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SOUTH AFRICAN QUALIFICATIONS AUTHORITY 
REGISTERED QUALIFICATION: 

Advanced Diploma in Brand Innovation 
SAQA QUAL ID QUALIFICATION TITLE
73369  Advanced Diploma in Brand Innovation 
ORIGINATOR
The Independent Institute of Education (Pty) Ltd 
PRIMARY OR DELEGATED QUALITY ASSURANCE FUNCTIONARY NQF SUB-FRAMEWORK
CHE - Council on Higher Education  HEQSF - Higher Education Qualifications Sub-framework 
QUALIFICATION TYPE FIELD SUBFIELD
Advanced Diploma  Field 04 - Communication Studies and Language  Communication Studies 
ABET BAND MINIMUM CREDITS PRE-2009 NQF LEVEL NQF LEVEL QUAL CLASS
Undefined  120  Level 7  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   2031-06-30  

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 
Purpose:

The primary purpose of the Qualification is to develop theoretical and applied competence within the field of innovation with specific application to branding-building. Applied competence within the field of innovation with application to brand-building implies the ability to acquire, analyse and interpret brand-business and marketing principles and theories. This is limited to the aforementioned as it does not include application of these principles and theories to develop brand strategy. Furthermore students will develop the ability to integrate knowledge from the fields of strategic thinking and branding and a qualifying student should gain a deep and systematic understanding of current thinking, practice, theory and methodology within the area of innovation within brand-building. Innovation has become the lifeblood of every brand within the global economy and this qualification addresses the need for theoretical and applied knowledge within innovative brand-building.

This Qualification aims to develop the ability to demonstrate an applied understanding of the relationship between innovation and brand-building and the relevance of a strategic thinking approach within both these fields. The student also needs to gain an applied understanding of the critical strategic thinking process and the role and relevance of innovation within this thinking process. Furthermore, the student needs to demonstrate the ability to gain insight from research and innovatively plan brand contact taking into consideration context and channel to develop sound brand-building solutions.

Rationale:

The Advanced Diploma in Brand Innovation focuses on the development of applied competence within the area of innovative thinking within a brand environment. Due to the changing nature of the industry and also the new brand paradigm thinking, it is imperative that students gain insight into the industry and also the components that contribute to sound brand-building within these environments. This programme necessitates an interrogation of the industry and offers a deep and systematic understanding of current thinking, practice, theory and methodology in brand innovation as an area of specialisation.

The benefit that this qualification provides to society is based on the fact that it addresses the need for applied innovative thinking skills. In a global era that is characterised by complexity (for example we live concurrently in an attention deficit economy, expectation economy and experience economy etc.) and the multi-layered textures of a local developing society there is a need for a new way of thinking. As such there is a need for advanced applied thinking that is integrated, holistic in orientation and allows for whole brain thinking. Consequently, increasing emphasis, especially from stakeholders and industry, is being placed on borderless thinking that will facilitate comprehensive and systematic insightful knowledge particularly with regards to brands and sound brand-building practices.

Based on the aforementioned, this qualification aims to develop knowledge and applied competence in innovative brand thinking. The part-time programme is aimed at individuals that are already in the brand communication or marketing industries currently holding jobs such as account executive or client service executive, media planner, marketing executive or brand management executive and have already completed a marketing or marketing communication/brand communication qualification registered on an NQF Level 6. Furthermore, this programme is also aimed at individuals who want to make a career change and will provide entry-level vocational and professional preparation or specialisation into the field of brand-building and innovation.

A student can gain entry into this qualification after completing the Diploma in Integrated Brand Communications (this is subject to the approval of the Diploma in Integrated Brand Communications by the HEQC), the current Diploma in Communication Management or any other relevant branding/marketing/brand communication qualification registered on a NQF Level 6. Applications from individuals with a comprehensive recognition of prior learning (RPL) skill set will be considered. The Advanced Diploma in Brand Innovation will offer the student a platform for continuous education.

In light of the aforementioned, this qualification has been developed taking into consideration the objectives of the NQF and thus focuses on a deep and systematic understanding of current thinking, practice, theory and methodology in the area of innovation with specific application to the field of brand-building. 

LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING 
It is assumed that the student would have met the admission requirements and would thus be competent in the language of instruction (English) and the theoretical and practical knowledge and understanding accomplished at that level.

Recognition of Prior Learning:

Students can achieve this qualification in part or in whole through the recognition of prior learning. The IIE RPL Policy (IIE010) and the IIE Academic Credit Policy (IIE004) guide this process whereby skills, knowledge and experience in respect of competence acquired through formal and non-formal learning are assessed.

RPL for Formal Learning (Credit Recognition):

Students may apply for credits or exemptions for subjects already passed in-house or at other recognized institutions.

RPL for Informal and Non-Formal Learning:

Skills, knowledge and experience in respect of competences acquired through informal and non-formal learning are also assessed in the RPL process.

All RPL submissions are centralized at the National Offices of each division and sent to the IIE Registrar and the academic Head of Programme at the Central Office for evaluation.

Access to the Qualification:

The admission requirements relate to the academic level of an Advanced Diploma. Admissions are based on successful completion of a NQF level 6 qualification or RPL (including credit recognition). Please refer to the Teaching and Learning Strategy Section 12 and the IIE RPL Policy.

All prospective students are interviewed by a Contact Navigator (student advisor) to assist them in making study choices and to ensure the student understands the specific career options presented by this diploma. It is important to note that access to this qualification is not based on the submission of a portfolio as evidence of prior learning. 

RECOGNISE PREVIOUS LEARNING? 
Y 

QUALIFICATION RULES 
Year 1:

Learning Components; Subjects; NQF Level; Credits; Compulsory/Optional:

Competencies relating to Fundamental learning:
  • Fundamental learning; Research and Market Intelligence (New); 7; 30; Compulsory.

    Competencies relating to Core learning:
  • Core learning; The Principles of Strategic Thinking( New); 7; 30; Compulsory.
  • Core learning; Integrated Brand Communication Management (New); 7; 30; Compulsory.
  • Core learning; Context Planning and Channel Innovation (New); 7; 30; Compulsory.

    Total Credits for Fundamental Contents; 30.
    Total Credits for Core Contents; 90.
    Total Credits for this year of study; 120. 
    		•

    EXIT LEVEL OUTCOMES 
    1. Demonstrate a critically applied understanding of the critical strategic thinking process:
  • Modules in which these Outcomes are to be Achieved:
    > The Principles of Strategic Thinking.
    > Integrated Brand Communication Management.
    > Context Planning and Channel Innovation.

    2. Demonstrate a critically applied understanding of the relationship between strategic thinking and conceptual thinking:
  • Modules in which these Outcomes are to be Achieved:
    > The Principles of Strategic Thinking.
    > Integrated Brand Communication Management.

    3. Demonstrate an in-depth critical understanding of the relationship between the consumer (and other stakeholders) and the brand:
  • Modules in which these Outcomes are to be Achieved:
    > The Principles of Strategic Thinking.
    > Integrated Brand Communication Management.
    > Context Planning and Channel Innovation.

    4. Demonstrate an in-depth critical understanding of the philosophy, principles and practices of the branding industry within South Africa:
  • Modules in which these Outcomes are to be Achieved:
    > The Principles of Strategic Thinking.
    > Integrated Brand Communication Management.
    > Context Planning and Channel Innovation.

    5. Demonstrate the ability to critically compile and implement original independent research:
  • Modules in which these Outcomes are to be Achieved:
    > Research and Market Intelligence.
    > Integrated Brand Communication Management.

    6. Demonstrate the ability to critically express convergent thinking within a research context:
  • Modules in which these Outcomes are to be Achieved:
    > Research and Market Intelligence.

    7. Demonstrate an in-depth critical understanding of consumerism and the relevance of the context and channel utilised when communicating with the consumer:
  • Modules in which these Outcomes are to be Achieved:
    > Integrated Brand Communication Management.
    > Context Planning and Channel Innovation. 
    		•

    ASSOCIATED ASSESSMENT CRITERIA 
    Associated Assessment Criteria for Exit Level Outcome 1:

    1. Demonstrate in-depth knowledge of the role of how strategic thinking underpins the development of idea, message and media opportunities.
    2. Apply logic thinking and argumentation within a given brand context.
    3. Demonstrate a critically applied understanding of using strategic thinking as a tool for developing strategic innovation within the South African business environment.

    Associated Assessment Criteria for Exit Level Outcome 2:

    1. Demonstrate in-depth knowledge of strategic conceptual thinking.
    2. Demonstrate knowledge and in-depth understanding of creative conceptualisation within a strategic thinking paradigm.

    Associated Assessment Criteria for Exit Level Outcome 3:

    1. Identify the relevant tools that can be used within the relationship between the consumer and the brand.
    2. Demonstrate knowledge of the channels available when building a relationship with the consumer.

    Associated Assessment Criteria for Exit Level Outcome 4:

    1. Demonstrate knowledge of the nature of the South African brand communication industry.
    2. Explain the trends affecting the South African brand communication industry.
    3. Identify, explain and apply the concept of Integrated Brand Communication and how it has manifested within the South African branding environment.

    Associated Assessment Criteria for Exit Level Outcome 5:

    1. Demonstrate a critical understanding of the formulation of research parameters and the relevance thereof when conducting research.
    2. Demonstrate a critical understanding of generating a workable research design.
    3. Illustrate the ability to gather and process data.
    4. Demonstrate the ability to present research findings.

    Associated Assessment Criteria for Exit Level Outcome 6:

    1. Demonstrate the ability to integrate research results and generate insights.

    Associated Assessment Criteria for Exit Level Outcome 7:

    1. Identify and explain the relevance of context and channel in brand communication.
    2. Demonstrate knowledge of consumer culture and how that can impact brand decision making.
    3. Explain the relevance of alternative media and the value thereof in the current branding environment.

    Integrated Assessment:

    The Independent Institute of Education (Pty) Ltd practices a system of integrated assessment, in terms of which students are assessed using different methods and instruments allowing the illustration of applied competence across modules.

    Assessment of competence is done via a fair, valid, reliable and transparent system of integrated formative and summative assessment methodologies, tools and procedures. The integrated assessment practice assesses the integration of theory with practice as well as the transfer of skills during the experiential learning component. These techniques thus assess applied competence, demonstrated understanding and achievement of outcomes.

    Assessment Methods:

    Different Assessment Instruments for This Programme.

    Instrument; Methods: Observation; Product evaluation; Questioning written/oral:
  • Portfolios;
  • Simulations; Y; Y; Y.
  • Written examinations; N; Y; Y.
  • Practical examinations; Y; Y; Y.
  • Oral examinations;
  • Assignments; Y; Y; Y.
  • Classrooms presentations; N; Y; Y.
  • Participation in group discussions; N; N; Y.
  • Mid-term tests; N; Y; Y.
  • Class tests; N; Y; Y.
  • Case studies; N; Y; Y.
  • Practical exercises/demonstrations: N; Y; Y.
  • Projects; Y; Y; Y. 
    		•

    INTERNATIONAL COMPARABILITY 
    This qualification was compared with both local and International qualifications as detailed below.

    Local Providers:

    Name of Local Provider; Qualification Offered; Status:
  • University of Johannesburg; BA Marketing Communication; Registered.
  • University of the Western Cape; Advanced Diploma in Marketing Management; Reregistered.
  • University of South Africa; Advanced Diploma in Marketing; Reregistered.
  • University of Pretoria; B Com Marketing Management; Registered.
  • AAA School of Advertising; BA Creative Brand Communication; Recorded.
  • Institute of Marketing Management (IMM); BBA (Bachelor of Business Administration); Registered.
  • University of Stellenbosch; B Com Management Sciences; Reregistered.

    International Providers:

    Name of International Provider; Qualification Offered; Status:
  • University for the Creative Arts, United Kingdom; BA Honours-Advertising and Brand Communication; Unknown.
  • Swinburne University of Technology, Australia; Advanced Diploma in Advertising and Advanced Diploma in Marketing; Unknown.
  • Dublin Business School, Ireland; Advanced Diploma in Marketing; Unknown.
  • Medill, North-western University, USA; Integrated Marketing Communication undergraduate program; Unknown.
  • Bournemouth University, United Kingdom; BA Honours-Advertising and Marketing Communication; Recognised by the Chartered Institute of Marketing.

    Local and International Counterparts:

    In general this qualification compares well with its local and international counterparts; the only differences are NQF Level structures which make direct comparison difficult. 
    		•

    ARTICULATION OPTIONS 
    The IIE is committed to the principles of lifelong learning and opening access to higher education. A student who transfers from one to another programme within the IIE will therefore be given credit at the discretion of the Senate for relevant modules successfully completed. The Advanced Diploma in Brand Innovation would thus allow articulation with existing and new diplomas and the possibility of credit transfer in some cases within the Faculty of Applied Humanities.

    Completion of the Advanced Diploma in Brand Innovation meets the minimum entry requirement for admission to a NQF Level 8 Qualification. It also offers the student a platform for continuous education as it offers access to a honours degree.

    Beyond The IIE, in terms of the NQF, this qualification should articulate with qualifications offered by other institutions that specialise in branding/marketing/brand communication at an NQF Level 8. This would specifically refer to honours qualifications specialising in the fields of Marketing, Branding and Marketing Communication at the University of Johannesburg, the AAA School of Advertising, University of Pretoria and even International educational institutions. 

    MODERATION OPTIONS 
    Moderation Model:

    The IIE ensures the quality of its qualifications through a stringent process of internal and external control as set out in the IIE Assessment Policy IIE009.

    All Exit Level modules are externally moderated while all others are internally moderated.

    The IIE which is a multi site provider has a sophisticated system of internal and external moderation to assure quality and ensure equity of provision. Feedback from moderators is used to improve the quality of assessment, material and student support as well as to ensure fairness and validity in any particular examination cycle. External moderation is also used to ensure that the quality of the programme content and its assessment is comparable to that offered by other providers.

    All HEQC accreditation criteria in this regard are met and indeed exceeded because of the additional layer of internal moderation to secure equity across the sites.

    Appointment of Moderators and Process:

    To date moderators that meet the requirements (see below) are approved by the Senior Head of Programme subject to confirmation by the Director (Academic Head). The Senior Head of Programme holds the position equivalent to a Head of School in a public provider. As of 2009 a list of moderators, their institutional affiliation and qualifications will also be considered by both the relevant Faculty Board and Senate on a semester basis. Appointment is thus not at the sole discretion of any one person but is against the criteria and guidelines and with the "verification" of the Director and now, of the Faculty Board and Senate.
    For ease of reference the process is as follows:
  • The lecturers, Heads of Programme and other members of the team identify appropriately qualified moderators. The criteria for this identification is that they are either currently (or have recently) been lecturers at a registered higher education institution; that they carry a qualification one level higher than the one being moderated and that they are subject matter experts (by virtue of their qualification and own educational experience) in the module being moderated.
  • The identified people are approached and asked if they would be willing to be considered as moderators and a CV is requested.
  • The qualifications and experience are verified and the available moderators are presented to the Senior Head of Programme.
  • The Senior Head of Programme consults with the Heads of Programme in the faculty and decisions are made in regard to whom to finally approach.
  • The moderator is sent a pro forma contract as well as an indication of the kind of report s/he would be required to complete on the moderation.
  • If the contract is accepted the moderator is provided with the relevant academic material and then with the scripts to be moderated.
  • The pool of moderators is refreshed by the same process each semester and no moderator is used for more than three consecutive years on the same module.
  • As of 2009 the list (name, institutional affiliation and qualifications) of each moderator will be presented to the relevant Faculty Board and then in a consolidated form to the Senate.

    External Moderators' Reports and Criteria for Appointment:

    External moderators are required to submit formal reports using the given standard report template. External moderators are asked to report on the following:
  • The consistency and fairness of assessment.
  • The assessment process.
  • The overall standard of work.
  • The standard of work in relation to other courses of the same nature.

    Before this report is submitted to the relevant academic team for decisions on action, the national averages for the module and each set of campuses is included (internal examiner and moderator) so that variances can be managed whether or not they have been identified by the moderator.

    External moderators' reports are forwarded to the respective Heads of Programme (HOP) and National Heads of Department and shared with the lecturers concerned. If marking problems are identified a development process and support for the lecturer is initiated.

    In addition, the HOP ensures that all pertinent feedback is taken into account for the following year's programme and curriculum.

    In relation to the group of student's whose work has been externally examined/moderated the moderator's assessment can result in anything from the whole country being remarked to remarking on one site to the adjustment of marks or no action as required-the Assessment Policy spells out the conditions for such decisions. As of 2010 the actions that arise from internal and external moderation reports will be the same. The practices are based on standard public provider practices.

    Criteria for the appointment of external moderators include:
  • For courses at the exit level, someone not employed by the IIE.
  • A relevant qualification one level higher than the exit level of the qualification being moderated and competency in assessment.
  • For practical subjects, relevant and extensive industry/educational experience in the specific field of study.
  • For theoretical subjects, relevant educational experience and a qualification higher than the level which they are moderating.
  • Being drawn from a range of backgrounds and institutions.
  • Approval by the relevant Head of Programme subject to confirmation by the Director.

    Internal Moderation:

    The role of internal moderation is to ensure that assessments are conducted appropriately and fairly and are a valid indication of a student's performance. It is also a key element of Quality Management across all IIE campuses. Lecturers who are involved in the assessment of learning outcomes need to be able to account for all levels of assessment including assignments, examinations, portfolios etc. Moderation of assessment is formalised within the institution on both an internal and external level through the IIE Quality Management System as per IIE Policies IIE001 and IIE009.

    Feedback on internal moderation is provided to respective lecturers and academic staff across the campuses through a moderation report. 
    		•

    CRITERIA FOR THE REGISTRATION OF ASSESSORS 
    No ETQA registration is required for moderators or assessors of programmes accredited by the HEQC. Assessors and moderators hold a qualification at least one level higher than the qualification being assessed or moderated. Moderators are also required to have more than two years teaching experience. Assessors with less than two years experience have their assessment work moderated by a peer.

    Assessment Appeals:

    A system of appeal and remarking is provided based either on the report of an internal or external moderator or at the request of the student. The Assessment Policy details this appeal process. 

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

    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. The Independent Institute of Education (Pty) Ltd 


    All qualifications and part qualifications registered on the National Qualifications Framework are public property. Thus the only payment that can be made for them is for service and reproduction. It is illegal to sell this material for profit. If the material is reproduced or quoted, the South African Qualifications Authority (SAQA) should be acknowledged as the source.