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: 

Master of Commerce in Business Management 
SAQA QUAL ID QUALIFICATION TITLE
125246  Master of Commerce in Business Management 
ORIGINATOR
EDUVOS (Pty) Ltd (Previously Pearson Institute of Higher Education (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
Master's Degree  Field 03 - Business, Commerce and Management Studies  Generic Management 
ABET BAND MINIMUM CREDITS PRE-2009 NQF LEVEL NQF LEVEL QUAL CLASS
Undefined  180  Not Applicable  NQF Level 09  Regular-Provider-ELOAC 
REGISTRATION STATUS SAQA DECISION NUMBER REGISTRATION START DATE REGISTRATION END DATE
Registered  EXCO 0637/26  2026-01-30  2029-01-30 
LAST DATE FOR ENROLMENT LAST DATE FOR ACHIEVEMENT
2030-01-30   2033-01-30  

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

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

PURPOSE AND RATIONALE OF THE QUALIFICATION 
Purpose:
The Master of Commerce in Business Management is intended to provide specialised knowledge to enable engagement with and critique of current research and practice in business management, while also developing advanced scholarship. The qualification will therefore inculcate a wide range of specialised research skills to identify, conceptualise, design, and implement methods of enquiry to address complex and challenging problems in business management. The qualification will foster the ability to select and apply appropriate and creative strategies, techniques, and technologies to complicated practical and theoretical challenges, as well as to choose an appropriate process of inquiry in business management.

The qualification is designed to create a deep understanding of an area, supporting skills development through practical application, and challenging thinking to allow for adaptation to new possibilities. Driven by rapid economic developments and uncertainties, the Master of Commerce in Business Management aims to educate and train researchers who can contribute to the development of critical thinking to address economic well-being. This would be accomplished by combining coursework that necessitates a high level of theoretical engagement with a mini dissertation that fosters intellectual independence. The research project will include a research methodology and a mini dissertation worth 60 credits at the NQF level 9, allowing learners to critically reflect on theory and its implementation.

The qualification is intended to develop postgraduate learners who are professional, self-reflective, and capable of meeting the demands of the business industry while adapting to an ever-changing world. The qualification is intended to increase access to postgraduate education and improve the career prospects of those who pursue it. Learners will gain a variety of transferable skills to ensure effective teamwork, independent initiative, organisational competence, and problem-solving strategies. By developing individuals with the necessary skills, knowledge, and attitudes to assist communities and improve their daily lives, the Master of Commerce in Business Management will thus contribute to the institutional mission as well as the needs of communities on a national and continental scale.

The following exit-level outcomes contribute toward the achievement of the purpose:
  • Critical Thinking Skills: The curriculum makes use of case scenarios that require learners to apply concepts.
  • Analytical Skills: The curriculum addresses this attribute through empowering learners with data analytical skills. One of the modules within the curriculum will address the use of data and how to analysis data to make better business decisions.
  • Research Skills: The curriculum makes use of extensive research, where learners do research projects, a research proposal, and a mini dissertation.
  • Ethics and Integrity: Learners will gain knowledge about ethics, citizenship, and corporate governance. Learners would be exposed to personal ethics, business ethics, and professional ethics
  • Decision-making acumen and problem-solving skills: The biggest purpose of this qualification is to enable learners to take well-informed management decisions and solve issues within an exposed environment.
  • Self-management and collaboration: The assessments will ensure team and integrated collaborations; this skill is addressed through assessment structure and strategies.

    Rationale:
    The Master of Commerce in Business Management will enable learners to articulate virtually and provide them with specialised knowledge in business management to engage with and critique current research or practice in business management. Learners will benefit from pathway articulations as the institution strives to increase its offerings. This will be accomplished through the development of research skills, intellectual competencies, and practical skills in the understanding, analysis, interpretation, and application of basic and advanced management principles within business organisations, as well as the ability to reflect on their managerial decisions and applications and assess their impact in the context of management as a practice.

    The qualification will therefore address the economic growth challenge that South Africa is currently facing. Responding to the continued decline in the GDP growth and debilitating impact of COVID-19 on the economy, while contributing to the Economic Reconstruction and Recovery Plan (ERRP) and the Economic Reconstruction and Recovery Skills Strategy (ERRSS). The plan and strategy seek to foster an economic rebound from the pandemic and to build the economy of the future. Without the backing of human resources capable of critical thinking, advanced scholarship, foresight, and creativity, the plan and government strategy would remain aspirations.

    Education will not guarantee economic growth, but without it, economic growth is not possible, and society will not fulfil its potential regarding social and cultural development. Offering a master's in commerce will respond to the Government's drive to increase postgraduates year on year (National Development Plan 2030). 
    		•

    LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING 
    Recognition of Prior Learning (RPL):
    RPL for access
    The principles of RPL are accepted and will be implemented in a flexible manner, with no more than 10% of a cohort of learners in a qualification admitted through an RPL process. The principle of flexible and direct access will, however, be offset against the provision so that this is not to the detriment of the potential learner and that his/her chances to succeed are reasonable.

    Through evaluation by a specifically constituted RPL committee, learners' competencies will be assessed to determine whether they are eligible for access to, advanced placement in, or have provided evidence that the stated competence of the qualification has been achieved through experience that complies with the stated outcomes.

    RPL applicants will be required to prepare portfolios of evidence containing evidence from four sources, including:
  • Formal learning (e.g., certificates, academic transcripts, etc.),
  • Informal learning (e.g., job descriptions, employment contracts, etc.),
  • Work products (e.g., statements from employers, evidence of work performed by the applicant, etc.), and
  • Formal interview.

    RPL for credits
    Learners may also be given credit through RPL for individual modules if they can produce a portfolio of evidence or undergo any other recognised means of an assessment that shows that they meet the outcomes and associated assessment criteria specified for that module. RPL for exemption of credits, on the other hand, cannot exceed 50% of the total credits. Applications for credit via the RPL mechanism are reviewed by the RPL committee, which allows for uniform and consistent application of the RPL policy.

    Applicants without the minimum admission requirements for a qualification but with work experience and other relevant qualifications may be invited to submit a portfolio of evidence (PoE) to the academic assistant.

    Entry Requirements
  • Bachelor of Arts Honours in Business Management, NQF Level 8.
    Or
  • Bachelor of Business Administration Honours, NQF Level 8.
    Or
  • Bachelor of Commerce Honours in Business Management, NQF Level 8.
    Or
  • Bachelor of Social Science Honours in Business Management, NQF Level 8.
    Or
  • Postgraduate Diploma in Business Administration, NQF Level 8.
    Or
  • Postgraduate Diploma in Business Management, NQF Level 8. 
    		•

    RECOGNISE PREVIOUS LEARNING? 
    Y 

    QUALIFICATION RULES 
    This qualification consists of the following compulsory modules at National Qualifications Framework Level 9, totalling 180 credits.

    Compulsory Modules, NQF Level 9, 162 Credits:
  • Contemporary Management, 18 Credits.
  • Strategic Management, 18 Credits.
  • Corporate Governance and Ethics, 18 Credits.
  • Business Intelligence and Data Analysis, 18 Credits.
  • Research Methodology, 30 Credits.
  • Mini-dissertation, 60 Credits.

    Elective Modules, NQF Level 9, 18 Credits (Select one module):
  • Talent Management, 18 Credits.
  • Supply Chain Strategy and Design Management, 18 Credits. 
    		•

    EXIT LEVEL OUTCOMES 
    1. Demonstrate deep analytical understanding of the impact of management decisions from a sustainability and environmental context and take suitable measures to mitigate the emerging risks.
    2. Critically evaluate and design solutions that meet specific management-related problems within realistic constraints, lead the execution, and evaluate projects.
    3. Critically apply moral and ethical awareness principles and practices specific to the domain in academic, professional, and social interactions.
    4. Identify research gaps, harness data, and foster entrepreneurial mindsets, promoting a culture of innovation.
    5. Evaluate critically the applicability of analysing the complexities associated with the management of individual behaviour in the organisation.
    6. Frame complex problems, analyse data to produce meaningful conclusions and recommendations, and increase awareness of the factors influencing decisions and the risks involved.
    7. Acquire critical understanding of disciplinary knowledge in the field of Financial Management. 

    ASSOCIATED ASSESSMENT CRITERIA 
    Associated Assessment Criteria for Exit Level Outcome 1:
  • Critically evaluate how management decisions influence environmental, social, and economic sustainability.
  • Analyse and interpret sustainability metrics to assess organisational performance and identify emerging environmental risks.
  • Propose evidence-based mitigation and adaptation strategies to address sustainability-related challenges in business contexts.
  • Reflect on the integration of sustainability principles in corporate strategy and governance practices.

    Associated Assessment Criteria for Exit Level Outcome 2:
  • Diagnose complex management problems using appropriate analytical and strategic tools.
  • Design viable, evidence-based solutions that consider resource, ethical, and contextual constraints.
  • Integrate evidence-based management approaches to lead, implement, and assess strategic initiatives and their organisational outcomes.
  • Evaluate and reflect on the effectiveness of management initiatives, synthesising insights to improve organisational processes and advance personal and professional development.

    Associated Assessment Criteria for Exit Level Outcome 3:
  • Critically assess ethical dilemmas within management contexts and propose principled responses.
  • Assess corporate governance frameworks to ensure transparency, fairness, and accountability in decision-making.
  • Evaluate the role of ethics and corporate responsibility in stakeholder engagement and organisational reputation.
  • Develop and justify ethical guidelines for professional and academic conduct.

    Associated Assessment Criteria for Exit Level Outcome 4:
  • Synthesise insights from existing scholarships to formulate research problems and gaps relevant to management and innovation.
  • Integrate advanced data analytics and research methodologies to derive defensible insights that inform evidence-based management decisions.
  • Demonstrate entrepreneurial thinking in designing innovative solutions or business opportunities.
  • Communicate research findings and innovation outcomes effectively to academic and professional audiences.

    Associated Assessment Criteria for Exit Level Outcome 5:
  • Critically analyse the psychological, social, and cultural factors influencing individual and group behaviour in organisations.
  • Appraise and synthesise behavioural theories and models to diagnose and improve motivation, leadership effectiveness, and team performance.
  • Develop strategies to manage diversity, conflict, and change effectively within organisational contexts.
  • Critically evaluate the interrelationship between organisational culture, structure, and individual performance and well-being.

    Associated Assessment Criteria for Exit Level Outcome 6:
  • Appraise complex management problems using analytical and system-thinking approaches.
  • Apply quantitative and qualitative data analysis methods to generate valid insights.
  • Critically interpret analytical findings to formulate actionable recommendations.
  • Critically assess the implications of uncertainty, bias, and risk in management decision-making.

    Associated Assessment Criteria for Exit Level Outcome 7:
  • Critically appraise advanced financial management theories, tools, and frameworks within contemporary organisational contexts.
  • Integrate advanced financial analysis techniques to generate insights that guide strategic and investment choices within complex organisational contexts.
  • Evaluate risk, return, and capital structure decisions in complex financial environments.
  • Appraise and justify ethical and sustainability-oriented financial practices that align with governance standards and organisational strategy.

    Integrated Assessment
    The assessment strategy uses a variety of methods in the formative as well as summative assessments, which are always underpinned by a case study-based approach. The formative assessment tasks include continuous self-assessment case studies, weekly case submissions, and assignments. The summative assessment takes the form of a final examination and projects. Summative assessments are integrated in that they also follow a case-based approach, and they take place at the end of the semester.

    The assessments are divided into two, formative and summative, with assessment weight ranging between 50%/50% and 40%/60% depending on the module. All contribute approximately 40% towards the final mark, depending on the module. In line with the requirement for flexibility, this parameter may be adjusted slightly to reflect important industry trends, but without substantially changing the nature of the qualification.

    Summative assessments constitute approximately 60% of the overall mark, depending on the module.

    Formative assessment tasks and activities inter alia include online tests, simulations, portfolios, worksheets, and assignments. The summative assessments include Projects, online proctored examinations, research projects, and a portfolio of evidence. It is worth mentioning that some of the work is done individually, in pairs, and/or in groups by learners.

    Revision workshops are to be held before exam sessions, preparing learners for upcoming examinations. A general standardised scope document will be made available, highlighting important focus areas.

    All formative and summative assessments of the modules will be internally externally moderated by subject matter experts (SMEs) who are experts from industry (provided they have the requisite minimum academic qualifications, respectively, private and public higher education institutions with relevant academic qualifications as well as experience, will be appointed to serve as external examiners.

    All assessments will be of an application in nature to allow learners to demonstrate their ability to apply the concepts and principles of the fundamental knowledge gained in the various modules. The institution will develop a database of highly qualified experts who will be called upon from time to time to assist with the moderation of the assessment tools as well as the learners' responses/scripts. 
    		•

    INTERNATIONAL COMPARABILITY 
    The Master of Commerce in Business Management qualification was compared internationally with similar Master of Commerce qualifications from New Zealand, Canada, and Europe, found to be similarly aligned in many aspects.

    Country: New Zealand
    Institution: Auckland University of Technology
    Qualification Title: Master of Commerce
    Credits: 120 or 180 credit points
    Duration: 15-18 months (for the 180-point qualification)

    Entry Requirements:
  • Bachelor's degree with honours (e.g., BCom Honours) or equivalent; strong performance in advanced level 7 courses.

    Purpose:
    This advanced specialist master's degree builds on prior disciplinary knowledge in commerce and offers rigorous training in research, strategic management, and advanced problem-solving. Graduates are expected to apply critical analysis, lead projects, evaluate managerial decisions, and conduct research in their domain of specialisation.

    Structure:
  • Coursework comprising advanced modules (e.g., strategy, finance, data analytics).
  • Research component (thesis, research project, or applied consultancy).
  • Electives that allow specialisation or deeper engagement.
  • Performance thresholds (e.g., Minimum GPA in initial courses).

    Similarities:
  • The Auckland University of Technology (AUT) and the South African (SA) qualifications require a prior relevant undergraduate qualification.
  • Both qualifications combine taught modules with a research or applied component, integrating theory and practice.
  • The purpose of AUT and SA qualifications is to produce graduates who can perform in international, research-informed, professional environments.

    Differences:
  • AUT uses a points system (120 or 180).
  • Duration and structure (e.g., mix of coursework vs. research) may differ.
  • Local regulatory context (e.g., New Zealand qualifications frameworks) influences design and credit mapping.

    Country: Canada
    Institution: University of Windsor: Odette School of Business
    Qualification: Master of Management
    Credits: Approximately 40 Canadian graduate credits (equivalent to 60-90 ECTS)
    Duration: 16 months full-time

    Entry Requirements:
  • A four-year bachelor's degree (or equivalent) from an accredited institution.
  • Minimum 70% average in the last two years of undergraduate study.
  • Proof of English language proficiency (IELTS/TOEFL) for non-native speakers.
  • No prior work experience required.

    Purpose:
    The Master of Management is a postgraduate degree designed to develop advanced business and management competencies for graduates from non-business backgrounds. The qualification aims to provide analytical, leadership, and strategic skills required to succeed in global business environments.

    Learners are introduced to key areas such as accounting, finance, marketing, human resources, international business, and data analytics, preparing them to navigate complex managerial challenges. The qualification also integrates professional and cultural training to prepare graduates for leadership roles within international organisations.

    Structure:
    The qualification is delivered over 16 consecutive months (four academic terms).

    Learners may choose from several specialisations:
  • Human Resource Management.
  • International Accounting and Finance.
  • Logistics and Supply Chain Management.
  • Business Data Analytics.

    Each specialisation combines core management subjects with discipline-specific electives.

    The curriculum includes:
  • Managerial Accounting.
  • Financial Management.
  • Marketing Management.
  • Organisational Behaviour.
  • Quantitative Studies for Management.
  • Business Strategy.
  • Capstone applied project integrating research and practice.

    Similarities:
  • The University of Windsor (UW) and the South African (SA) qualifications are registered at NQF Level 9 / Canadian Master's level.
  • Both qualifications develop advanced analytical, strategic, and leadership skills.
  • The UW and SA qualifications cover core disciplines such as finance, human resources, marketing, and strategy.
  • Both integrate applied research or capstone components that bridge theory and practice.
  • Both prepare graduates for managerial and leadership roles in a variety of sectors, emphasising ethical reasoning, sustainability, and data-driven decision-making.
  • The UW and the SA qualifications promote a global and interdisciplinary perspective in management education.

    Differences:
  • The UW qualification is a professional conversion qualification, targeting learners from non-business backgrounds, while the SA qualification assumes a strong undergraduate commerce foundation and develops depth in business management research.
  • The UW qualification is shorter in duration (16 months) and does not require a dissertation or mini thesis, whereas the SA qualification includes a substantial research component, aligning more closely with traditional research masters.
  • The UW qualification focuses on a coursework-only structure and fixed specialisation pathways, whereas the SA qualification integrates both coursework and research to develop independent inquiry skills.
  • Credit frameworks differ (Canadian graduate credits vs. South African NQF credits), though both align to Level 9 master's outcomes in terms of complexity.

    Comparative Statement:
    The SA qualification compares favourably with the UW qualification. Both qualifications develop graduates with advanced managerial, analytical, and leadership competencies and prepare them for strategic roles in complex organisational environments.
    The SA qualification demonstrates a greater emphasis on research, disciplinary depth, and theoretical engagement, while the UW qualification focuses on applied, coursework-based learning with global professional exposure. Both qualifications occupy an equivalent level within their respective national frameworks and contribute to developing ethically responsible and globally competent business leaders.

    Country: Germany
    Institution: ESCP Business School (campuses across Europe)
    Qualification Title: Master's in management (Grande École Qualification)
    Credits: 120
    Duration: 2 years full-time

    Entry Requirements:
  • Bachelor's degree (in any field) equivalent to EQF Level 6.
  • Competitive admission process (tests, interviews, motivation letter).
  • English or bilingual proficiency, depending on study track.

    Purpose:
    The master's in management (MiM) is a comprehensive, research-informed qualification designed to equip learners with advanced managerial, analytical, and leadership capabilities in a global context. It integrates theory, practice, and international experience through coursework, internships, and applied research projects.

    Learners develop expertise across commerce-related disciplines such as finance, economics, operations, strategy, and marketing, and can specialise in advanced areas like innovation, sustainability, or digital transformation. Graduates are prepared to assume managerial and leadership roles in diverse sectors, including consulting, banking, manufacturing, and entrepreneurship.

    Structure:
    Year 1: Foundational management courses (Economics, Financial Accounting, Organisational Behaviour, Marketing, Operations, Data Analytics, Ethics).

    Year 2: Electives and specialisations (Sustainability Management, Strategic Leadership, Financial Markets, Business Analytics, Global Supply Chain).
    Capstone: Internship, consulting project, or research dissertation.
    Delivered across multiple European campuses with opportunities for international exchanges.

    Similarities:
  • ESCP Business School (ESCPBS) and the South African (SA) qualifications are registered at NQF/EQF Level 9.
  • The ESCPBS and SA qualifications require a prior bachelor's degree and focus on advanced research and analytical competence.
  • Both qualifications integrate core managerial disciplines such as finance, strategy, leadership, and data analysis.
  • Each qualification culminates in a research-based or applied project, fostering inquiry and evidence-based decision-making.
  • Graduates from both are prepared for senior management, consulting, and policy roles across industries.
  • Both degrees emphasise critical evaluation, ethical decision-making, and sustainable management practices.

    Differences:
  • The SA qualification places stronger emphasis on disciplinary specialisation and research (mini-dissertation or thesis), whereas the ESCPBS qualification emphasises practical and international exposure, sometimes including multiple internships or exchanges.
  • The SA qualification requires completion of a prior commerce-related bachelor's, while the ESCPBS qualification often accepts candidates from non-business disciplines seeking managerial conversion.
  • The SA qualification has 180 SA credits (approximately 90 ECTS whereas the ESCPBS qualification has 120 ECTS (approximately 240 SA credits equivalent).
  • The ESCPBS qualification is delivered in multi-campus, multilingual environments, whereas the SA qualification is national and research focused.

    Comparative Statement:
    The SA qualification compares favourably with leading ESCPBS qualifications in Europe.
    Both qualifications occupy the same level within the European and South African Qualifications Frameworks and develop graduates capable of analysing, evaluating, and creating solutions to complex business challenges.

    While the ESCPBS qualification emphasises global mobility and applied experience, the SA qualification's integrated research component offers stronger depth in analytical inquiry and academic rigour. Graduates from either qualification demonstrate advanced leadership, ethical reasoning, and strategic management competencies suitable for international managerial contexts. 
    		•

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

    Horizontal Articulation:
  • Master of Business Administration, NQF Level 9.
  • There are no articulation possibilities between subframeworks since there are only 8 levels.

    Vertical Articulation:
  • Doctor of Philosophy in Commerce, NQF Level 10.
  • Doctor of Management, NQF Level 10.
  • Doctor of Business Administration, NQF Level 10.
  • Doctor of Commerce, NQF Level 10.
  • Doctor of Business Leadership, NQF Level 10.

    Diagonal Articulation:
  • Advanced Occupational Certificate: Business Intelligence Analyst, NQF Level 6. 
    		•

    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. EDUVOS (Pty) Ltd (Previously Pearson Institute of Higher Education (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.