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SOUTH AFRICAN QUALIFICATIONS AUTHORITY

REGISTERED QUALIFICATION:

Bachelor of Social Science in Industrial and Organisational Psychology

SAQA QUAL ID	QUALIFICATION TITLE
125163	Bachelor of Social Science in Industrial and Organisational Psychology
ORIGINATOR
The South African College of Applied Psychology - Cape Town
PRIMARY OR DELEGATED QUALITY ASSURANCE FUNCTIONARY			NQF SUB-FRAMEWORK
CHE - Council on Higher Education			HEQSF - Higher Education Qualifications Sub-framework
QUALIFICATION TYPE	FIELD		SUBFIELD
National First Degree	Field 07 - Human and Social Studies		General Social Science
ABET BAND	MINIMUM CREDITS	PRE-2009 NQF LEVEL	NQF LEVEL	QUAL CLASS
Undefined	360	Not Applicable	NQF Level 07	Regular-Provider-ELOAC
REGISTRATION STATUS		SAQA DECISION NUMBER	REGISTRATION START DATE	REGISTRATION END DATE
Registered		EXCO 0836/25	2025-11-13	2028-11-13
LAST DATE FOR ENROLMENT		LAST DATE FOR ACHIEVEMENT
2029-11-13		2034-11-13

In all of the tables in this document, both the pre-2009 NQF Level and the NQF Level is shown. In the text (purpose statements, qualification rules, etc), any references to NQF Levels are to the pre-2009 levels unless specifically stated otherwise.

This qualification does not replace any other qualification and is not replaced by any other qualification.

PURPOSE AND RATIONALE OF THE QUALIFICATION

The purpose of the Bachelor of Social Science in Industrial and Organisational Psychology qualification is to provide learners with the foundational knowledge of psychological principles and research methods in the overall work environment so that organisations, teams, and individuals flourish. The qualification will also provide a pathway for individuals to understand the essence of the South African labour force and the general operational aspects of organisations to find solutions to overcome a mismatch in skills and roles. Additionally, the qualification will empower learners with attributes for the 21st-century workplace. The qualification will, therefore, provide specific skills and competencies for learners to be creative and critical thinkers with an entrepreneurial spirit, empathy and self-awareness, values-driven, and acting with integrity, as well as socially conscious global citizens who are comfortable with working and supporting others in an ever-changing environment. Upon completion of the qualification, qualifying learners will be able to: Use different forms of knowledge by collecting, analysing, organising, and evaluating information to solve problems within the field of Industrial and Organisational Psychology. Select, evaluate, and apply appropriate methods, procedures, and techniques to solve problems or introduce change within a system. Reflect on and address complex problems, applying evidence-based solutions and theory-driven arguments in different contexts. Critically manage, validate, and evaluate sources of information to make informed ethical decisions. Rationale: With the emergence of the fourth Industrial Revolution (4IR) in the last century, work has evolved considerably. Organisations globally have had to respond to an accelerated digital transformation movement. Additionally, the COVID-19 pandemic has disrupted and fundamentally modified the way people live, work, and relate to one another, thereby further propelling digital transformation into the spotlight. The knock-on effect of this disruption caused organisations to re-evaluate workforce skills, the demand for labour and the overall management of both people and the business while combining these with game-changing technologies. Business models have, therefore, been forced to adapt digitally and have impacted the way people interact, not only with technological advances but also with each other in workplaces. The South African government began implementing safety measures, and a full lockdown was in place. This meant that there was a severe reduction in contact activities and an increase in physical distancing across all sectors, including the closure of schools and non-essential industries. The businesses that could continue conducting their work activities online were encouraged to do so. This reduction of contact and increase in physical distancing forced organisations to rethink the work experience, the 'people factor, personal connection', and the 'humaneness ' of workplaces. With the reduction of safety measures in South Africa in particular, and the encouragement of returning to a 'new normal', organisations are again rethinking the notion of work and how work is executed, whilst considering the new experience of the COVID pandemic over the past two years and what these experiences have taught organisations. Envisioning a post-COVID world means that organisations are also reassessing, rethinking and repositioning how, when, and where work occurs. In addition to this re-evaluation of work, organisations across the globe are amid the 'Great Resignation.' According to Business, the 'Great Resignation' refers to the trend of workers quitting en masse amid the COVID-19 pandemic. The local version of this 'Great Resignation' has some individuals leaving their full-time jobs to become contractors and to work as consultants, whilst others are continuing to add to the 'brain-drain' and are leaving the country for better opportunities and taking their expertise with them. This 'Great Resignation' is therefore also impacting how organisations are reassessing the importance of people and becoming more people-centred to retain talent. The notion of 'work' has changed dramatically in the past two years alone. Because the work environment is a dynamic one, this proposed qualification is indeed important, as it provides skills and competencies to individuals to assist with establishing and maintaining a conducive work environment and optimising individual and organisational efficiency. Furthermore, according to research done by Oxford University in 2019, South Africans work longer hours than anywhere else in the world. Africa Check (2020) further reported that South Africans work an average of 2,209 hours per year. It can thus be said that this qualification is relevant to the status of work and the work environment, as graduates of this qualification will utilise applied organisational psychology to study, analyse and understand human behaviour in the workplace to find solutions to employee concerns. The qualification was developed in consultation with various stakeholders in the Industrial and Organisational Psychology, including Health Professions Council South Africa (HPCSA)-registered Industrial Psychologists, academics, and industry representatives from bodies such as the Society for Industrial and Organisational Psychology of South Africa (SIOPSA). These consultations highlighted the need for professionals equipped with applied psychological skills to address contemporary workplace challenges related to hybrid work models, employee well-being, and organisational culture transformation. This feedback directly informed the design of the qualification and its alignment with the needs of employers and the profession. Given the dynamic state of the work environment, both individuals and organisations must adapt to any changes to ensure maximum efficiency and productivity. There is a need for graduates who understand psychological principles that can assist organisations and their employees in responding to these changes. The qualification will equip learners with various skills and competencies which are relevant to numerous job roles and activities. Learners with an Industrial and Organisational Psychology qualification will have an interest in people and their behaviours and have gained the skills to analyse problems and situations, be equipped with the theory applied to the workplace and the interaction and relationship between the workplace and people. Typical job roles that graduates may pursue include: Human Resource Practitioner Organisational Development Assistant Employee Wellness Officer Training and Development Coordinator Junior Industrial Psychologist (with further study) South Africa is a culturally diverse melting pot which requires a strong focus on inclusion and transformation. The qualification will assist individuals in gaining a psychologically based skillset that can be used in organisations to facilitate change, innovation and productivity while ensuring that individuals and organisations maintain a healthy working relationship. The qualification resides within the Social Sciences and Psychology learning pathway. It provides a foundation for learners intending to pursue postgraduate studies in Industrial and Organisational Psychology, Human Resources, Labour Relations, or related fields. It may also form part of the pathway toward professional registration with relevant psychological or Human Resources bodies, subject to further study. Overall, the qualification will train learners to be valuable professionals in various organisations so as to not only facilitate a healthy and productive work environment but also consider human relationships and advance the country's transformation prerogative by impacting on the overall well-being of the individual and the organisation. This qualification therefore benefits learners by equipping them with high-demand psychological and analytical skills; supports society through fostering inclusive and humane workplace practices; and contributes to the economy by strengthening organisational performance, innovation, and talent retention in a rapidly changing work environment.

LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING

Recognition of Prior Learning (RPL): The institutional Recognition of Prior Learning Policy is aligned with National Higher Education Policies published by the Council on Higher Education (CHE, 2016) and the South African Qualifications Authority (SAQA, 2016). The institution recognises that the process of Recognition or Prior Learning (RPL) aims to overcome potential barriers to admission or registration for higher education qualifications for those who do not have the formal prerequisites, particularly in respect of past unfair discrimination about educational opportunities, while still protecting the quality standard of higher education qualifications. The institution is committed to applying fair and equitable RPL processes that recognise and assess the lifelong learning, prior knowledge and skills of an applicant gained through formal and non-formal knowledge and training, and/or work experience, in the field for which RPL is sought. RPL for access: Admission into a qualification: Evidence of other forms of prior learning is evaluated for equivalence against the minimum entrance requirements of a qualification. Applicants who are 24 years of age and older who do not meet the minimum entrance requirements for the Bachelor of Social Science in Industrial and Organisational. Applicants must provide a portfolio of evidence demonstrating formal, informal, and non-formal knowledge, training, work experience, and/or learning equivalent to the minimum entrance requirements of the Bachelor of Social Science in Industrial and Organisational Psychology. RPL for exemption from modules: Advanced standing/exemption for module(s) in a qualification: Evidence of other forms of prior learning is evaluated for equivalence against the learning outcomes of particular modules at the lower levels of a qualification for advanced standing/exemption. The portfolio of evidence supports the applicant's request for admission into the qualification based on RPL. Entry Requirements: The minimum entry requirement for this qualification is: National Senior Certificate, NQF Level 4, granting access to bachelor's degree studies. Or National Senior Certificate (Vocational), NQF Level 4, granting access to bachelor's degree studies. Or Senior Certificate, NQF Level 4 with degree endorsement. Or Higher Certificate in a cognate field, NQF Level 5.

RECOGNISE PREVIOUS LEARNING?

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QUALIFICATION RULES

This qualification consists of the following compulsory and elective modules at National Qualifications Framework Level 5, 6, and 7, totalling 368 credits. Compulsory Modules, NQF Level 5, 120 Credits: Academic Literacy, 12 Credits. Industrial and Organisational Psychology Foundations: Principles and Problems, 14 Credits. Society and Human Behaviour, 14 Credits. Digital Literacies for the 21st Century, 12 Credits. Industrial and Organisational Psychology Foundations: Individual Behavioural Processes, 14 Credits. The Individual and Society, 14 Credits. Diversity in the Workplace, 12 Credits. Industrial and Organisational Psychology Foundations: Social Behaviour and Processes, 14 Credits. Work and Society, 14 Credits. Compulsory Modules, NQF Level 6, 120 Credits: Industrial and Organisational Psychology 2 - Applied Psychology in Human Resources, 14 Credits. The Work Environment: Human Factors, 12 Credits. Coaching Fundamentals, 14 Credits. Wellness in the Workplace, 14 Credits. Consumer Psychology, 12 Credits. Research in the Social Sciences A: Fundamentals of Quantitative Research, 14 Credits. Research in the Social Sciences B: Fundamentals of Qualitative Research, 14 Credits. Organisational Development and Change, 12 Credits. Workplace Counselling, 14 Credits. Compulsory Modules, NQF Level 7, 94 Credits: Career Psychology, 14 Credits. Organisational Behaviour, 14 Credits. Ethics and Work, 14 Credits. Organisational Effectiveness, 14 Credits. Industrial and Organisational Psychology 3: Contemporary Issues in Organisational. Psychology, 14 Credits. Psychological Assessment in the Workplace, 14 Credits. Elective Modules, NQF Level 7, 14 Credits (Select one module): Humanitarian Work Psychology,14 Credits. Or Corporate Social Impact Project Part 1: Preparation,14 Credits. And Elective Modules, NQF Level 7, 20 Credits (Select one module): Humanitarian Work Psychology, 20 Credits Or Corporate Social Impact Project Part 2: Impact Research, 20 Credits And Elective Modules, NQF Level 7, 10 Credits (Select one module): Humanitarian Work Psychology, 10 Credits. Or Corporate Social Impact Project Part 3: Presentation, 10 Credits.

EXIT LEVEL OUTCOMES

1. Demonstrate an informed, detailed, and integrated understanding of the key concepts, theories, and principles in the field of Industrial and Organisational Psychology through critical evaluation and application. 2. Demonstrate an ability to use different forms of knowledge by collecting, analysing, organising, and evaluating information to solve problems within the field of Industrial and Organisational Psychology. 3. Select, evaluate, and apply appropriate methods, procedures, and techniques to solve problems or introduce change within a system. 4. Reflect on and address complex problems, applying evidence-based solutions and theory-driven arguments in different contexts. 5. Critically manage, validate, and evaluate sources of information to make informed ethical decisions.

ASSOCIATED ASSESSMENT CRITERIA

Associated Assessment Criteria for Exit Level Outcome 1: Describe primary areas of Industrial and Organisational Psychology and its practices, in relation to key terms, concepts, facts, principles, rules and theories as appropriate. Associated Assessment Criteria for Exit Level Outcome 2: Evaluate primary areas of Industrial and Organisational Psychology in terms of a specific context. Identify, consult, and evaluate various sources of information to make informed ethical decisions. Associated Assessment Criteria for Exit Level Outcome 3: Appropriately apply methods, procedures, and techniques specific to Industrial and Organisational Psychology to specific contexts. Associated Assessment Criteria for Exit Level Outcome 4: Appropriately resolve complex problems as presented in various contexts, and utilise theory-driven arguments. Associated Assessment Criteria for Exit Level Outcome 5: Identify, consult, and evaluate various sources of information to make informed ethical decisions. Present various sources of information to construct logical and ethical arguments. INTEGRATED ASSESSMENT The following Integrated Assessment are the broad principles of the development and design of integrated assessment approaches: Focusing assessment activities on the purpose of the module, seeking ways to integrate theory and practice. Focusing on assessment as a service of learning and the learner. Acknowledging that assessment is not a "once-off" event in an outcomes-based model; and Acknowledging that although assessment of only an appropriate sample of evidence may take place, this should be sufficient to infer that a learner is competent, ensuring transparency by giving role-players access to assessment plans. Integrated assessment provides an opportunity for learners to show that they can integrate concepts, ideas, and actions both within and across modules to achieve competence. With that in mind, for each of the modules within the qualification, NQF level descriptors have been used to guide the types of assessments that have been designed for the modules. Assessments focus on supporting learning as well as gauging whether the learner has met the requirements of the NQF 5 -NQF 7 level descriptors across the qualification in terms of level, breadth, and depth of learning. Wholehearted engagement in the learning activities across the qualification will ensure that the learner participates in a transformative learning journey in which they are able to gain a knowledge base, theory and methodology within the Industrial and Organisational Psychology field and therefore demonstrate initiative and responsibility in an academic and professional context. Integrated assessment allows for the assessment of the learner's ability to integrate the theory, together with a practical demonstration of skills and reflection on their demonstrated competence. Integrated assessment is compatible and supports the institution's unique educational philosophy that focuses on the development of learners' academically robust knowledge base, their applied skills, and their ability to be self-reflexive. Integrated assessments include, but are not limited to, case studies, role-play activities, essays, and individual and group presentations. An integrated assessment approach is used for certain modules within the qualification in which several outcomes are assessed together, and where the learner must demonstrate an achievement of multiple outcomes within the assessment task (e.g., The Humanitarian Work Psychology Project). Formative Assessment: Formative assessment is an integral part of each module within the qualification's design and exemplifies one of the strengths of the teaching and learning approach. Formative assessment is an assessment designed to feed into further learning and is important for the learning process. Formative assessments aim to support, inform, and direct learning throughout the learning process. The focus of formative assessments is to enhance learning rather than to judge learning. A range of formal, non-formal, and informal formative assessment procedures is used to focus teaching and learning to improve learner success. Learners are provided with comprehensive feedback for all formative assessment tasks to become more effective learners, and with a view to improving learner achievement and guiding their instruction. When formative assessment is formal, results are recorded and count towards promotion marks. A formative assessment component should count toward no less than 40% and no more than 60% of the overall grade of a given module. Formative assessment includes, but is not limited to, projects, reports, essays, and literature reviews. etc., as described in the module outlines. Within each module of the BSocSc (Industrial and Organisational Psychology), learners will engage in a range of formative learning activities for which they will receive a grade (e.g., projects, essays, literature reviews, case studies, role-play activities), as described in the module outlines. Types of Formative Assessment Awareness-Raising Plan: An awareness-raising plan serves to educate and provide information on a particular topic with the aim of correcting, disputing myths, informing, or changing people's perceptions on a certain matter. This type of assessment evaluates the learner's ability to collaborate with different people towards achieving a common goal, specifically identifying a contextual diversity-related concern, and conceptualising a plan to create awareness. Case Study: a case study as an in-depth exploration from multiple perspectives of the complexity and uniqueness of a particular project, policy, institution, program, or system in real life. Case studies can take different forms, ranging from simple situations to complex scenarios, and can be presented as multiple or single cases, as well as simulations based on real problems or based on people's own experiences (De Miguel, 2005). Case Studies evaluate the learner's ability to unpack and demonstrate their understanding of a case scenario, to apply a theoretical approach and literature to better understand and make sense of a case scenario. Furthermore, the learner's ability to demonstrate their engagement in critical thinking, in following a logical decision-making process, in reflecting and evaluating potential solutions to the given dilemmas, demonstrating how they can integrate theory and practical application and in applying their knowledge to propose potential solutions will also be assessed. Concept Paper: A concept paper is a summary that gives the reader an informed idea of the purpose, aims and context of the project. It provides information on what will be done, as well as detailing how it will be done and whether it is feasible to proceed with the project. Creative Presentation: A creative presentation attempts to share a learner's findings with their peers, and potentially a population, group, or individual that they chose to work with, in a manner that is suitable for their audience. Learners must consider the message (as it relates to identified needs) that they would like their audience to grasp. The creative presentation uses advancements in digital communication. This type of assessment assesses the learner's ability to evaluate and express their thoughts and opinions about the content, offering a unique and independent yet related view. Critical Reflection: A Critical Reflection aims to explore a learner's ability to make meaning of a phenomenon or experience in an in-depth and insightful manner that considers a range of varying perspectives and approaches. Although a critical reflection may include descriptive components, at its core, it should critically analyse the phenomenon or experience, providing an unbiased and complex understanding thereof with a specific focus on taking into consideration the strengths, weaknesses, benefits, and implications of the content presented. Critical Reflections evaluate the learner's ability to examine their own experience in relation to the phenomenon and content, and what it means for them, offering a unique, critical, analytical, and independent yet related view, and understanding and making sense of the experience. Critical Review and Evaluation: In a Critical Review and Evaluation, the learner provides an analytical summary and evaluation of the ideas and information of the assigned document under review. This means that the learner must think carefully and critically about the content under investigation and take into consideration the strengths, weaknesses, benefits, and implications of the content presented in the document under review. This type of assessment evaluates the learner's ability to think critically, analytically and evaluate the implications. Furthermore, learners' ability to propose potential solutions to the identified consequence will also be assessed. Essays: In an essay, the learner should demonstrate their understanding of the topic through personal interpretation in addition to citing literature and relating its applicability to the topic. Essays differ based on the module topic under investigation. Ideas should be presented logically and coherently, highlighting a reasoned argument in the relevant subject under investigation, and specifically meeting the respective assignment instructions. The learner should make use of appropriate academic language relevant to the subject and incorporate a conclusion that is consistent with the evidence in the essay about the topic. Essays evaluate the learner's ability to select, organise, integrate, and present information from various credible sources. Furthermore, the learner's ability to write, develop an argument, present their position, present supporting evidence of their research on the topic and demonstrate their understanding of the subject matter will also be assessed. Argumentative Essay: An argumentative essay is aimed at enhancing the learner's ability to construct an academic argument and communicate that argument in an essay that adheres to the APA referencing conventions and guidelines. Specifically, an argumentative essay requires that the learner investigate a topic or subject in an in-depth manner, which involves collecting information on the topic, evaluating the information, and establishing an academic position on the topic coherently and concisely. Argumentative Essays evaluate the learner's ability to read, write a well-structured, cohesive, concise, and logical essay and present a substantiated point of view in constructing a coherent academic argument, along with their ability to integrate feedback. Reflective Essay: Reflection exercises offer the learner the opportunity to consider their own thoughts, opinions, and experiences in relation to specific content covered in the module. Furthermore, it allows the learner to engage with how their own opinions and experiences influence their acceptance, understanding and views of new theories, ideas, concepts, or information. Writing that focuses on reflection allows the learner to not only express their own opinions but also to improve their analytical skills, as well as their comprehension of key concepts and/or ideas related to the topic for reflection. Reflective Essays evaluate the learner's ability to examine their own thoughts in relation to the content, and what it means for them, offering a unique and independent yet related view, and understanding of the content. Furthermore, the learner's ability to write and reflect will also be assessed. Intervention Project Plan: An intervention project plan engages the learner in a process of conceptualisation where learners must analyse the issue to better understand the extent of the issue to conceptualise and recommend the most suitable intervention plan. The project plan will outline all the steps and processes to be followed, as well as all the stakeholders/collaborators involved and activities to be engaged in. This type of assessment evaluates the learner's ability to engage in a process of information gain to identify the area for intervention and to qualification objectives alongside suitable intervention strategies. Literature Review: It is a review of the literature in which learners examine studies on a shared topic and note aspects that are similar and different in relation to the topic of interest. It is not a mere description/summary of each article in one or two paragraphs, indicating the sample size, method, findings, etc. A synthesis gives enough information about the study in highlighting what is important about the study and in noting what is similar and different across studies. This will help orient the reader to what is important. Literature Reviews evaluate the learner's ability to search, find, analyse, and report on credible research. Furthermore, their ability to synthesise the relevant research and reference appropriately will also be assessed. Module Engagement: Module engagement is a platform to evaluate learner engagement in their module sessions. It provides learners with an opportunity to discuss the content, share their understanding of the content, and ask relevant questions to facilitate deeper learning. Module engagement provides the learner with an opportunity to earn grades based on the degree and quality of their engagement with the module material and activities assigned by their educator. Needs Assessment Proposal: A needs assessment proposal is a provisional plan that outlines the steps and processes learners will follow when conducting a needs assessment. The development of a proposed plan cannot be completed without consulting the relevant literature and doing research on the community/organisation learners would like to engage with. The needs assessment proposal is a crucial document that seeks to convince gatekeepers of the value of the needs assessment and demonstrates the feasibility of the plan. This type of assessment evaluates the learner's ability to conceptualise a plan to conduct a needs assessment to identify and provide a solid motivation for the processes followed to conduct a needs assessment. Needs Assessment Report: The focus of the needs assessment report is on reporting the findings and what they mean for the community or organisation learner have worked with. Another important feature is the recommendation derived from an analysis of the findings and what the community or organisation can do differently moving forward. This type of assessment evaluates the learner's ability to select, organise, integrate, and present information to disseminate to the relevant audience. Furthermore, the learner's ability to write, develop an argument, and present supporting evidence will also be assessed. Psycho-Educational Group Plan: This is a plan that provides information on the area of concern, issue or disorder and serves to educate individuals about the nature of the issue. It further outlines the factors that play a role in the maintenance or exacerbation of the area of concern, issue, or disorder, as well as exploring ways in which people could effectively cope with and intervene to alleviate the area of concern, issue, or disorder. Reading Report: Reading reports are informative reports that discuss a book, chapter, or article from an objective stance. They focus on a summary of the work and not an evaluation. The purpose of a reading report, which is much like a summary, is to present the main ideas or arguments on a particular topic in the learner's own words. Reading reports is a useful form of assessment as it helps the learner demonstrate that they understand the arguments being made about a particular topic and that they can transform complex ideas into a short, logical, and concise piece of writing. The ability to write a reading report effectively is also useful for avoiding plagiarism. Reading reports evaluate a learner's ability to read, comprehend and summarise a book, chapter, or article. It allows the learner to demonstrate their understanding through paraphrasing and presenting their ideas in a logical, concise, and coherent way. Learners should indicate the reference of the reading that they are summarising. Reflective Writing: Reflection is a critical component in both a person's professional and personal life. It provides a sense of meaning to experiences, an opportunity to put these experiences into perspective, under review, and provides an opportunity to change how learners see, understand, and experience situations. The reflective process involves reflective thinking and critical thinking and is a personal response to experiences and the latest information. It is important to develop our ability to reflect to inform and develop our helping role. Understanding how this process works and how we learn can help us appreciate how important the use of reflection is to their learning. Reflective writing flows from this process of reflection and is a way of exploring learning, in identifying knowledge gaps and areas for improvement, and serves as a channel for communicating response to thoughts and feelings, but more importantly, it serves to provide clarity and a better understanding of what learners are learning. Reflective writing evaluates the learner's ability to evaluate and express their thoughts and opinions in relation to the content, offering a unique and independent yet related view. The learner's ability to demonstrate their understanding of the content as part of their learning and development process will also be assessed. Research Proposal: A research proposal is a provisional plan to conduct research and outlines how to go about conducting the research. The development of a research plan or research proposal cannot be completed without consulting the relevant literature. The research proposal is a crucial document that seeks to convince readers of the value of the research and demonstrate the feasibility of the project plan. A Research Proposal evaluates the learner's ability to detail an appropriate methodology and to provide sound reasoning in support of the methods selected and procedures to be followed. Furthermore, their ability to search, find, analyse, synthesise, and report on credible research and reference appropriately will also be assessed. Role-Play: Role-playing is the act of imitating the character or behaviour of someone else, to assume a role - either unconsciously to fill a social role, or consciously to act out an adopted role. Role plays allow learners the opportunity to apply the content in a relevant real-world context, where learners can transcend and think beyond the confines of the classroom setting. Learners get to engage in higher-order thinking and deep learning. A self-critique is the act or an instance of critically examining oneself. Role-plays evaluate the learner's ability to assume the role of a counsellor and to use the necessary counselling skills in managing the counselling context from start to end. Furthermore, the learner's ability to demonstrate a great level of insight into and to honestly evaluate their use of counselling skills will also be assessed. Summative Assessment Summative assessment in the Bachelor of Social Science in Industrial and Organisational Psychology is designed to evaluate the extent to which learners have achieved the intended learning outcomes at the conclusion of a module. While traditional forms of summative assessmentsuch as final written examinations and oral or poster presentationsmay be used selectively in higher education, the BSocSc (Industrial and Organisational Psychology) purposefully shifts away from an examination-heavy approach. Instead, the qualification employs a pedagogically grounded, integrated assessment strategy, where summative assessments are carefully embedded within the learning journey to provide both evaluative and developmental feedback. This approach is based on the understanding that examinations, while useful in assessing mastery of theoretical and applied knowledge, often occur too late in the learning process to allow for meaningful correction of learning gaps. Consequently, no formal examinations are used in any of the modules of this qualification. Instead, summative assessments are embedded through other authentic methods, such as oral presentations and poster presentations, which are used to assess learners' ability to synthesise their learning, present research or work-integrated learning outcomes, and contextualise their work within the broader literature. This integrated approach supports the institution's commitment to holistic learner development, ongoing assessment for learning, and the continuous monitoring of academic competence. Types of Summative Assessments Final Written Examinations: Examinations are a form of summative assessment that evaluates the mastery of the key learning outcomes of a particular module, assessing overall theoretical, conceptual, and applied knowledge. Examinations are written for a selection of modules where this type of assessment is deemed appropriate. Learners must achieve a minimum mark of 50% to pass a final examination. Oral and Poster Presentations: Learners will present oral and poster presentations during a selection of modules in their studies. These presentations provide opportunities for the learner to present core work they have been involved in. When presenting, the learner must be able to contextualise their work within the broader literature, describe their aims, methods and findings and the significance of the work they have been involved in. Oral presentations are used primarily as a way of evaluating research and work-integrated learning outcomes. The qualification design purposefully evaluates learning by using other forms of assessment rather than an examination approach. An examination form of assessment is applied within a summative assessment process and occurs at the conclusion of a module with the intention of determining a grade for the learner. The institution's view is that ongoing assessment of learning is important and that the generation of a summative examination grade may at times be insufficient, where the monitoring and evaluation of the learning journey of the learner is paramount.

INTERNATIONAL COMPARABILITY

Bachelor of Social Science in Industrial and Organisational Psychology is a distinctive qualification within the South African higher education landscape. Unlike most South African or international universities that offer Industrial and Organisational Psychology as a major within a dual major framework or embedded within a Commerce degree, the institution has intentionally positioned the qualification within the Social Sciences. This design reflects the institution's institutional philosophy to foreground psychological and socially responsive competencies that support human development, inclusion, and transformation within workplace contexts. In conducting an international comparability review across varying continents (North America, Europe, United Kingdom, Asia, and Africa), and countries (England, Australia, New Zealand, Hong Kong, Zimbabwe, and Zambia, to name but a few) it became evident that undergraduate qualifications in Industrial and Organisational Psychology are not widely available globally in the form of standalone bachelor's degrees. Instead, many international higher education institutions offer this field either as a specialisation with a psychology qualification, or as part of postgraduate offerings such as Honours or Master s-level qualifications (Often structured over 4-5 years). In addition to this, given the different regulatory requirements across countries and continents, it is difficult to find an exact comparable match to the qualification. Thus, in terms of a direct comparison to international qualifications and institutions, research uncovered that the following qualifications are most closely comparable to the South African (SA) qualification based on the qualification's name, its purpose, and the qualification content offered. Credit weightings have not been included in the table below because of the differing international regulatory requirements. Country: United States of America Institution: University of Detroit Mercy Qualification Title: Bachelor of Arts Industrial/Organisational Psychology Credits: 120 credit hours Duration: Four years Full-time Entry Requirements: Applicants must submit an official high school transcript. Purpose: The Bachelor of Arts with a major in Industrial/Organisational (I/O) Psychology serves as an excellent generalist foundation for beginning a career in the business world. The dual emphasis on business and psychology means that modern organisations can hire graduates who understand both human nature and the dynamics of organisational life. Graduates can expect to work in jobs that involve performing tasks related to human resource assessment, selection and placement, performance appraisal, job analysis and re-design, leadership development, organisational effectiveness, and other activities related to human resources. These skills position graduates for leadership opportunities throughout their careers. Thus, the I/O major prepares learners to become lifelong learners and proactive career managers, to manoeuvre effectively in their chosen career trajectories. Qualification structure: Modules: Introduction to Psychology Research Methods I and II Developmental Psychology Social Psychology Abnormal Psychology Exploring Leadership Industrial/Organisational Psychology Psychological Testing and Measurement Group Dynamics Organisational Design and Structure Leadership Capstone OR Basic Practicum Similarities: The purpose of the University of Detroit Mercy (UDM) and the South African (SA) qualifications is to provide a foundational education in both business and psychology, enabling graduates to understand human behaviour within organisational settings to improve workplace dynamics and effectiveness. Both qualifications equip learners with knowledge applicable to the business world, preparing them for entry-level positions or further graduate study in the growing field of I/O psychology. The UDM and the SA qualifications require applicants who have completed high school qualifications. Differences: The UDM qualification consists of 120 credit hours, whereas the SA qualification consists of 368 credits. The UDM qualification is offered over four years of full-time study, whereas the SA qualification takes three years of full-time study. The UDM qualification offers a choice of three undergraduate majors: psychology, developmental and industrial/organisational, while the SA qualification consists of compulsory modules and no electives. The UDM qualification articulates vertically to a master's degree, whereas the SA qualification progresses to an Honours Degree and/or Postgraduate Diploma in Industrial/Organisational Psychology and related field. Country: Uganda Institution: Makerere University Qualification Title: Bachelor of Industrial and Organisational Psychology Credits: 108 credit units. Duration: 3 Years Entry Requirements: Applicants must have at least two principal passes at the Uganda Advanced Certificate of Education (UACE) (A-level) in the same sitting, and five passes at Uganda Certificate of Education (UCE) (O-level) or an equivalent. Purpose/Rationale: The Bachelor of Industrial/Organisational Psychology (I/O) was designed to respond to the growing demand for Psychologists in this applied area in the country. The field of I/O Psychology is about the application of the methods, principles, and theory of the science of behaviour and mental processes of people at work. Therefore, learners who opt for specialised training in I/O Psychology as an applied area can do so right from their first year of study. This allows learners to get adequate exposure to the field of I/O Psychology and other basic areas of Psychology. In addition, undertaking a course of this kind will enhance the learner's capacity for graduate training in the professional area of I/O Psychology. Learning Outcomes: Acquire a body of knowledge and skills associated with developing I/O Psychology human resources that will enable the learners to translate theory into practice. Develop insights into the contextual and practical issues of I/O Psychology, especially as they relate to developing economies. Gain a deeper understanding of the theory, assumptions, and implications of I/O Psychology, especially in the context of the new organisational realities. To prepare learners who wish to further their studies in areas such as I/O Psychology, Organisational Behaviour, MBA, and other I/O Psychology-related areas. Year One: Introduction to Human Resource Development and Management Introduction to Industrial/Organisational Psychology Introduction to Experimental Design in Psychology, Industrial Relations Psychology Accountability at Work Cognitive Psychology Training and Development in Organisations Social Psychology Public Administration Basic Records and Registry Management Introduction To Information Technology and System Management Year Two Basic Statistics Developmental Psychology Environmental Psychology Gender, Work and Organisations Occupational Health and Safety Personality And Work Personnel Psychology Research Methodology Psychometrics Human Factors Psychology Political Psychology Field Placement Human Resources Management Perspectives Cross-Cultural Psychology Interpersonal And Communication Skills Conflict And Negotiation Management Year Three: Business Administration Research Project II Management And Decision Making Research Project I Consumer Behaviour Occupational Counselling and Career Development Administrative Law Labour Economics Introduction to Organisational Theory Introduction to Psychology Innovation and Entrepreneurship Introduction to Development Studies Industrial Social Psychology Human Resources Planning Labour Law Organisational Behaviour Similarities: The Makerere University (MU) and South African (SA) qualifications are offered over three years of full-time study. The MU qualification accepts applicants who have passed Uganda Advanced Certificate of Education (UACE) (A-level) in the same sitting, and five passes at Uganda Certificate of Education (UCE) (O-level) or an equivalent similar to the National Senior Certificate in the SA qualification. The purpose of the MU and SA qualifications is to equip learners with a strong understanding of psychological principles and their application in the workplace to enhance individual and organisational well-being and effectiveness. Both qualifications will train knowledgeable individuals who can apply theories to improve employee motivation, job satisfaction, and performance, thereby contributing to organisational success and fostering a better quality of life for employees. The MU and SA qualifications were designed to respond to the growing demand for Psychologists in this applied area in the country. Differences: The SA qualification has 368 credits, whereas the MU qualification has 108 credit units. The MU qualification consists of compulsory modules only and no electives, whereas the SA qualification consists of compulsory and elective modules. Conclusion: The SA qualification compares favourably with the above-mentioned international qualifications and is consistent with international best practices, preparing graduates with globally relevant competencies while responding to the specific needs of the South African socio-economic and workplace context. Furthermore, the qualification's structure and content may allow for future articulation into international postgraduate pathways in Industrial and Organisational Psychology, Human Resource Development, or Organisational Behaviour. This comparability supports the academic integrity, portability, and recognition of the qualification across national and international frameworks and reinforces its potential to contribute meaningfully to global discourse and professional practice in the field of organisational psychology.

ARTICULATION OPTIONS

This qualification provides opportunities for horizontal, diagonal and vertical articulation options. Horizontal Articulation: Advanced Diploma in Human Resource Development, NQF Level 7. ¿Advanced Diploma in Human Resource Management, NQF Level 7. Bachelor of Administration in Human Resource Management, NQF Level 7. Bachelor of Applied Social Science, NQF Level 7. Bachelor of Arts in Human Resource Management, NQF Level 7. Bachelor of Social Sciences, NQF Level 7. Bachelor of Commerce in Industrial and Organisational Psychology, NQF Level 7. Bachelor of Commerce in Industrial Psychology, NQF Level 7. Bachelor of Commerce in Human Resource Management, NQF Level 7. Advanced Occupational Diploma: Human Resource Management Advisor, NQF Level 7. Occupational Certificate: Learning and Development Advisor, NQF Level 7. Vertical Articulation: Bachelor of Arts Honours in Industrial Psychology, NQF Level 8. Bachelor of Administration Honours in Industrial and Organisational Psychology, NQF Level 8. Bachelor of Arts Honours in Industrial and Organisational Psychology, NQF Level 8. Bachelor of Commerce Honours in Industrial and Organisational Psychology, NQF Level 8. Bachelor of Commerce Honours in Industrial Psychology, NQF Level 8. Postgraduate Diploma in Applied Psychology, NQF Level 8. Diagonal Articulation: Advanced Occupational Certificate: Human Resource Management, NQF Level 6. Advanced Occupational Certificate: Learning and Development Professional Officer, NQF Level 6. Advanced Occupational Certificate: Human Resource Management Officer, NQF Level 6. Occupational Certificate: Training and Development Practitioner, NQF Level 5. Occupational Certificate: Learning and Development, NQF Level 5.

NOTES

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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.	The South African College of Applied Psychology - Cape Town

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