SAQA 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.
SOUTH AFRICAN QUALIFICATIONS AUTHORITY 
REGISTERED QUALIFICATION: 

Bachelor of Commerce in Business Management 
SAQA QUAL ID QUALIFICATION TITLE
101042  Bachelor of Commerce in Business Management 
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
National First Degree  Field 03 - Business, Commerce and Management Studies  Generic Management 
ABET BAND MINIMUM CREDITS PRE-2009 NQF LEVEL NQF LEVEL QUAL CLASS
Undefined  360  Not Applicable  NQF Level 07  Regular-Provider-ELOAC 
REGISTRATION STATUS SAQA DECISION NUMBER REGISTRATION START DATE REGISTRATION END DATE
Reregistered  EXCO 0821/24  2021-07-01  2027-06-30 
LAST DATE FOR ENROLMENT LAST DATE FOR ACHIEVEMENT
2028-06-30   2033-06-30  

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 
The primary purpose of the qualification is to provide qualifiers with graduate-level knowledge, specific skills, applied competence and the necessary attitudes in the fields associated with commerce and industry that prepare them to be lifelong learners, employable workers/entrepreneurs and contributors to society and the business community.

The second purpose of the qualification is to provide South Africa (and other countries) with functional managers at the middle management level in all sectors of the economy.

A further purpose of the qualification is to provide graduates with a self-sustaining understanding of the process whereby productive resources are mobilised and utilized with a view to being gainfully employed in serving the material needs of society in a globalised world. 

LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING 
Recognition of Prior Learning (RPL):
This qualification recognises:
  • Formal prior learning
    > Students' prior accredited learning at tertiary level in relevant domains, which constitute credit-bearing units, is recognized. Students in possession of a Senior Certificate may register for University of South Africa (Unisa's) access modules [Economic and Management Environment (INM101-3 and INM102-4) as well as an access examination (Language and Learning Skills (LSK011-9)]. Once the students have passed these access courses, they may register for the Bachelor of Commerce (BCom).
  • Non-formal and informal prior experiential learning.
  • The law currently requires students to have formal qualifications for admission to university.

    Entry Requirements:
  • National Senior Certificate (Degree endorsement). 
    		•

    RECOGNISE PREVIOUS LEARNING? 
    Y 

    QUALIFICATION RULES 
    This qualification comprises compulsory modules at Level 5, 6 and 7 Credits.

    Compulsory Modules Level 5, 84 Credits:
  • Business Management IA, 12credits.
  • Financial Accounting Principles, Concepts and Procedures,12 Credits.
  • Introduction to Business Information Systems, 12 Credits.
  • Economics IA,12 Credits.
  • Quantitative Modelling I, 12 Credits.
  • Practising Workplace English, 12 Credits.
  • Commercial Law IA, 12 Credits.

    Electives Modules Level 6, 12 Credits:
  • Marketing Research, 12 Credits.
  • Product Management, 12 Credits.
  • Promotion Management, 12 Credits.

    Compulsory Modules Level 6, 192 Credits:
  • Business Management IB, 12 Credits.
  • Financial Accounting Reporting, 12 credits.
  • Economics IB, 12 Credits.
  • Performance Management Practices, 12 Credits.
  • Marketing Management,12 Credits
  • Human Resource Management for Line Managers, 12 Credits.
  • Production and Operations Management, 12 Credits.
  • Purchasing Management, 12 Credits.
  • Microeconomics, 12 Credits.
  • Financial Management, 12 Credits.
  • General Management, 12 Credits.
  • Contemporary Management Issues, 12 Credits.
  • Macroeconomics, 12 Credits.
  • Relationship Marketing, 12 Credits.
  • Corporate Citizen III, 12 Credits.
  • Global Business Environment, 12 Credits.

    Electives Modules Level 7, 48 Credits:
  • International Finance, 12 Credits.
  • History of Economic thought 12 Credits.
  • Strategic Sourcing, 12 Credits.
  • Production and Operations Management, 12 Credits.
  • Promotion Management, 12 Credits.
  • Contemporary Issues in human Resource Management, 12 Credits.
  • Performance Management, 12 Credits.
  • Compensation Management, 12 Credits.
  • Product Management, 12 Credits.
  • Customer Relationship Management 12 Credits.
  • Working Capital Management, 12 Credits.
  • Public Economics, 12 Credits.
  • Financial Management, 12 Credits.
  • International Trade, 12 Credits.
  • Supplier Relationship Management, 12 Credits.
  • Monetary Economics, 12 Credits.

    Compulsory Modules Level 7, 24 Credits:
  • Strategic Planning, 12 Credits.
  • Strategic Implementation, 12 Credits. 
    		•

    EXIT LEVEL OUTCOMES 
    1. Identify, analyse, formulate, and serve the commercial and economic needs of individuals and society creatively and innovatively.
    2. Work effectively with others as a member of a team, group, organisation, community, and contribute to the group output in tasks growing out of the business, commerce and management fields.
    3. Manage and organise her or his activities and life responsibility and effectively, including her or his studies within the distance context.
    4. Collect, analyse, organize and critically evaluate information, as required in the pursuit of this qualification.
    5. Communicate effectively using visual, mathematical and/or language skills in the modes of written presentation.
    6. Use science and technology effectively and critically, showing responsibility towards the environment and health and well-being of others, in community, national and global contexts.
    7. Demonstrate an understanding of the world as a set of related systems by recognising that problem solving contexts do not exist in isolation, and by acknowledging their responsibilities to those in the local and broader community. 

    ASSOCIATED ASSESSMENT CRITERIA 
    Associated Assessment Criteria for Exit Level Outcomes 1:
  • Identify needs by means of exploring and critically evaluating abstract and personal situations.
  • Solve problems by generating alternative strategies for dealing with those problems.
  • Overcome communication problems creatively.
  • Critically evaluate various viewpoints and compare them to own views.
  • Offer evidence in a variety of ways (from theoretical knowledge base, from experiential base, etc) to support their stated views.
  • Identify needs and opportunities in their own lives.
  • Identify needs and opportunities in business by use of case studies, primary research projects, etc.
  • Identify and solve concrete and abstract problems by drawing upon the theoretical knowledge and experiential base of individual disciplines in the fields of business, commerce and management.
  • Identify and solve concrete and abstract problems by drawing upon their own experience base.
  • Identify and propose ways to serve business and societal needs in a variety of routine and non-routine contexts within broad parameters of the business, commerce and management fields.
  • Use their knowledge and experience to offer suggestions for solving problems at a community, national, international and global level.
  • Analyse the global, national and local community in terms of problems, needs, opportunities.

    Associated Assessment Criteria for Exit Level Outcomes 2:
  • Show evidence of 'people skills' (tolerance, empathy, listening skills, etc) in group situations.
  • Demonstrate respect for the opinion of others through reporting without bias.
  • Demonstrate tolerance of diversity through reporting without bias.
  • Undertake projects and provide evidence of successful interaction with others.
  • Use effective communication skills within the group.
  • Lead people effectively.
  • Be a supportive follower and group participant.
  • Organise themselves and others into effective working groups.
  • Communicate the evidence of these group interactions through reporting.

    Associated Assessment Criteria for Exit Level Outcomes 3:
  • Demonstrate the requisite study skills and learning strategies.
  • Organise their study plans.
  • Use creative and various learning strategies which suit their personal situations and contexts.
  • Cope with the self-discipline necessary for distance learning.
  • Think independently, and offer evidence to support their decisions.
  • Assess their own strengths and weaknesses and develop coping strategies.

    Associated Assessment Criteria for Exit Level Outcomes 4:
  • Demonstrate basic research skills.
  • Use library and other resources effectively to suit their individual needs.
  • Use library and other resources effectively to suit the needs of the particular areas of research.
  • Integrate information from a variety of sources.
  • Act responsibly as a researcher and scholar (eg, appropriate referencing, avoiding plagiarism, etc).
  • Show awareness of the conventions of scholarship in the various disciplines under study.
  • Demonstrate awareness of relevant conventions and guidelines to their academic and personal purposes.
  • Critically analyse theories, examples, experiences, etc.
  • Argue appropriately within the relevant discourse community.

    Associated Assessment Criteria for Exit Level Outcomes 5:
  • Communicate their ideas and provide supporting evidence in a sustained manner.
  • Responsibly use others' ideas in support of their own (without plagiarism, etc).
  • Identify conclusions and premises in academic arguments.
  • Follow the language conventions of written (and/or oral) use in the respective disciplines.
  • Use appropriate models of organization and presentation as required in the respective disciplines.
  • Use numbers with accuracy.
  • Interpret numbers for use in business applications.
  • Use statistics appropriately and responsibly in support of their ideas.
  • Create and use visuals appropriately to support their ideas.
  • Recognise own communication limitations and problems and seek help appropriately.
  • Identify and illustrate subject-specific jargon.
  • See, describe and interpret what they come across in appropriate ways.
  • Use language to critically analyse, evaluate and critique others' ideas.

    Associated Assessment Criteria for Exit Level Outcomes 6:
  • Demonstrate an appropriate attitude towards scholarship and technology.
  • Use a scientific method of investigation, testing and evaluation.
  • Select appropriate technology to suit the needs of the individual or group.
  • Use other technology (computers, internet, etc) where appropriate and feasible.
  • Use natural resources in a sustainable way.
  • Show respect for and a responsible attitude towards science and technology.
  • Demonstrate a consideration of the ethics involved in science and technology issues.
  • Show respect and openness towards the psychological, health and physical environment of others.

    Associated Assessment Criteria for Exit Level Outcomes 7:
  • Demonstrate their prior knowledge and experience of their individual situations.
  • Connect the abstract knowledge of theory to the reality of their individual personal contexts.
  • Draw upon their prior knowledge (personal and abstract), personal experience as appropriate when investigating and analysing the world around them.
  • Look beyond and across traditional disciplinary boundaries for possible solutions.
  • Follow an integrated approach to learning and studying.
  • Choose and follow appropriate pathways.
  • Apply systems thinking to solving economic and management related problems.

    Integrated Assessment:
    Formative Assessment: Learning and assessment are integrated. The study guides, as a rule, contain self-assessment tasks with feedback. The scheme of work includes assignments which may be self-assessed base on the learning material and students are given feedback. The process is continuous of focuses on smaller sections of the work and limited numbers of outcomes.

    Summative Assessment: Examinations or equivalent assessment such as a portfolio of evidence assess a representative selection of the outcomes practised and assessed in the formative stage. Summative assessment also tests the student's ability to manage and integrate a large body of knowledge to achieve the stated outcomes of a module. 
    		•

    INTERNATIONAL COMPARABILITY 
    University of South Africa (UNISA) forms part of an internationally recognised accreditation system whereby university qualifications are evaluated against international comparators and accredited accordingly; for example, UNISA's qualifications are accredited in the International Handbook of Universities and in the Commonwealth Universities' Yearbook. 

    ARTICULATION OPTIONS 
    Horizontal Articulation:
  • Bachelor's Degree Level 7.

    Vertical Articulation:
  • Honours Degree Level 7. 
    		•

    MODERATION OPTIONS 
    N/A 

    CRITERIA FOR THE REGISTRATION OF ASSESSORS 
    N/A 

    NOTES 
    N/A 

    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.