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: 

Advanced Diploma in Adaptive Leadership 
SAQA QUAL ID QUALIFICATION TITLE
120360  Advanced Diploma in Adaptive Leadership 
ORIGINATOR
Boston City Campus (Pty) Ltd 
PRIMARY OR DELEGATED QUALITY ASSURANCE FUNCTIONARY NQF SUB-FRAMEWORK
CHE - Council on Higher Education  HEQSF - Higher Education Qualifications Sub-framework 
QUALIFICATION TYPE FIELD SUBFIELD
Advanced Diploma  Field 03 - Business, Commerce and Management Studies  Public Administration 
ABET BAND MINIMUM CREDITS PRE-2009 NQF LEVEL NQF LEVEL QUAL CLASS
Undefined  120  Not Applicable  NQF Level 07  Regular-Provider-ELOAC 
REGISTRATION STATUS SAQA DECISION NUMBER REGISTRATION START DATE REGISTRATION END DATE
Registered  EXCO 01213/23  2023-02-02  2026-02-02 
LAST DATE FOR ENROLMENT LAST DATE FOR ACHIEVEMENT
2027-02-02   2030-02-02  

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 leadership, knowledge and skills required in emerging leadership contexts ranging from small teams to large organisations. Adaptive leadership is a practical approach to solving business issues, guiding leaders in identifying and focusing on the important aspects of a business operation and discarding what it can do without. The qualification is intended for learners who are in or are seeking, leadership positions in the changing landscape with this new skillset. The qualifying learner will be able to integrate and apply knowledge, principles, techniques, and practical skills to provide adaptive leadership within the private, public and development sectors.

On completion of the qualification, the qualifying learner will be able to:
  • Demonstrate an integrative and contextualised understanding of leadership principles and theories.
  • In a critical mode that underscores awareness of the complex factors shaping the context of leadership, apply the core principles of adaptive leadership in the private, public and development sectors.
  • Demonstrate a sound understanding and appreciation for the leadership complexities attending multicultural contexts and the need for ethical leadership.
  • Display personal and professional competencies, qualities, and attributes essential for leadership, including emotional intelligence, holistic wellness, resilience, and life-long learning.
  • Apply principles of sound research design, use of appropriate research methods, and ethical deployment of statistical tools in a leadership context.

    Learners will be equipped with a set of skills and applicable knowledge which will help them find, improve, or start their work as a leader within a business or team.

    Rationale:
    As COVID-19 continues to impact businesses, adaptive leadership has become especially relevant. Heifetz, Grashow and Linsky (2009) provide a foundation for understanding adaptive leadership and the platform from which to develop an academic qualification. Adaptive leadership is about change that enables the capacity to thrive, and the qualification is underpinned by the knowledge that new environments and new areas demand new strategies, abilities, and leadership to mobilise them.

    The adaptive leadership theory expanded by Heifetz essentially states that adaptive challenges require adaptive leadership. Adaptive leaders are open-minded, willing to self-correct and empathetic towards their employees. The 21st-century leader needs to prepare for the fourth (4th) Industrial Revolution by wrestling with the formative questions centred on value, purpose, and process, as well as grappling with the concept of thriving in relation to these questions. The research shows that these concepts are both theoretical and practical.

    In accordance with the HEQSF (2013:31), this qualification will provide entry-level vocational or professional preparation or specialisation for bachelor's degree graduates or diplomates by offering an intensive, focused and applied specialisation which meets the requirements of a specific niche in the labour market. Furthermore, this qualification was designed to prepare learners for postgraduate study through the deepening of their knowledge and understanding of theories, methodologies and practices in specific academic disciplines and fields, as well as the development of their ability to formulate, undertake and resolve more complex theoretical and practice-related problems and tasks through the selection and use of appropriate methods and techniques.

    The qualification was designed in consultation with informed by the market need, and engagement with key industry role-players to address the market need. It is envisaged that the qualification will make a meaningful contribution to Higher Education and the country at large as it will prepare graduates that are not only work-ready but ready to adapt and thrive as leaders. The qualification will produce viable practitioners for the leadership discipline who will add value to the public. This qualification will, therefore, equip the potential graduates to seek employment possibilities within the public, private, and development sectors, but with the added skills and knowledge of adaptive leadership. Therefore, some of the possible employability options include, but are not limited to:
  • General Manager.
  • Team Leader.
  • Workforce Planning Manager.
  • Operations Manager. 
    		•

    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 applicable 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 for access:
  • Learners who do not meet the minimum entrance requirements or the required qualification that is at the same NQF level as the qualification required for admission may be considered for admission through RPL.
  • To be considered for admission in the qualification based on RPL, applicants should provide evidence in the form of a portfolio that demonstrates that they have acquired the relevant knowledge, skills, and competencies through formal, non-formal and/or informal learning to cope with the qualification expectations.

    RPL for exemption of modules:
  • Learners may apply for RPL to be exempted from modules that form part of the qualification. For a learner to be exempted from a module, the learner needs to provide sufficient evidence in the form of a portfolio that demonstrates that competency was achieved for the learning outcomes that are equivalent to the learning outcomes of the module.

    RPL for credit:
  • Learners may also apply for RPL for credit for or towards the qualification, in which they must provide evidence in the form of a portfolio that demonstrates prior learning through formal, non-formal and/or informal learning to obtain credits towards the qualification.
  • Credit shall be appropriate to the context in which it is awarded and accepted.
    from modules. Each student application for RPL will be handled on a case-by-case basis in accordance with the rules and regulations governing the process.

    Entry Requirements:
    A minimum requirement for admission is:
  • Diploma in Leadership, NQF Level 6.
    Or
  • Diploma in Management, NQF Level 6.
    Or
  • Diploma in Business Management, NQF Level 6.
    Or
  • Diploma in Public Management, NQF Level 6.
    Or
  • A relevant Diploma in the cognate field, NQF Level 6. 
    		•

    RECOGNISE PREVIOUS LEARNING? 
    Y 

    QUALIFICATION RULES 
    This qualification consists of the following compulsory modules at National Qualifications Framework Level 7 totalling 120 Credits.

    Compulsory Modules, Level 7, 120 Credits:
  • Foundations of Adaptive Leadership, 20 Credits.
  • Contextual Aspects of Leadership A: Leading Teams and Organisations, 20 Credits.
  • Leadership in Private, Public and Development Sectors, 20 Credits.
  • Applied Research Methods and Statistics for Leadership, 20 Credits.
  • Contextual Aspects of Leadership B: Ethical and Multicultural Leadership, 20 Credits.
  • Emotional Intelligence, Wellness and Resilience, 20 Credits. 
    		•

    EXIT LEVEL OUTCOMES 
    1. Demonstrate an integrative and contextualised understanding of leadership principles and theories.
    2. In a critical mode that underscores awareness of the complex factors shaping the context of leadership, apply the core principles of adaptive leadership in private, public, and development sectors.
    3. Demonstrate a sound understanding and appreciation for the leadership complexities of attending multicultural contexts and the need for ethical leadership.
    4. Display personal and professional competencies, qualities, and attributes essential for leadership, including emotional intelligence, holistic wellness, resilience, and life-long learning.
    5. Demonstrate the ability to apply principles of sound research design, use of appropriate research methods, and ethical deployment of statistical tools in a leadership context. 

    ASSOCIATED ASSESSMENT CRITERIA 
    Associated Assessment Criteria for Exit Level Outcome 1:
  • Apply leadership theory in all contexts and align with the relevant framework for adaptive leadership.
  • Correctly identify, explain, and contextualize the relationship between leadership theory and practice.
  • Identify and apply suitable methods for problem-solving to adaptive leadership.
  • Correctly explain and identify the structure, role, and function of an adaptive leader.
  • Identify, contextualize, compare, and critique leadership styles with reference to case studies.

    Associated Assessment Criteria for Exit Level Outcome 2:
  • Evaluate and apply effective and flexible leadership theories and models in the adaptive leadership context.
  • Discuss the requirements of a leader in different sectors and contexts.
  • Accurately apply leadership theory through critical thinking and evaluation of relevant case studies.
  • Compare and contrast different leadership styles.
  • Effectively identify the core principles of adaptive leadership.

    Associated Assessment Criteria for Exit Level Outcome 3:
  • Make decisions that show ethical conduct and professional practice.
  • Correctly apply ethical principles in all contexts and align ethical leadership principles with best practices in business and the working environment.
  • Apply and contextualize leadership practices to promote human dignity with due respect to ethnic, cultural, linguistic, religious, and gender sensitivity.
  • Explore the role of an adaptive leader in handling ethical matters and upholding ethical principles.
  • Reflect on and respect the diverse and multicultural working environment of South African workplaces.

    Associated Assessment Criteria for Exit Level Outcome 4:
  • Correctly identify and apply key principles of adaptive leadership to various competencies frameworks.
  • Examine the intersection between effective leadership and emotional intelligence.
  • Effectively analyse principles of work-life balance and wellness in leadership practice.
  • Critically evaluate leadership practices from various perspectives and apply adaptive leadership principles in psychosocial contexts in the workplace.
  • Clearly explain life-long learning as a cornerstone for effective leadership and apply it to workplace contexts and situations.
  • Effectively use business practices and identify human resources principles in case studies.

    Associated Assessment Criteria for Exit Level Outcome 5:
  • Identify and apply key principles of research design for business.
  • Apply development of tools for data collection in the workplace in various cases.
  • Select the appropriate statistical tool to analyse data related to business and leadership practice.
  • Apply a sound understanding of ethics in research.
  • Effectively use research methods and statistics for effective leadership.
  • Analyse data correctly and ethically and adhere to the integrity of the data.
  • Apply sound research methods and data collection in leadership research.

    INTEGRATED ASSESSMENT
    The term 'Integrated assessment' implies that theoretical and practical components should be assessed together. Assessment practices will be open, transparent, fair, valid, and reliable to ensure that no student is disadvantaged in any way whatsoever. Integrated assessment takes the form of an appropriate variety of assessment methods such as written and oral examinations, assignments, project presentations, case studies, portfolios, journals, reports and basic statistical analysis, reflective practice journals, and simulated leadership and/or workplace scenarios. The assessment strategy includes formative and summative assessments.

    Formative Assessment:
    Formative assessments include tests, assignments, report writing, presentations, portfolios, case studies and journals.

    Summative Assessment:
    Summative assessment occurs at the end of the study cycle of learning. Summative assessments make a judgment about achievement. Learner readiness through the formative assessment process determines whether the learner will qualify for the respective final presentations. It is required that all formative assignments are submitted to complete summative assessments. Summative assessments include theory, case study analysis, examinations, and simulated assessments. 
    		•

    INTERNATIONAL COMPARABILITY 
    There are several Business, Commerce, Managerial, and Leadership qualifications available at international higher education institutions. These are offered across the board at undergraduate and postgraduate levels, from Diploma through to PhD. This qualification is similar in content and outcomes to recognised international qualifications offered by foreign Higher Education Institutions like Brighton School of Business and Management in the United Kingdom, Western Institute of Technology in Australia, and the Pan Africa Christian University in Ghana.

    The focus of the comparison is mostly on the degree of similarity in the duration of the study, purpose/rationale of the qualification, career outlook and/or the potential for vertical articulation, which is always contingent on meeting the admission criteria of the receiving Institution. The qualification has been compared to the following accredited international institutions, each from a different region covering the European Union, Australia, and Africa.

    Country: United Kingdom
    University: Brighton School of Business and Management
    Qualification: Diploma in Strategic Management and Leadership
    NQF Level: Regulated Qualifications Framework (RQF) Level 7
    Credits: 120 Credits
    Duration: 9 months Full-time, or 11 months Part-Time
    Entry Requirements:
  • Learners who possess Qualifications at Level 6.

    Purpose:
    The Level 7 Diploma in Strategic Management and Leadership focuses on developing understanding, skills, and abilities to equip the learner with the awareness and aptitudes to be an effective manager and leader. Adaptive leadership helps individuals and organizations adapt and thrive in the face of challenge and prepare them to take on the process of change. This leadership approach involves diagnosing, interrupting, and innovating as a means of creating capabilities that align with the aspirations of an organization. The qualification will enable learners to become independent, self-directed learners with tools and motivation to continue learning, developing, and reflecting on practice throughout their careers. The qualification scope covers all the primary business functions and how these are interrelated and integrated.

    Exit Level Outcomes:
    On completion of the qualification, qualifying learners will be able to:
  • To understand and apply the principles of strategic leadership in a business environment.
  • Review and apply the principles of business management within the industry.
  • To understand and apply the principles of strategic management in a specific environment.
  • To improve the employability of learners by allowing them to explore the relationship between management theories and their practical application in the business world.
  • Analyse problem-solving techniques specific to business and industry.
  • Select, collate, review, and analyse information from a wide range of sources.
  • Work independently and as part of a team and manage one's own personal development and growth.

    Qualification structure:
    The qualification consists of six compulsory units and four optional units choose any two for a combined total of 120 credits. The mandatory units provide a holistic study of core organisational issues that are relevant to strategic decisions making, planning, and enabling the organisation to achieve its strategic aims and objectives.

    The optional units allow learners to select some specialisation in their study to support specific career directions. The Finance for Managers unit is strongly recommended for learners who have not had exposure to finance as non-financial managers.

    Compulsory Modules, 90 Credits:
  • Manage Team Performance to Support Strategy, 15 Credits.
  • Information Management and Strategic Decision Making, 15 Credits.
  • Leading a Strategic Management Project, 15 Credits.
  • Strategic Direction, 15 Credits.
  • Strategic Planning, 15 Credits.
  • Development as a Strategic Manager, 15 Credits.

    Elective Modules, 30 Credits (Select any two):
  • Finance for Managers, 15 Credits.
  • Strategic Marketing, 15 Credits.
  • Organisational Change Strategies, 15 Credits.
  • Human Resource Planning, 15 Credits.

    Progression:
    Learners completing the qualification, learners can progress to:
    A University partner to complete a dissertation to then receive a full master's degree, or Level 8 Diploma in Strategic Management and Leadership, or directly into employment in an associated profession.

    Similarities:
  • The Brighton School of Business and Management (BSBM) and the South African (SA) qualifications are registered at the same Level 7.
  • Both qualifications are weighted 120 credits.
  • Both qualifications require learners who hold level 6 qualifications.
  • Both the BSBM and SA qualifications will provide managers with the opportunity to develop their strategic management skills and apply these procedures and practices to managing at a strategic level in the workplace.
  • Both the BSBM and SA qualifications have the same exit-level outcomes.
  • Both qualifications articulate vertically to Level 8 qualification.

    The BSBM qualification modules are all focused on strategic management which is one aspect of adaptive leadership management offered by the SA qualification.
  • Organisational Change Strategies compares with Contextual Aspects of Leadership A: Leading Teams and Organisations in the SA qualification.
  • Leading a Strategic Management Project compares with Applied Research Methods and Statistics for Leadership in the SA qualification.
  • Manage Team Performance to Support Strategy compares with Leadership in Private, Public and Development Sector in the SA qualification.

    Differences:
  • The BSBM qualification is offered over nine months of full-time study whereas the SA qualification takes one year of full-time study.
  • The SA qualification consists of a module which introduces learners to research whereas the BSBM qualification does not include modules on research
  • Assessment is done via submission of Assignments in the BSBM qualification and there are no written exams whereas the SA qualification consists of both formative and summative assessments.

    Country: Australia
    University: Australian Professional Skills Institute
    Qualification: Advanced Diploma of Leadership and Management
    Duration: One year
    Entry Requirements:
  • Learners undertaking the Advanced Diploma of leadership and management must have completed a Diploma or Advanced Diploma.

    Purpose:
    The Advanced Diploma of Leadership and Management is accredited by the Australian Qualification Framework (AQF). Learners will learn leadership and management strategies and techniques to help them excel in the workplace, including how to create business development plans and how to plan and facilitate change implementation within the organisation.

    Upon completion of this qualification, learners will be able to:
  • Use initiative and judgement to plan and implement a range of leadership and management functions, with accountability for personal and team outcomes within broad parameters.
  • Use cognitive and communication skills to identify, analyse and synthesise information from a variety of sources and transfer knowledge to others, and creative or conceptual skills to express ideas and perspectives or respond to complex problems.

    Career opportunities include Operational Coordinator, Business Manager, Change Implementation Manager, HR Manager, Team Leader, Business Development Manager, Departmental Manager and many others.

    Articulation:
    Completion of this qualification allows progression into postgraduate programmes such as the Graduate Diploma of Strategic Leadership or Graduate Certificate in Leadership Diversity.

    Assessment is based on the principles of competency-based training. The performance of learners is assessed on their ability to perform the task(s) to industry standards. To ensure the principles of validity are upheld a variety of learning styles and a range of assessment strategies are used. Assessment for each unit of competence will be through a combination of classroom-based and work-placement tasks. Classroom-based assessment includes but is not limited to:
  • Classroom exercises.
  • Assignments.
  • Practical demonstrations.
  • Group Activities.
  • Projects.
  • Verbal and/or written questions.

    Similarities:
  • The Australian Professional Skills Institute (APSI) and the South African (SA) qualifications are offered over a period of one year of full-time study.
  • The APSI and SA qualifications require learners who completed the Diploma in the cognate field or equivalent qualification in the related field.
  • Both qualifications are intended for learners looking to develop a senior management skill set and leadership attributes across a range of areas, including business administration, management, and communication.
  • Both qualifications develop the same graduate attributes.
  • Graduates completing both qualifications will be able to pursue careers in the same business management and leadership roles.
  • Both qualifications use a variety of assessment methods such as formative and summative assessment.
  • Both qualifications articulate vertically into postgraduate studies such as Postgraduate Diploma in Management and related fields.

    Country: Ghana
    University: Pan African Christian University
    Qualification: Post-Graduate Diploma in Leadership
    Duration: 9 months Part-Time
    Credits: 30 Credits
    Entry requirements:
  • A first degree in any field from a recognised University.

    Purpose:
    This is a 9-month program designed for CEOs, managers, team leaders, project coordinators, supervisors, business proprietors/entrepreneurs, practising executives and other professionals who are responsible for providing leadership, or who want to take up leadership roles in their careers or the larger society.

    Qualification structure:
    The qualification is a 30 credit hours programme built around 9 months of coursework. During this period, learners are expected to complete 10 courses of 3 credit hours each.

    Similarities:
    The Pan African Christian University (PACU) and the South African (SA) qualifications provide learners with a systematic and integrated response to organisational processes and imperatives relating to new concepts of leadership; the effective functioning of organizations; team-based approaches to leadership and mechanisms for assuring quality.

    Differences:
  • The PACU qualification takes 9 months of part-time study, and the SA qualification is completed over a period of one year of full-time study.
  • The PACU qualification requires the completion of the first degree whereas the SA qualification requires applicants who completed diploma studies.
    The PACU qualification is weighted 30 credits while the SA qualification carries a weighting of 120 credits.

    Conclusion:
    The comparative study showed limited international countries offering the Advanced Diploma in Adaptive Leadership, as it is a new discipline. Most countries are offering Advanced Diploma leadership and management qualifications The institution has developed the specialized qualification to address the disrupting the status quo of typical business and leadership qualifications. 
    		•

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

    Horizontal Articulation:
  • Advanced Diploma in Management, NQF Level 7.
  • Advanced Diploma in Management Practice, NQF Level 7.
  • Advanced Diploma in Management Sciences, NQF Level 7.
  • Advanced Diploma in Business Management, NQF Level 7.
  • Advanced Diploma in General Management, NQF Level 7.
  • Advanced Diploma in Organisational Leadership, NQF Level 7.
  • Bachelor of Management Leadership, NQF Level 7.

    Vertical Articulation:
  • Postgraduate Diploma in Business Leadership, NQF Level 8.
  • Postgraduate Diploma in Business Management, NQF Level 8.
  • Postgraduate Diploma in Management, NQF Level 8.
  • Postgraduate Diploma in Management Practice, NQF Level 8.
  • Postgraduate Diploma in Management Sciences, NQF Level 8.
  • Bachelor Honours in Industrial Psychology, NQF Level 8.
  • Bachelor Honours in Business Leadership, NQF Level 8. 
    		•

    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. Boston City Campus (Pty) Ltd 


    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.