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SOUTH AFRICAN QUALIFICATIONS AUTHORITY 
REGISTERED QUALIFICATION: 

Postgraduate Diploma in Entrepreneurship Management 
SAQA QUAL ID QUALIFICATION TITLE
118289  Postgraduate Diploma in Entrepreneurship Management 
ORIGINATOR
Cape Peninsula University of Technology 
PRIMARY OR DELEGATED QUALITY ASSURANCE FUNCTIONARY NQF SUB-FRAMEWORK
-   HEQSF - Higher Education Qualifications Sub-framework 
QUALIFICATION TYPE FIELD SUBFIELD
Postgraduate Diploma  Field 03 - Business, Commerce and Management Studies  Generic Management 
ABET BAND MINIMUM CREDITS PRE-2009 NQF LEVEL NQF LEVEL QUAL CLASS
Undefined  120  Not Applicable  NQF Level 08  Regular-Provider-ELOAC 
REGISTRATION STATUS SAQA DECISION NUMBER REGISTRATION START DATE REGISTRATION END DATE
Reregistered  EXCO 0821/24  2021-07-14  2027-06-30 
LAST DATE FOR ENROLMENT LAST DATE FOR ACHIEVEMENT
2028-06-30   2031-06-30  

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 extend and deepen the knowledge, understanding of entrepreneurship, exposing learners to a higher level of theoretical cognitive engagement, as well as intellectual independence, for business and non-business learners. Entrepreneurship forms the core and essence of any economy, the qualification will enable learners to manage and expand existing businesses, corporate businesses (entrepreneurship), and consulting services (exopreneurship) into more efficient enterprises.

The following knowledge area is emphasised:
Conceptualisation and execution of entrepreneurial ideas allow for the integration of intention and opportunity diagnosis, leading to the beneficial exploration of social, economic, and technological aspects of entrepreneurship.

The learner will be exposed to the methodological designs of planning and guiding activities that enable better control, and successful execution of the integrated parts of business venturing, nurturing, and growth. These activities are tied within the framework of feasibility analysis, business health checks, business case development, and justification. By placing entrepreneurial thought and action within the core of the curriculum, the qualification challenges learners to be agents of change by continuously challenging them to think creatively and act innovatively within an entrepreneurial environment.

The targeted cohort will be people within the industry, business professionals, and corporates with a focus on entrepreneurship. Thus the qualification prepares learners to make decisions, act ethically, responsibly, and professionally within an entrepreneurial environment. It also prepares learners to be environmentally conscious in the operation of their businesses.

Upon completion of the qualification, the learners should be able to demonstrate integrated knowledge of entrepreneurship, and a high level of intellectual independence as well as a systematic understanding of current thinking, practice (operating and growing an enterprise), and theory within the field. Furthermore, learners should be able to conduct specific research as part of their integrated business projects. To further develop their product/service offering by applying a range of appropriate research methods, to resolve problems and introduce change.

Rationale:
Entrepreneurship has increasingly become more crucial to the economic growth and success of developing countries. In South Africa, it is estimated that over 90% of all businesses are in the Small, Medium, and Micro Enterprise (SMME) sector. Literature suggests that it is important to identify what entrepreneurs do so that through teaching, to ensure the development of the necessary insight required to create entrepreneurial opportunities. It is equally vital to develop the expertise for learners to grow and manage their own businesses or mentor and coach prospective entrepreneurs.

The ever-increasing unemployment rate, social issues, the "high" rate of business failure, and the creation of the new ministry (Small Business Development) further provide a unique opportunity for the development and offering of this type of qualification. The qualification considers aspects of the Sustainable Development Goals (zero poverty, quality education, and innovation) as well as aspects of the National Development Plan 2030 which states: "South Africa has to raise the levels of employment, eliminate poverty and reduce inequality". Based on this, the key element of this qualification ("enterprise development") is to expose learners to a higher level of theoretical cognitive engagement, as well as intellectual independence, to serve as consultants or work in corporates as entrepreneurs; thus addressing unemployment and inequality'.

The entrepreneurial ecosystem is a perpetually changing environment. Therefore, the institution is keeping up with the current trend and is circulating its new Postgraduate qualifications as per the current HEQSF (2013) mandate.

The rationale of the qualification is to enable working professionals to undertake advanced reflection and development using a systematic survey of current thinking, practice, and research methods in an area of specialisation. This qualification demands a high level of theoretical engagement and intellectual independence. An integrated business project is required, which includes conducting and reporting research under supervision. These dynamics of a changing business environment constantly pressurise organisations to act responsibly, to provide quality products and services, and to offer exceptional service. The qualification equips learners with the knowledge and skills to address decisions regarding entrepreneurial challenges on managerial levels of business.

The qualification builds on the institution's Vision 2020 as it seeks to use entrepreneurship education to "remain responsive to the economic and social needs of the Province, South Africa and beyond. The vision continues to state, "Our broader concerns and activities remain linked to national needs and the continuing imperative for social transformation and addressing the burning issues of poverty alleviation, knowledge creation and the building of a successful nation." The institution's Vision 2020 emphasis that "through a combination of applied technology and innovation we will directly address critical national issues such as poverty, unemployment".

This qualification is well situated to be satisfactorily responsive by offering integrated knowledge and application of theory in practice in the areas of enterprise development, entrepreneurial finance and management of entrepreneurs.

Various steps were taken to establish the necessity of the proposed qualification. The advisory board which comprised representatives from the Department of Trade and Industry (DTI), Department of Economic Development and Tourism (DEDT), Cape Higher Education Consortium (CHEC) as well as the Ikapa Business Place expressed their contentment with the proposal of developing this qualification. In addition, the institutions consulted areas in which the largest contingent of its learners were employed namely banks, state departments and industries as well as alumni already running their own businesses.

To determine the demand for the qualification, questionnaires were developed and distributed to alumni learners and prospective employers, to establish the necessity of such a qualification within their employ. The feedback was largely positive with a number of learners indicating interest in the qualification and prospective employers suggesting that they deem the qualification necessary. 

LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING 
Recognition of Prior Learning (RPL):
In keeping with national policy frameworks and the institution's mission and vision, widening of access is promoted to prospected candidates (business owners, business employees and business practitioners) from industry that can submit a portfolio of evidence in terms of knowledge and experience in compliance with the institution's RPL policy.

Recognition of Prior Learning (RPL) is a process of identifying the knowledge and skills of an applicant against a qualification. The process involves the identification, mediation, assessment and acknowledgement of knowledge and skills obtained through informal, non-formal and/ or formal learning. The RPL process is multi-dimensional and multi-contextual in nature, aimed at the individual needs of applicants and is handled in accordance with an institutional RPL policy by a unit dedicated to this activity. The RPL process includes guidance and counselling, as well as the preparation of a body of evidence to be presented by the RPL candidate to meet institutional requirements. An appeal procedure is also in place to accommodate queries.

Entry Requirements:
The minimum entry requirement for this qualification is:
  • Advanced Diploma in a related field, NQF Level 7.
    Or
  • Bachelor's degree in a related field, NQF Level 7. 
    		•

    RECOGNISE PREVIOUS LEARNING? 
    Y 

    QUALIFICATION RULES 
    This qualification consists of the following compulsory modules at NQF Level 8 totalling 120 Credits.

    Compulsory Modules, Level 8, 120 Credits:
  • Enterprise Development Management, 25 Credits.
  • Entrepreneurial Managerial Finance, 25 Credits.
  • Innovative Thinking and Management, 20 Credits.
  • Corporate Procedures, 20 Credits.
  • Integrated Business Project Module A, 15 Credits.
  • Integrated Business Project Module B, 15 Credits. 
    		•

    EXIT LEVEL OUTCOMES 
    1. Demonstrate increased proficiency in the sciences of managerial skills for better efficacy in leading, staffing and operations through intelligent strategic actions, at every level of management, to ensure that the enterprise has the drive to succeed.
    2. Demonstrate an ability and competence to provide structured solutions to unique entrepreneurial financial challenges by performing financial statement analysis and constructing financial reports following prescribed financial regulatory frameworks in addition to evaluating and developing credit policies for the sustainability of the enterprise.
    3. Explore the entrepreneurial eco-systemic environmental conditions to formulate and implement innovative strategies for enterprise wealth creation, thereby making a strong impact on alleviating societal problems, through the formalisation of processes in gathering, sharing, analysing, and executing ideas generated within an enterprise and its collaborative networks.
    4. Acquire the knowledge of the law that governs the lifespan of a business entity, the procedure that is prescribed for its formation, conversion, administration, and dissolution and to execute these actions in practice, meeting the compliance and reporting standards prescribed by the South African regulatory and statutory frameworks.
    5. Plan, manage and execute an integrated, inquiry-based research study in an area of specialisation, under supervision and according to stipulated timelines, culminating in a research proposal.
    6. Provide a research report that documents the ethical and professional execution of all phases of an integrated, inquiry-based research project, including an overview of relevant literature perspectives, a critical account of research design skills and techniques employed in gathering and analysing the data, and conclusions that are supported by the data and literature perspectives. 

    ASSOCIATED ASSESSMENT CRITERIA 
    Associated Assessment Criteria for Exit Level Outcome 1:
  • Construct a management score card to differentiate between the skills of an effective and an ineffective manager as well as their responsibilities and roles within the enterprise.
  • Compare quantitative techniques including big data, cost-benefit analysis, and intuition for analysing and selecting alternatives to solve problems in the business environment.
  • Develop a problem-solving framework incorporating heuristic techniques (trial and error, rule of thumb) with the rational problem-solving model (most innovative alternative).
  • Construct a staffing process framework that an entrepreneur needs to follow to supply the necessary human resources for the operation of the enterprise.
  • Choose a performance appraisal and survey tool to assess how attitudes affect job satisfaction; and how employee and managerial attitudes affect company performance.
  • Contrast content, process, and reinforcement theories to understand and predict employee behaviour.
  • Execute a leadership situational analysis of your company and recommend an appropriate leadership style for a given situation in the workplace; also take into consideration the employees' maturity level.
  • Reflect critically on the transitional process to move from entrepreneur to entrepreneurial leader.
  • Critically reflect on the flow of organisational communication; IT, networks, interpersonal process of sending, receiving, and responding to messages to ensure accurate communication.
  • Construct a diagram (with a narrative) depicting the communication process in the case of grievances and disciplinary matters.
  • Develop a suitable operations system for an identified manufacturing, trading, or service enterprise to ensure sustainability, profitability, and efficacy of the enterprise.
  • Construct an operating cycle overview diagram that graphically illustrates the impact of production on cash flow.

    Associated Assessment Criteria for Exit Level Outcome 2:
  • Differentiate between the pros and cons of the legal entities of a business enterprise to establish which business form is best suited in a given scenario. Validate the responsibilities and the goals of a financial manager according to generally accepted practices and legislation.
  • Analyse the financial performance of a company using ratios-analysis, by calculating the company's solvency, profitability and liquidity situation. Construct a trading account analysis by calculating the mark-up, and ratios of profit analysis and its effects on the net operating profits.
  • Construct a set of financial reports to present and communicate the enterprise's financial statement analysis. Compare how it is interrelated to each other and laying the foundation of futuristic scenario planning and pro-active financial management.
  • Synthesise the complexities and uncertainties of selecting, applying, or transferring appropriate standard procedures, processes, or techniques of accounting principles and methods. Construct different forms of budget statements and cash flow statements in accordance with the legal financial framework.
  • Develop a credit policy, standards and processes within the financial framework and current legislation for a specific enterprise.
  • Evaluate and validate the various types of costing methodologies related to running a business or rendering services and apply the most applicable form of costing.

    Associated Assessment Criteria for Exit Level Outcome 3:
  • Simulate a framework for building a creative business environment for staff members - thereby weakening the "blocks to creativity".
  • Correctly apply the process model for innovation and entrepreneurship to a product or service to evaluate its commercialisation and viability.
  • Construct a project plan which sets out the sequence of activities that need to be carried out to make the innovation come alive.
  • Present an innovation process proposal on how a business can obtain a competitive advantage through a strategy of sustainability-led innovation.
  • Critically evaluate specified areas in a business, by drawing up an innovative mix model to explore enhancement in each area of business.
  • Construct a stage-gate product development process for a prospective new product by mapping the pathway from idea to the launch utilising diffusion research methodology for the business.

    Associated Assessment Criteria for Exit Level Outcome 4:
  • Distinguish between the various types of business entities, namely, partnerships, business trusts, companies, close corporations, and cooperative societies.
  • Explain the process for the formation of these business entities and the legal consequences of their existence correctly.
  • Explain the process for the dissolution of these business entities and the legal consequences of their dissolution accurately.
  • Select the correct process for the formation and dissolution of each of these entities.
  • Prepare the correct documentation for the formation, conversion, and dissolution of a business entity for submission to CIPC.
  • Perform various functions of the company secretary competently, including but not limited to: submitting the amendment of the Founding Statement of a close corporation, bringing an application for the reinstatement of a deregistered company or close corporation.
  • Prepare the annual return of a company for submission to Companies and Intellectual Property Commission (CIPC) and prepare the submission of the disclosure of the financial interest in a transaction by a director or prescribed officer.
  • Evaluate the conduct of directors, auditors, audit committees, and company secretaries to determine whether there is compliance with the fundamental principles, guidelines, and rules of good governance as prescribed by common law, the King Reports on Corporate Governance and the Companies Act, 2008 and recommend appropriate sanctions.
  • Prepare for and conduct director and shareholder meetings including the annual general meeting in compliance with the Companies Act, Regulations, and practice notes.
  • Access the CIPC platform and simulate the registration as an agent.
  • Conduct basic company and close corporation searches.
  • Simulate the registration of a private company.

    Associated Assessment Criteria for Exit Level Outcome 5:
  • Understand the nature of research relevant to the professional entrepreneurial practice.
  • Apply standard aspects of research design - such as investigation, description, and explanation of the research process to plan an integrated, inquiry-based project.
  • Locate, evaluate and select information from a range of current and relevant sources to compile a brief literature perspective that is related to the core and specialised knowledge of the qualification; contextualises and describes the research problem/topic, and informs decisions regarding research design skills and techniques.
  • Identify an authentic, practice-based problem or select a conceptual/ theoretical research topic and interrogate the problem/topic to establish a suitable and manageable focus for an integrated inquiry-based research project.
  • Formulate a clear and concise research problem statement relevant to the topic and field of study.
  • Generate research question(s), aims and objectives for the integrated research project based on criteria and guidelines relevant to the field of study.
  • Propose appropriate research methods and techniques for the integrated research project that are relevant to the discipline, field of study and related fields of professional practice, such as qualitative, quantitative and mixed research methods; sampling techniques; generating primary and secondary data and basic data analysis.
  • Prepare and present an integrated research project plan relevant to the topic and field of study in the form of a poster, a written report, a presentation, or a mix of these, or some other form(s) deemed appropriate to the field and context of study.

    Associated Assessment Criteria for Exit Level Outcome 6:
  • Draw selectively and critically on the published work of various scholars and professional practitioners in the area of specialisation, demonstrating an ability to analyse complex and/or abstract ideas and apply them creatively to the research problem/topic.
  • Demonstrate an awareness and comprehension of key and current research (theory and practice) and debates related to the problem/topic under study, through coherent arguments and insights.
  • Use Harvard referencing techniques according to institutional guidelines for both in-text and bibliographic referencing.
  • Use and defend the appropriateness of, selected data collection and analysis methods and techniques for investigating the complexities of the research problem/topic.
  • Integrate results from different data collection methods or from different data sets, to provide a coherent, complete representation of data analysis.
  • Analyse, interpret and make coherent judgements about data concerning the research problem/topic, in critically reflexive ways, and derive creative and insightful conclusions.
  • Develop coherent, arguments, based on research results and with reference to key ideas in the literature perspectives presented, to support conclusions in the research report.
  • Participate in scheduled discussions with the lecturer/supervisor about the management and execution of the integrated research project and act on feedback to ensure the rigour of the process and the validity and reliability of the results.
  • Present the research findings and conclusions, in verbal, written, and/or visual form, and/or as designed products/artifacts to both specialist and non-specialist audiences.
  • Adhere to institutional policies and requirements in terms of ethical considerations and plagiarism.
  • Identify possible ethical issues related to data collection and analysis and suggest ways to address these with approval from the relevant parties. 
    		•

    INTERNATIONAL COMPARABILITY 
    An international comparative was conducted with the following institutions:

    Country: United Kingdom (UK)
    Institution: University of Cambridge
    Qualification Title: Postgraduate Diploma in Entrepreneurship Management
    The University of Cambridge is the only institute of higher learning that offers this qualification and it is one of the leading institutions in entrepreneurship, as a field of study and rated eighth globally. The institution is considered to be particularly strong in entrepreneurship and innovation management with its own accelerator and close ties with Cambridge Enterprise. The duration to complete the qualification is four years, giving a vertical articulated progression into a Master of Studies in entrepreneurship. The University of Cambridge qualification is therefore comparable with the South African qualification, it is action-based, designed specifically for experienced professionals and entrepreneurs. The qualification is for learners seeking to start an entrepreneurial venture, entrepreneurs seeking to take their business to a new level of growth and entrepreneurs in a corporate setting seeking to learn critical entrepreneurial skills to support innovative ventures within their organisation. The modules at the University of Cambridge are amongst the following: entrepreneurship skills and the entrepreneurial mindset, managing financial resources, pitching and raising finances and legaltech entrepreneurship.

    The following themes form part of Cambridge University's qualification:
  • Working on yourself - as a thinker, decision-maker, and leader.
  • Identifying and evaluating opportunities.
  • Customer development and lean start-up.
  • Networking and sales.
  • Marketing.
  • Prototyping and design thinking.
  • Business models and strategy.
  • Teams, management and operations.
  • Fundraising.

    Country: Australia
    Institution: The Macquarie University's Graduate School of Management
    Qualification Title: Macquarie's Graduate Diploma

    The Macquarie University's Graduate Diploma, is comparable to the South African qualification, which is designed for tomorrow's functional business leaders and those who want to consolidate work experience or advance their career in a certain field. The admission requirements for the qualification is a three year Bachelor's Degree. The Macquarie Graduate Diploma provides an ideal starting point for those pursuing a cogent grounding in theory and practice to be more effective leaders in their fields. The modules that make up the South African qualification are specifically chosen to ensure that learners develop a deep knowledge of essential core business areas whilst providing flexibility for individual interests. A manager must be able to understand money, people, markets and strategy, and successfully apply this knowledge in the workplace.

    The following modules form the basis of the Macquarie Graduate Diploma:
  • Social Entrepreneurship
  • Globalisation and Sustainable Development
  • Trade and Environment Law
  • Accounting for Management
  • Leadership and Motivation
  • Management of Innovation

    It is clear that the Postgraduate Diploma in Entrepreneurship encompasses the main areas of comparable international qualifications which are the disciplines of entrepreneurship, finance, innovation, legal aspects, and business management. 
    		•

    ARTICULATION OPTIONS 
    This qualification allows possibilities for both vertical and horizontal articulation.

    Horizontal Articulation:
  • Postgraduate Diploma in Marketing, NQF Level 8
  • Postgraduate Diploma in Retail Business Management, NQF Level 8
  • Postgraduate Diploma in Project Management, NQF level 8

    Vertical Articulation:
  • Master of Business Administration, NQF level 9 
    		•

    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.
     
    NONE 


    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.