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SOUTH AFRICAN QUALIFICATIONS AUTHORITY 
REGISTERED QUALIFICATION: 

Postgraduate Diploma in Business Analysis 
SAQA QUAL ID QUALIFICATION TITLE
101969  Postgraduate Diploma in Business Analysis 
ORIGINATOR
Rhodes University 
PRIMARY OR DELEGATED QUALITY ASSURANCE FUNCTIONARY NQF SUB-FRAMEWORK
CHE - Council on Higher Education  HEQSF - Higher Education Qualifications Sub-framework 
QUALIFICATION TYPE FIELD SUBFIELD
Postgraduate Diploma  Field 03 - Business, Commerce and Management Studies  Finance, Economics and Accounting 
ABET BAND MINIMUM CREDITS PRE-2009 NQF LEVEL NQF LEVEL QUAL CLASS
Undefined  120  Not Applicable  NQF Level 08  Regular-Provider-ELOAC 
REGISTRATION STATUS SAQA DECISION NUMBER REGISTRATION START DATE REGISTRATION END DATE
Reregistered  EXCO 0821/24  2021-07-01  2027-06-30 
LAST DATE FOR ENROLMENT LAST DATE FOR ACHIEVEMENT
2028-06-30   2031-06-30  

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

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

PURPOSE AND RATIONALE OF THE QUALIFICATION 
Purpose:
The primary purpose of a Postgraduate Diploma (PGD) qualification is to enable working professionals to undertake advanced reflection and development by means of a systematic survey of current thinking, practice and research methods in an area of specialisation. Such a postgraduate qualification demands a high level of theoretical engagement and intellectual independence.

The purpose of the qualification is to provide a qualification for Business Analysis professionals that will enable them to strategically, operationally and critically address relevant methods, processes, systems and techniques that should be applied to achieve sustainable business performance. In so doing the number and quality of working Business Analysts in Africa who are able to effectively communicate and apply their understanding of the theory, principles, purpose, role, methods and techniques of Business Analysis (BA), business modelling and business process improvement to achieve sustainable business performance will be achieved.

The learners will be provided with the opportunity to apply the knowledge and skills gained within their work contexts and to reflect on their professional practices in terms of knowledge and skills taught.

Rationale:
A Business Analyst (BA) is a professional who is able to understand and identify where and how a business can change to operate more economically, efficiently, effectively and sustainably. She/he can, with input from key managers, analyse, model and document the change requirements and support the communication and delivery of those requirements. The Business Analyst also plays a key role in assessing the impact of the changes implemented within businesses. South African companies often address their needs for Business Analysts by using foreign workers to fulfil this vital role. The economic impact of contracts of this nature cost the economy. According to desk-top research and discussions with industry experts and potential employers of Business Analysts, for each Business Analyst job outsourced off-shore, there is a negative economic multiplier effect of R5 000 000 per job. Reversing this present trend is therefore vital to the creation of employment, intellectual business capacity, business productivity and performance in South Africa.

A Postgraduate Diploma in Business Analysis will contribute towards the national priority areas in terms of increasing the numbers of students in postgraduate programmes, particularly in developing the skill of Business Analysis which is identified as a scarce skill by the Department of Labour. Many developed and developing economies have for some time heavily invested in the function of Business Analyst (BA), to aid in the identification of operational improvements. Increasingly the BA position is being regarded as a 'critical skill' and one that can have dramatic impact on overall corporate performance.

This qualification will contribute directly to achieving the University's mission of creating 'a research-based teaching and learning environment that will encourage students to reach their full potential, that is supportive of students from disadvantaged backgrounds, and that will produce critical, capable and skilled graduates who can adapt to changing environments'. It complements the institution's Programme and Qualification Mix (PQM) but does not duplicate anything currently offered. It is in line with the University's medium-term strategy of increasing postgraduate numbers. As a Postgraduate Diploma it has a strong academic base but offers working professionals applied skills that will be useful in the workplace.

This PGD in Business Analysis would be a part-time modular qualification geared at working professionals. It is structured to enable learners to attend block-release modules over a one-and-a-half-year period, at the institution. The intention is to also offer an e-learning platform and to incorporate video learning technology that has been tested and applied effectively on the Masters of Business Administration qualification.

It forms a key element in the strategy and planning of the Business School to strengthen its Postgraduate Diploma offerings in view of changes in Master Business Administration qualification delivery and in gearing its range of qualifications offered towards the demands of the current market nationally and regionally.

With regard to stakeholder needs the institution's Policy on Curriculum Development requires on-going collaboration with business and industry to ensure that all curricula are relevant. This qualification offers a curriculum that responds to a particular need in the private and public sector as set out. 

LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING 
Recognition of Prior Learning (RPL):
Applicants without a degree or advanced diploma, who have three or more years relevant, high-quality business analysis work experience are required to prove Recognized Prior Learning (RPL) and submit a Portfolio of Evidence (POE). Recognized Prior Learning (RPL) may be proven by completing a Rhodes University assessment.
1. Applicants complete short assessment and are evaluated on several short exercises and assignments. There will also be an online submission process to manage the Portfolio of Evidence (POE). A POE should contain the following:
> A letter of motivation.
> Reference letters indicating proven work experience.
> A Curriculum Vitae which includes all Job titles held.
> A current job description.
> A testimonial from their current line manager.
2. All applicants who complete the short assessment will get a certificate of completion. Completion of the assessment requires students to have received a minimum mark of 50% for that assessment.
3. Applicants who complete the short assessment, and whose submitted application documents (motivation letter, and statement of work experience) are evaluated as providing evidence of equivalent knowledge, will be offered places on the diplomas.
4. Applicants who complete the short assessment, but whose application documents are evaluated as NOT providing evidence of equivalent knowledge, will not be admitted on to the qualification.
5. Applicants who do not complete the short assessment, and/or are not deemed to have the equivalent knowledge will not be admitted on to the programme but could reapply the following year and repeat the application process.

Entry Requirements:
  • An approved Bachelor's Degree, Level 7.
    Or
  • An approved Advanced Diploma, Level 7. 
    		•

    RECOGNISE PREVIOUS LEARNING? 
    Y 

    QUALIFICATION RULES 
    This qualification consists of the following compulsory modules at Level 8 totalling 120 Credits.
  • Sustainable Business Models, 12 Credits.
  • Business Process Modelling, 20 Credits.
  • Business Process Improvement, 24 Credits.
  • Communication and Consulting, 24 Credits.
  • Action Learning, 40 Credits. 
    		•

    EXIT LEVEL OUTCOMES 
    1. Provide a strategic context to Business Analysis and effectively engage with the entity's stakeholders to design and implement sustainable business models, processes and systems.
    2. Understand methodologies, Business Process Modelling Techniques and Tools required to describe and document the current state of a business in a complete and comprehensive manner.
    3. Understand the tools and techniques required to analyse a current state business process model, perform the gap analysis and deliver the requirements to move the business to the desired future state.
    4. Plan and execute a clear communication strategy when working as a Business Analyst, both in-house and/or as a Business Analyst consultant. 

    ASSOCIATED ASSESSMENT CRITERIA 
    Associated Assessment Criteria for Exit Level Outcome 1:
  • Outline key industry developments that provide the professional and work context for the contemporary Business Analyst.
  • Define and apply relevant strategic management concepts that are pertinent to the Business Analyst.
  • Apply techniques of constructing business models, with an emphasis on the business model canvas and lean start-up.
  • Provide an overview of the Business Architecture, specifically its purpose and value, definition and content and contrast it with enterprise architecture.
  • Analyse the sustainability of an organisation applying the triple bottom line.
  • Outline steps for undertaking effective stakeholder engagement.
  • Identify and assess applicability of tools and techniques to ensure effective strategy implementation, specifically the balanced scorecard, metrics and performance measures.
  • Outline the role and contribution of the Business Analyst in transformation imperatives.
  • Evaluate what constitutes ethical conduct for a Business Analyst.

    Associated Assessment Criteria for Exit Level Outcome 2:
  • Provide an overview of Business Analysis, Business Process Modelling and the Business Analysis Life Cycle.
  • Outline a theoretical overview of the different BPM Methodologies.
  • Apply and evaluate Modelling Dimensions and Techniques, specifically: Modelling Data and Artefacts, Business Activities, the Interaction of Data and Activities.
  • Apply the Business Process, Modelling levels and notations, and include the various business dimensions and business rules, specifically, detailed BPMN (notation) with swim lanes and other dimensions.
  • Use Business Process Modelling Tools to model processes.
  • Outline the purpose and steps involved in Business Process Modelling, with detailed insight, with respect to Business improvement, Regulatory compliance, Risk Mitigation, Software Testing.
  • Produce a Current State Model of the Business in an acceptable format.

    Associated Assessment Criteria for Exit Level Outcome 3:
  • Identify the underlying needs for analysis of business processes.
  • Discuss the various stages in the business process analysis lifecycle and the individual tools/techniques applicable in each stage.
  • Apply each tool/technique appropriately and interpret the findings from the application thereof.
  • Apply the business process analysis lifecycle to improve/update a business.
  • Create, categorise and deliver appropriate business process requirements to move the business to the improved/updated state.
  • List the key reasons for performing analysis of business processes.
  • Enumerate the requirements for successful analysis and solutions to the problem.
  • List the stages in the lifecycle for business process analysis for each stage, list the applicable tools/techniques, and discuss how each tool/technique is performed and the expected output.
  • Apply the correct technique to a given case study.
  • Interpret the findings from the application of a particular tool/technique.
  • Identify any anomalies in the findings of a specific tool.
  • Evaluate the usefulness of a technique in a given scenario.
  • Identify a series of appropriate techniques covering each stage in the analysis lifecycle.
  • Apply the techniques to the process modelled.
  • Analyse the findings of the selected techniques.
  • Suggest possible improvements/changes based on the findings of the analyses.
  • Justify the suggested improvements/changes based on an understanding of the appropriate techniques.
  • Quantify the improvements/changes by means of a cost/benefit analysis.
  • Extract relevant information from business to create requirements for the suggested business improvement/change.
  • Categorise and validate the requirements.
  • Document the requirements in an appropriate format for use by the decision makers in the business.

    Associated Assessment Criteria for Exit Level Outcome 4:
  • Describe at least ten (10) communication principles relevant to the Business Analyst (BA).
  • Describe the five (5) key soft communication skills required by IT business analysts working on technical project solutions with the project team and the customer.
  • Compare and contrast the roles of the project manager versus the business analyst as defined by the PMBOK and the BABOK.
  • Describe the five (5) rules of effective facilitation.
  • Describe five (5) consulting strategies for facilitators.
  • Given a specific facilitation scenario, describe the planning process considered most appropriate for achieving optimal results.
  • Describe the three (3) major steps associated with working as a consultant.
  • Compare and contrast the roles of the BA contractor with that of the BA consultant.
  • Discuss the advantages and disadvantages of at least one (1) commercially available virtual collaboration tool and describe a strategy for a BA hoping to successfully introduce such as tool within a distributed environment.
  • Expand on the nine (9) interventions when dealing with conflict resolution and apply these interventions given a specific case study.
  • Discuss the role of ethics within the BA communication and consulting roles and how ethics may be introduced within an organization while respecting various religious and cultural beliefs.
  • List the communication artefacts.
  • Describe the specific stakeholder interests.
  • Relate each artefact to communication requirements.
  • Match the type of communication required to the needs of specific stakeholder.
  • Describe the key tasks related to a project manager.
  • Describe how to plan for, implement and conclude an effective facilitation process.
  • Describe how to read the appropriate body language when conducting a facilitation process.
  • Explain the role of the consultant when working as a facilitator.
  • Identify five consulting strategies.
  • Describe some of the challenges for the consultant facilitator.
  • Discuss the advantages and disadvantages of at least one (1) commercially available virtual collaboration tool and describe a strategy for a BA hoping to successfully introduce such as tool within a distributed environment.
  • Describe nine (9) interventions for dealing with conflict.
  • Describe what is meant by values and contrast this with what is meant by ethics.
  • Describe how a framework for ethical business may take into consideration individual values, culture and beliefs.

    Integrated Assessment:
    Assessment of student learning in this qualification is guided by the institutional Policy on Assessment which recognises that, "although assessment functions to measure learning, it can also be used to guide and develop that learning". Both formative and summative assessment is designed to create an opportunity for learners to demonstrate through a variety of procedures how they have grown as professionals. Summative assessment consists of written assignments for each module and an examination will be set at the end of the coursework that comply with the university's policy of assessment, the procedures and practices. The policy stipulates that assessment should be open and transparent to students and encourages the use of multiple forms of assessment.

    The institution has an external examining policy which formalises what is accepted as good practice. The assessment results are first examined internally. Once the results have been consolidated, scripts are sent to the external examiners. The assessment of student learning achievements is benchmarked at the exit level of the qualification and is subjected then to external examination by appropriately qualified academics. Once the external examiners have completed the moderation of the results, they are sent to the Head of Department of the School who consults with lecturers if there are borderline cases or situations where students could not sit for the examination due to ill health. The Head of School after finalisation of the results then forward the mark sheets to the Registrar's office for processing.

    Here below are a summary of the general assessment practices associated with each module:
  • Class 5%.
  • Syndicate presentations 15%.
  • Assignment 80%.
  • Total 100%.

    The 24-hour examination is to be undertaken after all coursework is completed. Business Analysts are required to exercise high levels of initiative and be proactive in the work environment. The idea of the 24-hour examination is that they will be given the examination problem 24 hours before submission, just as if it was a real-world issue. They will then have 24 hours to complete the set tasks and submit a report to be assessed by the examiner. They will have open access to all materials at their disposal in order to address the problem that has been set. 
    		•

    INTERNATIONAL COMPARABILITY 
    Professional Business Analysis qualifications can be obtained from International Institute of Business Analysis (IIBA) according to the BABOKR (Business Analysis Body of Knowledge) or Business Analysis Certifications offered by BCS (The British Computer Society), The Chartered Institute for IT. Not many institutions that offer this as a full academic qualification, but there is there no doubt that it are a highly sought-after vocation as highlighted by IIBA and BCS. Many Universities offer it at a Masters Level, not least of which is MIT.

    Professional Business Analysis qualifications can be obtained from International Institute of Business Analysis (IIBA) according to the BABOKR (Business Analysis Body of Knowledge) or Business Analysis Certifications offered by BCS (The British Computer Society), The Chartered Institute for IT.

    Many Universities offer it at a Masters Level, not least of which is MIT.

    The University of Strathclyde, Glasgow, offers an MSc in Business Analysis and Consulting. Students learn the key quantitative business analysis methods necessary to evaluate performance. In addition, how to use business models to support the development of strategy for organisations and to help them to monitor and measure strategic processes. Simultaneously, the key skills of business consulting, which are applicable to any organisation will be developed. As a ladder of progression, the following three qualifications are offered online, Postgraduate Certificate (13months), Postgraduate Diploma (20 months) and MSc (26 months). 

    ARTICULATION OPTIONS 
    This qualification offers the following articulation options with:
  • Master of Business Administration, Level 9.
  • An approved Master's Degree, Level 9. 
    		•

    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.
     
    NONE 


    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.