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 in Entrepreneurship 
SAQA QUAL ID QUALIFICATION TITLE
97907  Bachelor of Commerce in Entrepreneurship 
ORIGINATOR
MANCOSA 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
National First Degree  Field 03 - Business, Commerce and Management Studies  Generic Management 
ABET BAND MINIMUM CREDITS PRE-2009 NQF LEVEL NQF LEVEL QUAL CLASS
Undefined  360  Not Applicable  NQF Level 07  Regular-Provider-ELOAC 
REGISTRATION STATUS SAQA DECISION NUMBER REGISTRATION START DATE REGISTRATION END DATE
Reregistered  SAQA 1141/23  2021-07-01  2024-06-30 
LAST DATE FOR ENROLMENT LAST DATE FOR ACHIEVEMENT
2025-06-30   2030-06-30  

In all of the tables in this document, both the pre-2009 NQF Level and the NQF Level is shown. In the text (purpose statements, qualification rules, etc), any references to NQF Levels are to the pre-2009 levels unless specifically stated otherwise.  

This qualification does not replace any other qualification and is not replaced by any other qualification. 

PURPOSE AND RATIONALE OF THE QUALIFICATION 
Purpose:
The purpose of this qualification is to provide learners with integrated knowledge and equip them with entrepreneurial skills. A qualified learner will be able to:
  • Define the concept of entrepreneurship and describe the entrepreneurial process.
  • Describe the context in which entrepreneurial activity occurs.
  • Understand the legal and information technology framework in which businesses operate.
  • Apply accounting principles in managing a business.
  • Understand economic issues in South Africa.

    Rationale:
    The Bachelor of Commerce in Entrepreneurship is designed to provide learners with integrated knowledge and equip them with entrepreneurial skills. Entrepreneurship is widely viewed as a key role player in economic development and well-being of society. It introduces innovation, speed up changes in the economy, introduce new completion and contribute to productivity, job creation and national competitiveness (Global Entrepreneurship Monitor Report, 2013). This qualification also aims at enabling the establishment for a learning pathway for learners who want to advance their careers at higher levels. This qualification is also designed to provide an overview of entrepreneurship practice in a national and international context and develop conceptual understanding, synthesis and application of management techniques, theories and practices. 
    		•

    LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING 
    Recognition of Prior Learning (RPL):
    This qualification may be obtained in whole or in part through the recognition of prior learning. Prior learning may also be recognised for purposes of access to the qualification.

    It is assumed that the learning derived from work or life experience will be a major element in the profiles of non-standard entrants primarily by means of a portfolio of evidence. Such 'non-standard' candidates will be selected on the recommendation of a senior manager from applicants' organisations/companies.

    Where appropriate, interviews will also be conducted to assess applicants for selection purposes. Some of the key criteria that will be used in evaluating 'non-standard' applicants include:
  • The applicant's motivation, maturity and realistic approach to postgraduate studies.
  • Job description, covering relevant area of work, giving examples of tasks carried out, possibly supplying references, linked to a portfolio of evidence.
  • The nature and level of life/work experience and prior study, and the learning which has resulted from such experience.
  • Details of in-company short courses, length, content of material covered, standard achieved.
  • The clarity of the applicant's educational goals and objectives.
  • The extent to which the applicant can provide evidence of the threshold skills and knowledge for the programme.

    Where prior learning is recognised for advanced standing, credit will be given for prior certificated learning in accordance with established practice at South African higher education institutions. The maximum amount of 'specific' credit granted is 50%.

    Credits may only be accumulated for modules, which are prescribed within the structure of a named award.

    Entry Requirements:
    Learners are required to have the following in place in order to be considered for admission:
  • Senior Certificate (SC) with endorsement.
    Or
  • National Senior Certificate (NSC) passed with Bachelors' Degree admission or equivalent.
    Or
  • National Certificate Vocational (NCV) at NQF Level 4 passed with Bachelors' Degree admission. 
    		•

    RECOGNISE PREVIOUS LEARNING? 
    Y 

    QUALIFICATION RULES 
    This qualification comprises compulsory modules at NQF Level 5, 6, and 7 totalling 360 Credits.

    Modules:
    NQF Level 5, 120 Credits:
  • Entrepreneurship 1A, 15 Credits.
  • Economics 1A, 15 Credits.
  • Business Management 1A, 15 Credits.
  • Business Communication, 15 Credits.
  • Entrepreneurship 1B, 15 Credits.
  • Economics 1B, 15 Credits.
  • Business Mathematics, 15 Credits.
  • Business Management 1B, 15 Credits.

    NQF Level 6, 120 Credits:
  • Entrepreneurship 2A, 15 Credits.
  • Business Management 2A, 15 Credits.
  • Financial Accounting Principles, 15 Credits.
  • Computing Applications, 15 Credits.
  • Entrepreneurship 2B, 15 Credits.
  • Business Management 2B, 15 Credits.
  • Entrepreneurship 3D, 15 Credits.
  • Business Law, 15 Credits.

    NQF Level 7, 120 Credits:
  • Entrepreneurship 3A, 15 Credits.
  • Business Management 3A, 15 Credits.
  • Statistical Techniques in Business, 15 Credits.
  • Entrepreneurship 3C, 15 Credits.
  • Entrepreneurship 3B, 15 Credits.
  • Business Management 3B, 15 Credits.
  • Information Management, 15 Credits.
  • Management Accounting, 15 Credits. 
    		•

    EXIT LEVEL OUTCOMES 
    1. Define the concept of entrepreneurship and describe the entrepreneurial process.
    2. Describe the context in which entrepreneurial activity occurs.
    3. Understand the legal and information technology framework in which businesses operate.
    4. Apply accounting principles in managing a business.
    5. Understanding of economic issues in South Africa. 

    ASSOCIATED ASSESSMENT CRITERIA 
    Associated Assessment Criteria for Exit Level Outcome 1:
  • The terms entrepreneur and entrepreneurship are defined.
  • Entrepreneurship as a process is explained.
  • The characteristics of successful entrepreneurs are described.
  • Knowledge of basic business concepts is displayed.
  • The environment in which entrepreneurs operate is described.
  • Identification of business ideas is explained and assessed.
  • The understanding of the purpose and benefits of business plans is displayed.

    Associated Assessment Criteria for Exit Level Outcome 2:
  • The nature of business ethics is understood.
  • The importance of ethical awareness and values for entrepreneurs is evaluated.
  • Ethical dilemmas that arise in the course of operating a business are identified.
  • Approaches to and decisions involving ethical issues are analysed.
  • The impact of an entrepreneur's personal ethics on the business venture is discussed.

    Associated Assessment Criteria for Exit Level Outcome 3:
  • The concepts and problems associated with end-user computing are identified.
  • The benefits of computing to business management and administration are discussed.
  • Knowledge of applications software is applied to the development of user-oriented solutions to specified user problems.
  • User programmable features of specific software are selected and applied to allow development of automated, customised and user-friendly applications.
  • Competence in the use of applications software and its customisation to meet user needs is displayed.
  • Both independent and directed study, as related to end-user computing, are undertaken.

    Associated Assessment Criteria for Exit Level Outcome 4:
  • The need for pre-determined costs and management accounting systems is explained.
  • Direct and indirect costs and fixed and variable costs are distinguished between.
  • The value of stock is calculated using different valuation methods.
  • Absorption Costing, Marginal Costing and Breakeven Analysis are explained.
  • The optimal costing methods (Absorption Costing vs Marginal Costing) are determined.
  • The principles of effective budgeting are explained.
  • Apply Cost control using Standard Costing methods and the techniques of Investment Appraisal are applied.

    Associated Assessment Criteria for Exit Level Outcome 5:
  • Economic behaviour of consumers and firms, covering analysis of demand and supply of goods, services and resources within an economy is understood.
  • The framework developed is used to examine and evaluate the operation of the market mechanism for various market structures and government policies.
  • Aggregate economic activity in the national economy and its interrelationships with the rest of the world is analysed.
  • Emphasis is placed on basic principles involved in the determination of the level of national output, the aggregate price level, and the money supply.
  • Alternative explanations of key macroeconomic problems and relevant economic policies are compared.
  • The theoretical concepts are illustrated from a range of Southern African and international examples.

    Integrated Assessment:
    The assessment methods measure the extent to which the learner has achieved competence in the different areas of study delivered through the qualification modules. All assessment will attempt to integrate knowledge, skills and attitudes and applied competence.
    These assessment methods include:
  • Case studies.
  • Report writing.
  • Interpretative and analytical problem solving in the written examination.
  • Research and work based assignments.
  • Self-assessments activities in the programme material.

    Formative assessment:
    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 wok and limited number of outcomes.

    Summative assessment:
    Examinations or equivalent assessment such as a research essay or portfolio in order to determine a representative selection of the outcomes practiced 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 
    Temple University:
    The Temple University in the United States of America offers a Bachelor of Business Administration in Entrepreneurship. This qualification integrates the knowledge and experience of various business disciplines into an understanding of the process of new venture creation and the management of entrepreneurial businesses. It encourages learners to start their own companies. It recognises the fact that, the spirit of entrepreneurship and innovation are one of the driving forces of the world economy.

    RMIT University:
    The RMIT University in Australia offers a Bachelor of Business (Entrepreneurship). This qualification is developed with industry partners, and gives learners the confidence and entrepreneurial skills to launch and manage exciting new business ventures. Learners are exposed to the ideas and strategies of some of Australia's newest and established entrepreneurs and trained to think critically, communicate effectively and manage a new business in today's globally competitive business environment.

    Conclusion:
    This qualification compares favourably with both qualifications offered in Australia and the United States of America. All qualifications provide learners with knowledge of entrepreneurship and skills to start a new business. Learners are trained to think critically and understand matters important to business such as economics, information technology and accounting. 

    ARTICULATION OPTIONS 
    This qualification allows possibilities for both horizontal and vertical articulation.

    Horizontal Articulation:
  • Bachelor of Commerce in Business Innovation and Entrepreneurship, at NQF Level 7.
  • Bachelor of Business Administration, at NQF Level 7.

    Vertical Articulation:
  • Postgraduate Diploma in Entrepreneurship, at NQF Level 8.
  • Postgraduate Diploma in Business Administration, at NQF Level 8. 
    		•

    MODERATION OPTIONS 
    N/A 

    CRITERIA FOR THE REGISTRATION OF ASSESSORS 
    N/A 

    NOTES 
    N/A 

    LEARNING PROGRAMMES RECORDED AGAINST THIS QUALIFICATION: 
     
    NONE 


    PROVIDERS CURRENTLY ACCREDITED TO OFFER THIS QUALIFICATION: 
    This information shows the current accreditations (i.e. those not past their accreditation end dates), and is the most complete record available to SAQA as of today. Some Primary or Delegated Quality Assurance Functionaries have a lag in their recording systems for provider accreditation, in turn leading to a lag in notifying SAQA of all the providers that they have accredited to offer qualifications and unit standards, as well as any extensions to accreditation end dates. The relevant Primary or Delegated Quality Assurance Functionary should be notified if a record appears to be missing from here.
     
    1. MANCOSA 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.