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Baccalaureus Commercii

(BCom)

Curriculum Framework

The Da Vinci Institute for Technology Management(Pty) Ltd

Baccalaureus Commercii (BCom)(Business Management)

Programme Framework

(Customised for line managers)

_____________________________________________________________________________The Da Vinci Institute for Technology Management (Pty) Ltd

Registered with the Department of Higher Education and Training as a private higher education institution under the Higher Education Act, 1997.

Registration Certificate No. 2004/HE07/003

Approved:Ms Jean GrundlingAcademic Manager

_____________ 2013

Approved:Mr Piet Swanepoel

Registrar

_____________ 2013

Approved:KAM/Client Details

_____________ 2013

Table of Contents.........................................................................................................................................................................Purpose! 4

......................................................................................................................................................................Objectives! 4

.........................................................................................................................................................Level Descriptors! 4

..........................................................................................................................................Access to the qualification! 6

...............................................................................................................................Learning assumed to be in place! 6

....................................................................................................................Field and sub-field of the qualification! 6

....................................................................Specific exit level outcomes and the associated assessment criteria! 7

.....................................................................................................................................Critical cross–field outcomes! 8

........................................................................................................................Recognition of Prior Learning (RPL)! 8

..............................................................................................Articulation possibilities with related qualifications! 9

.................................................................................................................................................................Curriculum! 10

....................................................................................................................................................Learning outcomes! 13

Programme Framework: BCom ! !

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1. Purpose

The Da Vinci Institute of Technology Management (Da Vinci) provides a Bachelor Degree in Business Management. The Degree provides for 360 credits at NQF exit Level 7.

The purpose of this Qualification is to recognise those who have the required competence to serve in management development positions in organisations (public and private, including self-owned businesses) and society by enabling them to obtain a nationally registered and recognised Qualification.

A further purpose of this qualification is to produce lifelong learners, who are equipped to contribute towards the debate on socio-economic transformation and management development in South Africa.

As the purpose seeks to transform individuals, organisations and the community at large, dealing with management development challenges the content has been designed accordingly. Content included covers amongst others: business management, human resource management, statistical methods, financial accounting, economics, and the management of technology, entrepreneurship, the management of innovation, the management of systems and project management from a management development perspective.

2. Objectives

At the Degree Level, people who achieve this qualification will be able to:

Define and apply a variety of management development theories within a systems thinking framework;

Describe the knowledge and skills required to inform sustainable management and organisational development practices;

Communicate ideas, concepts and practical application of theories related to management development; and

Apply technology, innovation, people and systems thinking concepts to transform individuals, organisations and/or communities.

3. Level Descriptors

At the Degree Level, Da Vinci provides a Mode 2 learning environment within which students develop the capacity to:

Identify their own learning needs;

Evaluate their learning programme;

Initiate appropriate learning processes and actions; and

Programme Framework: BCom! !

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Assist others to identify learning needs.

Within this environment, which includes application of learning, students are required to translate their theoretical understanding of the specific subject matter into demonstrated applications back at the workplace such that they show their ability to demonstrate an:

Integrated knowledge of the central areas of one or more fields, disciplines or practices, including an understanding of and an ability to apply and evaluate the key terms, concepts, facts, principles, rules and theories of that field, discipline or practice; and detailed knowledge of an area or areas of specialisation and how that knowledge relates to other fields, disciplines or practices (scope of knowledge);

Understanding of knowledge as contested and an ability to evaluate types of knowledge and explanations typical within the area of study or practice (knowledge literacy;

Understanding of a range of methods of enquiry in a field, discipline or practice, and their suitability to specific investigations; and an ability to select and apply a range of methods to resolve problems or introduce change within a practice (method and procedure);

Ability to identify, analyse, evaluate, critically reflect on and address complex problems, applying evidence-based solutions and theory-driven arguments (problem solving);

Ability to take decisions and act ethically and professionally, and the ability to justify those decisions and actions drawing on appropriate ethical values and approaches, within a supported environment (ethics and professional practice);

Ability to develop appropriate processes of information gathering for a given context or use; and an ability to independently validate the sources of information and evaluate and manage the information (accessing, processing and managing information);

Ability to develop and communicate his or her ideas and opinions in well-formed arguments, using appropriate academic, professional, or occupational discourse (producing and

communicating information);

Ability to manage processes in unfamiliar and variable contexts, recognising that problem solving is context- and system-bound, and does not occur in isolation (management of learning);

Ability to identify, evaluate and address his or her learning needs in a self-directed manner, and to facilitate collaborative learning processes (management of learning);

Ability to take full responsibility for his or her work, decision-making and use of resources, and limited accountability for the decisions and actions of others in varied or ill-defined contexts (accountability);


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The qualification measures the application of the set of elements for full functions or disciplines. It is essential that these then be applied fully at the workplace with an understanding of the internal functional synthesis of parts; theories are relatively standardised and often standard processes are followed with newly internalised relationships leading to self-developed evaluation criteria. The student works under less supervision and also takes responsibility for helping others learn. Problem-solving is linear and uses well-defined theories, but solution processes may well differ – embracing limited change. Standard systems are critiqued and improved.

The generic level descriptors attest to the fact that the student has attained the appropriate LEVEL

required by the National Qualifications Framework (NQF)

4. Access to the qualification

The minimum entry requirement is a Matriculation Certificate or a National Senior Certificate with Exemption and the appropriate subject combinations and levels of achievement, as defined in the Minister’s policy (Minimum Admission Requirements for Higher Certificate, Diploma and Bachelor’s Degree Programmes Requiring a National Certificate, Government Gazette, Vol. 482, No. 27961, 18 August 2005).

Further general requirements:

English First language: 50%. English Second language: 60%

Mathematics: 50%. Mathematics Literacy 70%.

5. Learning assumed to be in place

The qualification assumes the student is competent in communication as required by qualifications at NQF level 4. Applicants should have a few years general working experience and have demonstrated the potential to benefit from a business management qualification.

6. Field and sub-field of the qualification

Field! ! :! Business, Commerce and Management Studies

Sub-field! :! Generic Management


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7. Specific exit level outcomes and the associated assessment criteria

Exit level outcome

Outcome Associated assessment criteria

1

Descr ibe and analyse management development theories and the impact it may have on sustainable development within developing economies.

Important principles and concepts are identified within existing management development theories by the student;Key Systems Thinking concepts are identified and applied to a workplace problem by the student; andManagement development theories are incorporated into the management development context of the student’s working environment.

2

Apply knowledge regarding the management of technology, the management of innovation and the management of people processes within a working environment.

Important terms, rules, concepts and principles are outlined and articulated in accordance with existing frameworks on the management of technology, the management of innovation and the management of people by the student;The required methods, procedures and enquiring techniques relevant to the management of technology, the management of innovation and the management of people domains are described with performance indicators from the workplace by the student; andTechnology, innovation and people concepts are described in relation to the management development context of the student’s working environment.

3

Align and communicate the ideas and concepts related to systems thinking, problem solving and decision making.

Key management development theories are explained in relation to the organisational environment;Key Management of Technology, Management of Innovation and Management of People principles are explained with examples relevant to the workplace;An overview of technology, innovation and people management theories are explained in relation to different management development contexts; andAn overview of technology, innovation and people management theories are presented to peer groups.

4

Compare and align technology, innovation, people and systems thinking concepts to transform individuals, communities and/or organisations.

Students define and record the development need required; Possible responses to these needs are proposed and applied in relation to the students’ context; andManagement of technology, innovation, people and systems thinking principles are integrated and applied within the relevant contexts.


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8. Critical cross–field outcomes

This qualification addresses all the critical cross-field outcomes listed below. A student who obtains this Degree (NQF Level 7) will be able to:

Identify and solve problems in which responses display that responsible decisions using critical and creative thinking have been made, as demonstrated by exit level outcome 1, 2, 3 and 4.

Work effectively with others as a member of a team, group, organisation, community, as demonstrated by exit level outcome 2, 3 and 4.

Organise and manage oneself and one’s activities responsibly and effectively as demonstrated by exit level outcome 1 and 2.

Collect, analyse, organise and critically evaluate information as demonstrated by exit level outcome 3 and 4.

Communicate effectively, using visual, mathematical and/or language skills in the modes of oral and/or written presentation as demonstrated by exit level outcome 3 and 4.

Use science and technology effectively and critically, showing responsibility towards the environment and the health/well-being of others as demonstrated by exit level outcome 1, 2, 3 and 4.

Demonstrate an understanding of the world as a set of related systems by recognising that problem-solving contexts do not exist in isolation as demonstrated by exit level outcome 1 and 4.

Reflect on and explore a variety of strategies to learn more effectively as demonstrated by exit level outcome 2, 3 and 4.

Participate as responsible citizens in the life of local, national and global communities as demonstrated by exit level outcome 4.

Develop entrepreneurial opportunities as demonstrated by exit level outcome 1, 2, 3 and 4.

9. Recognition of Prior Learning (RPL)

The structure of this qualification makes the Recognition of Prior Learning (RPL) possible. This qualification may therefore be achieved in part through the recognition of prior learning, which includes formal, informal and non-formal learning and work experience. The student is thoroughly briefed on the process to be used and support and guidance is provided. Care is taken to ensure that the process provides the student with an opportunity to demonstrate competence.


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If the student is able to demonstrate competence in the knowledge, skills and behaviours implicit in this qualification, the appropriate credits will be assigned to the student. RPL will be done by means of integrated assessment.

RPL may allow:

Accelerated access to further learning at this or higher levels on the NQF.

Gaining of credits towards learning outcomes.

Obtaining of this Qualification in part (50%).

10. Articulation possibilities with related qualifications

This qualification allows for both horizontal and vertical articulation. This will allow students who have completed the Certificate in MOTI (Level 5) the opportunity to continue their learning pathway by registering for the Bachelor’s Degree.

Those who will complete the Bachelor’s Degree will be able to continue with an Honours Degree in Management and Commerce related programmes at other Higher Education Institutions in South Africa. In this regard, the design of an honours degree in MOTIP at Da Vinci is already underway, thereby allowing a continuous learning pathway to our existing Masters and PhD programmes.


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11. Curriculum

This framework outlines the curriculum for Da Vinci Bachelor of Commerce (Business Management)

qualification.

Year 1 (NQF 5)

Core Modules – 60 Credits CreditsBMG 100! –! Business Management 16HRM 100! –! Human Resource Management 16STM 100! –! Statistical Methods 8FNA 100! –! Financial Accounting 8ENM 100! –! Economics 8WBC 100! –! Work-Based Challenge 4Fundamentals – 36 credits PCD 100! –! Problem-Solving, Creative Thinking and Decision-Making 8MLD 100! –! Management and Leadership Development √International Immersion (three weeks)

1

WPS 100 Workplace Safety 12

ELMTS 100 - Exploring leadership and management theories and styles 11

MD 100 - Managing Diversity 12PD 100 - Professional Development 4Total Credits – Year 1 96

Year 2 (NQF 6)

Core Modules – 68 Credits CreditsBMG 200! –! */**Business Management; or 24HRM 200! –! */**Human Resource Management 24MOT 200! –! Management of Technology 12MOI 200! –! Management of Innovation 12MOS 200! –! Management of Systems 12WBC 200! –! Work-Based Challenge√International Immersion (three weeks)

8

Fundamentals – 52 credits Credits

RB 200 Relationship building 12

WPS 200 Workplace Safety 14

ELMTS 200 Exploring leadership and management theories and styles 14PD Professional Development 12

Total Credits – Year 2 120


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Year 3 (NQF 7)

Core Modules – 102 Credits CreditsBMG 300! –! */***Business Management, or 30HRM 300! –! */***Human Resource Management 30BSE 300! –! Business Ethics 6MOT 300! –! Management of Technology 12MOI 300! –! Management of Innovation 12MOS 300! –! Managing Systems 12WBC 300! –! Work-based challenge

√International Immersion (three weeks)

30

Fundamentals – 42 Credits

RB 300 Relationship Building 10WS 300 Workplace Safety 10ELMTS 300 Exploring leadership and management theories and styles 10PD 300 Professional Development 12

Total credits – Year 3 144


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Notes: Total credits for qualification: 360 credits

*Students, who intend to continue their studies by doing an Honours Degree in either Human Resource

Management (HRM) or Business Management (BMG), have the option to register either Human Resource

Management (HRM) or Business Management (BMG) as a major.

**Students who select any of these modules will be able to do so with the assumption that a minimum of

seven students per module are required.

***Students may register if they have completed the pre-requisite modules.

**** Students, who wish to focus on Entrepreneurship, could select this option as part of their final year

study with the assumption that they have registered for ENT 300 as a major.

! International Immersion

International Immersions will be conducted in the following continents:

• Europe

• Asia

• North America


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12. Learning outcomes

Year 1Year 1Module Learning outcomes

*Business Management

(BMG 100)

On completion of this module, students should be able to:Describe the role of business in a society;Describe the business environment as it relates to the micro, market and macro environments;Explain the internal structures and functions of the enterprise;Discuss and apply the management functions and tasks;Explain the basic concepts of financial accounting in a business you will need to make financial decisions; andExplain and apply basic marketing principles to a business.

*Human Resource Management

(HRM 100)

On completion of this module, students should be able to:Describe the scope, function and tasks of Human Resource Management in the workplace;Discuss underlying theories and philosophies that guide Human Resources Management;Apply the principles of emotional intelligence to develop personal mastery;Discuss the concept and benefits of diversity in the workplace; andExplain the role of change, stress and time and the impact on work-life balance.

Statistical Methods

(STM 100)

On completion of this module, students should be able to:Understand some approaches to data analysis;Describe a business environment through the relationship of events as they relates to the micro, market and macro environments;Understand issues that exist in questionnaire design;Prepare primary data;Understand and analyse statistical data;Use statistical packages and methods for data analysis; andUse computer packages for data analysis.

Financial Accounting

(FNA 100)

On completion of this module, students should be able to:Understand key accounting principles;Discuss adjustments, financial statements and financial reports and the relationship between profit, cash and resources;Explain financial ratio analysis and financial performance indicators, as well as financial performance issues within the workplace and the principles of accounting for performance at an operational level; andUnderstand operational and capital budgets, including budget controls and budgeting principles.


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Economics

(ENM 100)

On completion of this module, students should be able to:Understand the basic principles of economics;Describe the relationship between business management and economics;Explain the cause of inflation;Discuss economic indicators;Understand and determine break-even analysis;Apply seasonal indexing;Explain the monetary role of government;Describe the fiscal role of government;Understand the principle of the balance of payments; andDescribe the principles of truth and objectivity.

Work-Based Challenge

(WBC 100)

On completion of this module, students should be able to:Explain Mode 2 learning and the potential impact on business development;Formulate a meaningful business management challenge;Identify specific work-based research activities related to the identified business management challenge (work-based challenge); andPrepare a progress report to summarise progress made with regard to the Work-based Challenge (WBC).

Problem-Solving, Creative Thinking and Decision-

Making

(PCD 100)

On completion of this module, students should be able to:Understand the essential procedural steps in developing a problem-solving approach towards decision-making;Apply basic creative thinking processes within any decision-making model chosen; andDevelop a problem-solving checklist for your role.

Management and Leadership Development√International Immersion

(three weeks)

(MLD 100)

On completion of this module, students should be able to:Understand diverse theories of management and leadership;Discuss the parameters in defining a leadership framework; andDefine a personal leadership framework.

Workplace Safety

(WPS 100)

On completion of this module, students should be able to:

Demonstrate an understanding the importance and complexity of safety in the workplaceIdentify emotional and behavioural risks to the work place

Identify risk situations and decide on appropriate action to eliminate riskDescribe how you could contribute in creating a physical and emotional safe environment transforming individual potential into high performing teams.Design an action plan to facilitate a safe working environment.

Exploring leadership and management theories and

styles

(ELMTS 100)


Demonstrate an understanding of their personal managerial leadership styleDescribe manager and leadership in the context of an employment system.Identify the key practices required of all effective managerial leaders.


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Managing Diversity

(MD 100)


Define diversity in the work environment by referring to primary and secondary dimensions of diversityDescribe the key elements of a diversity management programme.Explain and apply models for understanding cultural diversity.Distinguish between “stereotyping” and “prejudice” and identify methods to refrain from applying this in the work environment.Identify the advantages of effective diversity management.

Capitalize on the creative potential of diversity and differentness

Design and implement a diversity management programme

Professional Development

(PD 100)

On completion of this module, students should be able to

Explain the importance of professionalism in the workplace

Identify their own development needs for future professional growth

Design a personal professional development plan


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*/**Business Management

(BMG 200)

On completion of this module, students should be able to:Explain the nature and meaning of the financial function and financial management;Outline the environmental factors that influence financial management;Apply the concepts and techniques of financial analysis, planning and control to a workplace situation;Discuss concepts related to asset management and long-term decision-making for sustainable organisational development;Discuss operations management theories, tools and techniques; andApply the principles of effective purchasing management to a workplace situation.

*/**Human Resource Management

(HRM 100)

On completion of this module, students should be able to:Analyse the role of the line manager in effective management of people;Discuss the role of the line manager in instilling the organisational culture;Analyse the impact of Human Resource Management related issues and trends on organisations;Evaluate the relevance and importance of Human Resource Management information systems on organisations; andCritically discuss the role of the line manager in: •Performance management•Talent management •Employee management

Management of Technology

(MOT 200)

On completion of this module, students should be able to:Analyse and describe essential technology platforms which drive workplace efficiency;Develop a plan to manage these technologies effectively;Discuss the link between technologies and workplace design; andDevelop a plan to implement technological change within the workplace.

Management of Innovation

(MOI 200)

On completion of this module, students should be able to:Explain concepts related to creativity and ideation;Describe and outline appropriate tactics for managing innovation in the workplace;Analyse the relationship between innovation and workplace performance; andDevelop a strategy to promote innovation within their workplace.

Managing Systems

(MOS 200)

On completion of this module, students should be able to:Discuss the components and linkages of a system within their workplace;Explain general systems theory and related concepts;Discuss the guiding principles of mess formulation within a systems thinking framework;Analyse their workplace as a system; andOffer recommendations for improving their system.


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(WBC 200)

On completion of this module, students should be able to:Define the parameters and scope of their work-based challenge;Analyse their work based challenge; andPropose appropriate solution finding techniques for their work-based challenge.

Project management(PMT 201)

On completion of this module, students should be able to:Discuss the use of tools and resources in the management of a project;Analyse the relevant components in the management of a project; andProduce a project improvement plan.

Relationship building

(RB 200)

On completion of this module, students should be able toExplain the importance of Emotional Intelligence in the workplace

Identify and explain the competencies of an emotional intelligent and authentic leader

Describe how belief systems and past programming influence workplace relationships

Use emotional and social competencies to build effective teams

Workplace Safety

(WPS 200)


Identify behaviour that may put them at risk in the workplaceDescribe the factors that contribute to a working environment that is conducive to workplace safety Design an action plan to facilitate a safe working environment.

Exploring leadership and management theories and

styles

(ELMTS 200)


Analyse the impact of their personal managerial leadership style on workplace relationships

Create a working environment that allows people to live up to their full potential

Increase the levels of influencing people around the agreed organisational outcomes


(PD200)


Assess their level of professionalism in the workplace

Identify additional factors and skills needed for their continued personal and professional development in the workplace and their community


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*/***Business Management

(BMG 300)

On completion of this module, students should be able to:Discuss the key elements for the development and utilisation of human

resources;Explain the principles of public relations management;Analyse the impact of current management trends within the context of

productivity, entrepreneurship, and management in an international environment; and

Develop and propose a workplace improvement plan based on their analysis.Report on the output of a community engagement project of their choice, providing their own parameters and indicating lessons learnt as well as value add to the community.

*/***Human Resource Management

(HRM 300)

On completion of this module, students should be able to:Analyse the role of Strategic Human Resource Management in organisations;Discuss the role of leadership in optimising Human Resource Management in organisations;Evaluate the role of high performing teams in organisations and the role of the line manager in this; andDevelop an integrated Human Resource Management Strategy for their organisation.

Business Ethics(BSE 300)

On completion of this module, students should be able to:Understand diverse ethical theories and approaches;Discuss the implication of business ethics on human resource management, marketing, finance, accounting and technology on their workplace;Discuss business ethics from a global environment perspective; Analyse the impact of ethical principles governing global business on their workplace.

Management of Technology

(MOT 300)

On completion of this module, students should be able to:Discuss the impact of technology on business, society and the processes of change;Assess the technological competence of their workplace; Identify the benefits of implementing a multifunctional technological change process for their workplace; andDiscuss the tools and techniques necessary to identify, assess, and deliver technological change at an acceptable risk.

Management of Innovation

(MOI 300)

On completion of this module, students should be able to:Discuss innovation as a key business process driver;Identify innovation barriers and enablers within their workplace; andPropose a strategy to implement an end-to-end innovation process within their workplace.


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Managing Systems

(MOS 300)

On completion of this module, students should be able to:Identify the components of a system and key attributes with respect to its behaviour;Select an appropriate systems model for their workplace;Discuss the impact of new innovations on their system; Provide a systems perspective in analysing problems and failures in their workplace; andApply the basic constructs of chaos theory to a workplace reality.


(WBC 300)

On completion of this module, students should be able to:Identify relevant research data in support of solving a work based challenge;Discuss integral research as a holistic framework for solving modern-day challenges; andSuggest recommendations for future developments.

Relationship Building

(RB 300)


Explain the role of motivation in the workplace

Identify possible stumbling blocks hindering high and positive motivational levels within their teamExplain their understanding of how the leader increases his level of influence in the workplace to improve team motivationIdentify and implement methods and strategies to enhance individual and team performance in the workplace

Workplace Safety

(WS 300)


evaluate workplace safety systems

design and implement an action plan to continually improve safety in the workplace

Exploring leadership and

management theories and

styles

(ELMTS 300)


evaluate leadership and management theories and styles to determine workplace relevance

be a catalyst for change in the workplace and lead change in times of transformation


(PD 300)

On completion of this module, students should be able to identify, evaluate and address his or her learning needs in a self-

directed manner, and to facilitate collaborative learning processes

take full responsibility for his or her work, decision-making and use

of resources, and some accountability for the decisions and actions of

others in the workplace and community


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The Da Vinci Institute

in Association with

DMC Process Design

Contact Details :

Telephone +2711 5794400 E-Mail [email protected]

Website www.davinci.ac.za

mailto:[email protected]?subject=

mailto:[email protected]?subject=

http://www.davinci.ac.za

http://www.davinci.ac.za

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