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SOUTH AFRICAN QUALIFICATIONS AUTHORITY 
REGISTERED QUALIFICATION: 

Advanced Certificate in Business Innovation Management 
SAQA QUAL ID QUALIFICATION TITLE
124610  Advanced Certificate in Business Innovation Management 
ORIGINATOR
Da Vinci Institute for Technology Management (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 Certificate  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 06  Regular-Provider-ELOAC 
REGISTRATION STATUS SAQA DECISION NUMBER REGISTRATION START DATE REGISTRATION END DATE
Registered  EXCO 0633/25  2025-07-10  2028-07-10 
LAST DATE FOR ENROLMENT LAST DATE FOR ACHIEVEMENT
2029-07-10   2032-07-10  

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 the Advanced Certificate in Business Innovation Management is to provide learners with a sound knowledge base in business management within the area of innovation management to improve agile business performance in a global business context, international best practices in business innovation management, and locally applied. This qualification is targeted at managers and aspiring managers, who are required to address work-based challenges innovatively, incorporating ways to manage business innovation processes, practices and networks to adequately support the role and function of innovators and innovation enablers. Thus, developing learners' abilities to apply their knowledge and translate their learning into practices that will aid them in creating and managing the opportunities and challenges posed by the current epoch of disruptive innovation and beyond.

This qualification has been designed to ensure learners apply their learning to practical work-based challenges. This should enable learners to utilise their learning experience, which has a strong practical focus, leverage business innovation in their professional contexts, compete and thrive in a rapidly developing global economy, and prepare them for future specialised studies in the field.

In this qualification, learners will be required to master knowledge relating to the role of the business innovation manager, principles and practices of general business management and innovation management theories and competencies to contribute this unique skill set to their workplace environment and the labour market. Furthermore, it provides opportunities to explore aspects of ethics and social accountability relating to the broader discipline of innovation management.

Upon completion of the qualification, qualifying learners will be able to:
  • Identify and utilise relevant business and innovation management conceptual frameworks applicable within a contemporary workplace context.
  • Examine the structures, processes, and practices that support an effective Innovation Management System and apply these in a variety of functional business areas.
  • Integrate principles relating to the management of innovation, technology, people, and systems to develop an agile personal management and leadership approach.
  • Identify future trends and disruptions in the broader economic context and construct innovative responses utilising ideation and innovation enablement principles.
  • Investigate and select appropriate technologies to address innovation challenges and to optimise productivity and efficiency in a dynamic workplace environment.
  • Identify and address a current work-based challenge through the application of an Innovation Management System's approach.

    Rationale:
    The qualification will develop innovators and innovation enablers who can effectively navigate workplace disruption in the contemporary world of work and beyond. The qualification is designed to provide industry-oriented skills with knowledge focused on business innovation management and addressing industry demands. It does this through a strong theoretical underpinning in business management, innovation management, and other management functions as an elective option. This qualification provides learners with the knowledge, principles, and awareness of innovation processes, practices, and networks as they interrelate to project management, entrepreneurship, economics, and design thinking. It is important to note that the curriculum also covers varied attributes required for the niche work of innovation managers or practitioners, such as, but not limited to, ideation, guiding learners in understanding idea management, and how to traverse from innovator to enabler. The research skills to acquire and qualify ideas, quality management, particularly process innovation or enhancement, business strategy, organisational development, and economics, as core skills for identifying future trends in the market and how entrepreneurship combines innovation and enablement. The curriculum design culminates in a work-based challenge where learners analyse, reflect on, and address Business Management and Innovation Management-related challenges, applying evidence-based solutions and theory-driven arguments.

    The qualification addresses national goals as published in the Government Gazette on 7 June 2019 to manage the opportunities and threats posed by the current industrial revolution and those that will follow. The qualification will thus advance digital skills and absorption by industry. Given the rapid technological advances of the 21st Century, qualifications that do not exist now must be developed for jobs. A holistic approach to curriculum development and teaching is required to equip learners for the 4IR to keep pace with innovation and meet the challenges of this new world of work. This illustrates the importance of a qualification of this nature and the imperative of qualifications incorporating the development of skills required by those appointed to function as innovation managers. This is imperative for government and education providers and industry, which requires employees who monitor trends, have insights into what is to come, and how this may affect business. Similarly, learners should be able to access information regarding disruptive technologies. One of the South African banks, for example, states that banks must be deliberate in the development of managers who can drive a strategy that embraces the New World of Work in the context of the challenges brought about by the New World of Work/4IR. This shows both the relevance of this qualification and the industry demand.

    This qualification includes a balance between theory, practical knowledge, and industry needs, facilitating access to learning in terms of cost, time, energy and resources, both for the employer and employee. Graduates should be able to successfully navigate a career in a variety of business management disciplines. Furthermore, this qualification equips learners to undertake more specialised learning. Upon successful completion, learners would have an opportunity to articulate into a cognate Advanced Diploma. 
    		•

    LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING 
    Recognition of Prior Learning (RPL):

    All Recognition of Prior Learning (RPL) is in alignment with the institution's RPL, Credit Accumulation and Articulation (CAT). RPL is understood as -the principles and processes through which the prior knowledge and skills of a person are made visible, mediated and assessed for the purposes of alternative access and admission, recognition and certification, or further learning and development' (South African Qualifications Authority, 2013).

    RPL for access:
  • RPL for access is applicable to applicants who do not meet the entry requirements of the qualification.
  • RPL may not exceed 10% cohort.
  • Mediation will include a targeted intervention as preparation for the assessment
  • RPL is granted based on an appropriate assessment against specified outcomes, in keeping with the constitutional imperative and the aforementioned national policies, taking into consideration the necessary preparation and guidance required to undertake such assessments.

    Assessment as an integral feature of all forms of RPL does not exist in isolation from a range of other strategies that allow for different sources of knowledge and forms of learning to be compared and judged. Guidelines are provided to assist in the preparation of the portfolio/critical review essay. Candidates will be provided with the outcomes and associated assessment criteria pertaining to the RPL evaluation as per the required NQF qualification level. Candidates will receive advice and guidance from suitably qualified academic and support staff throughout the preparation of the portfolio/critical review essay.

    Entry Requirements:
    The minimum entry requirement for this qualification is:
  • Higher Certificate in Business Management, NQF Level 5.
    Or
  • Higher Certificate in Business Management Practice, NQF Level 5.
    Or
  • Higher Certificate in Business Administration, NQF Level 5.
    Or
  • Higher Certificate in Management of Technology and Innovation, NQF Level 5.
    Or
  • Appropriate Higher Certificate in a cognate field, NQF Level 5. 
    		•

    RECOGNISE PREVIOUS LEARNING? 
    Y 

    QUALIFICATION RULES 
    This qualification consists of the following compulsory and elective modules at National Qualifications Framework Level 6, totalling 120 Credits.

    Compulsory modules at NQF Level 6, 105 Credits
  • Ideation and Innovation Enablement, 15 Credits.
  • Systems and Design Thinking for Innovation, 15 Credits.
  • Management Practice, 15 Credits.
  • Culture-building for Innovation, 15 Credits.
  • Technology-enabled Innovation, 15 Credits.
  • Innovation Economics, 15 Credits.
  • Innovation in Practice: Work-Based Challenge, 15 Credits.

    Elective Modules, NQF Level 6, 15 Credits (select one module):
  • Leadership Practice, 15 Credits.
  • Operations and Production Management, 15 Credits.
  • Talent Management and People Operations, 15 Credits.
  • Marketing Management, 15 Credits.
  • Project Management, 15 Credits.
  • Quality Management, 15 Credits.
  • Sales Management, 15 Credits. 
    		•

    EXIT LEVEL OUTCOMES 
    1. Demonstrate the ability to identify and utilise relevant business and innovation management conceptual frameworks applicable within a contemporary workplace context.
    2. Demonstrate the ability to examine the structures, processes, and practices that support an effective Innovation Management System and apply these in a variety of functional business areas.
    3. Demonstrate the ability to integrate principles relating to the management of innovation, technology and people, and systems in developing an agile personal management and leadership approach.
    4. Demonstrate the ability to identify future trends and disruptions in the broader economic context and construct innovative responses utilising ideation and innovation enablement principles.
    5. Demonstrate the ability to investigate and select appropriate technologies to address innovation challenges and to optimise productivity and efficiency in a dynamic workplace environment.
    6. Demonstrate the ability to identify and address a current work-based challenge through the application of an Innovation Management System's approach. 

    ASSOCIATED ASSESSMENT CRITERIA 
    Associated Assessment Criteria for Exit Level Outcome 1:
  • Identify and examine the elements of the contemporary workplace context.
  • Investigate and compare a variety of business and innovation management frameworks.
  • Develop an innovation enablement and promotion plan for a business within the context of the current industrial revolution.

    Associated Assessment Criteria for Exit Level Outcome 2:
  • Examine a variety of structures of local and international businesses known for excellence in innovation to determine how they support and promote innovation.
  • Examine processes and practices of a variety of local and international businesses known for excellence in innovation to determine how they enable and facilitate innovation.
  • Identify criteria for the evaluation of an Innovation Management System.
  • Assess the Innovation Management System of a business and outline an improvement plan consisting of changes to structures, processes, and practices for the business in general and one functional area offered as an elective (E.g. operations management, marketing management, etc.)
  • Apply an improvement plan for the management of innovation in a functional business unit.

    Associated Assessment Criteria for Exit Level Outcome 3:
  • Identify, examine and explain the principles of the management of innovation, technology, people, and systems
  • Develop a personal management and leadership framework using the principles of innovation, technology, people, and systems management.
  • Outline a contextualised leadership development plan to promote the culture of innovation in a business.

    Associated Assessment Criteria for Exit Level Outcome 4:
  • Identify and assess current and comprehensive resources and communication channels relating to future trends and disruptions in the broader economic context.
  • Examine and illustrate the principles of ideation and innovation management within the context of a business.
  • Identify and investigate future trends and disruptions relating to a particular business
  • Construct an innovative response plan based on identified future trends for a business.

    Associated Assessment Criteria for Exit Level Outcome 5:
  • Investigate available technologies used to address challenges in innovation and productivity.
  • Use appropriate technologies within a business innovation context.
  • Select and justify a technology implementation plan developed to address innovation challenges and productivity optimisation within a business.
  • Outline a technology roadmap for the future acquisition of technologies in the short, medium, and long-term that will mitigate undue workplace disruption.

    Associated Assessment Criteria for Exit Level Outcome 6:
  • Identify and circumscribe a work-based challenge relating to the establishment or improvement of the Innovation Management System within a business.
  • Assess the Innovation Management System of a business and outline an improvement plan consisting of changes to structures, processes, and practices for the business in general and one functional area in an elective (e.g. operations management, marketing management, etc.)
  • Apply an improvement plan for the management of innovation in a functional business unit.
  • Receive and implement a report outlining how the proposed improvement plan is developed within a business.

    INTEGRATED ASSESSMENT
    The assessment strategy for the qualification is designed to closely align with the institution's assessment strategy, the specified qualification outcomes, and mode of provisioning to ensure a comprehensive and cohesive approach to assessment.

    The Institution makes use of several learning interventions and activities spread across the duration of a module. Assessment submission often follows closely on learning interventions and, where possible, is embedded in the learning. Learners are further provided with timely and extensive feedback that they can then use as a guideline to assist them in improving their academic performance. Learners are provided with more comprehensive developmental feedback closer to the assessment submission deadline, and common mistakes that learners make are discussed in one of the tuition sessions and shared with learners in a written format as well. Learners at any stage can also engage with the respective facilitators if needed.

    The assessment strategy is in line with the institution's overall assessment strategy, which includes both formative and summative assessments for each module with the formative assessment counting towards 20% of the final mark and the summative assessment counting towards 80% of the final mark with a minimum of 50% required for the summative mark, as well as the final mark. Formative assessments should be completed before the Summative assessment, as the feedback provided is designed to help learners prepare for the Summative assessment. Learners are required to complete both a formative and summative assessment in all academic modules as per the institutional learning and teaching strategy.

    The assessment guidelines and principles set forth by the institution include guidelines for assessment practices, assessment policies, and quality assurance processes. This alignment ensures consistency and coherence in assessment practices across different qualifications within the institution. A diverse range of assessment methods is used, including written exams, assignments, projects, presentations, and practical assessments. This allows for accurate measurement of the attainment of learning outcomes across different domains of learning, catering to the diverse needs and strengths of learners.

    Formative and Summative Assessments:
    The assessment strategy includes both formative and summative assessments. Formative assessments provide ongoing feedback to learners during the learning process.
    Summative assessments, such as final exams or capstone projects in the form of integrated assessments like the Innovation in Practice: Work-Based Challenge this measure the overall achievement of learning outcomes at the end of a module or qualification in the case of the Innovation in Practice: Work-Based Challenge.

    The assessment strategy is closely aligned with the learning outcomes of a module and mapped to the exit level of the qualification as indicated in the NQF level descriptor mapping in this submission. The qualification's assessment strategy is also directly linked to the qualification's Exit Level Outcomes (ELO). The ELOs, which are derived from the qualification's learning objectives, form the basis for the assessment approach. The assessment methods are carefully chosen and designed to measure the attainment of these qualification outcomes, ensuring that learners are assessed on their ability to achieve the intended learning outcomes of this qualification. The assessment methods and processes are designed to directly measure the attainment of these outcomes, ensuring that learners' progress towards achieving the learning outcomes is accurately evaluated and competency in the exit-level outcomes is ensured.

    Evaluation Criteria:
    Transparent and consistent evaluation of learner work is provided using rubrics, scoring guides, or marking schemes. These criteria are clearly communicated to learners, ensuring that the assessment process is fair and dependable.

    This qualification is primarily industry orientated and includes a simulated work-integrated learning in the form of problem-based learning, which is an innovative practice work-based challenge to equip learners with the skills and knowledge to conduct research that seeks to address a particular workplace challenge. This Innovation in Practice Work-based Challenge culminates in a Research Report and Innovative Solutions Proposal that communicates the research findings and proposes innovative solutions to address the identified challenge, providing evidence-based recommendations for implementing the proposed solutions, demonstrating creativity and originality. The Innovation in Practice: Work-based Challenge is a 15-credit module with an integrated exit-level assessment that requires learners to link the modules completed and the exit-level outcomes, and how they link systemically; all the ELOs are incorporated within this module. The purpose of this module is to equip learners with the skills and knowledge to conduct research that seeks to address a particular workplace challenge.

    The core modules have a formative assessment that counts towards 20% of the final mark and a summative assessment that counts towards 80% of the final mark. Learners must obtain a minimum of 50% for their cumulative mark and 50% for the summative assessment. The formative assessment allows for development towards the summative assessment. We utilise a diverse range of assessment methods, including written exams, assignments, projects, presentations, and practical assessments. This allows us to accurately measure the attainment of learning outcomes across different domains of learning, catering to the diverse needs and strengths of learners.

    Whichever elective learners select they will also have both a formative and summative assessment with the same percentage breakdown as the core modules, however, the purpose of the assessments for the elective is to guide learners in their examination of the various facets of the selected elective discipline that may be employed to develop an organisational environment conducive to ideation and innovation enablement.

    It is also important to note that work-integrated learning (WIL) in the form of problem-based learning is not just limited to a stand-alone module within the academic curriculum but rather is interwoven throughout the entire qualification. In addition to the dedicated WIL module, assessments of all other academic modules are designed to encourage learners to identify and address challenges within their unique workplace context. This intentional integration of WIL in various academic modules such as Ideation and Innovation Enablement, Technology-enabled Innovation, Systems and Design Thinking for Innovation, Innovation Economics, Culture-building for Innovation, Management Practice and aspects of the learner's selected elective discipline, underscores the qualifications commitment to practical application and real-world relevance. For example, learners may be tasked with analysing a real-life business case study from their own workplace, identifying operational challenges, and developing innovative strategies to address them.

    By incorporating WIL into assessments across different academic modules, learners are encouraged to actively apply theoretical knowledge to practical situations and develop problem-solving skills that are directly relevant to their workplace. This approach not only enhances the learning experience but also helps learners develop a deep understanding of the challenges and opportunities within their specific work environment.
  • Learning consists of chat room discussions, non-compulsory tuition support sessions and forums.
  • Self-study, preparation and writing of the formative assessment.
  • Self-study and preparation for the summative assessment.
  • Actual writing of the summative assessment.
  • Reflection time for learners.
  • Coursework and all the relevant tasks and activities associated with the learning, such as additional reading and learning activities, etc. 
    		•

    INTERNATIONAL COMPARABILITY 
    The South African qualification was benchmarked for good practice against two international qualifications in the design phase in relation to general similarity, assessment, delivery, qualification purpose, exit level outcomes and curriculum.

    Country: United Kingdom
    Institution: Pearson
    Qualification Title: Professional Diploma in Business Innovation Management
    NQF Level: Self-Regulated Framework (SRF) BTEC Level 6
    Duration: 1200 notional hours (equivalent to 120 credits on the South African NQF)
    Delivery:
  • Full-time learners: face-to-face, tutor-led classes.
  • Part-time: Work-based learning with technologically mediated tuition sessions.

    Entry requirements:
  • European equivalent at EQF Level 5 (120 ECTS)
  • International equivalent at UK Level 5 (240 UK credits).

    Purpose:
  • Provide learners with opportunities to implement business innovations by initiating and delivering projects.
  • Provide learners with opportunities to make business decisions in complex and unpredictable contexts, identifying innovative and viable solutions to problems.
  • Enable learners to become effective and competent business unit managers across the entire value chain.

    Exit level outcomes:
    On completion of the qualification, successful learners will be able to:
  • Discuss the principles of financial accounting and financial reporting.
  • Apply the principles of financial accounting and financial reporting.
  • Apply principles of management accounting to a given business.
  • Make strategic choices in businesses.
  • Discuss the importance of culture in strategic positioning in businesses.
  • Identify the risks involved when a business decides to internationalise.
  • Assess the strategic position of an organisation.
  • Understand the importance of change in strategic management.
  • Understand the importance of innovation to business.
  • Foster creativity and innovation in a business.
  • Influence others to effect innovative change in a business.
  • Develop a plan to overcome barriers to the implementation of creative and innovative ideas in a business.

    Structure:
    Compulsory Modules:
  • Financial Principles and Techniques for Non-specialists, 15 Credits comparable to Innovation Economics
  • Strategic Management, 15 Credits comparable to Management and Leadership Practice
  • Innovation and Creativity in Business, 15 Credits comparable to Innovation in Practice
  • Supply Chain Management, 15 Credits comparable to Operations and Production Management
  • Management and Leadership, 15 Credits comparable to Management and Leadership Practice
  • Entrepreneurship in Business, 15 Credits
  • Change Management, 15 Credits comparable to Management and Leadership Practice
  • Contemporary Issues in Business, 15 Credits comparable to Culture-building for Innovation and Technology-enabled Innovation.

    Elective Modules:
  • Apply Lean Principles to Business Operations, 15 Credits comparable to Operations and Production Management
  • Project Management for Business, 15 Credits comparable to Project Management

    Assessment:
  • All units (modules) are subjected to summative assessment.
  • Integrated assessment across units (modules).
  • To pass a unit (module), learners must demonstrate the achievement of all associated learning outcomes.

    Similarities:
  • The Pearson and the South African (SA) qualifications are registered at Level 6
  • Both qualifications consist of 1200 notional hours (equivalent to 120 credits).
  • The delivery of the qualifications to part-time learners is similar, as both qualifications consist of technologically mediated tuition support sessions and workplace learning.
  • The Pearson qualification learners who possess an EQF Level 5, which is the first tier in the higher education component of the framework, are similar to the SA qualification, which requires applicants who have completed the NQF Level 5 qualifications in a cognate field.
  • The purpose of the Pearson and the SA is to provide learners with a broad overview of the role of innovation management in the contemporary business management milieu.
  • Both qualifications are targeting managers and aspiring managers across the whole business value chain.
  • The Pearson and SA qualifications will provide learners with opportunities to create innovative and viable real-world solutions to complex business problems. Learning is contextualised using practical work-based challenges.
  • Both qualifications have an integrated assessment component, which consists of both formative and summative assessment.
  • Credit allocation between the two qualifications is very similar, with most modules allotted 150 notional hours (15 Credits).
  • Both qualifications consist of compulsory and elective modules.

    Difference:
  • The SA qualification offers modules that have a specific focus on the technological, design, systems, and people management aspects of innovation management, while the Pearson qualification has an additional focus on entrepreneurship and supply chain management.

    Exit level outcomes:
    Common themes expressed through the exit level outcomes of both qualifications:
  • Business Innovation Management in a contemporary workplace context.
  • The Innovation Management System as a whole.
  • Leadership.
  • Business agility.

    Themes explored in the Advanced Certificate that are not present in the National Diploma:
  • Technology.
  • Systems.
  • People Management
  • Development of a personal management and leadership approach.
  • Future trends and workplace disruptions.
  • Identifying and addressing a current work-based challenge.

    Country: Australia
    Institution: University of Technology, Sydney
    Qualification Title: Diploma in Innovation
    Level: Offered during years 1, 2 and 3 of an undergraduate degree and therefore exits at the South African equivalent of NQF 8.
    Duration: 27 weeks (9 weeks per year for 3 years). Participation is part-time and runs alongside full-time undergraduate degree studies.
    Credits: 48 LDP (Load Credit Points).

    Entry requirements:
  • Admission is only open to UTS learners already enrolled in undergraduate coursework.

    Assessment:
  • Formative and summative assessment per module.

    Delivery:
  • Full-time learners: face-to-face, on-campus facilitated sessions.

    Purpose:
    The Diploma in Innovation equips learners with innovation capabilities and entrepreneurial skills, supports personal growth, and prepares learners to be future change makers. This program is exclusive to UTS and all UTS undergraduates can enrol (excluding Bachelor of Creative Intelligence and Innovation learners). The qualification runs alongside the degree, incorporating international best practices and expert guests. In a supportive environment, it fosters practical skills for sectoral and societal change, encouraging creative problem-solving that complements the main field of study. Graduates will creatively integrate ideas across professions and be inventors of the future. Enhance professional networks and stand out with this diploma.

    Learners come out with the practical and professional skills to create and support sectoral and societal transformation. Graduates creatively integrate ideas across professions and are inventors of the future. The qualification offers a supportive environment for learners to learn new skills, methods and perspectives, which complement their core degree, helping them stand out from the crowd with their ability for creative approaches to complex problems.
  • Immersion in the world of systems in innovation and exposure to real-world challenges.
  • Exposure to international industry best practices in innovation.
  • Supporting the development of future innovators, founders, and employees of the increasingly networked and globalised world.

    Exit level outcomes:
    The exit level outcomes for the qualification are articulated as follows:
  • Identify and represent the components and processes within complex systems and organise them within relational frameworks.
  • Select, apply, and evaluate various techniques and technologies for investigating and interpreting complex systems.
  • Explore the relevance and test the value of frameworks, approaches and methods from different disciplines, professional practices, or fields of inquiry for gaining insights into particular problems, proposals, practices, contexts, and systems.
  • Research and analyse problem situations or contexts from multiple disciplinary or personal perspectives to develop a deep understanding of the needs, interests, and values of multiple stakeholders.
  • Integrate findings from research and problem/stakeholder/data analysis in creative and useful ways to generate a proposal.
  • Critically examine, test, appreciate and articulate the speculative or actual value of outcomes for different stakeholders, whether at a societal, organisational, community or individual level
  • Communicate, explore, network, and negotiate in ways that extend representation of disciplinary ideas or perspectives.
  • Design, develop and apply appropriate team-based decision-making frameworks and participate collaboratively in teams according to proposed intentions.
  • Select and use a range of appropriate data, tools, techniques, technologies, and methods creatively and critically in multidisciplinary teams to discover, investigate, design, produce and communicate ideas or artefacts.
  • Articulate often-complex ideas simply, succinctly, and compellingly to a diverse team or multiple types of audiences.
  • Identify significant issues, challenges or opportunities and assess potential to act creatively and ethically on them.
  • Design and develop ideas, strategies and practices for betterment that engage with and respond respectfully, generatively, and analytically to different ways of knowing across community and cultural contexts.
  • Interrogate and appreciate the ethical responsibilities related to social, legal, and regulatory practices.
  • Make decisions that engage ethically and sensitively with the values of particular groups, communities, organisations, or cultures.
  • Exercise good judgment in knowing when to take a leadership role, and when to enable leadership by others to address community, organisational or cultural issues, challenges, and opportunities through innovation.
  • Imagine and design initiatives within existing organisational structures (intrapreneurship) or design a new context for change (entrepreneurship)
  • Explore and articulate the transformation required to create and implement innovation, with sensitivity to the creative destruction that this requires.
  • Identify required capabilities for realising an idea and create a venture team to achieve the aspirations of a particular innovation.
  • Communicate confidently and with diplomacy to influence essential stakeholders or decision-makers and to achieve impact.

    Qualification structure:
    Compulsory Modules, 32 Credit Points (CPs):
  • Creating and Commercialising Ideas.
  • Futuring for Innovation with Impact comparable to Innovation in Practice: Work-Based Challenge
  • Innovation in Complex Systems comparable to Systems and Design Thinking for Innovation.
  • Navigating Innovation Networks comparable to Innovation in Practice: Work-Based Challenge

    Elective Modules, 16 Credit Points (Select two modules):
  • Fundamentals of Innovation Management comparable to Ideation and Innovation Enablement.
  • Innovation Funding Platforms
  • Leaders in Innovation comparable to Leadership Practice
  • Navigating Entrepreneurial Ecosystems comparable to Innovation Economics.
  • Innovation in Complex Systems comparable to Innovation in Practice: Work-Based Challenge
  • Complexity and Sustainability

    Similarities:
  • The University of Technology Sydney (UTS) is offered as an add-on qualification for learners working towards the achievement of an undergraduate degree. As such, the entry requirements for the UTS qualification are the same as entering into an undergraduate degree, and the South African (SA) qualifications, i.e., South African NQF 5 equivalents.
    Learners accessing the SA qualification need to have an NQF Level 5 qualification, which is also deemed the first tier of the HEQSF in South Africa. Entry to both these qualifications is therefore at a similar level.
  • The primary aim of the UTS and SA qualifications is to develop leaders who can successfully respond to business disruption in the contemporary and future workplace contexts through the utilisation of technologically driven innovation systems.
  • Both qualifications focus on the application of innovation systems in a real-world context on global and local best practices.
  • The UTS and SA qualifications consist of compulsory and elective modules.
  • Both qualifications are assessed on a modular (subject) level.

    Common themes expressed through the exit level outcomes of both qualifications:
  • Technologically aided innovation.
  • Application of Innovation Management Systems across business management disciplines and industries.
  • Approaching principles relating to innovation, technology, people, and systems in an integrated way.
  • Technologies, tools, and techniques that will aid the business leader in identifying suitable strategies to respond to the business disruption in the contemporary workplace context.

    Differences:
  • The SA qualification
  • The UTS qualification has 48 LDPs, whereas the SA qualification has 120 credits.
  • The UTS qualification mode of delivery is solely dependent on face-to-face venue-based facilitation, whereas the SA qualification will only be offered using the online distance education modality.
  • The UTS qualification features fewer modules with individual credit values when compared to the SA qualification.
  • The SA qualification has a work-integrated learning component that takes the form of a work-based research project, while the UTS qualification does not include a work-integrated learning component.
  • The SA qualification offers modules that have a keener focus on the technological, design, systems, and people management aspects of innovation management, while the UTS qualification has a stronger focus on the Financing and sustainability of innovation initiatives.

    Conclusion:
    All three of these qualifications show an overlap in the critical curriculum and outcomes areas and show a good alignment with international best practice. The qualification was also benchmarked against the ISO International Innovation Management Standard - ISO56000 Innovation Management. The Standards have been developed by the ISO Innovation Management Standards Committee (ISO/TC 279), incorporating insights from 47 participating ISO member countries and 19 observing member countries. 
    		•

    ARTICULATION OPTIONS 
    Horizontal Articulation:
  • Advanced Certificate in Business Management, NQF Level 6
  • Advanced Certificate in Business Management and Administration, NQF Level 6
  • Advanced Certificate in Business Management in Change Management, NQF Level 6
  • Advanced Certificate in Management NQF Level 6
  • Advanced Certificate in Management Practice, NQF Level 6
  • Advanced Certificate in Management Studies, NQF Level 6

    Vertical Articulation:
  • Advanced Diploma in Brand Innovation, NQF Level 7
  • Advanced Diploma in Management, NQF Level 7
  • Advanced Diploma in Management Practice, NQF Level 7
  • Bachelor of Commerce in Business Management, NQF Level 7
  • Bachelor of Commerce in Business Innovation, NQF Level 7

    Diagonal Articulation
    There is no diagonal articulation for this qualification. 
    		•

    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. Da Vinci Institute for Technology Management (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.