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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
Registered  EXCO 0324/24  2024-07-01  2027-06-30 
LAST DATE FOR ENROLMENT LAST DATE FOR ACHIEVEMENT
2028-06-30   2033-06-30  

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 
The Bachelor of Commerce in Entrepreneurship qualification has been designed to equip learners with the necessary knowledge and skills to excel as innovative leaders in the fast-evolving entrepreneurial landscape. Through the Bachelor of Commerce in Entrepreneurship qualification, learners will explore essential topics such as business fundamentals, finance, marketing, and specialised areas like venture creation, social entrepreneurship, and sustainability. The Bachelor of Commerce in Entrepreneurship qualification has been designed to appeal to aspiring entrepreneurs, secondary school graduates, small business owners, and working professionals aiming to enhance their entrepreneurial skill set. Completing this qualification will empower learners to effectively address complex business challenges and societal issues such as, a lack of skilled labour, high operating costs, unemployment, and limited access to basic resources (Rhyn, 2024; Hlongwane, 2022). Ultimately, the qualification will further benefit learners by offering a solid foundation in entrepreneurship theories, access to virtual learning qualifications for practical experience, and valuable networking opportunities, thereby improving their employability and capacity to contribute to economic development.

This qualification provides a robust academic journey into the field of entrepreneurship, preparing learners for diverse career opportunities. Graduates will possess a solid understanding of core business concepts, sharpened critical thinking abilities, and practical skills vital for entrepreneurial success. They will take on responsibilities such as developing and presenting detailed business plans, conducting market analyses, and executing sustainable business strategies. These responsibilities have been incorporated into the qualification curriculum with modules which focus on business principles, finance, marketing, innovation, and venture creation that are evaluated through specific Exit Level Outcomes (ELOs). With the current skills need and the scarcity of qualifications in entrepreneurship, this qualification aims to produce graduates who are in possession of specific graduate attributes. The below qualification graduate attributes align to the institutuion's Graduate Attributes of academic curriculum transformation, industry demands, innovation and creativity, communication skills, critical thinking abilities, problem solving efficiency and leadership potential.

With this in mind, the qualification's graduate attributes identified below demonstrate the competencies the learner will possess upon completion of the modules and assessments within the Bachelor of Commerce in Entrepreneurship qualification:
  • Develop and present comprehensive business plans that address real-world challenges.
  • Evaluate market trends to uncover and seize entrepreneurial opportunities.
  • Design and implement strategies for sustainable business practices.
  • Organise consultancy and advisory services to small and medium enterprises (SMEs).
  • Lead and manage teams effectively in various business contexts.
  • Establish and maintain professional networks with industry professionals.
  • Engage with evolving business knowledge and entrepreneurial practices through a transformed academic curriculum.

    The purpose of the qualification is encapsulated in the qualification's exit-level outcomes, which align to the South African Qualifications Authority National Qualifications Framework competencies for an NQF Level 7 qualification.

    Upon completion of the qualification graduates will be able to:
  • Understand market dynamics and integrated functional business data, including entrepreneurial finance, management accounting, and core management functions.
  • Apply innovative and context-appropriate organisational strategies, incorporating ethical principles and information management systems, to ensure sustainability and competitiveness in complex global and social environments.
  • Execute comprehensive organisational strategies and advanced funding models for entrepreneurial ventures, by using operational data, digital technologies, and global market dynamics, while upholding principles of ethical governance and sustainability.
  • Implement integrated strategies for entrepreneurial ventures, using financial models, digital transformation requirements, global market complexities, and ethical governance principles.
  • Analyse the complex interdependence of strategic business planning, legal frameworks, and core functional management areas such as Marketing, Finance, Operations, and Human Resources.
  • Develop comprehensive strategic business plans, incorporating appropriate growth strategies, organisational structures, and managerial requirements that articulate the resource acquisition, contractual framework, and operational capacity necessary for the competitive launch or expansion of entrepreneurial ventures.
  • Evaluate global, ethical, and socio-economic complexities, including cross-cultural influences, ethical dilemmas, and the social entrepreneurial process.

    Upon completion of the qualification, graduates can aspire to the following positions:
  • Business Owner.
  • Advisor for SMME's.
  • Analyst for SMME's.
  • Business Development Manager.
  • Business Management.
  • Business Consultant.

    In addition, graduate attributes such as academic curriculum transformation, industry demands, innovation and creativity, communication skills, critical thinking abilities, problem solving efficiency and leadership potential will be embedded in the learning process. This integration ensures that graduates are not only knowledgeable on entrepreneurship theories but also prepared to navigate and thrive in the dynamic landscape of entrepreneurship, allowing them to drive positive changes in their communities and industries.

    The qualification has been meticulously crafted to empower learners with the essential knowledge, skills, and competencies needed to thrive as innovative leaders in a rapidly changing entrepreneurial landscape. By exploring foundational topics alongside specialised areas such as venture creation and social entrepreneurship, graduates are well-prepared to tackle pressing business challenges and contribute to societal improvement. With a curriculum that emphasises critical thinking, practical application, and networking opportunities, learners will exit the qualification equipped to pursue diverse career paths, including roles as Business Owners, Advisors for SMMEs, and Business Development Managers.
    Ultimately, the Bachelor of Commerce in Entrepreneurship qualification not only fosters academic excellence but also cultivates attributes such as adaptability and effective communication, ensuring graduates are ready to drive positive change in their communities and industries while enhancing economic development across South Africa.

    Rationale:
    In both South Africa and globally, there is a pressing need for specialised qualifications in entrepreneurship. As highlighted in recent reports, entrepreneurship is increasingly viewed as a vital solution to unemployment, particularly in South Africa, where youth unemployment exceeds 30% and is steadily growing (Rajgopaul, 2024). Furthermore, the Global Entrepreneurship Monitor (GEM) reports that South Africa has recorded an increase of Total Early-Stage Entrepreneurial Activity (TEA) from 8.47% in 2022 to 11.11% in 2023 (GEM, 2023). This indicates significant potential for growth in entrepreneurial ventures which has created increase in the expectations for job creation in South Africa (GEM, 2023). However, statistics also indicate that entrepreneurship education post school stages have decreased in sufficiency ratings from 4.46 in 2022 to 3.68 in 2023. Furthermore, reports indicate that in Sub-Saharan Africa one of the major challenges hindering entrepreneurial success is inadequate education and training (Amoa-Gyarteng, 2024). This data further strengthens the call for universities to adapt to this entrepreneurial imperative which underscores the necessity for more entrepreneurship qualifications that foster innovative thinking and practical skills (Kimmie and Davids, 2024). Currently, there are several private and public institutions which offer a similar qualification on the National Qualifications Framework (NQF) that focuses solely on entrepreneurship. However, the increasing unemployment rate and lack of sufficient education and training in South Africa makes the Bachelor of Commerce in Entrepreneurship qualification a critical addition to higher education offerings in South Africa.

    The qualification significantly benefits the sector, society, and economy by nurturing innovative leaders equipped to tackle current challenges of unemployment and poverty. Rajgopaul (2024) states that entrepreneurship can stimulate job creation and economic resilience, especially in underserved communities. Moreover, as the African population continues to grow, the need for entrepreneurial initiatives becomes increasingly urgent, driving the demand for a skilled workforce capable of developing new businesses (Amoa-Gyarteng, 2024). The article by Kimmie and Davids (2024) further stresses that entrepreneurial education can lead to sustainable economic growth and improve the quality of life. The Bachelor of Commerce in Entrepreneurship qualification empowers graduates to contribute to the broader economy by supporting the growth of small and medium enterprises (SMEs), which are crucial for economic development.

    The typical learner for the Bachelor of Commerce in Entrepreneurship qualification is any individual who is an aspiring entrepreneur, motivated by a desire to address societal challenges through innovative solutions. These potential learners may be comprised of individuals from diverse backgrounds such as, secondary education graduates, small business owners, and working professionals who seek to enhance their theoretical knowledge, and practical hands-on learning experiences that prepare them for the future entrepreneurial landscape. According to Rajgopaul (2024) younger generations are increasingly looking for ways to create their own businesses as a means of income in South Africa but lack the knowledge and skills to be successful. Additionally, the growing population in Africa offers immense opportunities for youth entrepreneurship, making the Bachelor of Commerce in Entrepreneurship qualification highly relevant (Amoa-Gyarteng, 2024). The Bachelor of Commerce in Entrepreneurship qualification is an essential addition to post-secondary school entrepreneurship education, and for fostering entrepreneurial mindsets and equipping learners with the skills necessary to navigate an evolving economy (Kimmie and Davids, 2024).

    The qualification includes foundational modules in business principles, finance, and marketing, followed by specialised modules on innovation, venture creation, and business sustainability. Practical learning opportunities, such as virtual internships and partnership qualifications with local startups and established businesses, will allow learners to apply their knowledge in real-world settings. Upon graduation, learners will be well-prepared for various career paths in entrepreneurship, consultancy, and business development.

    Below are some of the occupations in the field of business management and entrepreneurship that learners can pursue upon completion of the qualification:
  • Business Owner.
  • Advisor for Small, Medium and Micro Enterprise (SMME's).
  • Analyst for SMME's.
  • Business Development Manager.
  • Business Management.
  • Business Consultant.

    The Bachelor of Commerce in Entrepreneurship qualification not only prepares graduates for diverse occupations as listed above but also creates a structured learning and career pathway that enhances professional mobility. With 360 credits at NQF level 7, graduates can articulate into higher qualifications such as Postgraduate Diploma in Business Management qualification and then onto a Master of Business Administration qualification with the institution, further solidifying their expertise in the field. The qualification serves as both a foundational entry point and a stepping stone for specialised designations in entrepreneurship and business management. Access to practical experiences through virtual internships, incubator qualifications, and partnerships with startups ensures that learners are equipped not only with theoretical knowledge but also with the skills and experiences necessary to advance their careers. Ultimately, the qualification supports a seamless transition into the professional world, fostering a new generation of innovative leaders capable of driving economic growth and addressing societal challenges. 
    		•

    LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING 
    Recognition of Prior Learning (RPL):
    The institution recognises the important role that the Recognition of Prior Learning (RPL) plays in ensuring equitable access and participation in Higher Education. In this process, non-formal and/or informal learning are measured, evaluated, and checked for equivalence or parity with the formal qualification entry requirements. The RPL assessment process will focus on ways of evaluating a person's knowledge and skills acquired through lifelong learning experiences (formal, non-formal and informal) against a set of pre-determined criteria.

    RPL Process:
    Learners are required to submit an RPL application, and the RPL committee shall meet and provide outcomes regarding all RPL applications that are presented before the committee for decisions and recommendations regarding entry into the qualifications which prospective RPL candidates have applied for. The decisions are communicated by the committee to the relevant stakeholders in the enrolment department. The RPL process focuses on establishing whether the learner has acquired competence in the following areas:
  • Basic theoretical knowledge.
  • Practical competence.
  • Reflective competence.
  • Applied competence.

    RPL for access:
    Assesses whether a candidate's prior experience and learning meet the entry requirements for a qualification, enabling them to be accepted into the qualification. In contrast, RPL for credits and/or exemptions evaluates if this prior learning can be counted towards specific modules within the qualification, potentially shortening the duration or reducing the coursework required. Essentially, RPL for admission determines eligibility for entry, while RPL for credits and exemptions grants academic credit or module exemptions based on previous learning.

    All RPL applications are subject to evaluation by the RPL committee. No more than 10% of a cohort will be admitted into the qualification based on RPL. 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. Where appropriate, interviews will also be conducted to assess applicants for selection purposes.

    Entry Requirements:
  • National Senior Certificate, NQF Level 4, granting access to bachelor's degree studies.
    Or
  • National Certificate (Vocational), NQF Level 4, granting access to bachelor's degree studies.
    Or
  • Senior Certificate, NQF Level 4 with endorsement.
    Or
  • Higher Certificate in Entrepreneurship, NQF Level 5. 
    		•

    RECOGNISE PREVIOUS LEARNING? 
    Y 

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

    Compulsory Modules, Level 5, 120 Credits:
  • Introduction to Business Management, 15 credits.
  • Introduction to Entrepreneurship, 15 credits.
  • Microeconomic Essentials, 15 credits.
  • Business Mathematics, 15 credits.
  • Introduction to Functional Areas of Management, 15 credits.
  • Macroeconomic Essentials, 15 credits.
  • Entrepreneurship within the Economic Environment, 15 credits.
  • Business Communication, 15 credits.

    Compulsory Modules, Level 6, 120 Credits:
  • Fundamentals of Human Resource Management, 15 credits.
  • Strategic Business Planning for Entrepreneurs, 15 credits.
  • Business Law, 15 credits.
  • Management Accounting, 15 credits.
  • Marketing, 15 credits.
  • Financial Accounting, 15 credits.
  • Family Business and Corporate Enterprising, 15 credits.
  • Computing Applications, 15 credits.

    Compulsory Modules, Level 7, 120 Credits:
  • Financial Strategies for Entrepreneurship, 15 credits.
  • Organisational Strategy, 15 credits.
  • Ethics in Entrepreneurship, 15 credits.
  • Entrepreneurship and Globalisation, 15 credits.
  • Operations Management in Supply Chain, 15 credits.
  • Social Entrepreneurship, 15 credits.
  • Statistical Techniques in Business, 15 credits.
  • Information Management, 15 credits. 
    		•

    EXIT LEVEL OUTCOMES 
    1. Understand market dynamics and integrated functional business data, including entrepreneurial finance, management accounting, and core management functions.
    2. Apply innovative and context-appropriate organisational strategies, incorporating ethical principles and information management systems, to ensure sustainability and competitiveness in complex global and social environments.
    3. Execute comprehensive organisational strategies and advanced funding models for entrepreneurial ventures, by using operational data, digital technologies, and global market dynamics, while upholding principles of ethical governance and sustainability.
    4. Implement integrated strategies for entrepreneurial ventures, using financial models, digital transformation requirements, global market complexities, and ethical governance principles.
    5. Analyse the complex interdependence of strategic business planning, legal frameworks, and core functional management areas such as Marketing, Finance, Operations, and Human Resources.
    6. Develop comprehensive strategic business plans, incorporating appropriate growth strategies, organisational structures, and managerial requirements that articulate the resource acquisition, contractual framework, and operational capacity necessary for the competitive launch or expansion of entrepreneurial ventures.
    7. Evaluate global, ethical, and socio-economic complexities, including cross-cultural influences, ethical dilemmas, and the social entrepreneurial process. 

    ASSOCIATED ASSESSMENT CRITERIA 
    Associated Assessment Criteria for Exit Level Outcome 1:
  • Differentiate entrepreneurial fund-raising sources, financial statements, and business valuation methods to demonstrate the resource acquisition requirements and financial viability of new ventures.
  • Illustrate core functional roles and its interdependencies to understand the organisational domains required for effective business operation and efficiency.
  • Examine market trends, competitive strategies to develop approaches for identifying and exploiting commercial opportunities within dynamic environments.

    Associated Assessment Criteria for Exit Level Outcome 2:
  • Illustrate organisational strategies, key success factors, and core competencies to develop alignment with operational capabilities and resource allocation required for sustained competitive advantage.
  • Explain corporate governance structures and compliance systems to understand its function in integrating ethical principles and social responsibility into organisational decision-making processes.
  • Illustrate global market dynamics, strategic options to demonstrate optimal resource management and effective supply chain responsiveness in complex environments.

    Associated Assessment Criteria for Exit Level Outcome 3:
  • Assess capital investment appraisal methods and data manipulation techniques to demonstrate resource efficiency and financial control during strategic execution.
  • Explain information systems security policies, general controls, and ethical conduct principles to understand compliance and risk mitigation during digital operations.
  • Describe global systems configurations and sustainable Human Resource Management principles to develop strategically adaptable and socially responsible entrepreneurial operations.

    Associated Assessment Criteria for Exit Level Outcome 4:
  • Determine optimal capital investment appraisal methods and relevant statistical calculations to demonstrate profitability and resource efficiency required for sustained strategic implementation.
  • Explain key macroeconomic variables, foreign sector dynamics, and statutory legal requirements to understand the operational constraints and opportunities within the external business environment.
  • Formulate budgetary models, functional cost drivers, and financial accounts to develop effective resource control and performance monitoring across business functions.

    Associated Assessment Criteria for Exit Level Outcome 5:
  • Differentiate establishment costs, projected financial statements, and business valuation methods to demonstrate financial feasibility and funding requirements for new ventures.
  • Examine key responsibilities and interdependencies of Marketing, Operations, and Human Resource functions to understand resource management and operational efficiency requirements for effective business governance.
  • Identify entrepreneurial contracts, basic contractual law, and strategic risk management concepts to develop legal compliance frameworks and risk mitigation strategies required for sustainable enterprise operation.

    Associated Assessment Criteria for Exit Level Outcome 6:
  • Evaluated advanced funding models and expected returns to demonstrate resource acquisition requirements and financial viability for competitive expansion.
  • Explain changes in organisational structure, functional requirements, and internal control systems to understand managerial and operational capacity necessary for managing rapid venture growth.
  • Analyse global strategic options and associated legal contractual agreements to develop appropriate frameworks for competitive entry into or expansion across foreign markets.

    Associated Assessment Criteria for Exit Level Outcome 7:
  • Analyse global standardisation and localisation strategies, alongside cross-cultural dimensions, to understand strategic requirements for international expansion.
  • Illustrate principles of ethical universalism and ethical relativism, including criteria for resolving moral dilemmas, to develop ethical conduct frameworks for management decisions.
  • Examine social entrepreneurial drivers and components of social value creation to demonstrate criteria for pursuing opportunities that enhance social wealth.

    Integrated Assessment:
    The assessment Strategy is aligned to the Council on Higher Education Accreditation Criteria (2012), the National Policy and Criteria for Designing and Implementing Assessment for NQF Qualifications and Part-Qualifications and Professional Designations in South Africa (SAQA, 2014).

    Integrated assessment requires careful consideration to implement formative and summative assessment methods which offer an inclusive and holistic view of learners' learning. Assessments are aligned with the pre-defined learning outcomes per module culminating with the qualification exit level outcomes.

    Formative and summative assessments are diverse in nature, and these encompass knowledge check questions, case studies, and scenario-based questions. Formative assessments allow for regular feedback to learners, highlighting areas of success and improvement. Summative assessments evaluate learner learning at the completion of a learner's learning journey. Imperative to integrated assessments is the provisioning of feedback to not only learners but also internally, as whereby the results of assessments play a critical role in informing the development of future assessment, assessment practices and the continuous improvement of the qualification.

    Assessments at different NQF Levels:
    The institution has recognised a change in its learner profile and more significantly in the learning needs of learners, nationally and internationally. Correspondingly, there have been a number of advancements in education technology that better support learner success. In pursuit of global relevance and enhanced learner success, MANCOSA has taken the decision to participate in this global trend and will initiate natural progression from distance to online for its qualifications and to this end, the institution has undertaken a review of its Assessment Strategy.

    Formative Assessment:
    The following is provided as rationale for the assessments at NQF level 5:
  • Formative Assessment 1 (Knowledge Check Quiz 1).
  • Formative Assessment 2 (Knowledge Check Quiz 2).

    The following is provided as rationale for the assessments at NQF level 6:
  • Formative Assessment 1 (Knowledge Check Quiz 1).
  • Formative Assessment 2 (Case Study/Scenario).

    The following is provided as rationale for the assessments at NQF level 7:
  • Formative Assessment 1 (Knowledge Check Quiz 1).
  • Formative Assessment 2 (Case Study/Scenario).

    Summative Assessment
    The following is provided as rationale for the assessments at NQF level 5:
  • Summative Assessment

    The following is provided as rationale for the assessments at NQF level 6:
  • Summative Assessment

    The following is provided as rationale for the assessments at NQF level 7:
  • Summative Assessment

    The final mark is calculated as follows for the assessments at NQF level 5:
  • Formative Assessment 1 (Knowledge Check Quiz 1) - 20%
  • Formative Assessment 2 (Case Study/Scenario) - 20%¿
  • Summative Assessment - 60%

    The final mark is calculated as follows for the assessments at NQF level 6:
  • Formative Assessment 1 (Knowledge Check Quiz 1) - 10%
  • Formative Assessment 2 (Case Study/Scenario) - 30%
  • Summative Assessment - 60%
  • Formative Assessment 1 (Knowledge Check Quiz 1) - 10%
  • Formative Assessment 2 (Case Study/Scenario) - 30%¿
  • Summative Assessment - 60%¿

    How to Pass a Module:
    To pass a module the following requirements must be met:
  • The compulsory completion of ALL assessment activities.
  • To pass a module a sub-minimum of 50% is required in each form of assessment and a final combined mark of 50% is required.
  • Learners are required to attempt formative assessments 1 and 2 and achieve a combined average of at least 50% before writing their Online Summative Assessment. 
    		•

    INTERNATIONAL COMPARABILITY 
    Country: Slovenia
    Name of Institution: ERUDIO
    Name of Qualification: Entrepreneurship and International Business - Bachelor Qualification

    Purpose/Rationale:
    The main objective of the study qualification is to train learners to perform managerial tasks in the field of entrepreneurship and international business in companies of various sizes and structures, both in the Slovenian and international markets. Upon completion of the qualification, learners are qualified to work independently in the field of planning, organising, managing and controlling processes in all business functions of companies in both domestic and international environments. The learning objectives are achieved with the help of lecturers and experts who are recognised in the field of professional and research expertise and have practical experience.

    Learning Outcomes:
  • General competencies provided by the qualification.
  • How to understand companies, their management and the changing environment they work in.
  • Autonomy in professional work and decision-making.
  • Formal and informal communication and presentation skills.
  • To apply key concepts relevant to entrepreneurship and international business in their professional lives.
  • An overview and the ability to critically assess the developing practices and theories in business and management.
  • To critically evaluate, analyse, and synthesise ideas from international business literature, to use them in their work.

    Qualification structure
    Modules:
  • Entrepreneurship and Economics: Covers basics of entrepreneurship, business economics, accounting, and commercial law.
  • Management Skills: Focuses on organisation, human resources management, and business growth planning.
  • International Business and Law: Includes international marketing, strategic management, and various legal frameworks.
  • Practical Experience: Emphasises practical training, internships, and language skills through elective subjects.
  • Performance Evaluation: Involves evaluating company performance, developing a business plan, and completing a bachelor thesis.

    Similarities:
  • The ERUDIO and the South African (SA) qualification share a strong focus on foundational business principles and entrepreneurship skills.
  • Both curricula include essential subjects such as business management, law, finance, and marketing, reflecting a commitment to equipping learners with the necessary tools for understanding and navigating the business landscape and entrepreneurial qualities that will be of significant value to the learner.

    Differences:
  • In contrast, the SA qualification offers a more specialised focus on local entrepreneurship and sustainable business practices, ensuring that learners are well-equipped to address the societal challenges faced in the South African context.
  • The SA qualification serves as the theoretical foundation for learners to then move into the institutions practical learning environment of virtual internships and partnerships with local startups, which provide learners with direct, hands-on experience in real-world entrepreneurial settings.
  • Additionally, the SA's curriculum prioritises critical skills such as innovation and venture creation, empowering graduates to develop comprehensive business strategies that drive economic growth within their communities. This tailored approach ensures that learners are not only prepared for the global market but also equipped to make a meaningful impact in their local economies.

    Country: United States of America
    Name of Institution: Rider University (RU)
    Name of Qualification: Bachelor of Science in Business Administration in Entrepreneurial Studies.

    Purpose/Rationale;
    The Bachelor of Science in Business Administration in Entrepreneurial Studies qualification has two key learning objectives. First, encourage entrepreneurial thinking among learners. This entails the ability to recognise, evaluate and pursue opportunities. Second, build professional skills relevant to starting and/or managing a venture. These include research, business planning, and understanding functional aspects of small business management and operations.

    Learning Outcomes:
  • An Entrepreneurial Studies graduate will demonstrate the ability to:
  • Evaluate entrepreneurial opportunities in the marketplace.
  • Assess the business viability of an idea using secondary research.
  • Use primary research to create a minimum viable product.
  • Articulate how to manage and grow an entrepreneurial venture.
  • Create a business plan.

    Content:
  • Business Fundamentals: Covers foundational courses in economics, accounting, and finance.
  • Entrepreneurship and Innovation: Focuses on entrepreneurship principles, small business management, and new venture planning.
  • Management Skills: Includes courses on organisational behaviour, supply chain and operations management, and business communications.
  • Data and Analytical Skills: Emphasises quantitative methods, business analytics, and information systems.
  • Legal and Ethical Considerations: Addresses the legal environment of business and ethical practices, alongside career planning.

    Similarities:
  • Both the South African (SA) and the RU qualification emphasise foundational business knowledge, with modules covering essential topics like entrepreneurship, marketing principles, and accounting.
  • Each qualification incorporates elements of management, including human resource management and strategic planning, to prepare learners for the multifaceted challenges of running a business.

    Differences:
  • The key distinction that highlights SA qualification as more advantageous as compared to RU qualification, lies in the composition of its curriculum. While RU qualification emphasises innovation and new venture planning, SA's curriculum prioritises strategic business planning and examines the economic environment's impact on entrepreneurship.
  • The SA qualification uniquely offers modules such as Family Business and Corporate Enterprising and Social Entrepreneurship, providing a comprehensive approach that addresses the social impact of entrepreneurship and the dynamics of family-owned businesses. This focus equips learners with a deeper understanding of community engagement and sustainable practices. In contrast, RU qualification leans toward an analytical perspective with modules on business analytics and the legal and ethical environment of business, which may not offer the same level of practical relevance to aspiring entrepreneurs.

    Conclusion:
    The SA's qualification compares favourably to its international counterparts for its holistic approach to entrepreneurial education, integrating strategic management theories with a strong emphasis on social impact and economic contexts. While similar qualifications like those at Rider University and ERUDIO focus on practical experience and international business, MANCOSA offers a unique blend of modules that address the intricacies of family business dynamics, social entrepreneurship, and the broader implications of entrepreneurship on society. This comprehensive curriculum not only equips learners with essential business skills but also fosters critical thinking and ethical decision-making, preparing graduates to navigate the complexities of the entrepreneurial landscape. Ultimately, the SA's qualification is favourable for those seeking a well-rounded entrepreneurship education, and a deeper understanding of the social responsibilities and economic realities of entrepreneurship. 
    		•

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

    Horizontal Articulation:
  • Advanced Diploma in Entrepreneurship, NQF Level 7.
  • Bachelor of Business Administration in Entrepreneurship, NQF Level 7.
  • Advanced Occupational Diploma: Business Banker, NQF Level 7.

    Vertical Articulation:
  • Bachelor of Commerce Honours in Entrepreneurship and Marketing Management, NQF Level 8.
  • Postgraduate Diploma in Entrepreneurship Management, NQF Level 8.

    Diagonal Articulation
  • Occupational Certificate: Organisational Risk Manager, 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.