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: 

Bachelor of Arts Honours in Industrial and Organisational Psychology 
SAQA QUAL ID QUALIFICATION TITLE
126159  Bachelor of Arts Honours in Industrial and Organisational Psychology 
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
Honours Degree  Field 07 - Human and Social Studies  General Social Science 
ABET BAND MINIMUM CREDITS PRE-2009 NQF LEVEL NQF LEVEL QUAL CLASS
Undefined  120  Not Applicable  NQF Level 08  Regular-Provider-ELOAC 
REGISTRATION STATUS SAQA DECISION NUMBER REGISTRATION START DATE REGISTRATION END DATE
Registered  EXCO 0841/26  2026-07-09  2029-07-09 
LAST DATE FOR ENROLMENT LAST DATE FOR ACHIEVEMENT
2030-07-09   2033-07-09  

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 Bachelor of Arts Honours degree in Industrial and Organisational Psychology is to develop knowledgeable, competent, and ethical qualifying learners with a solid and relevant understanding of a broad range of advanced theoretical and applied content within the field of industrial and organisational psychology. The qualification is designed to provide qualifying learners with the capacity to analyse, interpret, comprehend, and apply industrial psychological principles and methodologies proficiently. The qualification aims to develop learners as future professionals through exposure to advanced theoretical and applied content within the field of Industrial and Organisational Psychology. The qualification has a distinct research focus and aims to develop both theoretical knowledge and the practical application of research principles in the social sciences, while also serving as a crucial step towards registration as a psychometrist and preparation for future registration as an Industrial Psychologist.

The qualification further aims to develop the intellectual and professional skillset of the learner and prepare them for further studies.

Upon completion of the qualification, a qualifying learner will be able to:
  • Interpret and apply the principles, major theories and paradigms, methods and analytical processes involved in the science and profession of industrial and organisational psychology in various areas of specialisation.
  • Demonstrate the ability to apply ethical principles and professional standards within the field of industrial and organisational psychology, ensuring the responsible and ethical practice of the profession in the workplace.
  • Demonstrate the ability to design, implement and evaluate organisational development interventions aimed at enhancing employee performance, engagement and overall organisational effectiveness and facilitate organisational change initiatives.
  • Investigate how people relate to work settings as well as the problems experienced within organisations for the ultimate purpose of bringing about improvement for all concerned.

    Rationale:
    The qualification addresses the needs of various stakeholders, including learners, employers, and employees.

    The demand for higher education that is aware of its social, political, economic, and historical context has grown in recent years, with students across South Africa and Africa wanting an education that speaks to their lived realities. To respond to that call, the institution focuses on qualifications that consider both the local and continental social contexts and offer students multiple career paths.

    Industrial psychology attracts individuals driven by a passion to make a meaningful impact on the effectiveness, health, and well-being of both individuals and organisations. With Africa's increasing focus on mental health awareness, economic and social development, and youth empowerment, there is a pressing demand for professionals trained in industrial and organisational psychology to address these challenges.

    This qualification serves as a gateway to personal and professional growth, equipping learners with the requisite tools to understand human behaviour and performance in the workplace, consider how people function in work settings, enhance organisational effectiveness, boost employee satisfaction, and improve productivity. It fosters versatile skills and knowledge, catering to learners with diverse career aspirations in research, education, and business realms.

    A learner with an Industrial Psychology Honours degree may register with the Professional Board for Psychology of the Health Professions Council of South Africa as a Psychometrist (after applying for post-honours training and internship programmes in psychometrics and having passed a Board Examination). It also lays the academic groundwork for learners to pursue registration as Industrial Psychologists, contingent upon completing their master's and fulfilling additional requirements.

    Employers stand to benefit from qualifying learners equipped with critical thinking abilities, empathy, and cultural competence, essential qualities in today's diverse workplaces. The qualification emphasises ethical conduct, ensuring that qualifying learners uphold professional standards and respect the diverse backgrounds of individuals they engage with. Employees also stand to benefit from professionals who understand and apply principles of human capital development and employee health and wellness. 
    		•

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

    RPL for access:
    Learners without the minimum admission requirements for a qualification may be considered for admission through RPL.

    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.)
  • Formal interview.

    RPL for credit:
    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 assessment that shows that they meet the outcomes and associated assessment criteria specified for that module. RPL for 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.

    Entry Requirements:
  • Bachelor of Commerce in Industrial and Organisational Psychology, NQF Level 7.
    Or
  • Bachelor of Industrial Psychology, NQF Level 7.
    Or
  • Bachelor of Social Science in Industrial and Organisational Psychology, NQF Level 7. 
    		•

    RECOGNISE PREVIOUS LEARNING? 
    Y 

    QUALIFICATION RULES 
    This qualification consists of the following compulsory modules at National Qualifications Framework, Level 8, totalling 120 Credits.

    Compulsory Modules, NQF Level 8, 120 Credits:
  • Independent Research Project, 30 Credits.
  • Research Methodology, 10 Credits.
  • Employee Health and Wellness, 10 Credits.
  • Career Psychology, 12 Credits.
  • Organisational Behaviour, 12 Credits.
  • Talent Management Practices, 12 Credits.
  • Assessment and Evaluation, 12 Credits.
  • Organisational Development, 10 Credits.
  • Professional Ethics and Conduct,12 Credits. 
    		•

    EXIT LEVEL OUTCOMES 
    1. Interpret and apply the principles, major theories and paradigms, methods and analytical processes involved in the science and profession of industrial and organisational psychology in various areas of specialisation.
    2. Demonstrate the ability to apply ethical principles and professional standards within the field of industrial and organisational psychology, ensuring the responsible and ethical practice of the profession in the workplace.
    3. Demonstrate the ability to design, implement and evaluate organisational development interventions aimed at enhancing employee performance, engagement and overall organisational effectiveness and facilitate organisational change initiatives.
    4. Investigate how people relate to work settings as well as the problems experienced within organisations for the ultimate purpose of bringing about improvement for all concerned.
    5. Evaluate, interpret and address the various issues and challenges faced by organisations in today's dynamic business environment.
    6. Reflect on psychological and human resource management applications by assessing their impact within the holistic context of Industrial Psychology in individuals' everyday lives.
    7. Conduct research and evaluation studies within industrial and organisational psychology to both investigate problems within organisations as well as potentially contribute to the advancement of knowledge and/or evidence-based practice in the field. 

    ASSOCIATED ASSESSMENT CRITERIA 
    Associated Assessment Criteria for Exit Level Outcome 1:
    ELO 1: Interpret and apply the principles, major theories and paradigms, methods and analytical processes involved in the science and profession of industrial and organisational psychology in various areas of specialisation.
  • Apply major theories within the science and profession of industrial and organisational psychology.
  • Explain methods and analytical processes relevant to the field of industrial and organisational psychology in various areas of specialisation.
  • Utilise integrated knowledge to develop and communicate ideas in well-formed arguments, using appropriate academic terminology.
  • Evaluate performance against given criteria and accurately address task-specific learning needs in a self-directed manner.

    Associated Assessment Criteria for Exit Level Outcome 2:
    ELO 2: Understand ethical principles and professional standards within the field of industrial and organisational psychology, ensuring the responsible and ethical practice of the profession in the workplace.
  • Interpret key ethical guidelines and standards within the field of industrial and organisational psychology.
  • Apply ethical guidelines and standards within the field of industrial and organisational psychology to real-world scenarios and case studies.
  • Weigh competing ethical considerations, make principled judgments, and articulate the rationale behind ethical choices in a professional manner.
  • Critically reflect on professional responsibilities within the field of industrial and organisational psychology, including obligations to clients, employers, colleagues, and society at large.

    Associated Assessment Criteria for Exit Level Outcome 3:
    ELO 3: Demonstrate the ability to design, implement and evaluate organisational development interventions aimed at enhancing employee performance, engagement and overall organisational effectiveness and facilitate organisational change initiatives.
  • Align organisational development interventions with broader organisational objectives and strategies.
  • Facilitate organisational change initiatives through the design, implementation, and evaluation of organisational development interventions.
  • Apply intervention strategies such as training programmes, performance management systems, team-building activities, and culture change initiatives.
  • Implement interventions tailored to specific organisational needs and objectives in real-world contexts.
  • Critically evaluate the effectiveness of organisational development interventions designed to address specific organisational needs and objectives in real-world contexts.

    Associated Assessment Criteria for Exit Level Outcome 4:
    ELO 4: Investigate how people relate to work settings as well as the problems experienced within organisations for the ultimate purpose of bringing about improvement for all concerned.
  • Select relevant methodology to investigate different organisational behaviours and workplace dynamics.
  • Demonstrate interpersonal skills, communication abilities, and capacity to build rapport with diverse stakeholders when investigating how people relate to work settings. Stakeholders may include employees, managers, clients, and external partners.
  • Identify and analyse underlying causes of organisational issues such as communication breakdowns, conflict resolution challenges, leadership inefficiencies, or performance gaps.
  • Facilitate collaborative problem-solving processes and gather input from stakeholders to inform improvement efforts.
  • Critically evaluate and assess the impact of improvement initiatives on organisational and individual outcomes, engaging in a process of continuous improvement.

    Associated Assessment Criteria for Exit Level Outcome 5:
    ELO 5: Evaluate, interpret and address the various issues and challenges faced by organisations in today's dynamic business environment.
  • Identify the complexities of contemporary business challenges in the South African context.
  • Apply relevant theoretical frameworks and concepts to understand and interpret real-world contemporary organisational challenges.
  • Propose effective strategies and solutions to address identified contemporary organisational issues, considering the feasibility, practicality, and potential impact of proposed interventions, as well as potential risks and limitations.
  • Communicate evaluations and proposed solutions in a convincing manner.

    Associated Assessment Criteria for Exit Level Outcome 6:
    ELO 6: Reflect on psychological and human resource management applications by assessing the effect thereof in the holistic context of Industrial Psychology within individual everyday lives.
  • Be aware of ethical issues related to psychological and human resource management applications such as privacy, fairness, and well-being.
  • Integrate knowledge from multiple sources, including academic literature, practical examples, and personal experiences, to evaluate the relevance and applicability of psychological and human resource management concepts in real-life situations.
  • Apply psychological and human resource management principles to everyday contexts, such as work, relationships, and personal development.
  • Reflect on the influence of psychological and human resource management practices on the lives of various stakeholders, including employees, managers, clients, and external partners.

    Associated Assessment Criteria for Exit Level Outcome 7:
    ELO 7: Conduct research and evaluation studies within industrial and organisational psychology to both investigate problems within organisations as well as potentially contribute to the advancement of knowledge and/or evidence-based practice in the field.
  • Adhere to ethical guidelines and principles in all stages of the research process.
  • Use evidence to inform research questions, hypotheses, and methodological choices.
  • Select and implement appropriate data collection methods, informed by an appropriate methodology.
  • Use appropriate techniques and methodologies to analyse quantitative or qualitative data.
  • Communicate research effectively by writing clear, concise, and compelling research reports or presentations.
  • Critically reflect on research processes and outcomes by assessing methodological limitations, potential biases, and alternative explanations in research studies.

    Integrated Assessment
    The institution has comprehensive assessment policies in place to ensure that all our modules and programmes are assessed in a fair, valid, and credible manner.

    Learners will be assessed through a combination of formative and summative assessments. The formative-to-summative assessment ratio will generally be 50-50% (with a maximum deviation of 10% on either side of the ratio). Learners need a sub-minimum of 40% for their summative assessment to pass the module, as well as an overall result of 50%.

    Formative assessment examples include:
  • Tests.
  • Assignments.
  • Projects.
  • Role plays.
  • Lecturer-based assessments (e.g., quizzes, reflective journals, practical and/or class exercises, practical and/or seminar presentations, intervention designs, research proposals, assessment battery reports, case study presentations, etc.).

    Summative assessment:
    Consists of options between:
  • Examinations.
  • Research essays.
  • Project reports.
  • Moderated research reports.

    Assessors are subject matter experts who evaluate directly within the Turnitin programme. Assessors are trained to use formative assessments as a tool for educational development. As they assess, they are required to provide extensive feedback to learners. This is typically done in the form of a batch report that addresses common issues and problems and is distributed to all learners, supplemented by individual responses written on each learner's script, a copy of which is then made available to them on the portal.

    Assessments will be externally moderated by subject matter experts (SMEs) who may either be academics from other public and private institutions or experts from the industry (provided they have the requisite minimum academic qualifications at NQF 9). 
    		•

    INTERNATIONAL COMPARABILITY 
    The qualification was compared to similar qualifications from Australia and New Zealand.

    Country: Australia
    Institution: Deakin University
    Qualification Title: Bachelor of Psychological Science (Honours)
    Level: AQF Level 8
    Duration: One Year full-time

    Entry Requirements:
  • APAC-accredited 3-year psychology sequence.
  • Minimum of 65-75% average in core psychology units.

    Purpose:
  • Develop advanced knowledge in psychological science.
  • Prepare for postgraduate psychology training and provisional registration.
  • Strong emphasis on research and psychological assessment.

    Learning Outcomes:
  • Advanced research and analytical skills.
  • Psychological assessment competence.
  • Ability to conduct independent empirical research.

    Qualification Structure
  • Coursework and major research thesis

    Core areas:
  • Advanced research methods
  • Statistics
  • Psychological theory

    Strong emphasis on:
  • Empirical research project
  • Coursework (50%)
  • Research thesis (50%)
  • Independent empirical research project (major component)

    Assessment
  • Coursework assessments and thesis
  • Strong emphasis on research outputs (thesis, literature review, data analysis)

    Similarities
  • Require prior completion of a relevant undergraduate degree
  • Include a significant independent research component
  • Articulates into postgraduate (Master's) study.
  • Both qualifications are positioned at Level 8 on their respective national frameworks, indicating equivalent cognitive complexity, autonomy, and research expectations.
  • Both represent a one-year postgraduate specialisation following a 3-year undergraduate degree, consistent with international Honours models.
  • Both qualifications equip learners with advanced cognitive, analytical, and research skills
  • Prepare students for professional or postgraduate pathways
  • Both qualifications develop:
    > Advanced theoretical knowledge
    > Research capability/skills
    > Ethical awareness
    > Structured coursework
    > A substantial independent research project
    > Rigorous assessment standards

    Differences:
  • The South African (SA) qualification is highly structured and specialised, whereas Deakin is research-led with fewer prescribed thematic modules.
  • The SA qualification has a strong orientation to Applied Professional Industrial/Organisational Psychology whilst Deakin is more academic and research-focused.
  • The SA qualification is focused on career pathways leading to registration as Psychometrists and Industrial Psychologists, whereas the Deakin qualification primarily prepares learners for postgraduate psychology training and research-focused pathways.
  • The SA curriculum is more prescribed and Deakin is more flexible.

    Country: New Zealand
    Institution: Massey
    Qualification Title: Bachelor of Arts (Honours) in Psychology
    Level: NZQF Level 8
    Credits: 120
    Duration: One Year full-time

    Entry Requirements:
  • Bachelor's degree with a Psychology major.
  • Minimum B+ average at 300-level.

    Purpose:
  • Advanced theoretical and research competence.
  • Preparation for master's level study.
  • Development of independent research capability.

    Learning Outcomes:
  • Advanced disciplinary knowledge.
  • Independent research skills.
  • Critical thinking and analysis.

    Qualification Structure:
  • Up to 90 credits of coursework.

    Minimum 30-credit research report
  • Some flexibility in course selection.

    Assessment:
  • Coursework and research report.
  • Emphasis on independent research and academic writing.

    Similarities:
  • Both the New Zealand and South African qualifications are positioned at Level 8, indicating equivalence in Advanced knowledge, Research capability and Cognitive demand.
  • Direct equivalence in credit volume, duration and academic workload.
  • Both qualifications require prior specialisation in psychology and strong academic performance, serve as preparation for postgraduate study, emphasise research capability.
  • Include a significant independent research component (minimum 30 credits).
  • Assessment strategy offers advanced-level assessment and emphasis on research output
  • The purpose and exit level outcomes of the SA qualification are substantially comparable to those of Massey in that they:
  • Develop advanced theoretical knowledge in psychology
  • Require independent research capability
  • Promote critical thinking and analytical skills
  • Emphasise ethical practice and professional responsibility.

    Differences:
  • The SA qualification has a more professional and applied orientation, whereas the New Zealand qualification has a stronger academic and research-progression focus.
  • The SA qualification curriculum is more structured and specialised, and Massey is more flexible and generalist.
  • The SA qualification has a specific disciplinary focus on Industrial and Organisational Psychology, whereas the New Zealand qualification offers a significantly broader range of electives, allowing learners to tailor their studies to their intended career route after studying.
  • The SA qualification includes a strong applied and professional orientation, aligned to the requirements of the Health Professions Council of South Africa, particularly in relation to psychometrist registration pathways.
  • The SA qualification further demonstrates comparability with added specificity through its focus on Industrial and Organisational Psychology, including applied competencies related to workplace behaviour, organisational development, and human resource practices.

    Conclusion:
    The SA Bachelor of Arts Honours in Industrial and Organisational Psychology is substantially comparable to the selected international benchmark qualifications in terms of level, credits and volume of learning, purpose and learning outcomes, qualification structure and assessment standards.

    The qualification is therefore deemed to be aligned with international standards for Honours-level study and is appropriately positioned at NQF Level 8 within the South African Higher Education Qualifications Sub-Framework, similar to the Australian and New Zealand qualifications. All three qualifications represent a postgraduate specialisation year following a three-year undergraduate degree, require advanced theoretical engagement and independent research, and provide articulation into master's-level (Level 9) study. 
    		•

    ARTICULATION OPTIONS 
    This qualification provides the following articulation options:

    Horizontal Articulation:
  • Bachelor of Arts Honours, NQF 8.
  • There are currently no possible horizontal articulation possibilities between sub-frameworks.

    Vertical Articulation:
  • Master of Social Science in Industrial and Organisational Psychology, NQF Level 9.
  • Master of Social Science in Research Psychology, NQF Level 9.

    Diagonal Articulation:
  • Advanced Occupational Diploma: Human Resource Management Advisor, NQF Level 7. 
    		•

    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.