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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 Marketing |
| SAQA QUAL ID | QUALIFICATION TITLE | |||
| 112249 | Bachelor of Commerce in Marketing | |||
| ORIGINATOR | ||||
| Red and Yellow Creative School of Business (Pty) Ltd (previously known as The Red & Yellow School of Logic & Magic) | ||||
| 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 | Marketing | ||
| 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 | 2019-09-18 | 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 |
| Purpose:
The purpose of this qualification is to equip learners with the knowledge and abilities necessary to enter and compete in professional or academic areas within business, commerce, and management. The qualification is intended to expand the knowledge and technical competencies in areas such as finance, accounting, economics, and marketing with an increased focus on technical, data analysis, social intelligence, and creative thinking competencies. This qualification will allow for practical application grounded in theoretical thinking and practice. Upon completion of the qualification, qualifying learners will be able to: Rationale: New content The business, commerce, and management field, specifically in the areas of marketing, advertising, and communications increasingly require skilled individuals in the areas of entrepreneurship and business innovation. The relationship between the players in the marketing field, agencies, businesses, management consultancies and the consumer has and will continue to shift, requiring agility and shifting business models. On a macro scale, and as stated by the World Economic Forum in the report The Future of Jobs, the most sought-after skills in the next twenty years will be complex problem solving and the application of social intelligence. Overall, social skills such as persuasion, emotional intelligence, and teaching others will be in higher demand across industries than narrow technical skills, such as programming or equipment operation and control. Given the fluctuating business environment, the qualification equips learners for a developing world of work where solutions must come from applying methods and techniques for alternative thinking or creative problem solving and leveraging social intelligence. The qualification will provide learners with the skills and knowledge needed to apply creative thinking within a commercial framework and for commercial output. This qualification extends that methodology across a more traditionally commerce-focused qualification, leading to well-balanced and advantaged graduates in this field. This qualification would prepare graduates for roles in/as: |
| LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING |
| Recognition of Prior Learning (RPL):
The institution has an approved Recognition of Prior Learning (RPL) policy which is applicable with regard to equivalent qualifications for admission into the qualification. RPL will be applied to accommodate applicants who qualify. RPL thus provides alternative access and admission to qualifications, as well as advancement within qualifications. RPL may be applied for access, credits from modules and credits for or towards the qualification. RPL for access: RPL for exemption of modules: RPL for credit: |
| RECOGNISE PREVIOUS LEARNING? |
| Y |
| QUALIFICATION RULES |
| This qualification consists of the following compulsory and elective modules at National Qualifications Framework Level 5, 6 and 7 totalling 360 Credits.
Compulsory Modules, Level 5,105 Credits: Elective Modules, Level 5, Credits (Select one module from the following options): Compulsory Modules, Level 6,105 Credits: Elective Modules, Level 6, 15 Credits (Select one module from the following options): Compulsory Modules, Level 7,120 Credits: |
| EXIT LEVEL OUTCOMES |
| 1. 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.
2. 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. 3. 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. 4. 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. |
| ASSOCIATED ASSESSMENT CRITERIA |
| Associated Assessment Criteria for Exit Level Outcome 1:
Associated Assessment Criteria for Exit Level Outcome 2: Associated Assessment Criteria for Exit Level Outcome 3: Associated Assessment Criteria for Exit Level Outcome 4: Integrated Assessment: Competence is demonstrated and assessed through a variety of options in the assessment strategy. The institution is guided by the assessment policy to ensure that the assessment methods are designed appropriately according to the qualifications taught to elicit the best possible results. Assessment methods and tools are continually reassessed according to the results of the feedback from subject and lecturer surveys as well as external moderation. The qualification uses a variety of modes of assessment, such as examinations, assignments, practical, group assignments and projects, research papers, and oral presentations. No single assessment method can fully assess a learner's learning. This makes it necessary to use a set of assessment methods to achieve consistent and fair results. The total assessment for a module and or qualification is carefully designed to cover and give expression to all learning outcomes. Modes of assessment include examinations, assignments, practicals, group assignments and projects, and oral presentations. A range of methods and instruments traditionally associated with the assessment of knowledge as well as additional methods (observation, product evaluations, written and oral questioning) and a range of instruments (practical, role plays, written assignments, tests, examinations, demonstrations, projects, case studies, simulations, etc.) are used in this qualification. The selection of method and instrument must match what is being assessed, and appropriate and sufficient evidence must be collected. Each of these types of assessment is designed to ensure that a learner has achieved a certain level per Bloom's taxonomy. The ongoing feedback and post-event critiques focus on assessing learners' comprehension, looking at the remember and understand categories, as well as examining how well learners are applying the knowledge they are given in their creation of new material. The requirements for these become more stringent as the year progresses. Because learners are required to assess each other and themselves, rather than just leaving all assessments up to the lecturer, they learn even more about analysis and evaluation of the knowledge they acquire, helping to develop their higher-order thinking skills even as it forces them to take more responsibility for their own learning. In the assessment strategy, competence must be demonstrated and assessed through a variety of options. How this qualification applies formative and summative assessments across the various modules is detailed in the assessment strategy. Formative Assessment: Formative assessment is useful in terms of assessment of critical cross-field outcomes, as these are often difficult to assess during summative assessments. Gaps in terms of knowledge and abilities can be identified with individuals at this stage and appropriate action is planned. Formative assessment is designed to ensure that it: Formative assessment methods include: Summative Assessment: Summative assessment is making a judgement about achievement. Learner-readiness determines whether the learner will qualify for the respective examinations. It is required that the assignments are submitted to write an examination in each module. Summative assessment occurs at the end of each study cycle of learning and is used to determine whether the learner is competent in the required knowledge and skills. Summative assessments will be conducted continuously throughout the learning experience. They are moderated for all learners to be fairly assessed against the planned outcomes. Summative assessment includes: The summative examinations are designed to test the remember, understanding, and analyse/evaluation aspects of Bloom's categories. The portfolio, on the other hand, is expected to show a clear improvement from the beginning of the year to the end, demonstrating the learner's ability to build on their earlier knowledge to learn how to evaluate their own work and improve it so that they can create excellent material. For each module, 50% is considered a pass mark deeming the candidate competent. A learner is required to pass all their modules to progress to the next year of study and must attain a minimum of 40% to qualify to submit an end-of-year portfolio. Summative assessment is making a judgement about achievement. Learner-readiness determines whether the learner will qualify for the respective examinations. It is a requirement that the assignments are submitted to write an examination in each module. Summative assessment occurs: Summative assessments will be conducted continuously throughout the learning experience. Summative assessments are moderated for all learners to be fairly assessed against the planned outcomes. |
| INTERNATIONAL COMPARABILITY |
| The South African qualification compares favourably with similar international qualifications offered in the following countries.
Country: Canada Institution: University of Canada West Qualification Title: Bachelor of Commerce Similarities: The University of Canada West (UCW) is compared to the South African (SA) qualification in the following criteria. Duration: Both the UCW and the SA qualifications are offered over three years of full-time study. Entry Requirements: Similar to the SA, the UCW qualification requires the applicants to have completed the following secondary school qualifications. Or and Purpose/Rationale: The UCW and SA qualifications will provide learners with a broad foundation knowledge of contemporary business and its practices. Both qualifications prepare learners for a successful career in business or management, where learners will contribute constructively to a global economy. The qualifications introduce learners to critical thinking skills by providing them with practical marketing principles, examples, and case studies, all of which develop the learner's cognitive abilities and enable them to develop marketing strategies for their organizations. The qualifications aim at developing hardcore marketing strategists and marketing entrepreneurs. The qualification is designed to provide a breadth of business perspective and skills, building core skills in writing, research, and team performance. The UCW qualification has also received the NCMA designation from CIM | Chartered Managers Canada. Canada refers to the critical leadership, team, and communications skills that today's employers are looking for as highlighted in the South African qualification. Learners currently enrolled in the UCW qualification are entitled to a free Associate Membership with the association, giving UCW learners the chance to belong to Canada's chartered management and leadership association while earning their degree. Associate Members can participate in all the networking and professional development opportunities the association offers, helping them get ready for their new careers after they graduate. On completion of the UCW and SA qualifications, qualifying learners will be able to: Qualification Structure: Marketing is the process through which companies create customers' interest in their products and services. Subjects studied under this degree are Financial Accounting, Business Economics, Mathematics and Statistics, Financial markets, Marketing and Consumer Behaviour. Year One: Compulsory Modules: Elective Modules: Social Media. Public Relations in Practice and Theory. Persuasive Presentations. Advertising. Communication Strategy. Year Two: Compulsory Modules: Elective Modules: Managerial Accounting II. Principles of Auditing and Assurance. Taxation. Strategic Managerial Accounting. Year Three: Elective Modules: Learning Methods: Team activities are an intrinsic part of many courses and build skills vital for professional success. Learners will learn through a combination of the following methods: Country: United Kingdom Institution: University of Birmingham Qualification Title: Bachelor of Science in Business Management and Marketing Similarities: The University of Birmingham (UB) qualification is compared to the South African (SA) qualification in the following criteria. Duration: Both the UB and SA qualification are studied over three years of full-time study. Entry Requirements: Both the SA and UB qualifications require applicants to have completed the Secondary School qualifications or Business and Technology Education Council (BTEC) Extended which is the Further Education qualification and vocational qualification taken in England, Wales, and Northern Ireland, similar to the National Certificate Vocational in the SA qualification. The UB has the following requirements: Or Business and Technology Education Council (BTEC) Extended Diploma in Applied Science, Business, Enterprise, and Entrepreneurship. Or BTEC Diploma - only the following subjects can be considered (in combination with 1 A-Level): Applied Science, Business, Enterprise and Entrepreneurship, Health and Social Care, Information Technology, Operations and Maintenance Engineering, Performing Arts, Pharmaceutical Science. Purpose/Rationale: The UB and SA qualifications aim to develop intellectual, analytical, and perceptual skills by providing learners with a breadth of knowledge in marketing, along with building the transferable skills they need to be job-ready and be able to carry out strategic marketing in challenging new contexts. Close links with the industry ensure maximum course relevance and give learners the added benefit of being able to learn from current marketing practitioners. The UB qualification has been developed with input from marketing firms such as Beiersdorf, Big Cat, Cogent Elliott, UBAglu and Unilever, to develop the next generation of marketing specialists. The marketing industry is very dynamic and is always introducing new trends. It helps businesses to maintain and strengthen their relationship with their customers by communicating with them through various mediums. This industry's dynamic nature presents a lot of opportunities to professionals who are creative and have a knack for strategy. The various job opportunities under the marketing profile include but are not limited to: Qualification structure: Both the UB and SA qualifications consist of compulsory and elective modules. The first year is a compulsory foundation year, introducing learners to key areas in the study of business as well as focusing on Principles of Marketing. It introduces the key themes of management, marketing, entrepreneurship, economics, finance; law, purchasing, accounting, analytical techniques, and more generally, Information Technology (IT) for business. In the second-and, third-years learners will have the ability to undertake a Marketing Research Project. First Year Compulsory Modules. Elective Modules (Take one of the following modules). Second Year: Compulsory Modules: Elective Modules (Choose one of the following optional modules): Third Year: Compulsory Modules: Year in Industry (Work Integrated Learning). Assessment methods: Both the UB and SA qualifications are assessed through coursework (formative) and exams (summative). Coursework takes a variety of forms, including reports, essays, group presentations, class essays and computer assignments. Exams are held in May/June. Learners must achieve satisfactory results to proceed to the next year. Differences: The UB consists of the Work Integrated Learning in the third year whereas the SA qualification does not include the WIL in the third year but consists of compulsory modules. Country: Netherlands Institution: University of Groningen Qualification Title: Bachelor of Commerce This qualification combines a common core of specialist subject areas: While the qualification is comparable and similar in terms of subject offering to the qualifications, the key difference in the South African qualification is a focus on creative problem-solving toolkits and focus throughout the three years on personal development and communication. The marketing major focus of each of the qualifications referenced presents a comparable and favourable comparison to the qualification. |
| ARTICULATION OPTIONS |
| This qualification allows possibilities for both vertical and horizontal articulation.
Horizontal Articulation: Vertical Articulation: |
| 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. | Red and Yellow Creative School of Business (Pty) Ltd (previously known as The Red & Yellow School of Logic & Magic) |
| 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. |