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 THAT HAS PASSED THE END DATE:

Postgraduate Diploma: Industrial Administration

SAQA QUAL ID	QUALIFICATION TITLE
3219	Postgraduate Diploma: Industrial Administration
ORIGINATOR
University of 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
Postgraduate Diploma	Field 06 - Manufacturing, Engineering and Technology		Engineering and Related Design
ABET BAND	MINIMUM CREDITS	PRE-2009 NQF LEVEL	NQF LEVEL	QUAL CLASS
Undefined	140	Level 7	Level N/A: Pre-2009 was L7	Regular-Provider-ELOAC
REGISTRATION STATUS		SAQA DECISION NUMBER	REGISTRATION START DATE	REGISTRATION END DATE
Passed the End Date - Status was "Reregistered"		SAQA 06120/18	2018-07-01	2018-12-31
LAST DATE FOR ENROLMENT		LAST DATE FOR ACHIEVEMENT
2019-12-31		2022-12-31

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

We recognise that increasing globalisation and democracy in Southern Africa are creating new socio-economic challenges that will require new ways of managing and organising our firms and institutions. This programme is designed to broaden and deepen thinking abut these issues and critically question current practices and theories with a view to developing more innovative approaches that are more relevant to the context in which we find ourselves.

The programme introduces a systemic approach to thinking critically about and inquiring into these issues. It brings into focus issues of ethics and aesthetics, of values and ends and of efficiency and effectiveness. Multiple sources of learning and knowledge are integrated in order to take more effective action. Its flexibility allows individuals to concentrate on particular areas of importance to themselves and their organisations.

The programme develops appropriate organisation and general management competencies for professional practitioners who are proficient in their specialised fields. These competencies provide the foundations for their development as general managers in an increasingly global context.

Students develop a deep appreciation of a set of core and foundation courses that familiarises them with the debates, techniques of research and study in the following fields: management, systems thinking and inquiry; systemic organisational development; strategic thought and critical management thinking; designing and managing business functions.

Students are required to show proficiency in all of these subjects before applying them to particular organisational issues and problems. They are required to produce a series of group (24) and individual (8) problem-based learning reports and a master's thesis. The research report submitted should be on a standard sufficient to provide the foundation for a master's thesis.

LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING

Minimum of a Bachelor degree of 3-years duration or its equivalent. The applicant should have had some prior exposure to research and must have the capacity for analytical thought and good communication skills.

RECOGNISE PREVIOUS LEARNING?

EXIT LEVEL OUTCOMES

Graduates of this program are competent in and can demonstrate mastery in the field of general and executive management in complex organizations. They are able to lead, manage and operate in complex organization in both the public and private sectors.

They are equipped to:

* Research and enquire into complex operational, strategic and normative organizational issues.
* Identify and formulate problems and issues.
* Design appropriate interventions.
* Plan, implement and monitor interventions in complex situations.
* Critically reflect on outcomes and learn from the experience.

The program draws on the following sources of learning:

* Authority in the form of the literature, specialist practitioners and world authorities.
* Experience through action learning and action research projects
* Social discourse and dialogue through group work.
* Critical thinking and reasoning.

These competencies will enable graduates to enquire into and debate issues in the field of general organization and management on a level that is equivalent to prevailing PhD standards. These competencies and unit standard outcomes are detailed below

(i) Understand and manipulate quantitative information provided in tables, graphs and sets of equations;
(ii) Critically understand and evaluate descriptive, prescriptive and argumentative written texts;
(iii) Produce descriptive, prescriptive and argumentative written texts to PhD standards in the field of organization an management
(iv) Find information and professional relevance efficiently and independently and use the internet to find and access information
(v) Use and organize such information to conduct systematic research aimed at providing answers solutions to open ended questions and problems, or to verifying answers that are assumed on the basis of accepted wisdom;
(vi) Understand and critically appreciate the roles and contributions of major societal stakeholder in problem situations
(vii) Use efficiently and independently information technology on levels that are standard in professional offices (at the time of his or her graduation).
(viii) Develop an increasing awareness of self and personal strengths and weaknesses and ways of managing personal development.
(ix) Understand when and how to acknowledge the limitations of his or her own expertise and elicit the more appropriate expertise of others;
(x) Appreciate the importance of life-long learning and the importance of self-initiative in pursuing it;
(xi) Understand and internalise as a personal value the importance of conducting professional entrepreneurial activity within the scope of national, provincial, municipal and international law.

Out comes (unit standards)
Graduates of this program are able to:

(i) Develop solution to both familiar and novel business problems as these arise in the course of general and executive management activities;
(ii) Communicate his or her understanding of business problems and solutions to others in ways that are clearly without arrogance or presumptions;
(iii) Receive critically and understand the difference between personal and social (often corporate, sometimes public) goals.
(iv) Appreciate the ethical issues associated with organization and management and the research there of; and understand the importance of commitment to broader social goals even when these diverge from his or her personal interests;
(v) Critically challenge the current wisdom on organizational and management and develop an awareness of how this is changing.
(vi) Master a critical mass of the body of knowledge within organization and management.
(vii) Master research methodologies relevant to organization and management
(viii) Summarize clearly and accurately all the aspects of debates relevant to organization and management
(ix) Appreciate the contexts in which specific technical competencies just identified

Graduates will:

Be familiar with leading issues in the field of organization and general and executive management and will be able to contextualise these using systemic and critical frameworks.

Be able to apply empirical, statistical and conceptual thinking to complex problems and issues

Be able to prepare professional papers, technical reports and research documents for peer review.

Be able to develop innovative proposals for enterprise development and entrepreneurship

Be competent in the learning to learn process

Be able to integrate action-learning process into his or her management practice to enhance continuous improvement.

The development of these competencies will be developed within the following core content areas.

ASSOCIATED ASSESSMENT CRITERIA

The program provides an environment in which the students learn in an integrated way the general management and executive competencies needed to manage the organisations ranging from large multinational corporations to small high technology start-ups; from large parastatal organization to local authorities; etc

These competencies are assessed in terms of the following criteria through oral and written group projects, action learning projects, research projects and personal development projects.

1. Richness: Richness reflects the depth of understanding of and the insights into these aspects and the different levels of complexity and interpretation. Any object can be viewed from many different perspectives and that each stakeholder has/her own perspective on an issue. A richer understanding of an issue requires you to sweep in multiple perspectives of the issue.

2. Recursion: Understanding of the recursive nature of things. This is the idea of meta-levels and that, when you are dealing with something on a particular level; it is more useful to view it from a meta-level. As we ascend to higher levels we are able to "reflect" in a process that is increasingly diverse and complex and that systematically organisations and reorganisation the cognitive content.

3. Relationships: Focusing on the interconnections and interrelations between the parts that give coherence to the whole. It is the relationships with the whole that gives meaning to the parts.

4. Rigor: Recognizing the complexities of our age and the problem it brings, as well as the uncertainties, indeterminacies and the fallibilities of our theories. Vigorously searching for alternatives, relations, patterns and connections before coming to decisions. Understanding the assumptions on which decisions are made and the implications of these for the decisions.

These are measured through the following activities.

Statistical projects

In-depth and critical review of relevant literature

Professional and critical report writing

Paper and on-line literature searches

The writing and presentation of position papers and action learning projects

Critical stakeholder analysis in action learning and research projects

Professional preparation of report and presentations

Psychology projects
The use of experts and consultants in action learning and action research project. IMS projects

The development of an action learning approach to own management practices

Projects on strategy, international business and entrepreneurship.

Criteria
Outcomes are assessed in terms of levels of cognitive complexity achieved in the following categories:

Relevance, which answers the question: "is this relevant to the contexts?"

Utility, which answers the question: "will this bring about improvement in the context?"

Validity, which answers the question: "is there a valid basis for this?"

Ethics, which answers the question: "is this an ethical option in this context?"

These are measured through the following the following activities.

Systemic problem formulation, solution design and implementation

Professional communication
Sweeping in multiple perspectives-typically technical, economic, social and political perspectives

Projects in ethics, governance and normative management

Explicit use of critical reflective activities and critical management thinking.

Projects in core subjects relevant to organization and general and executive management

Action research projects

Critical reasoning and thinking.

Systems thinking

Levels of cognitive complexity reflected in:

The degree thinking

Construction and evaluation of arguments.

The degree of critical and reflective thinking and reading

The ability to gain insights into, critique and redefine the interactions between empirical and conceptual objects.

Cognitive complexity is demonstrated in:

Group problem based-learning projects

Individual position papers

Individual action and problem based learning project

Major action research thesis.

Integrated assessment

The program consists of 6 modules spread over a two-year period. Modules are designed around the following themes:

Module 1- management learning and system thinking
Module 2-understanding and designing organisations
Module 3- developing strategic thought
Module 4-understanding and managing business functions/
Each module is structured as follows:

1. One week full-time intensive period- 60 scheduled hours
2. 10 week part- time project period- 150 project hours

Each module is assessed in terms of:

1. Six problem-based group projects (60 hrs)
2. One position paper (30 hrs)
3. One individual problem-based or action learning project (120hrs)

Once this part of the program is completed a major action research thesis is undertaken and a thesis report is submitted (800 hrs). The name of the degree that is awarded depends on entrance qualification and the research topic.

Students have to exhibit proficiency in a range of empirical, conceptual and written assignments. The program is designed to impart to students a set of professional as well as academic skills that provide a sound foundation for general management roles in the full range of organizations the make up civil society.

ARTICULATION OPTIONS

Minimum of a Bachelor degree of 3 years duration or its equivalent. The applicants should have had some prior exposure to research and must have the capacity for analytical thought and good communication skills.

1. Senior certificate with Matriculation Exemption or Equivalent university admission qualification

2. First degree:
Bachelors Degree

Recognition of prior learning (e.g. Work or field experience (if applicable)
Evidence of distinctive workplace or professional achievements, and quality of working experience, are also taken into consideration, as are letters of reference form employers

State specific additional requirements (e.g. matric subjects)
Candidates are selected through a panel interview process.

MODERATION OPTIONS

The University of Cape Town has a system of external peer review and evaluation, which will be used in each module. An important aspect of the system is an evaluation of the unit standards and assessment practices of the program.

CRITERIA FOR THE REGISTRATION OF ASSESSORS

The academic staff of the University of Cape Town will be used in a manner, which is consistent with the quality assurance system of the University.

REREGISTRATION HISTORY

As per the SAQA Board decision/s at that time, this qualification was Reregistered in 2006; 2009; 2012; 2015.

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.	University of Cape Town