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SOUTH AFRICAN QUALIFICATIONS AUTHORITY 
REGISTERED QUALIFICATION: 

Master of Management Sciences in Contact Centre Management 
SAQA QUAL ID QUALIFICATION TITLE
119830  Master of Management Sciences in Contact Centre Management 
ORIGINATOR
Tshwane University of Technology (TUT) 
PRIMARY OR DELEGATED QUALITY ASSURANCE FUNCTIONARY NQF SUB-FRAMEWORK
-   HEQSF - Higher Education Qualifications Sub-framework 
QUALIFICATION TYPE FIELD SUBFIELD
Master's Degree  Field 03 - Business, Commerce and Management Studies  Marketing 
ABET BAND MINIMUM CREDITS PRE-2009 NQF LEVEL NQF LEVEL QUAL CLASS
Undefined  180  Not Applicable  NQF Level 09  Regular-Provider-ELOAC 
REGISTRATION STATUS SAQA DECISION NUMBER REGISTRATION START DATE REGISTRATION END DATE
Registered  EXCO 1011/22  2022-10-04  2025-10-04 
LAST DATE FOR ENROLMENT LAST DATE FOR ACHIEVEMENT
2026-10-04   2029-10-04  

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 the Master of Management Sciences in Contact Centre Management is to develop a high level of academic engagement applicable to contact centre management. The qualification is interdisciplinary comprising the application of organisational communication, ethics in the marketplace, contact centre technology, digital marketing, analytics, and project management. This qualification includes conducting and reporting research under supervision with a mini dissertation as an outcome. Since the contact centre environment is challenged with continuously changing demands at an ever-increasing pace, this qualification is required to allow learners to conduct research and, in the process, contribute new knowledge to the specific field of contact centre management.

Furthermore, learners would be able to apply specialist knowledge and theory in creative and novel ways to address problems in the management field of the contact centre environment. The research component will be undertaken under the guidance of a supervisor. The qualification is awarded on successful completion of coursework as well as research (research project) which will contribute to the body of knowledge related to the contact centre management environment.

The qualification is directed primarily towards existing and future practitioners (from the public and private sectors) and is thus oriented towards direct application and real-world impact. The qualification seeks to develop competencies for the achievement of higher levels of efficiency and efficacy in managing and developing contact centres, thereby enhancing the role of contact centre managers and the contact centre professional.

Upon completion of the qualification, candidates will be able to:
  • Demonstrate detailed knowledge of the main areas of management and leadership, including an understanding of and an ability to reflect critically on these aspects.
  • Apply the key terms, concepts, facts, principles, rules, and theories relevant to management and leadership principles in the context of a contact centre and its complexities.
  • Engage critically with detailed knowledge regarding the concepts, rules, and theories applicable to ethical climate and how that knowledge is applied and relates to different fields, disciplines, and practices in the contact centre environment.
  • Manage contact centre systems and technology operations.
  • Demonstrate an understanding of relationships between technological devices and online systems and the complexities thereof.
  • Utilise competence to effectively facilitate the use of combinations of collaborative technologies.
  • Reliably and coherently present and communicate complex quantitative financial management skills within the context of a contact centre environment.
  • Use applicable competence to operate and manage effectively within a contact centre management system by applying appropriate professional and occupational conventions, formats and technologies for a given context.
  • Demonstrate detailed knowledge and an understanding of the complexities of the main areas of digital marketing. > Critically engage with these aspects to evaluate and apply the key terms, concepts, facts, principles, rules and theories of the discipline and practice to unfamiliar but relevant contexts.
  • Interrogate the complex detailed knowledge of the main areas, key terms, concepts, facts, principles, rules, and theories relating to project management within a contact centre management focus.
  • Analyse and apply these aspects, using critical reflection, to the practice of project management and its relevant contexts.
  • Use a range of skills to identify, analyse and solve complex problems regarding quality in unfamiliar contexts, gather evidence by interrogating multiple sources, and apply solutions based on evidence and procedures appropriate to the practice of contact centre operations and projects.
  • Engage in an agentic, self-critical process by evaluating knowledge and processes of knowledge production through addressing a complex problem by conducting and reporting on independent research in a defined area of specialisation within the actual practice of the contact centre management context.

    This qualification will assist learners to be equipped to take positions as, for example,
  • Contact Centre Professional.
  • Contact Centre Team Manager.
  • Supervisor; Quality Assessor/Auditor.
  • Trainer/Facilitator and Quality Coach.
  • Contact Centre Analyst/Researcher.

    Rationale:
    Call centres and contact centres form an important and rapidly growing part of today's business world. They present a range of management challenges, from strategic decisions about how to develop a customer strategy, and business planning, to detailed considerations of staffing levels and appropriate technology. The qualification addresses the need of South African organisations that widely use contact centres for customer engagement and service delivery which is key to success in the sector, and this demands expert utilisation of technology and strategic management. The industry is also becoming a destination of choice for large international organisations. Advanced technologies pave the way for transformative changes, especially in the business sector. Against the background of a fusion of technological advances, customer care moved into the 24/7 paradigm. It is happening at an unprecedented pace and for this reason, it is important to adapt to the modern customer success platform to keep up with changing customer expectations. The rise in advanced technology has enabled South Africa to be an effective contributor to global contact centres, making customer service and contact centre management a highly viable career choice, more especially omni-channel customer services, which is a prominent corporate trend.

    Managing the day-to-day operations of a contact centre can be very demanding, therefore management essentials are necessary to provide for the real-world tools and strategies needed to manage a contact centre. The contact centre professional manager should know how to lead teams through practising leadership skills and techniques for managing human and material resources as well as aligning the current needs of companies in project management. Essential leadership, performance measurement and management skills, self-assessment, motivation, retention, collaboration, and communication are competencies and practices the contact centre professional manager should possess. The latter is the lifeblood of the current contact centre. The ability to shape meaning and social reality through communication processes is fundamental to the contact centre professional manager's continued success. The qualification will therefore equip learners with managerial skills required in the contact centre environment, such that they follow a career in Contact Centre Management. The qualification will provide learners with the ability to manage any contact centre disciplines within the industry, where a qualifying learner will have the capability of applying knowledge to various components that relate to the activities in the contact centre environment.

    Proficient development in research, business analytics, statistical analyses as well as statistical modelling is compulsory for the processing of contact centres' statistics, metrics, and data needs. The management of workplace ethics is also important, and the contact centre professional manager should ensure that the centre has a common ethical base within its culture. Current contact centre customers expect seamless interactions, regardless of the channels or devices they choose. The contact centre professional manager should possess appropriate knowledge and skills to ensure that customer experiences involve, among others, cloud services, artificial intelligence, bots, Internet of things, business chats, predictive routing and coaching, virtual and augmented reality as well as video customer support. The contact centre professional manager will be equipped with the knowledge and applied skills on the latest technology and advanced topographies of a current contact centre. Business owners, service delivery organisations, customers, and the broader society will benefit from the qualification since the contact centre professional manager will be equipped with communication, digital marketing, research abilities, business ethics, project management and data analytical skills and knowledge. Therefore, the qualification will equip the contact centre professional manager technologically, managerially, and ethically to engage with the latest contact centre developments. Moreover, the qualification will include a research component by guiding learners to follow a systematic investigation into a research problem, and study materials and sources, to establish facts and reach relevant conclusions. The knowledge and skills gained through the completion of the research component will be applied to the problem-solving demands of the contact centre management environment context.

    Based on the above there is an immediate need for a contact centre management qualification according to the related context and global understanding. Advancement in the fast-growing contact centre management industry requires management skills. This qualification will be able to respond to those requirements. Based on the analysis of the growth of the industry, the institution had regular consultations with the Academic advisory board and Contact Centre Management Group (CCMG). CCMG, a recognised professional body whose mandate is to provide a framework and the resources that promote quality standards and 'best practice principles and professionalism in the Contact Centre industry is the custodian of the industry's reputation and the mouthpiece for the industry This qualification will allow the graduate to become a holistic professional with reference to a complete professional enhancement process. The curriculum is therefore designed so that learners are exposed to a range of personal and professional growth opportunities. Society benefits from a more professional contact centre experience. This qualification will assist learners to be equipped to take positions as a Contact Centre Professional; Contact Centre Team Manager; Supervisor; Quality Assessor/Auditor; Trainer/Facilitator and Quality Coach; and Contact Centre Analyst/Researcher. Aligned to national and institutional imperatives, the widening of access is an identified focus. The distance mode of delivery for the Master of Management Sciences in Contact Centre Management enables this widening of access. A target potential learner cohort for this qualification would include working professionals who aspire to career advancement without attending contact classes on a residential campus.

    According to the institutional Policy on Distance Education, 'Distance Education' refers to a mode of education provision approved for identifying programmes that may not be offered at any institution. Distance education offerings are either block-based and/or fully online and/or offerings with limited contact. A distance offering will provide them with the opportunity to successfully complete a professional qualification, while autonomously managing their studies regarding time management and physical learning spaces. Learners can attend classes from any location of their choice. Added flexibility regarding self-paced and self-regulated learning is experienced within a distance offering. The complexity of a contact centre environment does not always allow prospective learners to pursue postgraduate studies, and a distance offering alleviates many barriers, such as for non-traditional learners. Because of the ability to log on from any location globally, discussion forums and learning experiences are enhanced by diverse experiences, and it broadens perspectives and allows networking with people around the world. Many learners are already working and learning programme gains can be integrated into organisations for the benefit of organisations. Learners return with new proficiencies to open doors for promotion and advancement.

    The institution identified the qualification suited for distance offering using a fully online approach. According to the policy on Distance Education, fully online means the provision of tuition on the distance mode of education; fully Information Computer Technology (ICT) is supported where there is no face-to-face contact with the learners at the institution. The implementation of this qualification as a distance qualification will provide an opportunity for learners to access the qualification. The qualification will therefore address the national and regional labour market and social cultural needs. The requirements of the contact centre industry were taken into consideration. By offering this qualification fully online, the institution will be able to reach a much larger geographical audience, attracting more learners from a more diverse population, which enhances the quality of education.

    Continuing consultation with the Academic Advisory Committee and industry partners reflect the current industry needs, while reflection on other higher education institutions, both locally and internationally, inform amending offering modes to include distance offerings. This places the offering within the current sphere of various distance programmes responding to the needs of learners in a rapidly changing higher education context. The qualification was designed with the input from the applicable Academic Advisory Committee to ensure the qualification will meet the needs of the contact centre management industry. The qualification is beneficial to both society and the economy due to the high demand for qualified contact centre personnel. The purpose of the qualification is to produce learners who will be equipped to integrate new competencies and technologies in contact centre management to respond to the national demand for Contact Centre Personnel.

    The qualification will be offered within the Department of Business and Information Management Systems via a distance mode of provisioning utilising the official Learning Management System (LMS). Therefore, all learning activities will take place by making use of the various LMS functionalities. This is regarded as the most accommodative mode for the target market and is, therefore, according to institutional policy, a fully online programme. Although the institution is a contact university it needs to remain competitive. The impact of the Covid-19 pandemic has changed the higher education environment, with universities worldwide and in South Africa offers, for example, online programmes, short courses, and Massive Open Online Courses (MOOCs). The result is that the working adult has more study choices than ever before. By not offering this programme using a distance mode of provisioning, the institution will face a competitive disadvantage within a learner population that needs and expects access to distance qualifications. 
    		•

    LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING 
    Recognition of Prior Learning (RPL):
    The institution has an approved Recognition of Prior Learning (RPL) policy which is applicable to equivalent qualifications for admission into the qualification. RPL will be applied to accommodate applicants who qualify. RPL thus provides alternative access and admission to qualifications, as well as advanced standing within qualifications. RPL may be applied for access, credits from modules and credits for or towards the qualification.

    RPL for access:
  • Learners who do not meet the minimum entrance requirements or the required qualification at the same NQF level as the qualification required for admission may be considered for admission through RPL.
  • To be considered for admission in the qualification based on RPL, applicants should provide evidence in the form of a portfolio that demonstrates that they have acquired the relevant knowledge, skills, and competencies through formal, non-formal and/or informal learning to cope with the qualification expectations should they be allowed entrance into the qualification.

    RPL for exemption of modules:
  • Learners may apply for RPL to be exempted from modules that form part of the qualification. For a learner to be exempted from a module, the learner needs to provide sufficient evidence in the form of a portfolio that demonstrates that competency was achieved for the learning outcomes that are equivalent to the learning outcomes of the module.

    RPL for credit:
  • Learners may also apply for RPL for credit for or towards the qualification, in which they must provide evidence in the form of a portfolio that demonstrates prior learning through formal, non-formal and/or informal learning to obtain credits towards the qualification.
  • Credit shall be appropriate to the context in which it is awarded and accepted.

    Entry Requirements:
  • Postgraduate Diploma in Contact Centre Management, NQF Level 8.
    Or
  • Postgraduate Diploma in Marketing Management, NQF Level 8.
    Or
  • Bachelor of Commerce Honours in Marketing Management, NQF Level 8.
    Or
  • Bachelor Honours Degree in a cognate field, NQF Level 8. 
    		•

    RECOGNISE PREVIOUS LEARNING? 
    Y 

    QUALIFICATION RULES 
    This qualification consists of the following compulsory modules at National Qualifications Framework Level 9, totalling 180 Credits.

    Compulsory Modules Level 9, 180 Credits:
  • Global Leadership A, 10 Credits.
  • Global Leadership B, 10 Credits.
  • Ethics in the Marketplace A, 10 Credits.
  • Ethics in the Marketplace B, 10 Credits.
  • Contact centre technology A, 10 Credits.
  • Contact centre technology B, 10 Credits.
  • Digital Marketing A, 10 Credits.
  • Digital Marketing B, 10 Credits.
  • Project Management A, 10 Credits.
  • Project Management B, 10 Credits.
  • Analytical Methods A, 10 Credits.
  • Analytical Methods B, 10 Credits.
  • Research Project, 60 Credits. 
    		•

    EXIT LEVEL OUTCOMES 
    1. Demonstrate specialist knowledge of the main areas of management and leadership, including an understanding of and an ability to reflect critically on these aspects, and then apply the key terms, concepts, facts, principles, rules, and theories relevant to management and leadership principles in the context of a contact centre and its complexities.
    2. Engage critically with the specialist knowledge regarding the concepts, rules, and theories applicable to ethical climate and how that knowledge is applied and relates to different fields, disciplines, and practices in the contact centre environment.
    3. Demonstrate an understanding of relationships between technological devices and online systems and the complexities thereof.
    4. Reliably and coherently present and communicate complex quantitative financial management skills within the context of a contact centre environment effectively within a contact centre management system by applying appropriate professional and occupational conventions, formats and technologies for a given context.
    5. Demonstrate specialist knowledge and an understanding of the complexities of the main areas of digital marketing by critically engaging with these aspects to evaluate and apply the key terms, concepts, facts, principles, rules and theories of the discipline and practice to unfamiliar but relevant contexts.
    6. Demonstrate the ability to interrogate the complex specialised knowledge of the main areas, key terms, concepts, facts, principles, rules, and theories relating to project management within a contact centre management focus.
    7. Use a range of skills to identify, analyse and solve complex problems regarding quality in unfamiliar contexts, gather evidence by interrogating multiple sources, and apply solutions based on evidence and procedures appropriate to the practice of contact centre operations and projects.
    8. Engage in an agentic, self-critical process by evaluating knowledge and processes of knowledge production through addressing a complex problem, conducting, and reporting on independent research in a defined area of specialisation within the actual practice of the contact centre management context. 

    ASSOCIATED ASSESSMENT CRITERIA 
    Associated Assessment Criteria for Exit Level Outcome 1:
  • Evaluate key terms, concepts, facts, principles, and rules relevant to management practices.
  • Interpret, critique, and apply theories relevant to management and leadership in the contact centre context.

    Associated Assessment Criteria for Exit Level Outcome 2:
  • Work efficiently in a diverse, integrated contact Centre environment through proficiency and critical engagement.
  • Identify, and critically engage with the principles of ethical governance, entailing an ethical climate and integrating into the management of a contact centre environment.

    Associated Assessment Criteria for Exit Level Outcome 3:
  • Examine complex relationships between technological devices and systems.
  • Analyse and manage contact centre systems and technology operations.
  • Assess the impact of developments in one system on other systems.
  • Compile an evidence-based portfolio on collaborative technologies.
  • Utilise competence to effectively facilitate the use of combinations of collaborative technologies.

    Associated Assessment Criteria for Exit Level Outcome 4:
  • Engage reliably and coherently with processes and principles of finance theory and link to market practice via statistical modelling and decision-making for workforce management.
  • Competently apply financial risk management to synthesise project management.

    Associated Assessment Criteria for Exit Level Outcome 5:
  • Apply specialist knowledge of digital marketing key terms, and concepts.
  • Critically analyse principles, rules, and theories, digital marketing practice and results and apply them to the contact centre's various contexts.
  • Evaluate knowledge of digital marketing and integrate the results to create a marketing plan.

    Associated Assessment Criteria for Exit Level Outcome 6:
  • Evaluate and apply relevant specialist knowledge and skill in the main areas of project management.
  • Analyse and apply these aspects, using critical reflection, to the practice of project management in relevant contexts.
  • Evaluate, critically reflect on, and apply key terms, concepts, facts, principles, rules, and theories, and of project management practice to relevant contexts.

    Associated Assessment Criteria for Exit Level Outcome 7:
  • Gather evidence and identify solutions based on evidence identified and applied to problems regarding quality in unfamiliar contexts.
  • Analyse and apply procedures appropriate to the discipline and practice of contact centre operations and projects

    Associated Assessment Criteria for Exit Level Outcome 8:
  • Identify a research problem by critical evaluation of industry strategies, activities, and processes.
  • Successfully complete a phased research project through cycles of self-critique and engagement.
  • Examine and select appropriate research methodologies to address a research problem.
  • Complete research project through an agentic process of being responsible for own work and decision-making.
  • Apply effectively appropriate relevant research methodologies and analyse the findings leading to presentation and meaningful recommendations.

    INTEGRATED ASSESSMENT
    All the modules of this qualification will follow a non-examination termination model and will therefore be regarded as continuous assessments. As per institutional policy guidelines, there is not necessarily a specific final or year-end examination in modules assessed in a non-examination termination mode. The assessment opportunities completed during the learning process accumulate into a final module mark. This form of assessment includes a concluding assessment opportunity that integrates the learning in the units of a module. The final mark for modules that are assessed continuously will be compiled from the accumulation of marks obtained for tests, assignments, papers, projects, and other opportunity instruments. The modules will all align with guidelines and will have four summative assignments and two tests/exams. Assignments will include projects, case studies, and portfolio compilation. The tests/exams will be comprehensive, integrated assessments.

    Formative Assessment:
    Formative assessment will be used to inform learners about their progress on a continuous basis throughout the course of study. Self and peer assessment (with the aid of relevant analytical assessment tools) will contribute to formative assessment. Marks collected from this evidence will be used for the sole purpose of learner and lecturer reflection, growth, and development. Formative assessment will be used to support the learner developmentally and to provide feedback to all involved in the learning process about how learning and teaching can be improved. Throughout the qualification, formative assessment strategies will be used to ensure that exit-level outcomes are achieved.

    Research assignments to provide formative feedback on different aspects of learning:
  • Online assessments.
  • Peer assessments.
  • Self-assessments.
  • Critical discussion.
  • Peer group and individual discussions.

    Summative Assessment.
    Summative assessment will involve assessment opportunities that take place at the end of a learning experience. Information will be gathered about a learner's level of competence upon completion of a module. Results will be expressed in marks in terms of the level of competence achieved, regarding level descriptors, specific outcomes, and assessment standards. This type of assessment will be used for promotional purposes and will incorporate a variety of continuous assessment tasks.

    Both formative and summative assessments will be used to support learning for this qualification. The formative assessment applies to all the modules in the form of continuous assessment used throughout with a final assessment in week seven that takes the form of a summative assessment. Various opportunities are given to the learners to showcase their knowledge, skills, and abilities throughout the modules. Various types of formative assessments are used in the assessment design of the modules to ensure an inclusive approach. The format of the formative assessment will vary based on the topic but will include discussions (utilising the LMS discussion tool), quizzes and virtual presentations.
    There is no specific final or year-end examination in modules assessed in a nonexamination termination mode which is the mode of all distance qualifications, as per institutional policy. The assessment opportunities completed during the learning process accumulate into a final module mark. This form of assessment includes a concluding assessment opportunity that integrates the learning in the units of a module. The final mark for modules that are assessed continuously will be compiled from the accumulation of marks obtained for tests and assignments. Assignments include opportunity instruments such as case studies, projects, reflective writings, and critiques.

    Integrated assessment at the level of the qualification provides an opportunity for the learners to show that they can integrate concepts, ideas, and actions across the qualification to achieve competence that is grounded and coherent with the purpose of the learning programme. Integrated assessment will show how already demonstrated competence in individual areas can be linked and applied for the achievement of a holistic outcome as described in the exit level outcomes. Integrated assessment will judge the quality of the observable performance, and the quality of the reasoning that lies behind it. Assessments tools will encourage learners to give an account of the thinking and decision-making that underpin their demonstrated performance. The functionalities of the institutional LMS will be used for formative and summative assessments.

    Summative assessments will include, but not be limited to, the following:
  • Individual projects and assignments.
  • Group projects and assignments.
  • Case study analyses and presentations.
  • Portfolios of Evidence.
  • Reflective essays.
  • Online presentations.
  • Online discussions on discussion forums.
  • Problem-solving assignments.
  • Online assessments (e.g., tests).
  • Oral assessments.
  • Research Project. 
    		•

    INTERNATIONAL COMPARABILITY 
    Qualifications offered by other international higher education institutions were scrutinised and international best practices were taken into consideration. The Master of Management Sciences in Contact Centre Management as compared to similar and/or related qualifications, outcomes, and purposes for contact centre management in higher education institutions. However, the comparability study revealed a lack of similar qualifications at international institutions in the field where contact centre managers can pursue a postgraduate academic pathway for acquiring management and leadership competence.

    Country: United States of America
    Institution: Purdue University, College of Call Centre Excellence
    Qualification Title: Call centre management certification program
    Duration: Six months full time

    Entry Requirements:
    Purpose/outcomes:
    The Purdue University (PU) offers call centre benchmarking, training, and consulting and call centre management certification programs. The qualification has been designed to help mould and shape the team leaders, supervisors, and managers of the future. By investigating a series of essential customer service and communication concepts that go beyond the basics, candidates discover what it means to excel in a call center environment. Along with developing the strongest skills and talents to be used in a practical setting, successful candidates will also benefit from improved career prospects for life. The call centre management certification program runs virtual and face-to-face and amongst other content includes workforce management, quality assurance, coaching for performance, leadership, and data analytics.

    Differences:
    The South African (SA) qualification is a full qualification whereas the Purdue University (PU) qualification is a short learning programme.
  • The SA qualification includes a research module. In the research module, a mini dissertation should be completed.

    Little evidence could be gathered on master's degrees in contact centre qualifications. However, the PU qualification consists of the following modules relevant to SA qualification.
  • Leadership and Organisation.
  • Customer Analytics.
  • Customer Satisfaction.
  • Work Force Management.
  • Quality Monitoring.

    Country: Australia
    Institution: Griffith University
    Qualification Title: Master of Business Communication (Contact Centre Management; Graduate Certificate in Contact Centre Management. Master of Marketing
    Duration: Two years
    Credit Points: 120

    Entry Requirements:
    To be eligible for admission to the Master of Marketing, applicants must:
  • Hold a related bachelor's degree (or higher) from a recognised University (or another tertiary education institution of equivalent standing) with a minimum GPA of 4.0 (using a 7.0 scale),
    Or
  • Hold a Griffith Graduate Certificate in Marketing (or equivalent) with a minimum GPA of 4.0 (using a 7.0 scale). Learners with a Griffith Graduate Certificate in Marketing will receive 40 credit points of advanced standing,
    Or
  • Have a combination of alternative admission criteria such as formal, informal, and non-formal learning deemed to be equivalent to either of the above.

    Purpose/Rationale:
    Marketing is fast-paced, exciting and always challenging. It is an ideal career if learners are creative, analytical and good communicators. Learners will gain a solid base of knowledge and expertise in the latest techniques and technologies in consumer behaviour, market research and integrated marketing communications.

    Marketing careers can incorporate a wide span of professions covering advertising, public relations, sales, marketing research and analysis, digital marketing and more. The qualification is intended for learners who want to start a new career in marketing or to advance their careers. The qualification will not only enhance the resume but will provide learners with the knowledge, expertise, and confidence they need.

    Marketing professionals are in demand in almost every organisation. Marketing careers can be specialised or can incorporate a broad range of marketing functions. A Master of Marketing qualification allows learners to develop overall strategic marketing skills, in addition to enhancing their understanding of niche marketing functions.
    The Master of Marketing qualification could provide learners with career opportunities across the diverse spectrum of marketing, but they will develop high-level skills in the following areas:
  • Strategic planning.
  • Brand management.
  • Entrepreneurship.
  • Market research.
  • Strategic marketing.

    Qualification structure:
    The Master of Marketing is offered online. This qualification comprises twelve modules to be completed over two years. The qualification is taught over six teaching periods throughout the year and learners can begin in any teaching period. Each course is taught over a six-week period. Learners will complete one course in each teaching period.
    Learners must complete the following courses which are offered in two groups and learners must complete each group of courses prior to moving to the subsequent group.

    The standard program is 120 Credits.
    Program with advanced standing, 80 Credits

    Group One:
    Compulsory Modules, 120 Credits:
  • Corporate Communications, 10
  • Advanced Consumer Behaviour, 10
  • Brand Strategy and Management, 10
  • Marketing Foundations, 10
  • Services Marketing, 10
  • Innovation for Impact, 10
  • International Marketing 10
  • Digital and Interactive Marketing 10
  • Strategic Marketing 10
  • Evaluating Marketing Performance 10
  • Market Research 10
  • Integrated Marketing Communication 10
    OR
    Group Two:
    Compulsory Modules, 80 Credits:
  • Strategic Marketing, 10
  • Evaluating Marketing Performance, 10
  • Market Research, 10
  • Integrated Marketing Communication, 10
  • Services Marketing, 10
  • Innovation for Impact 10
  • International Marketing 10
  • Digital and Interactive Marketing 10

    Similarities:
  • The Griffith University (GU) and the South African (SA) qualifications require applicants who hold a related bachelor's degree.
  • The skills and techniques learners will learn by completing both GU and SA will deepen learners' critical knowledge and expertise in marketing, providing learners with increased confidence and ability to provide strategic marketing advice.

    Differences:
  • The GU qualification is offered over two years full time whereas the SA qualification is offered over one-year full time.
  • The GU qualification carries a weighting of 120 credit points while the SA qualification carries a weighting of 180 credits.
  • The GU qualification requires applicants who hold a related bachelor's degree or higher for entry requirements whereas the SA qualification requires an Honour's degree.
  • The GU qualification has two groups, namely: Standard and Advanced programme standing whereas the SA qualification consists of one compulsory offering.
  • The SA qualification has a compulsory research project module weighted 60 credits while the research for GU qualification carries a weighting of 10 credits.

    The South African qualification is at the cutting edge in this field, showcasing value-added modules in the Master of Management Sciences in Contact Centre Management qualification which reflects diversity in terms of ancillary modules.
    These qualifications are however since cancelled due mainly to not having a skilled permanent faculty member. A lack of skilled permanent faculty members.

    Country: United Kingdom
    Institution: University of Buckingham
    Qualification Title: Master of Science in Strategic Marketing and Customer Experience Management
    Duration: Full-time, One year
    Credits: 180

    Entry Requirements:
  • Learners need to have a 2:2 (Honours) degree or equivalent or/and relevant business experience.
  • Learners need to have IELTS score with Average of 6.5 (with 6.0 or above in each component); TOEFL 87 (minimum component scores of Listening 21, Reading 22, Speaking 23, Writing 21).

    Purpose/Rationale:
    In today's global, digital world, effective strategic marketing puts the customer and their needs at the Centre of decision-making, and a clear focus on customer experience is a critical part of this. An understanding of this need for customer-centricity is at the core of the qualification.

    This leading-edge qualification is designed to be totally relevant to today's organisations, exposing learners to managerially relevant theory and practice, which will be of value in real-world business contexts. The qualification will provide learners with the knowledge, understanding and skills required to help firms address the marketing challenges that lie at the heart of their business. This qualification provides an in-depth understanding of how firms can develop compelling value propositions, within the context of the strategic marketing planning process, and then how to deliver these value propositions across the customer journey, creating a positive customer experience.

    In addition, the qualification will enable learners to examine the concept of service from many perspectives, by exploring service systems as well as service leadership, along with the critically important area of managing employees in a service-focused culture. The qualification also provides an understanding of consumer behaviour and digital and social media marketing - essential knowledge in this complex, digital world where consumers increasingly expect a seamless omnichannel experience throughout their customer journeys. Additionally, a practical research methods module will set learners up to embark on a dissertation, which will give you the opportunity to 'deep dive' into an aspect of the qualification which is particularly inspiring.

    The educational aims of the qualification are to:
  • Enable learners to develop an in-depth understanding of how firms can develop a customer-oriented approach, through marketing and customer experience management strategies, appropriate for today's customer and service-focused environment.
  • Develop a critical understanding of concepts, tools and techniques that can be applied in a customer and service-focused context.
  • Embed an understanding of the integrated principles of customer-centric strategic marketing planning, service marketing and customer experience management.
  • Enrich understanding of strategic marketing with insights into the principles of service systems, digital and social media marketing, consumer behaviour, and managing people and service leadership
  • Reflect critically on knowledge gained and on personal performance through the application of theory to practice.
  • Enable learners to enter marketing/management positions and/or as preparation for further research in marketing/management disciplines.
  • Develop enduring skills and an appreciation that these skills can be enhanced and developed through life-long learning. Learners will thus be equipped to contribute to work and society, whilst keeping pace with and adapting to change.

    Learning Outcomes:
    On completion of the qualification, qualifying learners will be able to:
  • Develop a customer-oriented approach, through marketing and customer experience management strategies.
  • Evaluate and apply concepts, tools and techniques that can be applied in a customer and service-focused context.
  • Integrate principles of customer-centric strategic marketing planning, service marketing and customer experience management.
  • Apply the principles of service systems, digital and social media marketing, consumer behaviour, and managing people and service leadership.
  • Analyse the approaches to planning, organising, and managing projects.
  • Apply research approaches, research methods suitable for a research problem.
  • Conduct a thorough literature search on a topic.
  • Plan, conduct and present the results of an individual or group research project.
  • Analyse, synthesise and critically evaluate diverse arguments and theories.
  • Analyse information identifying key issues and actions which combine qualitative and quantitative evaluation and generate viable options for decision-making.
  • Apply frameworks and models to specific management scenarios.
  • Apply theoretical concepts to the real-world environment.

    Further Studies and Career Prospects:
    This qualification supports a variety of careers, including consulting, public policy and research, management positions in the public sector, the private sector, small and medium enterprises, and large multinational corporations.
    Graduates may further their studies in PhD and doctoral programmes from universities around the world on programme completion.

    Teaching/Learning Strategy
    The learning and teaching strategies employed in this qualification aim to develop the inter-relationships among, and the integration of, the different areas of knowledge and understanding. Core knowledge and understanding in all areas is acquired through formal lectures, seminars, and workshops, as well as a group working and guided independent study. An ethos of close staff/learner interaction, formative feedback, as well as independent learning, progresses the learning process to a more advanced stage. For additional and advanced learning, knowledge is also gained through seminars by industry experts and guest lecturers. The individual dissertation will provide a forum for learners to apply their knowledge and will be supported through regular meetings with academic supervisors.

    Assessment Strategy:
    The core disciplines taught through the formal lecture, seminar and workshop programme are assessed through coursework, group and individual projects and presentations and examinations. Formal examinations enable learners to demonstrate their knowledge and understanding of course material as well as their ability to construct a clear/concise reasoned argument and analysis of the issues in question in a limited period. Individual and group research-based assignments enable learners to integrate theory and practice and to provide constructive and explicit coverage of key issues. The dissertation will be examined by both a written dissertation and a viva. Other skills are reinforced throughout the qualification by learner preparation for tutorials, seminars, and workshops and by learners conducting research for coursework, writing reports, and making oral presentations within prescribed timeframes.

    Qualification Structure:
    MSc Strategic Marketing and Customer Experience Management [Part Time]

    Term One:
  • Digital and Social Media Marketing
  • Service Marketing and Customer Experience Management

    Term Two:
  • Strategic Marketing Planning: Understanding Value and Building Strong Brands

    Term Three:
  • Practical Research Methods
  • Understanding Consumer Behaviour

    Term Four:
  • Service Systems - Fundamentals

    Term Five:
  • Managing People and Service Leadership

    Term Six:
  • Dissertation

    Term Seven:
  • Dissertation (Continued)

    MSc Strategic Marketing and Customer Experience Management [Full Time]:

    Term One:
  • Understanding Consumer Behaviour.
  • Practical Research Methods.

    Term Two:
  • Service Systems - Fundamentals.
  • Service Marketing and Customer Experience Management.
  • Digital and Social Media Marketing.

    Term Three:
  • Managing People and Service Leadership
  • Strategic Marketing Planning: Understanding Value and Building Strong Brands.
  • Dissertation.

    Term Four:
  • Dissertation (Continued).

    Similarities:
  • The University of Buckingham (UoB) and the South African (SA) qualifications require an Honour's degree in the cognate field.
  • The UoB and SA qualifications will be invaluable to learners wishing to pursue a career in marketing such as marketing management, brand management, customer experience and customer service management.
  • Both qualifications consist of compulsory modules in which the research project/dissertation in which learners will apply core research skills such as identification of relevant data sources, critical evaluation and interpretation of data and familiarity with main business research methodologies.
  • Both qualifications carry a weighting of 180 credits.
  • The UoB and SA qualifications are assessed through coursework, group and individual projects and presentations and formal examinations, they both use formative and summative assessment methods.
  • Both qualifications cater to both distance and fulltime learners and follow a blended teaching and learning approach.
  • Both qualifications articulate into Doctoral studies in a cognate field,

    Differences:
  • The UoB qualification is offered over a period of two years full time whereas the SA qualification takes one year of full-time study
  • The UoB qualification focuses more on marketing and customer experience management while the focus for the SA qualification is on contact centre management.

    Country: United Kingdom
    Institution: University of Birmingham
    Qualification Title: Master of Science Management
    Duration: Full-time, One year
    Credits: 180

    Entry Requirements:
  • Learners need to have a 2:2 (Honours) degree or equivalent or/and relevant business experience.
  • Learners need to have IELTS score with an average of 6.5 (with 6.0 or above in each component); TOEFL 87 (minimum component scores of Listening 21, Reading 22, Speaking 23, Writing 21).

    Qualification Structure:
    The qualification allows a mixed pathway where learners can study elective modules from any of the areas in Entrepreneurship and Innovation, Organisational Leadership and Change and Strategy. It comprises 12 taught modules (120 credits) and a written dissertation (60 credits).

    Compulsory Modules, 120 Credits:
  • Contemporary Issues in Management, 10 Credits.
  • Environment of Business, 10 Credits.
  • Operations Management, 10 Credits.
  • Organisational Behaviour, 10 Credits.
  • Research Methods, 10 Credits.
  • Strategic Management, 10 Credits.
  • Dissertation, 60 Credits.

    Electives Modules, 60 Credits (Choose any six modules from the following options):
  • Advanced Strategy, 10 Credits.
  • Entrepreneurship: Advanced Topics, 10 Credits.
  • Entrepreneurship: Business Start-Up, 10 Credits.
  • Innovation Management, 10 Credits.
  • International Business Strategy, 10 Credits.
  • Leading and Managing Change and Crisis, 10 Credits.
  • Organisational Reliability and Resilience, 10 Credits.
  • Strategic Leadership, 10 Credits.
  • Value Chains, Outsourcing and Procurement, 10 Credits.

    Assessment:
    Learners will need to complete each module's assessments and/or exams before progressing to the next module.

    Taught Modules:
    Taught modules are assessed either by written exams, coursework, or a combination of both. They are normally scheduled one to two weeks after a module's completion. Coursework can take a variety of forms including essays, practical assignments, presentations, reports etc. Some coursework may be group based. Exams will be held on the SIM campus unless otherwise stated. Re-assessment will be advised by the University for learners who did not fulfil the passing requirement of any taught modules.

    Dissertation:
    Learners will need to complete a 10,000 - 12,000 words dissertation for submission. The submission period is normally in August/September.

    Requirements to Graduate
    Obtain a total of 180 credits to attain the Master of Science Management awarded by the University of Birmingham.

    Similarities:
  • The University of Birmingham (UB) and the South African (SA) qualifications are offered over a period of one-year full-time study.
  • Both qualifications require applicants who completed an Honour's Degree in a cognate field for the entry requirements.
  • Both UB and SA qualifications carry a weighting of 180 credits
  • Both qualifications will develop specific transferable skills in research and analysis, critical thinking, problem-solving, teamwork, management, and leadership.
  • Both qualifications consist of a research project/dissertation which carries 60 credits.
  • Both qualifications articulate into a Doctoral degree in a cognate field.

    Differences:
  • The UB requires language proficiency for admission requirements whereas the SA qualification does not have language requirements.
  • The UB qualification consists of both compulsory and elective modules whereas the SA qualification consists of only compulsory modules and no electives.
  • The focus of the UB qualification is on generic management whereas the SA qualification focuses specifically on contact centre management.

    Conclusion:
    The lack of comparable programmes at international universities further illustrates the gap currently experienced in the field where contact centre managers can pursue a postgraduate academic pathway for acquiring management and leadership competence.

    The indicated qualification's discontinuation further motivates the need for the establishment of such a qualification in the South African postgraduate sphere as an academic pathway for contact centre managers. It further highlights the need for a master's level qualification in the contact centre field to draw both national and international learners. African postgraduate sphere as an academic pathway for contact centre managers. It further highlights the need for a master's level qualification in the contact centre field to draw both national and international learners. 
    		•

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

    Horizontal Articulation:
  • Master of Management Sciences in Organisational Leadership, NQF Level 9.
  • Master of Business Administration, NQF Level 9.
  • Master of Management Sciences, NQF Level 9.

    Vertical Articulation:
  • Doctor of Business Administration, NQF Level 10.
  • Doctor of Management Sciences in Organisational Leadership, NQF Level 10.
  • Doctor of Business Leadership, NQF Level 10.

    Diagonal articulation:
  • Doctor of Philosophy in Management Sciences NQF Level 10. 
    		•

    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.
     
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