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SOUTH AFRICAN QUALIFICATIONS AUTHORITY 
REGISTERED QUALIFICATION: 

Bachelor of Business Administration 
SAQA QUAL ID QUALIFICATION TITLE
126347  Bachelor of Business Administration 
ORIGINATOR
Rosebank International (Pty) Ltd t/a Rosebank International College 
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 03 - Business, Commerce and Management Studies  Generic Management 
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  SAQA 0942/26  2026-08-20  2029-08-20 
LAST DATE FOR ENROLMENT LAST DATE FOR ACHIEVEMENT
2030-08-20   2032-08-20  

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 Business Administration is to develop learners' knowledge, skills, and applied competence in management and administration. The qualification prepares graduates to manage and administer business functions, make informed decisions, and contribute effectively and ethically within diverse business environments.

The qualification focuses on general management and administration and prepares learners for employment across a range of industries. Graduates will be able to contribute to organisational effectiveness and pursue further studies in business management and administration. The qualification outcomes were identified through consultation with practising industry experts and appropriately qualified academics.

The qualification develops a specialisation in management administration, supported by three key business functions in the first two years. These functions provide the context required for business strategy development and implementation, while the integration of key disciplines promotes academic coherence throughout the qualification.

The qualification introduces fundamental concepts in the first year and progresses to more complex management and administration knowledge and application in the second and third years. This progression develops graduates who can apply ethical and effective decision-making and understand the critical success factors on which modern businesses depend.

A qualified learner will be able to:
  • Apply deep understanding of the critical success factors of modern business.
  • Manage and administer a business by formulating and implementing sound management and administration strategies for business prosperity.
  • Analyse and identify human resource management and administration approaches appropriate to achieve business objectives.
  • Evaluate and identify effective marketing strategies to address marketing challenges and achieve competitive advantage.

    Rationale:
    Bachelor's degrees have the primary purpose of providing a well-rounded, broad education that equips graduates with the knowledge base, theory and methodology of disciplines, and enables them to demonstrate initiative and responsibility in an academic or professional context. Principles and theory are emphasised as a basis for entry into the labour market, professional training, postgraduate studies, or professional practice in a wide range of careers.

    The continuation of this skills shortage was reiterated by the World Competitiveness Scoreboard for 2011 compiled by the IMD, a leading Swiss-based Business School. South Africa was ranked 52nd out of the 59 economies included on the scoreboard. The annual rating of the different economies is based on 4 broad factors, namely economic performance, government efficiency, business efficiency, and infrastructure. Management practices and skills availability were included as key contributing factors resulting in the poor 'business efficiency' rating. It is in this area that South Africa's overall rating is continuously compromised, emphasising the need for qualified managers to ensure business growth.

    To address the identified industry need, the qualification will provide learners with an in-depth understanding of the business processes and functions required for sound decision-making in business management and administration. The qualification focuses on best practice in general and strategic management administration and develops knowledge across a range of organisational functions. Graduates will be prepared to enter diverse industries as responsible administrators and managers who can think critically and strategically and contribute to economic growth and development.

    Career opportunities for graduates exist as:
  • General Managers.
  • Business Administrators.
  • Strategic Managers.
  • Middle Managers.
  • First-line Managers. 
    		•

    LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING 
    Recognition of Prior Learning (RPL):
    RPL is implemented in accordance with the relevant Policies. RPL enables the formal recognition of relevant prior learning acquired through formal, non-formal, and informal learning, including work experience. The primary purposes of RPL are:
  • To provide access to a qualification where formal entry requirements are not met; and
  • To allow for module exemption or advanced standing where equivalence of learning outcomes can be demonstrated.

    RPL for Access:
    Learners may gain access to the qualification through RPL in the following circumstances:
  • Where the learner does not hold the formal qualification normally required for admission but can demonstrate comparable knowledge, skills, and applied competence through prior learning or work experience;
  • Where the learner holds a prior qualification but does not meet the required performance level for admission; or
  • Where the learner does not hold a qualification in a cognate field but can demonstrate sufficient discipline-related learning and experience.
  • Access through RPL is determined through the evaluation of a Portfolio of Evidence (PoE) and, where applicable, integrated assessment tasks. RPL for access is subject to institutional capacity.

    RPL for Module Exemption and Advanced Standing:
    While credits are not awarded through RPL, module exemptions or advanced standing may be granted in specific cases where learners can demonstrate similarity between their prior learning and the learning outcomes of specific modules.

    Module exemption decisions are based on:
  • Assessment of a Portfolio of Evidence by subject matter experts (SMEs);
  • Evaluation of whether the learner has achieved the relevant module-level and Exit Level Outcomes through prior learning; and
  • Approval by the relevant Head of Faculty, Dean, or delegated Senate representative.
  • Learners may be exempted from module credits of the qualification. Exemptions are not permitted for independent research components such as a mini-dissertation or equivalent research project. Where exemptions are granted, the learner is not awarded the associated credits, and the qualification cannot be awarded on the basis of RPL exemptions alone.

    Entry Requirements:
  • National Senior Certificate, NQF Level 4, granting access to Bachelor's degree studies.
    Or
  • National Certificate (Vocational), NQF Level 4, granting entry to Bachelor's degree studies.
    Or
  • Senior Certificate, NQF Level 4 without endorsement.
    Or
  • Advanced Certificate in Management, NQF Level 6.
    Or
  • Advanced Certificate in Management Studies, NQF Level 6.
    Or
  • Diploma in Business Management, NQF Level 6.
    Or
  • Diploma in Management, NQF Level 6.
    Or
  • National Diploma: Management, NQF Level 6. 
    		•

    RECOGNISE PREVIOUS LEARNING? 
    Y 

    QUALIFICATION RULES 
    This qualification consists of the following compulsory modules at National Qualifications Framework Level 5, 6, and 7, totalling 365 Credits:

    Compulsory Modules, NQF Level 5, 94 Credits:
  • Digital Citizenship, 8 Credits.
  • Management Administration, 30 Credits.
  • Marketing Management, 16 Credits.
  • Business Accounting, 20 Credits.
  • Human Resource Management, 20 Credits.

    Compulsory Modules, NQF Level 6, 145 Credits:
  • Project Management, 10 Credits.
  • Management Administration, 30 Credits.
  • Marketing Management, 36 Credits.
  • Human Resource Management, 30 Credits.
  • Principles of Microeconomics, 24 Credits.
  • Management Information Systems, 15 Credits.

    Compulsory Modules, NQF Level 7, 126 Credits:
  • Corporate Governance, 18 Credits.
  • Strategic Business Operations, 36 Credits.
  • Management Administration, 36 Credits.
  • Business Administration Project, 18 Credits.
  • Research Methodology and Practice, 18 Credits. 
    		•

    EXIT LEVEL OUTCOMES 
    1. Apply deep understanding of the critical success factors of modern business.
    2. Manage and administer a business by formulating and implementing sound management and administration strategies for business prosperity.
    3. Analyse and identify human resource management and administration approaches appropriate to achieve business objectives.
    4. Evaluate and identify effective marketing strategies to address marketing challenges and achieve competitive advantage.
    5. Critically evaluate financial performance and apply and administer sound and appropriate decisions to support and sustain a business enterprise.
    6. Function as a responsible business leader and contribute to the economic welfare of a business in a team. 

    ASSOCIATED ASSESSMENT CRITERIA 
    Associated Assessment Criteria for Exit Level Outcome 1:
  • Identify and define the application of modern business principles, practices and processes.
  • Differentiate between different business functions and their respective roles and contribution to business success.
  • Relate the different business functions' respective roles to their contribution to business success.
  • Determine the role and importance of information technology in the achievement of business objectives.
  • Identify and evaluate the relevance of trends in the context of specific business and risks.

    Associated Assessment Criteria for Exit Level Outcome 2:
  • Extract and interpret data and statistics to guide decision-making to support business continuity.
  • Identify operating procedures required for successful implementation, management and administration of various business operations.
  • Develop strategies to promote business advances including of the compilation of a strategic plan for a business environment.
  • Develop appropriate policies to govern the management and administration of a business.
  • Identify and evaluate the internal and external factors that impact on the planning, management and control of business activities.

    Associated Assessment Criteria for Exit Level Outcome 3:
  • Define the critical success factors for effective human resource management in business.
  • Appraise the organisation's culture, leadership, business objectives and its employees to define strategies to manage productivity effectively.
  • Identify and implement training interventions to maximise productivity.
  • Manage and administer the staffing function of a business in compliance with relevant labour legislation.

    Associated Assessment Criteria for Exit Level Outcome 4:
  • Identify and evaluate the marketing elements to formulate appropriate marketing plans for a business.
  • Apply the principles of customer relationship management and use this knowledge to ensure optimum customer satisfaction.
  • Identify, critically evaluate and implement effective customer relationship initiatives to provide positive client experiences.
  • Formulate and implement marketing strategies to leverage identified business opportunities.

    Associated Assessment Criteria for Exit Level Outcome 5:
  • Evaluate and analyse key performance indicators to manage and assess financial performance.
  • Extract and critically appraise comparative reports, statements and statistics to assess business performance, using available information systems.
  • Make sound financial decisions to support the economic well-being of a business.
  • Evaluate financial and economic factors and capital markets and identify trends to inform strategy formulation.

    Associated Assessment Criteria for Exit Level Outcome 6:
  • Function as part of a team.
  • Provide ethical business leadership.
  • Evaluate business patterns and statistics as the basis for sound business decisions to ensure the economic well-being of the organisation.

    Integrated Assessment
    This qualification approaches assessment as an ongoing, meaningful process that supports learning while also determining whether learners are truly competent at the required NQF level. Assessment is not treated as a single event, but as a structured journey through which learners progressively develop, demonstrate, and integrate knowledge, practical skills, and professional judgement.

    The integrated assessment strategy ensures that learners are evaluated on what they know, how well they can apply what they know, and how effectively they can reflect on and adapt their practice in real or simulated contexts.

    Integrated assessment in this qualification is designed to:
  • Evaluate the learner's ability to connect theory and practice.
  • Measure applied competence in authentic and discipline-relevant contexts.
  • Assess foundational knowledge, practical skills, and reflexive thinking in combination.
  • Provide multiple opportunities to demonstrate competence over time.

    All assessments are constructively aligned with module outcomes and learning activities to ensure coherence and fairness. This means learners are assessed on what they were explicitly taught and prepared for, and assessment tasks clearly indicate the knowledge and skills expected. Rather than focusing on memorisation alone, assessments prioritise critical thinking, problem-solving, analysis, and the responsible use of disciplinary knowledge.

    Integrated assessment includes both formative and summative components, each serving a distinct but complementary purpose.

    Formative Assessment:
    Formative assessment is embedded throughout the learning process. It is developmental in nature and provides structured feedback that enables learners to improve before the final Summative Assessment.

    Formative assessments include:
  • Written assignments.
  • Case studies and scenario-based tasks.
  • Practical exercises and simulations.
  • Presentations.
  • Online quizzes and structured LMS activities.
  • Reflective journals.
  • Portfolio components.

    These tasks encourage learners to apply concepts progressively, test their understanding, and refine their skills. Feedback is provided within defined timeframes to ensure that learners can use it constructively when preparing for summative assessment. Formative assessment contributes to the module mark and plays a critical role in building applied competence over time.

    Summative Assessment:
    Summative assessment evaluates whether learners have achieved the intended Exit Level Outcomes at the required level of complexity.

    Summative assessments may take the form of:
  • Invigilated examinations conducted under standardised conditions.
  • Integrated case analyses.
  • Capstone projects.
  • Research-based reports.
  • Practical or performance-based assessments.
  • Oral assessments or presentations.

    These assessments require learners to integrate multiple areas of learning and apply knowledge to complex or unfamiliar problems. Mark allocation reflects both knowledge and skill, with greater weighting given to higher-order thinking and application. Clear memoranda and detailed rubrics guide marking to ensure consistency, fairness, and transparency.

    Work-Integrated Learning (Where Applicable):
    Where applicable, practical or simulated assessment tasks enable learners to apply knowledge in contexts relevant to business management and administration.

    WIL assessment may include:
  • Workplace-based projects.
  • Supervisor evaluations.
  • Logbooks documenting practical experience.
  • Reflective reports linking theory to practice.
  • Competency checklists aligned with occupational standards.

    In these contexts, learners are assessed on their ability to function professionally, apply knowledge responsibly, and demonstrate workplace competence. Academic staff and workplace mentors collaborate to ensure that assessment criteria are clear, and that evidence of competence is credible and valid. WIL therefore strengthens the link between academic learning and professional practice.

    Balance and Weighting of Assessment:
    The qualification ensures an appropriate balance between applied tasks and examinations. While weightings vary by module, a typical structure may include:
  • 40-60% formative assessment.
  • 40-60% summative assessment.
    In modules that emphasise applied or practical competence, a greater proportion of marks may be allocated to projects, portfolios, or performance-based tasks. Assessment preparation and completion are structured in alignment with notional hours to ensure fairness and manageability for learners.

    Assessing Applied Competence in Practice:
    Applied competence is assessed through tasks that require learners to:
  • Integrate theory and practice.
  • Solve discipline-specific problems.
  • Demonstrate professional judgement and ethical awareness.
  • Communicate effectively in appropriate formats.
  • Adapt knowledge to new or evolving contexts.
  • Integrated tasks such as capstone projects, case-based examinations, simulations, and WIL evaluations ensure that learners demonstrate not only understanding, but the ability to use knowledge meaningfully and responsibly. 
    		•

    INTERNATIONAL COMPARABILITY 
    This comparison seeks to explore the similarities and differences between the institutition's Bachelor of Business Administration and comparable qualifications offered by institutions in different countries. In comparing these qualifications, several key factors are considered, particularly focusing on each qualification's entry requirements, Exit Level Outcomes, credits and assessments, duration and articulation opportunities, as well as the content and modules. The qualifications selected for comparison are the Bachelor of Business Administration offered in Australia, the Bachelor of Applied Management offered in New Zealand, and the Bachelor of Business Administration offered in Kenya.

    The first qualification selected for comparison is the Bachelor of Business Administration offered in Australia. This qualification has been selected because its purpose and curriculum are closely aligned with the Bachelor of Business Administration in that it prepares graduates for management and administrative positions across a broad range of industries. Similar to the institution's qualification, it develops competencies in management, leadership, strategic decision-making, business operations, and organisational administration. The second qualification selected for comparison is the Bachelor of Applied Management offered in New Zealand. This qualification combines business management principles with applied learning and industry engagement. Similar to this qualification, it develops analytical thinking, problem-solving abilities, leadership competencies, and workplace application skills required in contemporary business environments.

    The third qualification selected for comparison is the Bachelor of Business Administration offered in Kenya. This qualification develops competencies in management, administration, human resource management, marketing, finance, and organisational leadership within an African context. Similar to this qualification, it prepares graduates for managerial positions while providing opportunities for postgraduate studies. The South African, Australian, New Zealand, and Kenyan higher education systems are similarly structured, with clearly defined qualification frameworks, admission requirements, progression opportunities, and degree qualifications that combine theoretical knowledge with practical application. Within these systems, bachelor's degrees develop advanced disciplinary knowledge, analytical capabilities, and professional competencies required for employment and further study within business and management disciplines.

    Purpose of the Qualifications:
    The Bachelor of Business Administration aims to provide learners with a comprehensive understanding of business administration and management principles. The qualification develops competencies in strategic management, business administration, leadership, human resource management, marketing, financial decision-making, and organisational effectiveness. Similarly, the Australian qualification prepares graduates for management and leadership positions within business organisations. The qualification develops competencies in management, organisational behaviour, leadership, and business strategy. The New Zealand qualification focuses on applied management and develops leadership, analytical, and workplace competencies through practical learning and business application. The Kenyan qualification develops competencies in management, administration, finance, marketing, human resource management, and organisational leadership.

    Across all four qualifications, there is a common purpose of preparing graduates for managerial and administrative positions through the integration of management theory and business practice.

    Entry Requirements:
    This Bachelor of Business Administration requires applicants to possess a National Senior Certificate granting admission to degree studies, a National Certificate (Vocational) granting admission to degree studies, a Senior Certificate with endorsement, or an equivalent qualification. Similarly, the Australian qualification requires successful completion of secondary education and university admission requirements.

    The New Zealand qualification requires secondary school completion and university entrance requirements. The Kenyan qualification requires applicants to meet national university admission requirements through successful completion of secondary education.
    All four qualifications target school leavers and individuals seeking careers in business management and administration.

    Exit Level Outcomes:
    This Bachelor of Business Administration develops competencies in business administration, management, strategic decision-making, leadership, human resource management, marketing, finance, and corporate governance. The Australian qualification develops competencies in organisational leadership, business management, decision-making, and strategic planning. The New Zealand qualification develops applied management competencies, leadership skills, and workplace effectiveness. The Kenyan qualification develops competencies in business administration, management, human resource management, marketing, and organisational leadership. Among the selected qualifications, the Australian qualification demonstrates the strongest alignment because both qualifications emphasise general management, business administration, and strategic decision-making.

    Credits and Assessments:
    This Bachelor of Business Administration comprises 365 credits and incorporates integrated assessment methods including assignments, case studies, projects, presentations, research activities, examinations, and applied business tasks. The Australian qualification utilises examinations, case studies, projects, and presentations. The New Zealand qualification incorporates applied projects, workplace activities, practical assessments, and integrated assignments. The Kenyan qualification utilises assignments, examinations, projects, presentations, and research activities. All four qualifications emphasise applied competence, critical thinking, and professional practice.

    Duration and Articulation:
    The Bachelor of Business Administration qualification is generally completed over three years of full-time study and provides articulation opportunities into honours qualifications, postgraduate diplomas, and master's degrees. The Australian qualification is generally completed over three years and supports progression into postgraduate business qualifications. The New Zealand qualification similarly provides opportunities for postgraduate study in management and business disciplines. The Kenyan qualification supports progression into honours and postgraduate qualifications within business and management.
    All four qualifications promote lifelong learning and professional development.

    Content and Modules:
    The Bachelor of Business Administration includes modules in:
  • Management Administration.
  • Marketing Management.
  • Human Resource Management.
  • Business Accounting.
  • Economics.
  • Corporate Governance.
  • Strategic Business Operations.
  • Project Management.
  • Management Information Systems.
  • Research Methodology.
  • Business Administration Project.

    The Australian qualification includes management, leadership, organisational behaviour, business strategy, and business operations. The New Zealand qualification includes management, leadership, organisational effectiveness, business strategy, and applied management. The Kenyan qualification includes management, finance, marketing, human resources, and organisational leadership. All four qualifications provide substantial coverage of business management and administration. The Bachelor of Business Administration is distinctive through the inclusion of strategic business operations, corporate governance, management information systems, and the business administration project, which strengthen graduate readiness for both employment and postgraduate study.

    Conclusion:
    Overall, the Bachelor of Business Administration offered in Australia emerges as the most comparable qualification to the Bachelor of Business Administration. Both qualifications emphasise management, leadership, business administration, and strategic decision-making. The New Zealand qualification demonstrates strong similarities in applied management and workplace relevance, while the Kenyan qualification provides important African contextual alignment through its focus on management, administration, and organisational leadership. The Bachelor of Business Administration therefore demonstrates strong international comparability with recognised business administration qualifications offered in Australia, New Zealand, and Kenya. The qualification aligns with international good practice regarding curriculum design, assessment strategies, progression opportunities, and the development of professional competencies required within modern business environments. 
    		•

    ARTICULATION OPTIONS 
    This qualification provides opportunities for the following articulation options:
    Horizontal Articulation:
    Within the Sub-Framework:
  • Bachelor of Business Administration, NQF Level 7.
  • Bachelor of Commerce, NQF Level 7.

    Between Sub-Frameworks:
  • No suitable horizontal articulation pathway to a registered qualification on the Occupational Qualifications Sub-Framework (OQSF) could be found.

    Vertical Articulation:
    Within the Sub-Framework:
  • Bachelor of Commerce Honours in Business Management, NQF Level 8.
  • Bachelor of Business Administration Honours, NQF Level 8.
  • Postgraduate Diploma in Business Administration, NQF Level 8.

    Diagonal Articulation:
    This qualification is developed and quality assured within the Higher Education Qualifications Sub-Framework (HEQSF) under the Council on Higher Education. Its purpose, curriculum design, and assessment model are academically oriented and grounded in disciplinary knowledge development.

    Diagonal articulation into qualifications registered on the Occupational Qualifications Sub-Framework (OQSF) under the Quality Council for Trades and Occupations or the General and Further Education and Training Qualifications Sub-Framework (GENFETQSF) under Umalusi is not feasible due to fundamental differences in qualification purpose, curriculum structure, and assessment approaches. OQSF qualifications are occupationally directed with mandatory work-based components and external integrated summative assessment, while GENFETQSF qualifications are primarily foundational and school-based. Consequently, there is insufficient comparability to support diagonal articulation across sub-frameworks at the same NQF level. 
    		•

    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. Rosebank International (Pty) Ltd t/a Rosebank International College: Mbombela 


    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.