing strategy; Discuss the role and importance of marketing channels and value networks; Explain retailing, wholesaling and logistics within the marketing domain; Develop an integrated marketing communications plan; Discuss the elements for creating successful long-term market growth for their workplace; and Develop an integrated marketing plan for their workplace. Understand diverse ethical theories and approaches; Discuss the implication of business ethics on human resource management, marketing, finance, accounting and technology on their workplace; Discuss business ethics from a global environment perspective; and Analyse the impact of ethical principles governing global business on their workplace. Discuss the impact of technology on business, society and the processes of change; Assess the technological competence of their workplace; Identify the benefits of implementing a multifunctional technological change process for their workplace; and Discuss the tools and techniques necessary to identify, assess, and deliver technological change at an acceptable risk. Discuss innovation as a key business process driver; Identify innovation barriers and enablers within their workplace; and Propose a strategy to implement an end-to-end innovation process within their workplace.

19 Year 3 Module Managing Systems (MOS 300) Work-Based Challenge (WBC 300) Management System Performance Evaluation & Improvement (MSE 300) The Action Management Programme (AMP 300) Risk-based Integrated Management (RIM 300 Corporate Self-regulation (CSR 300) Learning outcomes Identify the components of a system and key attributes with respect to its behaviour; Select an appropriate systems model for their workplace; Discuss the impact of new innovations on their system; Provide a systems perspective in analysing problems and failures in their workplace; and Apply the basic constructs of chaos theory to a workplace reality. Identify relevant research data in support of solving a work based challenge; Discuss integral research as a holistic framework for solving modern-day challenges; and Suggest recommendations for future developments. Reframe the International Standards to the PDCA Cycle; Recommend an approach to integrate all relevant requirements across the PDCA cycle; Design a Rim System Framework, based on these integrated requirements; and Apply a set of RIM improvement tools. Assess sources of, and prioritise actions for implementation; Appraise elements of the organisation s action management programme; and Propose changes to the organisation s action management programme (and process) to optimise its effectiveness. Design an Enterprise Risk Management Framework for their organisation; Explain the link between RIM and performance management; Create a strong and sustained commitment by leadership of the organisation, and apply strategic and rigorous planning to achieve commitment at all levels; Evaluate the performance and maturity of the risk management framework in line with the criticality of the decisions that are to be made. Distinguish between the national regulatory framework and voluntary approaches to be used as tools for leverage on corporate behaviour; Analyse and classify voluntary approaches, based either on a selfregulation model - or one of co-regulation between organisations, industry sectors, citizen groups, and governments - for their relevance. Critically assess and compare codes (and other guidance documents) on, for example, corporate governance, social responsibility, sustainability, and ethics and integrated reporting.

20 Year 3 Module Managing Change a Project approach (Da Vinci) (MCP 300) Learning outcomes Gain an appreciation for the impact of change management on organisational results; Demonstrate an understanding of the foundational aspects of change management and the critical role managers play in the change process Describe the change management/od process; Design, evaluate and institutionalise a change management intervention; Deliver an integrated Project Management Plan; Prepare a Work Breakdown Structure and conduct project planning activities that accurately forecast project costs, timelines, and quality; and Design processes for successful resource, communication, risk and change management.

21 Learning Design Quality Assurance Portfolio of Proof Descriptions Curriculum Sub- Committee MOU & SLA Name NQF Level Client Associate Date SAQA YEARS Group Module & Outcomes PMA & PWA Curriculum Matrix Subject Matter Expert Instructional Design Date of Review Comments