SAQA

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SOUTH AFRICAN QUALIFICATIONS AUTHORITY

REGISTERED QUALIFICATION THAT HAS PASSED THE END DATE:

Diploma in Management of Technology and Innovation

SAQA QUAL ID	QUALIFICATION TITLE
59450	Diploma in Management of Technology and Innovation
ORIGINATOR
Da Vinci Institute for Technology Management (Pty) Ltd
PRIMARY OR DELEGATED QUALITY ASSURANCE FUNCTIONARY			NQF SUB-FRAMEWORK
CHE - Council on Higher Education			HEQSF - Higher Education Qualifications Sub-framework
QUALIFICATION TYPE	FIELD		SUBFIELD
National Diploma	Field 03 - Business, Commerce and Management Studies		Generic Management
ABET BAND	MINIMUM CREDITS	PRE-2009 NQF LEVEL	NQF LEVEL	QUAL CLASS
Undefined	240	Level 6	Level TBA: Pre-2009 was L6	Regular-Provider-ELOAC
REGISTRATION STATUS		SAQA DECISION NUMBER	REGISTRATION START DATE	REGISTRATION END DATE
Passed the End Date - Status was "Reregistered"		SAQA 06120/18	2018-07-01	2018-12-31
LAST DATE FOR ENROLMENT		LAST DATE FOR ACHIEVEMENT
2019-12-31		2023-12-31

In all of the tables in this document, both the pre-2009 NQF Level and the NQF Level is shown. In the text (purpose statements, qualification rules, etc), any references to NQF Levels are to the pre-2009 levels unless specifically stated otherwise.

This qualification does not replace any other qualification and is not replaced by any other qualification.

PURPOSE AND RATIONALE OF THE QUALIFICATION

Purpose:

The purpose of this Qualification is to recognize those who have the required competence to serve in transformation 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 life-long learners who are equipped to debate and address socio-economic transformation challenges within South Africa. This purpose seeks to transform individuals, organizations and the community at large, dealing with management development challenges such as the management of technology, entrepreneurship, project management, the management of innovation, the management of people and systems thinking from a management development perspective.

People who achieve this Qualification will be able to:

Describe and analyse management development theories within a systems thinking framework.

Apply knowledge regarding the effective management of technology, the management of innovation and the management of people processes within a working environment.

Align and communicate ideas, concepts, and practical applications of theories.

Rationale:

Technology creates an advantage in the marketplace. The debate is how this advantage could be maximized to benefit all relevant stakeholders. Defining a technology utilization strategy may be a good start but one also needs to examine such a strategy by asking the right commercial focused questions. Ultimately in the context of modern businesses, financial considerations are not the only hurdle rate. There are number of other factors which when combined, need to be taken into consideration. This will allow one to interrogate existing processes in order to make an appropriate value judgement in defining the blend of technologies required to enhance business performance.

In view of the above the Management of Technology and Innovation can be defined as a process which enables managers to make a value judgment on how to improve the performance of their operations through the selection and application of a blend of technologies relevant to their markets. In addition, this is an innovative process which continually tests existing commercial and technology boundaries to build market driven excellence-the human technology interface is an integral part of this paradigm.

As a result of the business management practices developed during the late 1970s and 80s, South Africa focused on the development of business administration skills and knowledge for junior managers. Since the 1990s, coinciding with the democratisation of South African society and as a result thereof the globalisation of the South African economy, a more systemic approach towards management development has been required. In line with this the notion of the Management of Technology and the Management of Innovation was identified as imperative to the contribution of sustainable business development initiatives. The key objective of the Diploma in Technology Management and Innovation is the development of middle managers who will support socio-economic change interventions and business improvement initiatives. The programme will achieve this through broad based vocational education providing a thorough understanding of the key elements of systems thinking, business development, technology management and innovation, as well as people development, focusing on sustainability to increase local and international competitiveness.

Demand: The Diploma is specifically designed to enable members of an organisation, whose career path has not necessarily included gaining formal qualifications, to realise their true potential by:

Developing them to manage or contribute to multi-discipline teamwork aimed at business improvement and socio-economic transformation.

Emphasising the implementation of technology innovations and people development practices to improve the business performance of organisations.

Benefit: The programme provides opportunities for learners who have the potential to achieve academic qualifications and who have a few years of working experience, but who may not have a post matriculation academic qualification.

Compare and align technology, innovation, people and systems thinking concepts to transform individuals, organizations and/or communities.

LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING

The qualification assumes the learner is competent in communications as required from a learner at NQF level 5. Applicants should have a few years junior management experience and have demonstrated the potential to benefit from a management of technology and innovation development qualification.

Recognition of prior learning (RPL):

The structure of this qualification makes the Recognition of Prior Learning possible. This qualification may therefore be achieved in part through the recognition of prior learning, which includes formal, informal and non-formal learning and work experience. The learners are thoroughly briefed on the process to be used and support and guidance are provided. Care is taken to ensure that the process provides the learner with an opportunity to demonstrate competence.

If the learner is able to demonstrate competence in the knowledge, skills and behaviours implicit in this qualification the appropriate credits will be assigned to the learner. Recognition of Prior Learning will be done by means of an Integrated Assessment as mentioned above.

Recognition of Prior Learning 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 (50%).

Access to the qualification:

Option 1: The Certificate in Technology Management and Innovation (NQF level 5) or any of the following accredited NQF level 5 qualifications with 3 years working experience:
> Certificate: Management Leadership (NQF Level 5)
> Certificate: Business Management (NQF Level 5).
> Certificate: Business Administration (NQF Level 5).

Or

Option 2: None of the above but 5 years working experience and a detailed assessment (recognition of prior learning) by the Da Vinci Institute, resulting in conditional access pending successful completion of the first three modules.

RECOGNISE PREVIOUS LEARNING?

QUALIFICATION RULES

Level, total credits required credits and learning components assigned to the qualifications.

Learning components: Number of Credits allocated; NQF Level

Fundamentals:

Understanding self, other and social contexts: 10; 6.

Systems Thinking: 12; 6.

Understanding the basic concepts of problem solving, creative thinking and decision making: 8; 6.

Subtotal: 30

Core:

The Management of Technology: 10; 6.

The Management of Innovation: 10; 6.

The Management of People: 10; 6.

Subtotal: 30

Specialisation areas (examples):

Route Cause Analysis: 12; 6.

Diversity in an African context: 12; 6.

Time Compression: 12; 6

Value Engineering: 12; 6.

Rapid Prototyping: 12; 6.

Project Management Principles: 12; 6.

Implementation Management: 12; 6.

Managing the Millennials: 12; 6.

Visual Intelligence: 12; 6.

Change Management: 12; 6.

Subtotal: 60.

Project Work: 120; 6.

Subtotal: 120
Total: 240

Qualification Rules:

All the Fundamental modules (30 credits) are compulsory.

All the Core modules (30 credits) are compulsory.

Learners must choose a minimum of 60 credits in the specialisation areas.

The project work must be applied within the learner's working environment.

A minimum of 240 credits are required to obtain the qualification.

EXIT LEVEL OUTCOMES

1. Describe and analyse management development theories within a systems thinking framework.

2. Apply knowledge regarding the effective management of technology, the management of innovation and the management of people processes within a working environment.

3. Align and communicate ideas, concepts and practical applications of theories.

4. Compare and align technology, innovation, people and systems thinking concepts to transform individuals, organizations and/or communities.

Critical Cross-Field Outcomes:

This qualification addresses the Critical Cross-field Outcomes listed below. A learner who obtains this Diploma (NQF Level 6) will be able to:

1. Identify and solve problems in which responses display that responsible decisions using critical and creative thinking have been made, as demonstrated by exit level outcome 1, 2, 3 and 4.

2. Work effectively with others as a member of a team, group, organization or community, as demonstrated by exit level outcome 2, 3 and 4.

3. Organise and manage oneself and one's activities responsibly and effectively as demonstrated by exit level outcome 1 and 2.

4. Collect, analyse, organise and critically evaluate information as demonstrated by exit level outcome 3 and 4.

5. 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.

6. Use science and technology effectively and critically, showing responsibility towards the environment and the health/well-being of others as demonstrated by exit level outcome 1, 2, 3 and 4.

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.

8. Reflect on and explore a variety of strategies to learn more effectively as demonstrated by exit level outcome 2, 3 and 4.

9. Participate as responsible citizens in the life of local, national and/or global communities as demonstrated by exit level outcome 4.

10. Develop entrepreneurial opportunities as demonstrated by exit level outcome 1, 2, 3 and 4.

ASSOCIATED ASSESSMENT CRITERIA

Important business development principles and concepts are described and analysed within existing management development theories by the learner.

Key systems thinking concepts are analysed and incorporated within a proposed solution for a work based problem by the learner.

Management development theories are analysed and a selection of relevant theories are applied within a working context by the learner.

2.

Important terms, rules, concepts and principles are outlined and articulated in accordance with existing frameworks on the management of technology, the management of innovation and the management of people by the learner.

The required methods, procedures and enquiring techniques relevant to the management of technology, the management of innovation and the management of people domains are described with examples from the workplace by the learner.

Technology, innovation and people are described within a management development context by the learner.

3.

Key management development theories are explained in relation to the organisational environment.

Key Management of Technology, Management of Innovation and Management of People principles are articulated with examples relevant to the workplace.

An overview of technology, innovation and people management theories are presented in relation to different management development contexts.

An overview of technology, innovation and people management theories are presented to peer groups.

4.

Learners demonstrate their ability to define and record development needs for individuals, organisations and/or communities.

Learners demonstrate their ability to create a solution towards socio-economic transformation at an individual, organisational and/or community level.

Possible responses towards a socio-economic transformation agenda are proposed and applied in relation to the working context of the learner.

Integrated assessment appropriately incorporated to ensure that the purpose of the qualification is achieved:

Assessment practices must be open, transparent, fair, valid, and reliable and ensure that no learner is disadvantaged in any way whatsoever, so that an integrated approach to assessment is incorporated into the qualification.

Learning, teaching and assessment are inextricably interwoven. Whenever possible, the assessment of knowledge, skills and behaviours shown in the qualification should be integrated.

Assessment of fundamental competence should be integrated as far as possible with other aspects and should use practical contexts wherever possible. A variety of methods are used in assessments and a variety of tools and activities are utilised to ensure the appropriateness of the assessment to the context in which the learner is working.

The term `Integrated Assessment` implies that theoretical and practical components are assessed together. During integrated assessments, the assessor is making use of a range of formative and summative assessment methods to assess combinations of practical, applied, foundational and reflective competencies. Continuous assessment is provided through:

> Portfolios.
> Simulations.
> Workplace assessments and practical workbooks.
> Pre- and Post-module written assignments.
> Case presentations.
> Peer group evaluation.
> Face to face contact with learners.

If so requested by the learner, assessors will assess and give credit for the evidence of learning that has already been acquired through formal, informal and non-formal learning and work experience (recognition of prior learning experiences).

Assessment will ensure that all the learning outcomes and critical cross-field outcomes are evaluated in an integrated manner.

INTERNATIONAL COMPARABILITY

The diploma is a management development qualification. It is similar to well accepted international management development programmes. Equivalent qualifications are offered by academic institutions like Warwick University, Middlesex University, Ashridge Business School, Rotterdam School of Management and INSEAD.

ARTICULATION OPTIONS

This qualification allows for both horizontal and vertical articulation.

Vertical articulation can occur with the:

Advanced Diploma: Business Management and Administration (NQF Level 7).

Horizontal articulation can occur with:

Registered learners from relevant and accredited diploma programmes and/or degree programmes in management development:

> Bachelor in Management Leadership (NQF Level 6).
> Advanced Diploma: Governance and Public Administration (NQF Level 6).
> Advanced Diploma: Management (NQF Level 6).
> Advanced Diploma: Management-Business Studies (NQF Level 6).
> Advanced Diploma Management: Information Technology (NQF Level 6).

MODERATION OPTIONS

Anyone assessing a learner or moderating the assessment of a learner against this qualification must be registered and appointed by the provider according to existing moderation guidelines of the HEQC.

Any institution offering learning of this qualification must be accredited as a provider with the CHE.

Assessment and moderation of assessment will be overseen by the HEQC, according to the HEQC policies and guidelines for assessment and moderation.

Moderation should also validate the achievement of competencies and assessment processes as described in exit level outcomes and integrated assessment options as described in the qualification.

CRITERIA FOR THE REGISTRATION OF ASSESSORS

For an applicant to register as an assessor, the applicant needs:

Interpersonal skills, subject matter expertise and working experience.

To be competent in the planning and conducting of assessments of learning outcomes.

To demonstrate a well developed subject matter understanding of MOTI and generic management.

The assessor must have completed:

A similar qualification or from the same family of qualifications, at or above the level of the qualification.

A minimum of two years experience within the management development and MOTI environments.

The subject matter experience of the assessor can be established by recognition of prior learning.

Assessors need to be registered with the HEQC.

REREGISTRATION HISTORY

As per the SAQA Board decision/s at that time, this qualification was Reregistered in 2009; 2012; 2015.

NOTES

Language of instruction:

The qualification will be offered in English or the language appropriate to the majority of the cohort of students registered for the qualification, in which case the reference material/ learning material will still be English.

LEARNING PROGRAMMES RECORDED AGAINST THIS QUALIFICATION:

NONE

PROVIDERS CURRENTLY ACCREDITED TO OFFER THIS QUALIFICATION:

This information shows the current accreditations (i.e. those not past their accreditation end dates), and is the most complete record available to SAQA as of today. Some Primary or Delegated Quality Assurance Functionaries have a lag in their recording systems for provider accreditation, in turn leading to a lag in notifying SAQA of all the providers that they have accredited to offer qualifications and unit standards, as well as any extensions to accreditation end dates. The relevant Primary or Delegated Quality Assurance Functionary should be notified if a record appears to be missing from here.

1.	Da Vinci Institute for Technology Management (Pty) Ltd