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SOUTH AFRICAN QUALIFICATIONS AUTHORITY 
REGISTERED QUALIFICATION THAT HAS PASSED THE END DATE: 

Master of Business Administration 
SAQA QUAL ID QUALIFICATION TITLE
74212  Master of Business Administration 
ORIGINATOR
University of South Africa 
PRIMARY OR DELEGATED QUALITY ASSURANCE FUNCTIONARY NQF SUB-FRAMEWORK
CHE - Council on Higher Education  HEQSF - Higher Education Qualifications Sub-framework 
QUALIFICATION TYPE FIELD SUBFIELD
Master's Degree  Field 03 - Business, Commerce and Management Studies  Generic Management 
ABET BAND MINIMUM CREDITS PRE-2009 NQF LEVEL NQF LEVEL QUAL CLASS
Undefined  360  Level 8 and above  NQF Level 08  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   2022-12-31  

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 overall objective of The Masters: Business Administration degree is to educate individuals as managers and business specialists and thus to improve the quality of management as a profession. A Masters programme adds value to first degrees by developing in individuals an integrated and critical awareness and understanding of management and organisations and assisting them to take effective roles within organisations. The purpose of this programme is as follows:
  • Advanced study and research of organisations and their management in the changing external context in which they operate. Organisations include a wide range, for example, public, private and not-for-profit organisations, together with a comprehensive range in size and structure. Similarly, the term 'business" is used generically.
  • Development of the ability to apply knowledge, values and understanding of business and management to complex issues, both systematically and creatively, to improve business and management practice. This includes the ability to convert theory into practice from a critical and informed, reflective perspective so as to advance the effectiveness and competitiveness of organisations.
  • Providing learners with specialised managerial professional and individual competencies to be effective, systematic, multifunctional and creative corporate managers in the South African and global context, together with the self-awareness and personal development appropriate to graduate/management careers in business. This includes the development of positive and critical attitudes towards leadership, change and enterprise, so as to reflect the dynamism, diversity and vibrancy of the business and management environment.
  • Providing managers with competencies that will prepare them to be lifelong learners, managers and entrepreneurs that are able to work with self direction and originality to make a contribution to business, the community and society as a whole.
  • Lifelong learning in the abovementioned context is the development and enhancement of a range of generally transferable intellectual and study skills, which, while being highly appropriate to a career in business, are not restricted to business only.

    Rationale:

    Qualifying learners will be able to pursue careers as managers and leaders who understand complex interactive systems in organisations and society. There is ample evidence for a demand for business leaders who think creatively and responsibly in increasingly complex and paradoxical business environments. There may also be learners who aspire to become professional consultants and academics and will therefore view the qualification as pathway to obtain a doctoral degree.

    Careers await qualifying learners as managers and leaders in all types of organisations and in all spheres of life from development agencies to small business to multi national corporations.

    The need for the MBA programme in South Africa has already been determined by the HEQC report on the state of MBA's in South Africa and its findings can be summarised here:
  • There is a need to increase career options.
  • Employers require skills development.
  • People who are promoted to management positions illustrate a lack of management competencies.
  • There is a great demand for the development of entrepreneurs.

    The whole qualification is designed to provide learners with a systematic and comprehensive knowledge-base in management. They will be able to deal with complex and real problems using reflective managerial and research skills. 
    		•

    LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING 
    Entrance level requirements:

    Learners have to be in possession of a 360 credit degree at NQF Level 6 from an accredited institution.

    Learners must pass an assessment for competency in language communication at post-graduate level in business. If they are unable to pass this assessment, an opportunity will be given to develop business language competency to the required standard.

    Learners must have at least three years appropriate managerial experience before they will be allowed to register.

    Recognition of Prior Learning:

    Recognition of a learner's prior formal learning at tertiary level in relevant domains which constitute credit bearing is recognised in accordance with UNISA's policy of prior learning. In line with principles and rules laid down by the Higher Education Quality Control Committee. The following procedure will be applied to recognition of prior learning:

    Method of Assessment:

    Portfolios must be submitted on application for registration of prior learning in executive styled reports indicating all the applicant's learning statements, the implied goals of each and supporting documents and bibliography and must include the following:
  • Certificates from previous education and training courses.
  • Products of any nature relevant offered at a university such as publications.
  • Samples of completed work such as copies of documents or reports.
  • Employment related documents such as resumes, performance, appraisals, business books, etc.
  • A declaration outlining previous types of work and experience.
  • References from current and past employers, supervisors and colleagues.
  • Testimonials from persons holding relevant qualifications in the area being assessed.
  • If self-employed in the past, evidence of running a business using the skills and knowledge being claimed.

    All applicants will be evaluated by a committee consisting of two School of Business Leadership representatives, and two representative of the industry or organisation for which the applicant is working at the time. The agenda for the meeting is the learner's portfolio.

    Based on the outcome of the above process the applicant may be required to challenge examinations and/or follow a suitable learning programme to demonstrate achievement of the outcomes required.

    Access to the Qualification:

    The qualification requires an undergraduate degree. This degree must be a 3 year Bachelor's Degree with 360 credits.

    No prospective learners are restricted to enter this programme except those restrictions applicable to any master's degree. There is an opportunity for a specified percentage (by the HEQC) of the cohort that learners without a NQF a qualification at Level 6 may enter the degree. The restriction is therefore in line with NSB's regulations but allows the possibility of open access via recognition of prior learning. 
    		•

    RECOGNISE PREVIOUS LEARNING? 
    Y 

    QUALIFICATION RULES 
    Level, credits, minimum credits required at a specific level, and learning components assigned to the qualification:

    Fundamental:

    Module/Subject; Number of credits; NQF Level:
  • Introduction to research; 24 Credits; NQF Level 8.

    Total for Fundamental; 24 Credits.

    Core:

    Module/Subject; Number of credits; NQF Level:
  • Context of management; 24 Credits; NQF Level 8.
  • Practice of management; 24 Credits; NQF Level 8.
  • Improving performance; 24 Credits; NQF Level 8.
  • Managing projects and change; 24 Credits; NQF Level 8.
  • Formulation of Strategy; 24 Credits; NQF Level 8.
  • Implementation of Strategy; 24 Credits; NQF Level 8.
  • Financial strategies; 24 Credits; NQF Level 8.
  • Financial management; 24 Credits; NQF Level 8.
  • Company research; 24 Credits; NQF Level 8.
  • Research Report; 60 Credits; NQF Level 8.
  • Field study; 12 Credits; NQF Level 8.

    Total for Core; 288 Credits.

    Elective:

    Choose one with a minimum of 48 Credits.

    Module/Subject; Number of credits; NQF Level:
  • Managing knowledge; 48 Credits; NQF Level 8.
  • Technology management; 48 Credits; NQF Level 8.
  • Creativity, Innovation and change; 48 Credits; NQF Level 8.
  • Marketing in a complex world; 48 Credits; NQF Level 8.

    Total for Elective; 48 Credits.

    Specific credits for Fundamental, Core and Elective contents:
  • Fundamental; 24 Credits.
  • Core; 288 Credits.
  • Elective; 48 Credits.

    Total; 360 Credits. 
    		•

    EXIT LEVEL OUTCOMES 
    1. Identify and evaluate the environmental forces in organisations and the inherent and potential capacities of an organisation.

    2. Conduct and communicate research in organisations and their environment.

    3. Develop capacities in people, systems and facilities to meet the strategic goals of the organisation within the context of societal needs.

    4. Develop business policies and strategies for organisations to meet the stakeholder's requirements.

    5. Design integrated systems and processes for the development, creation and delivery of goods and services.

    6. Develop integrated planning and control systems to direct the organisation in pursuance of its goals.

    7. Organise and mobilize the resources of the organisation to achieve strategic goals and targets.

    8. Develop a reflective mindset that can create continuous learning and growth in her/his self, the people and the organisation.

    Exit-Level Outcomes as contemplated in regulation 5(1)(b) and (c) and the Associated Assessment Criteria:

    The unique delivery method of the MBA, individual self-assessment and individual exams are required and contribute to the achievement of the outcomes specified below. The study process and the discipline required to balance a professional life, adult responsibilities as well as a rigorous part-time study programme with a tutored group, lead to the development of competencies that go beyond the functional and integrated courses being taught. The rigour and critical analysis associated with the group and individual research plus the opportunity to develop a self-learning behaviour further complements the intellectual process.

    The major method by which competencies are developed on the MBA is through the required study process. The distance education context has particular challenges that are addressed in the tuition method and assessments.

    Range Statement:

    The following range statement is applicable to all exit level outcomes of the MBA:
  • Organisations encompasses the internal aspects, functions and processes, their diverse nature, purposes, structures, governance, operations and management, together with the individual and corporate behaviours and cultures which exist within and between organisations.
  • External context encompasses a wide range of factors including economic, environmental, ethical, legal, political, sociological and technological, together with their effects at local, national and international levels upon the strategy, behaviour and management of organisations.
  • Management encompasses the various processes, procedures and practices for effective leadership and management of organisations. It includes theories, models, frameworks, tasks and roles of management together with rational analysis and other processes of decision making within organisations and in recognition of the impact of the external context. It also includes the critical application of theory to the advancement of management practice in general.

    Critical Cross Field Outcomes:

    Critical Cross Field Outcome 1:

    Analyse and solve divergent leadership and managerial problems.

    Critical Cross Field Outcome 2:

    Work effectively with others as a member of a team or group in the management of an organisation.

    Critical Cross Field Outcome 3:

    Manage and organise her or his activities and life responsibly and effectively, including her or his studies and career.

    Critical Cross Field Outcome 4:

    Collect, analyse, organise and critically evaluate information.

    Critical Cross Field Outcome 5:

    Communicate effectively using visual, mathematical and/or language skills in the modes of written presentation.

    Critical Cross Field Outcome 6:

    Use science and technology effectively and critically, showing responsibility towards the environment in community, national and global contexts.

    Critical Cross Field Outcome 7:

    Demonstrate an understanding of the world as a set of related systems by recognising that problem solving contexts do not exist in isolation.

    Developmental Outcomes:

    In order to contribute to the full personal development of each learner and the social and economic development of the society at large, the intention of the MBA programme is to develop the ability of graduates to achieve the developmental outcomes.

    Developmental Outcome 1:

    Reflect on and explore a variety of strategies to learn effectively and efficiently.

    The assessment reports will indicate that:
  • learning strategies required by specific functional disciplines are adjusted and integrated to create a learning strategy suitable to the individual.

    Developmental Outcome 2:

    Participate as a responsible citizen in the life of present local, national and global communities.

    The assessment report shows that:
  • Learners display sensitivity towards the possible socio-economic implications of business strategy and managerial actions.

    Developmental Outcome 3:

    Be culturally and aesthetically sensitive across a range of social contexts.

    The assessment reports will indicate that:
  • Diversity and other opinions are valued in decision making and planning.
  • Open-mindedness and tolerance are illustrated.
  • Sensitivity to various organisation cultures is expressed.

    Developmental Outcome 4:

    Explore education and career opportunities by drawing on knowledge, skills and attitudes acquired in the accomplishment of this qualification.

    The assessment reports show that:
  • The competencies which are highly valued in the workplace, across the disciplines and sectors of society are used.

    Developmental Outcome 5:

    Develop entrepreneurial opportunities by drawing on the knowledge, skills and attitudes acquired in the accomplishment of the qualification.

    Assessment reports show that:
  • Entrepreneurial opportunities are identified and developed. 
    		•

    ASSOCIATED ASSESSMENT CRITERIA 
    Associated Assessment Criteria for Exit Level Outcome 1:

    The environmental forces and the inherent and potential capacities in an organisation are identified and evaluated according to the following associated assessment criteria:

    Leaners will be required to write a report which should include:
  • A critical analysis of the critical environmental forces.
  • An identification and description of the potential capacities of the organisation in respect of their impact value, uncertainty, heterogeneity and the dynamic and complex nature of their interaction.
  • An appropriate evaluation which strategically and sustainably address the critical environmental factors in relation to the potential capacities within the organisation.

    Associated Assessment Criteria for Exit Level Outcome 2:

    Research in organisations and their environment is conducted and communicated according to the following associated assessment criteria:

    A research report is presented in which the learner communicate the results of the research according which provides evidence that the learner:
  • Can identify, analyse and deal with concrete and abstract problems using evidence-based solutions and theory-driven arguments.
  • Has the ability to identify information needs and retrieve information accordingly.
  • Present and communicate academic/professional work effectively, catering for a range of audiences and using the academic/professional discourse appropriately.

    Associated Assessment Criteria for Exit Level Outcome 3:

    Capacities in people, systems and facilities are developed according to:
  • An appropriate alignment between the strategic objectives of the organisation and the effective address of capacity development needs in people, systems and facilities.
  • Cost-effectiveness.
  • Sustainability of the development strategies.

    Associated Assessment Criteria for Exit Level Outcome 4:

    Business policies and strategies for organisations to meet stakeholders' requirements are developed according to the following associated assessment criteria:

    Learners will be required to write a report that display:
  • A strategic alignment between the policies and the dynamics of an uncertain and complex environment.
  • Inclusion of all appropriate stakeholders.
  • Creative and responsible decision making.

    Associated Assessment Criteria for Exit Level Outcome 5:

    Integrated systems and processes for the development, creation and delivery of goods and services are designed according to the following associated assessment criteria:
  • A critical environmental analysis.
  • The processes and systems developed are capable of meeting the expectations of stakeholders as identified in the environmental analysis.
  • According to the criteria of competing ethically and responsibly in a global world.

    Associated Assessment Criteria for Exit Level Outcome 6:

    Integrated planning and control systems to direct the organisation in pursuance of its goals are developed according to the following associated assessment criteria:
  • The designed control systems exhibit the financial, tactical, operational, managerial and human control characteristics required to achieve stated strategic goals.
  • The planning and control systems are optimally integrated.

    Associated Assessment Criteria for Exit Level Outcome 7:

    The resources of the organisation to achieve strategic goals and targets are organized and mobilized according to the following associated assessment criteria:
  • The organisational structures and activation programmes contain the necessary building blocks to achieve strategic goals.
  • The driving forces are identified, interpreted and harnessed strategically and optimally for the achievement of strategic goals.
  • Cost-effective and sustainable use of resources.

    Associated Assessment Criteria for Exit Level Outcome 8:

    A reflective mindset is developed according to the following associated assessment criteria:

    The research reports exhibit that learners:
  • Apply heuristic approaches to engaging their personal responses and growth within their personal, community and organizational contexts.
  • Reflect on the content as well as the approaches, epistemologies and methodologies of the different subjects and apply their competencies to authentic real-life problem-spaces.
  • Have developed essential skills to develop as lifelong and life-wide learners.

    Associated Assessment Criteria for Critical Cross Field Outcome 1:
  • Problems analysed in reports will illustrate that advanced and complex problems are defined and solved in a way which apply appropriate and sophisticated methods for problem solving.
  • Utilise abstract systems models.
  • Address problems at a community, national, international and global level.

    Associated Assessment Criteria for Critical Cross Field Outcome 2:

    Documents resulting from group work will show that:
  • Diversity is valued in projects.
  • Successful interaction with others are demonstrated.
  • Effective working groups are organised.
  • Group interactions are evident.

    Associated Assessment Criteria for Critical Cross Field Outcome 3:

    The successful completion of the programme will indicate that the learner can:
  • Apply the self-discipline necessary for distance learning.
  • Assess their own strengths and weaknesses and develop coping strategies.
  • Interact effectively with the study group in debate.
  • Plan time effectively.
  • Manage multiple and clashing deadlines.

    Associated Assessment Criteria for Critical Cross Field Outcome 4:

    The assessment reports and especially the research reports will illustrate that:
  • Information is synthesised autonomously.
  • Research skills are demonstrated.
  • Own and others' work is accurately assessed and analysed.
  • Responses to problems are created such that existing knowledge is expanded.
  • Library and other resources are used effectively to suit individuals needs.
  • Information is integrated from a variety of sources.
  • Theories, examples and experiences are critically assessed.
  • Arguments are appropriate within the business community.

    Associated Assessment Criteria for Critical Cross Field Outcome 5:

    The assessments reports contain evidence that:
  • Ideas and supporting evidence are communicated in a sustained and illustrative manner.
  • Written language conventions in the respective disciplines are followed.
  • Appropriate models of the organisation and in the respective disciplines are presented.
  • Appropriate academic and professional values are demonstrated.

    Associated Assessment Criteria for Critical Cross Field Outcome 6:

    The proposed plans and designs show that:
  • Natural resources are used in a sustainable way.
  • Ethics involved in science and technology issues are considered.
  • Sensitivity towards the psychological, health and physical environment of others is shown.
  • Technology matches the demands.

    Associated Assessment Criteria for Critical Cross Field Outcome 7:

    The assessment documents will display evidence that:
  • Traditional disciplinary boundaries for integrated solutions are not adhered to.
  • Economic and other environmental interdependence in a global context is understood.

    Integrated Assessment:

    Integrated assessment is used extensively in formative and summative assessments.

    Formative Assessment:

    Continuous assessment consists of feedback on Tutor Marked Assignments (TMA's). Detailed tutor feedback on TMA's is also the main form of individualised tuition received by all students. Instruction about the presentation of assignments is included in the relevant Student Handbook. Students receive detailed feedback comments on each of their assignments from their tutor, within 3 weeks of the cut-off date for their assignments. This constructive feedback is designed to improve learning and tutors are provided with help and advice on how to support students in the learning process during briefing meetings and through written materials.

    Monitoring of assignment marking for maintenance of standards:

    The monitoring of assignment marking has two main purposes, both central to aspects of quality assurance:
  • It enables the University to identify variations in marking practice.
  • It plays an important role in the staff development of course tutors.
  • Ensures the maintenance of a uniform standard.

    Formative assessment is used in the assignments as well as in the research projects and company studies. Learners report progressively on their research proposals and feedback is given to guide them.

    Summative assessment:

    Summative assessment is done for each module, including the research report and company studies. At the end of the first year, the examination assesses competencies on 4 broad activity streams across different functions. In the second and third year the summative assessment is integrative because of the integrated nature of the bodies of knowledge being obtained.

    The examinations vary between three and four hours in length. Extensive use is made of case studies in the closed-book examinations. All papers are checked by second examiners. The services of external examiners are employed for the examinations in accordance with the University's policy. Second and external examiners are expected to mark at least a percentage of all marked scripts to achieve a consistent and fair standard. Following this, a meeting is held for each programme under the auspices of the executive director, programme co-ordinators and lecturers concerned to assess and consider the marks. After this ratification, results are made available to students. Students who fail are permitted one re-examination or may be re-examined orally.

    Moderator and student feedback on the appropriateness and grading of assignments, tests and examinations acts as an important barometer of the Associated Criteria used.

    Rigorous assessment is ensured by the Unisa examination system which ensures compliance with regulations and examinations.

    In the third year competencies are assessed in a specialisation which contributes to the achievements of all of the outcomes. 
    		•

    INTERNATIONAL COMPARABILITY 
    The specific outcomes and associated criteria were compared with that of the MBA of the Open University by academics from South Africa and the Open University.
    The outcomes were found to be similar but with obvious differences because the two systems are different.

    Programme developed is based on materials developed by the Open University, but contextualised for South Africa. The School of Business Leadership has nominated an academic in the past to be a member of course review teams of the Open University and will do so in the future.

    The degree of difficulty of the qualification is the same as that offered in the UK, but additional individual work and company research were introduced to suit the requirements of research of South African degrees at Level 8.

    The assessment of the qualification will have more hours compared to the Open University degree, to bring it in line with South African requirements. The notional learning time is the same as for the MBL, namely 3 600 hours.

    A number of international MBA's were investigated in order to compare the proposed MBA's suitability with regard to trends in the international MBA arena. The information were accessed from the Internet and where possible, printed information brochures and materials. The comparison is influenced by the fact that not all international qualifications have formally listed outcomes or objectives required by an Outcomes-based Education philosophy.

    The Commonwealth of Learning Executive MBA:

    The following are the objectives envisaged for the students in the programmes:
  • To enable students in the Commonwealth countries where the programmes are offered to obtain Masters degrees in the areas of Business Administration and Public Administration, contributing to their professional growth and career advancement and to their countries' development.
  • To develop human resources in various aspects of the areas noted above.

    The following overall objective is envisaged for the programmes:
  • To develop quality post-graduate programmes that can be implemented widely in Commonwealth countries and can be recognised across the Commonwealth.

    The two objectives envisaged for the students enrolled for the CEMBA and CEMPA programmes are very wide and non-specific. The successful completion of the programmes will lead to professional growth (in the ranks of an organisation) and career advancement in the marketplace. This growth and advancement is to contribute to their countries' development.

    It is not clear how competence in the different subject areas will contribute to these outcomes and envisaged goals. It seems to be assumed that "knowing" the content and being able to "do" the calculations will result in the attainment of the outcomes.

    INSEAD Business School:

    The MBA offered by the INSEAD Business School in France (http://www.insead.fr/) has the following outcomes:

    The INSEAD MBA will provide a solid foundation for your future in management in a constantly changing global business environment:
  • A dynamic framework of analytical skills and intellectual tools.
  • As valuable to you in 20 years as it is immediately after graduation.
  • Pragmatic learning approach.
  • Development of interpersonal and teamwork skills.

    The London Business School:

    The London Business School (http://www.london.edu/) envisages the following outcomes for their MBA:
  • The world-class London Business School Executive MBA transforms ambitious and committed mid-career managers into senior and influential business men and women.
  • The Executive MBA will give you a breadth of knowledge across every discipline of business and management. You will have the analytical skills, the understanding, the confidence and the language to influence strategy at all levels in an organisation.

    The Harvard Business School:

    The Harvard Business School (http://www.hbs.edu/mba/) says the following:
  • If you're attracted to a career in management, it is probably in part because you love to transform problems into opportunities-not just the well-defined problems of numbers on a spreadsheet, but the frustrating, fascinating, everchanging, and very human problems of real life in business.

    Stanford Business School:

    The Stanford Business School (http://www.gsb.stanford.edu/mba/) welcomes prospective students with the following words:
  • We believe that organizational leadership is a noble pursuit. Effective, outstanding business and social-sector leaders have a greater potential for influence than ever before in history. If your passion is to lead organizations to impact the world in significant-and meaningful-ways, we want to hear from you.

    In conclusion, although different business schools have different outcomes and goals, all the programmes have the same focus namely to enrich the daily conduct of managers and influence business practice, albeit with different subjects, tuition models, pedagogies and delivery methods.

    Within this broad context, this MBA as a strictly distance education offering, places it in a unique league in the African context. Although many international providers have entered the African markets offering MBA's through distance education, Unisa has a proven track record of distance education delivery. This MBA is furthermore an already internationally recognised and accredited qualification. It is accredited by inter alia AMBA and EQUIS (of the European Foundation for Management Development). This MBA qualification is specifically contextualised for Africa. This MBA will provide many African learners with a unique opportunity to get an internationally acclaimed yet contextualized qualification wherever they are. 
    		•

    ARTICULATION OPTIONS 
    Upon completion of the degree the student can get access to the DBL degree.

    The qualification does not provide entrance to other qualifications except in situations where other institutions would accept the qualification as entrance for a PhD or D Phil.

    Where appropriate students will receive credits for individual modules when they decide to change from the MBA to the MBL, or vice versa. The accreditation request will be treated according to the prescribed procedures and rules of the Credit transfer Policy of Unisa. 

    MODERATION OPTIONS 
    In addition to the moderation system of Unisa, the following internal and external moderation is used:

    The School of Business Leadership appoints a course team leader as the internal moderator for each module. Assessors must be in a possession of a qualification at least at the same level or one level above the level of the qualification to be assessed.

    The Open University allocates an external moderator for each module.

    The Moderator's main functions are to assist in ensuring that academic standards are comparable with those at other Universities and to provide an external scrutiny of the assessment methods.

    These moderators consider the validity of course assessment and the reliability of the mode of monitoring and moderating marks of formative assessment and summative assessment. Their role includes:
  • Scrutiny of examples of marked work throughout the year (only internal moderator).
  • Scrutiny of samples of marked examination scripts.
  • Moderate and improve the examination papers and marking guides.
  • Monitoring student and marker performance.

    The external moderator is provided, as standard, with:
  • A full set of course materials.
  • A sample of 5 completed TMA's.
  • A sample (normally 5%) of exam scripts.
  • Notes on examination papers and marking schemes.

    Every external moderator is entitled to request a larger sample so that they have an adequate basis for the judgements they are expected to make.

    At the end of each presentation of a course the external moderator is required to complete a standard report to the School of Business Leadership.

    The report must include comments on:
  • The continued appropriateness of the course material or any part of it.
  • The assessment strategy for the course.
  • The administration of the examination, the production of the examination question paper, including consideration of students with special circumstances.
  • Comments about the quality of candidates compared with previous cohorts and with standards in other institutions.
  • Feedback on where issues previously raised have been addressed by the University.

    Marking memorandum for all summative assessments is produced for all examination papers.

    The College of Economic and Management Science approve all examiners.

    All modules of 24 credits have a four hour examination. Modules of 48 credits have two examinations of four hours each.

    Suitability of the moderation process for this qualification:

    The moderation process described above:
  • Is transparent because the process is open and transparent and there is an appeal mechanism in borderline cases.
  • Is affordable as the expenses are included in the tuition fees and supplementary examinations are catered for.
  • Contributes to the objective of the National Qualification Framework because it does allow open access.

    Assessors comply with the requirements as set by the Unisa's assessment policy.

    Assessors are subject matter experts with a qualification at least at NQF Level 8 and with proven experience.

    The assessment process is explained in documentation and the rules of assessment in memoranda.

    Because the access degree can be any degree, the MBA degree has a specified minimum core and fundamental work that exceeds the requirements of a general masters' degree. The degree is therefore earned by completion of course work requiring an extended high level of theoretical engagement and intellectual independence as well as a research project which meets the minimum requirements for a master's degree.

    The extended course is at NQF Level 7 and 8 that includes introduction to business, advance reflection and the development and upgrading of business competencies.

    These competencies are developed via a multi and inter-disciplinary tuition approach which includes a basic independent research component as well as a business consulting project. 
    		•

    CRITERIA FOR THE REGISTRATION OF ASSESSORS 
    N/A 

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

    NOTES 
    This Qualification has been replaced by Qualification 97385, which is "Master of Business Administration", Level 9, 120 credits.
    These qualifications will be realigned to what the CHE has termed Category C qualifications to comply with the HEQSF. 

    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. University of South Africa 


    All qualifications and part qualifications registered on the National Qualifications Framework are public property. Thus the only payment that can be made for them is for service and reproduction. It is illegal to sell this material for profit. If the material is reproduced or quoted, the South African Qualifications Authority (SAQA) should be acknowledged as the source.