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 Commerce 
SAQA QUAL ID QUALIFICATION TITLE
5563  Bachelor of Commerce 
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 qualifiers with graduate-level knowledge, specific skills, applied competence and the necessary attitudes in the fields associated with commerce and industry that prepare them to be lifelong learners, employable workers/entrepreneurs and contributors to society and the business community.

The second purpose of the qualification is to provide South Africa (and other countries) with functional managers at the middle management level 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 mobilised and utilized with a view to being gainfully employed in serving the material needs of society in a globalised world. 

LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING 
Learners who register for this qualification can:
  • Perform mathematical calculations at level 4 with above average capability to register for certain majors.
  • 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 recognized. 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 examination (Language and Learning Skills (LSK011-9)]. Once the students have passed these access courses, they may register for the BCom.
  • Non-formal and informal prior experiential learning

    The law currently requires students to have formal qualifications for admission to university. 
    		•

    RECOGNISE PREVIOUS LEARNING? 
    Y 

    QUALIFICATION RULES 
    The qualification may be awarded in part or as whole through the recognition of prior learning (RPL) Current legislation requires that students complete 50% of their qualification at the institution which issues these certification so for now up to 50% of the degree may be awarded through RPL. When it is legally possible to award a whole degree through RPL, we shall do.

    Students will be given RPL for individual modules if they can produce a portfolio of evidence or any other acceptable evidence that shows that they meet the outcomes and associated assessment criteria specified for that module. 

    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 BCom graduate can identify, analyse, formulate, and serve the commercial and economic needs of individuals and society creatively and innovatively.

    2. The BCom 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 BCom graduate can manage and organise her or his activities and life responsibility and effectively, including her or his studies within the distance context.

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

    5. The BCom graduate can communicate effectively using visual, mathematical and / or language skills in the modes of written presentation.

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

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

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

    4. The BCom 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 BCom 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 BCom student is actively engaged in becoming a well-rounded, educated person and in preparing for further, more specific study and/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 on Management Studies (03) with lesser emphasis on Communication Studies and Language (4), Human and Social Studies (07), Law, Military Science and Security (08), Physical, Mathematical, Computer and Life Sciences (10) and Services (12).

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

    2. The BCom graduate can interpret economic realities of local community.

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

    4. The BCom graduate can manage information appropriately.

    5. The BCom graduate can relate knowledge and its contribution to developing different cultures.

    6. The BCom graduate can arrive at informed assessment in terms of what happens to human beings and human knowledge in new technological context in the business environment.

    7. The BCom graduate can demonstrate people skills.

    8. The BCom graduate participate in creating and sustaining a just and democratic society.

    9. The BCom graduate can practice the ethics pertinent to particular professions.

    10. The BCom graduate can demonstrate entrepreneurial skills (see Cros-field outcome above).

    11. The BCom graduate can address the socio-economic needs of society.

    12. The BCom 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 numbers with accuracy.
  • interpret numbers for use in business applications.
  • 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.
  • 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.
  • apply systems thinking to solving economic and management related problems.

    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 and/or select the most appropriate option to demonstrate their understanding of the learning material.
  • follow academic conventions regarding referencing and avoid plagiarism.
  • use help-seeking strategies to further their own learning.
  • 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 career contexts in business and economic environments.
  • Act as leaders in the business community.
  • Display entrepreneurial qualities.

    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 BCom and those of the community at large (in routine and some non-routine contexts).
  • make connections from theoretical knowledge to practical application in the real world.
  • identify the BCom 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 and business acumen.
  • deal effectively with unknown problems within a variety of routine and non-routine contexts (but not in complex, variable, unpredictable and highly specialised contexts) and tasks set to them on the job, in the real world, by drawing upon the skills from the BCom (critical thinking, problem-solving, conflict resolution, system thinking, entrepreneurial qualities, strategic planning, etc.)
  • demonstrate a sense of corporate governance principles.
  • Adapt to different organisational cultures.

    5.
  • create job opportunities.
  • 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 (writing business reports, CV writing skills, oral communication skills).
  • demonstrate a healthy self-esteem and confidence in their knowledge, skills and attitudes as required to complete the BCom qualification.
  • deal with various unknown situations with flexibility and adaptability.
  • Identify and evaluate entrepreneurial opportunities within a variety of routine and non-routine contexts (but not in complex, variable, unpredictable and highly specialised contexts).


    Specific:

    1.
  • analyse real life situations to identify needs and opportunities (see Cross-field outcome 1 above).
  • come up with strategic solutions within a variety of routine and non-routine contexts (but not in complex, variable, unpredictable and highly specialised contexts).
  • 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 application.
  • 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.
  • interpret specific current economic events.
  • apply economic principles to real life situations.
  • compare current contexts with past and potential future contexts.
  • relate learning gained from individual experience to knowledge encountered in an academic environment and vice versa.
  • relate learning from experience and academic contexts to different contexts using present and future scenarios.
  • interpret local conditions in relation to international conditions.
  • interpret the past and present in relation to the future.
  • reflect on personal experience and academic disciplines.
  • make connections from personal experience to problems of the local community.

    Within a variety of routine and non-routine contexts (but not in complex, variable, unpredictable and highly specialised contexts).

    3.
  • evaluate the economic and efficient use and 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 disciplinary- and interdisciplinary-based information related to particular problems (e.g. poverty, violence, racism, gender bias, community development etc.)
  • use this information to explore relationships between economic and socio-cultural situations.
  • take an informed stand on socio-economic and social issues with self confidence and responsibility.
  • interact with texts (oral and written) through critical listening/reading and inferencing skills.
  • produce critical texts which integrate information from different sources.
  • use language effectively to convey ideas and insights intelligibly and achieve own purposes.
  • distance herself/himself from texts from different sources, reflect on knowledge and information, take a critical position.
  • collect, analyse, organise and evaluate information and ideas from a variety of sources in various fields and specific disciplines.
  • critically evaluate information from different sources to solve problems in the relevant field(s).
  • Integrate information from different sources to address problems in the relevant field(s).
  • critically connect theories to the problems in the relevant field(s).
  • use theories from one or more fields to solve problems within another field.
  • apply past and present knowledge to authentic and simulated scenarios.
  • apply past and present knowledge to solve problems in future contexts.
  • demonstrate a knowledge of the information flow in the value creation process within business enterprises.

    5.
  • relate information from one discipline to that of others.
  • identify different cultural and economic systems.
  • reconcile different management styles at supervisory and lower management levels.

    6.
  • compare knowledge from the past with new situations.
  • draw upon known information to deal with unknown circumstances.
  • use technology in appropriate contexts to access, process, store or distribute knowledge.
  • assess the applicability and limitations of various types of technology for particular fields and disciplines.
  • analyse the impact of technology on society within specific fields.

    7.
  • interrelate with people.
  • apply knowledge to provide solutions to problems that arise in a culturally diverse society, both in SA and globally.
  • show empathy and understanding of the problems and contexts of others and contexts in authentic and simulated contexts.
  • develop human resources in the business environment.
  • manage the human resource function in the organisation.

    8.
  • empathise with others.
  • are receptive to different points of view.
  • identify those things that we have in common and that make us human.
  • question values, knowledge and culture, both own and others.
  • operate as a responsible individual in a culturally diverse society, locally and globally.

    9.
  • explain the need to act professionally and ethically.
  • take responsibility within own limits of competence.
  • exercise judgement commensurate with knowledge and experience.
  • are accountable for achieving own output.

    10.
  • analyse real life situations to identify entrepreneurial possibilities.
  • follow appropriate processes to evaluate opportunities (compile a business plan).
  • apply appropriate processes to obtain funding for opportunities.
  • manage the small to medium sized business.
  • comply with the legal requirements for establishing a small business.
  • decide on the appropriate form of business.
  • analyse a real life situations to identify the correct location of a business.

    11.
  • address the key stakeholders within the social situation (buyers & sellers etc.)
  • Analyse potential context (market analysis, consumption studies, etc.)
  • assess the economic needs of society.
  • identify key stakeholders in the business context (buyers & sellers).
  • assess and qualify the potential socio-economic needs.

    12.
  • demonstrate knowledge of accounting procedures and principles.
  • interpret financial statements critically, showing evidence of sound principles and critical judgement.
  • analyse real life situations to determine the correct financing structure of a business.
  • demonstrate knowledge of investment procedure and principles.
  • analyse real life situations to demonstrate knowledge of the principles of financial decision making.
  • demonstrate knowledge of the operations of financial markets and institutions.


    Integrated assessment for the purpose of the qualification:

    1. Formative assessment: Learning and assessment are integrated. The study guides, as a rule, contain self-assessment tasks with feedback. The scheme of work includes assignments which may be self-assessed base on the learning material and students are given feedback. The process is continuous of 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 those of 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 BCom, students have a number of options for further study. For example, students may proceed to postgraduate study at Honours Level, at course work Master of Commerce level or Master of Business Leadership level.

    3. It would be possible but not compulsory to build in exit levels to the BCom which would articulate with the full degree and whose outcomes would be a function of the most advanced outcomes of the qualification.

    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 (120 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 may be initiated for some disciplines within the BCom.

    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 website 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.