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 Business Administration 
SAQA QUAL ID QUALIFICATION TITLE
5561  Bachelor of Business Administration 
ORIGINATOR
University of South Africa 
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  Finance, Economics and Accounting 
ABET BAND MINIMUM CREDITS PRE-2009 NQF LEVEL NQF LEVEL QUAL CLASS
Undefined  360  Level 6  NQF Level 07  Regular-Provider-ELOAC 
REGISTRATION STATUS SAQA DECISION NUMBER REGISTRATION START DATE REGISTRATION END DATE
Registered-data under construction  EXCO 0324/24  2024-07-01  2027-06-30 
LAST DATE FOR ENROLMENT LAST DATE FOR ACHIEVEMENT
2028-06-30   2033-06-30  

Registered-data under construction

The qualification content is currently being updated for the qualifications with the status “Registered-data under construction” or showing “DETAILS UNDER CONSTRUCTION” to ensure compliance with SAQA’S Policy and Criteria for the registration of qualifications and part-qualifications on the National Qualifications Framework (NQF) (As amended, 2022). These qualifications are re-registered until 30 June 2027 and can legitimately be offered by the institutions to which they are registered.

 

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.  

PURPOSE AND RATIONALE OF THE QUALIFICATION 
The primary purpose of the qualification is to provide BBA graduates with the knowledge, specific skills and applied competence that provide opportunities for continued personal intellectual growth, gainful economic activity and valuable contributions to society (9);

(a) by way of a liberal business education which may include elements of other sciences like the natural sciences, humanities, law, education, religion, etc;

(b) by adding fields traditionally associated with business, commerce and industry to an existing and already completed degree like a Bachelor of Arts, Bachelor of Sciences, Bachelor of Laws, Bachelor of Theology, etc.

The second purpose of the qualification is to provide South Africa (and other countries) with business leaders in all sectors of the economy.

A further purpose of the qualification is to provide graduates with a self-sustaining understanding of the process whereby productive resources are mobilized and utilized with a view to being gainfully employed in serving the material needs of societies in a globalised world. 

LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING 
Learners who register for this qualification can:
  • learn from predominantly written material;
  • communicate what they have learnt comprehensibly in the medium of instruction;
  • with guided support, take responsibility for their own progress


    Recognition of prior learning:

    This qualification recognises:
  • Formal prior learning

    Students` prior accredited learning at tertiary level in relevant domains, which constitute credit-bearing units, is recognised. Students in possession of a Senior Certificate may register for Unisa`s access modules [Economic and Management Environment (INM101-3 and INM102-4) as well as an access module, Language and Learning Skills (LSK011-9)]. They may also register for one access module and two first-year modules to gain access. Once the students have passed these access courses, they may register for the BBA.
  • Non-formal and informal prior experiential learning

    The law currently requires students to have formal qualifications for admission to university. Unisa is investigating a recognition of prior learning (RPL) policy. When it is legally possible to implement this policy, we shall do so. Students will be given RPL for individual modules if they can produce a portfolio of evidence that shows that they meet the outcomes specified for that module or they may be given blocks of credits. 
    		•

    RECOGNISE PREVIOUS LEARNING? 
    Y 

    QUALIFICATION RULES 
    The qualification may be earned in part or as a whole through RPL. At the moment the 50% residency rule applies. 

    EXIT LEVEL OUTCOMES 
    Critical cross-field:

    All critical cross-field outcomes will be embedded appropriately in the modules, which constitute the programmes that lead up to the qualification. They will be assessed within the context of the programmes. The distance education context has particular challenges, which we try to meet below.

    1. The BBA graduate can identify, analyse, formulate, and serve the needs of individuals and society creatively and innovatively.

    2. The BBA graduate can work effectively with others as a member of a team, group, organisation, community, and contribute to the group output in tasks growing out of the Business, Commerce and Management fields.

    3. The BBA graduate can manage and organise her or his activities and life responsibly and effectively, including her or his studies within the distance context.

    4. The BBA graduate can collect, analyse, organize and critically evaluate information, as required in the pursuit of the BBA.

    5. The BBA graduate can communicate effectively using visual, mathematical and / or language skills in the modes of oral and / or written presentation in often extensive pieces of sustained discourse.

    6. The BBA graduate can use science and technology effectively and critically, showing responsibility towards the environment and health and well-being of others, in community, national and global contexts.

    7. The BBA graduate can demonstrate an understanding of the world as a set of related systems by recognising that problem solving contexts do not exist in isolation, and by acknowledging their responsibilities to those in the local and broader community.


    Developmental:

    In order to contribute to the full personal development of each learners and the social and economic development of the society at large, it must be the intention underlying any programme of learning to make an individual aware of the importance of the following developmental outcomes:

    1. The BBA graduate can reflect on and explore a variety of strategies to learn more effectively (see Critical Outcomes 3 and 5 above).

    2. The BBA graduate can participate as a responsible citizen in the life of local, national and global communities (also see Critical Outcome 2 above).

    3. The BBA graduate can be culturally and aesthetically sensitive across a range of social contexts (see Critical Outcomes 2 and 7).

    4. The BBA graduate can explore education and career opportunities by drawing on the various knowledge, skills and attitudes acquired in the accomplishment of this qualification (see all Critical Outcomes above).

    5. The BBA graduate can develop entrepreneurial opportunities by drawing on the various knowledge, skills and attitudes acquired in the accomplishment of this qualification (see all Critical Outcomes, plus 4 above).


    Specific:

    A BBA student is actively engaged in becoming a well-rounded, educated person and in preparing for further, more specific study or the work environment. As such she or he develops and holds certain values and integrates knowledge and skills to achieve her or his purposes. The specific outcomes show how knowledge, skills and values are integrated in the qualification in the SAQA fields of Business Commerce and Management Studies (03), Culture and Arts (02), Communication Studies and Language (including literature) (04), Education, Training and Life Sciences (05) Human and Social Studies (07), Law, Military Science and Security (08) and Health Science and Social Services (09), Physical, Mathematical, Computer and Life Sciences (10).

    1. The BBA graduate can apply general business principles to real life situations.

    2. The BBA graduate can interpret economic realities of local and global communities.

    3. The BBA graduate can manage resources (financial, human and raw materials in organisations).

    4. The BBA graduate can manage information appropriately.

    5. The BBA graduate can demonstrate entrepreneurial skills (see Cross-Field outcome above).

    6. The BBA graduate can identify the socio-economic needs of society .

    7. The BBA graduate can analyse financial information critically. 

    ASSOCIATED ASSESSMENT CRITERIA 
    Critical cross-field:

    Evidence in the form of tasks in study materials, written assignments, portfolio tasks, projects, case studies and examinations, will show that learners:

    1.
  • identify needs by means of exploring and critically evaluating abstract and personal situations.
  • solve problems by generating alternative strategies for dealing with those problems.
  • overcome communication problems creatively.
  • critically evaluate various viewpoints and compare them to own views.
  • offer evidence in a variety of ways (from theoretical knowledge base, from experiential base, etc) to support their stated views.
  • identify needs and opportunities in their own lives.
  • identify needs and opportunities in business by use of case studies, primary research projects, etc.
  • identify and solve concrete and abstract problems by drawing upon the theoretical knowledge and experiential base of individual disciplines in the fields of Business, Commerce and Management.
  • identify and solve concrete and abstract problems by drawing upon their own experience base.
  • identify and propose ways to serve business and societal needs in a variety of routine and non-routine contexts within broad parameters of the Business, Commerce and Management fields.
  • use their knowledge and experience to offer suggestions for solving problems at a community, national, international and global level.
  • analyse the global, national and local community in terms of problems, needs, opportunities.

    2.
  • show evidence of `people skills` (tolerance, empathy, listening skills, etc) in group situations.
  • demonstrate respect for the opinion of others through reporting without bias.
  • demonstrate tolerance of diversity through reporting without bias.
  • undertake projects and provide evidence of successful interaction with others.
  • use effective communication skills within the group.
  • lead people effectively.
  • be a supportive follower and group participant.
  • organise themselves and others into effective working groups.
  • communicate the evidence of these group interactions through reporting.

    3.
  • demonstrate the requisite study skills and learning strategies.
  • organize their study plans.
  • use creative and various learning strategies which suit their personal situations and contexts.
  • cope with the self-discipline necessary for distance learning.
  • think independently, and offer evidence to support their decisions.
  • assess their own strengths and weaknesses and develop coping strategies.

    NOTE: These outcomes and assessment criteria may be entry competences for many distance learners who are already working in the job market and have definite goals.

    4.
  • demonstrate basic research skills.
  • use library and other resources effectively to suit their individual needs.
  • use library and other resources effectively to suit the needs of the particular areas of research.
  • integrate information from a variety of sources.
  • act responsibly as a researcher and scholar (eg, appropriate referencing, avoiding plagiarism, etc).
  • show awareness of the conventions of scholarship in the various disciplines under study.
  • demonstrate awareness of relevant conventions and guidelines to their academic and personal purposes.
  • critically analyse theories, examples, experiences, etc.
  • argue appropriately within the relevant discourse community.

    5.
  • communicate their ideas and provide supporting evidence in a sustained manner.
  • responsibly use others` ideas in support of their own (without plagiarism, etc).
  • identify conclusions and premises in academic arguments.
  • follow the language conventions of written (and/or oral) use in the respective disciplines.
  • use appropriate models of organization and presentation as required in the respective disciplines.
  • use statistics appropriately and responsibly in support of their ideas.
  • create and use visuals appropriately to support their ideas.
  • recognise own communication limitations and problems and seek help appropriately.
  • identify and illustrate subject-specific jargon.
  • see, describe and interpret what they come across in appropriate ways.
  • assist others to speak for themselves.
  • use language to critically analyse, evaluate and critique others` ideas.

    6.
  • demonstrate an appropriate attitude towards scholarship and technology.
  • use a scientific method of investigation, testing and evaluation.
  • select appropriate technology to suit the needs of the individual or group.
  • use other technology (computers, internet, etc) where appropriate and feasible.
  • use natural resources in a sustainable way.
  • show respect for and a responsible attitude towards science and technology.
  • demonstrate a consideration of the ethics involved in science and technology issues.
  • show respect and openness towards the psychological, health and physical environment of others.

    7.
  • demonstrate their prior knowledge and experience of their individual situations.
  • connect the abstract knowledge of theory to the reality of their individual personal contexts.
  • draw upon their prior knowledge (personal and abstract), personal experience as appropriate when investigating and analysing the world around them.
  • look beyond and across traditional disciplinary boundaries for possible solutions.
  • follow an integrated approach to learning and studying.
  • choose and follow appropriate pathways.

    NOTE: Some Foundation Courses overtly teach and practise these skills.


    Developmental:

    1.
  • learn by means other than rote-learning.
  • explain what they know in their own words.
  • follow academic conventions regarding referencing and avoid plagiarism.
  • use help-seeking strategies to further their own learning and that of others.
  • Apply what they study in different contexts, both personal and public, real and simulated.
  • Display self-awareness of learning preferences and strategies to suit their needs.
  • Show evidence of effective study skills (e.g. note-taking, summarizing, analysis and synthesis).

    2.
  • display tolerance of diversity and other opinions.
  • show willingness to participate in groups.
  • demonstrate willingness to take risks in group situations.
  • apply what they know and study in culturally diverse contexts.
  • apply what they know and study at different levels, from personal to academic contexts.

    3.
  • show awareness of cultural diversity.
  • demonstrate awareness of own culture and background.
  • demonstrate tolerance of diversity and others` opinions.
  • use various skills to draw out the cultural accomplishments and contexts of others (e.g., listening skills, empathy, sympathy, open-mindedness, etc).
  • illustrate the value of open-mindedness and tolerance to self and others.

    4.
  • illustrate the relationship between the knowledge, skills and attitudes acquired in studying towards the BBA and those of the community at large (local and global).
  • make connections from theoretical knowledge to practical application in the real world.
  • identify the BBA skills which are highly valued in the workplace, across the disciplines and sectors of society.
  • use the skills required for efficiency in most jobs: imaginative intelligence, emotional maturity, effective communication skills, thoughtful accuracy and interpersonal sensitivity.
  • deal effectively with unknown problems and tasks set them on the job, in the real world, by drawing upon the skills from the BBA (critical thinking, problem-solving, conflict resolution, etc).
  • demonstrate a personal sense of work ethic.

    5.
  • create job opportunities in whatever situation they find themselves.
  • have a realistic view of their own worth and value to contribute to their local community and global society.
  • communicate that value to others in the real world (CV writing skills, oral communication skills, etc).
  • demonstrate a healthy self-esteem and confidence in their knowledge, skills and attitudes as required to complete the BBA qualification.
  • deal with various unknown situations with flexibility and adaptability.


    Specific:

    1.
  • analyse real life situations to identify needs and opportunities.
  • come up with strategic solutions.
  • choose correct procedures to solve specific business problems.
  • organise resources to achieve the maximum output with limited resources.
  • apply appropriate principles to situations, whether in real life or simulated scenarios/case studies.
  • evaluate results of applications in specific/defined contexts.
  • show how they meet and maintain the required professional standards, as stated by outside regulating bodies.
  • discuss and present information in appropriate ways (numerically, verbally, graphically, etc).

    2.
  • with limited guidance interpret specific current economic events.
  • apply economic principles to real life situations.
  • compare current contexts with past and potential future contexts.

    3.
  • with limited guidance evaluate the economic and efficient use and the flow of resources within and to an organisation.
  • identify critical areas for resource allocation and management.
  • follow the process in specified procedures (performing and audit).
  • understand the systems approach to the management of the entire organisation.
  • convey findings and recommendations to appropriate levels of management (in appropriate written and/or oral form).

    4.
  • use appropriate technologies (computer, forms, internet) to access current information
  • improve internal and external communication with appropriate technology

    5.
  • analyse real life situations for entrepreneurial possibilities.
  • follow appropriate processes to evaluate opportunities (compile a business plan).

    6.
  • identify key stakeholders within the social situation (buyers & sellers, etc.).
  • analyse potential contexts (market analysis, consumption studies, etc).
  • assess the needs in given contexts.
  • identify key stakeholders in the business context (buyers & sellers).
  • assess and qualify the potential socio-economic needs.

    7.
  • apply accounting procedures and principles.
  • with limited guidance interpret financial statements critically, showing evidence of sound principles and critical judgement.


    Integrated assessment for the purpose of the qualification:

    1. Formative assessment: Learning and assessment are integrated. The study guides contain self-assessment tasks with feedback. The scheme of work includes assignments based on the learning material and students are given feedback. The process is continuous and focuses on smaller sections of the work and limited numbers of outcomes.

    2. Summative assessment: Examinations, or equivalent assessment such as a portfolio of evidence assess a representative selection of the outcomes practised and assessed in the formative stage. Summative assessment also tests the student`s ability to manage and integrate a large body of knowledge to achieve the stated outcomes of a module. 
    		•

    INTERNATIONAL COMPARABILITY 
    Unisa forms part of an internationally recognised accreditation system whereby university qualifications are evaluated against international comparators and accredited accordingly, for example Unisa`s qualifications are accredited in the International Handbook of Universities and in the Commonwealth Universities` Yearbook. 

    ARTICULATION OPTIONS 
    1. The qualification will articulate with other universities and other qualifications. For example: recognition will be given to modules completed at other tertiary institutions and the relationship will be reciprocal.

    2. Upon completion of the BBA, students have a number of options for further study. For example, students may proceed to postgraduate study at Honours Level, or course work MCom and MBL.

    3. It would be possible but not compulsory to build in exit levels to the BBA which would articulate with the full degree.

    3.1 Certificate: After completing 168 credits in a required configuration, students could be awarded a Certificate if they wished to leave the programme at that point. One recommended configuration is at ten Unisa first-level modules and four Unisa second-level modules in the major subjects of Business, Commerce and Management (168 credits). The certificate will be pegged at SAQA Level 5.

    3.2 Diploma: After completing at least a further 72 credits in a required configuration, students could be awarded a Diploma (minimum 240 credits) if they wished to leave the programme. The recommended configuration is four Unisa third-level modules in the major (area of specialisation) plus two other modules of the student`s choice. The Diploma will be pegged at SAQA Level 6. 

    MODERATION OPTIONS 
    1. Within Unisa, first examiners set and assess assignments and examinations. In the case of assignments, the quality is checked by course co-ordinators or team leaders and by the head of department. In the case of examinations, a system of internal second examiners is used to moderate question papers, the marking process and marked scripts. Such second examiners are senior members of staff.

    2. In addition, external examiners act as moderators of examination papers and marked scripts for Unisa third-level modules.

    3. In instances where professional or statutory bodies have a say in determining the curriculum, they could be involved in moderation as well. 

    CRITERIA FOR THE REGISTRATION OF ASSESSORS 
    1. Our own staff will be used as assessors in a manner that fits into the quality management system of Unisa and accords with the university`s tuition and assessment policies. This will also apply to the appointment of outside persons. A system of workplace assessment might be initiated for some disciplines within the BBA.

    2. The quality management system:
  • Qualifications: The minimum requirement for appointment as a lecturer or external marker at Unisa is an Honours degree and appropriate experience. In the case of workplace assessment, appropriate professional criteria will be drawn up for each discipline.
  • Mentorship: All junior and new members of staff are mentored by senior members as they work together in teams. All assessment done by external markers is quality-controlled by internal staff.
  • Training: All new members of staff undergo an orientation session with the Bureau for University Teaching. All members of staff have access to the Bureau of University Teaching`s web site on assessment and may apply for special training in aspects of assessment at any time. External markers attend markers` meetings prior to assessing assignments or examinations and are given clear guidelines on how to assess particular pieces of work. 
    		•

    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 South Africa 


    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.