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SOUTH AFRICAN QUALIFICATIONS AUTHORITY 
REGISTERED QUALIFICATION: 

Advanced Diploma in Innovation Management Practices 
SAQA QUAL ID QUALIFICATION TITLE
124611  Advanced Diploma in Innovation Management Practices 
ORIGINATOR
Da Vinci Institute for Technology Management (Pty) Ltd 
PRIMARY OR DELEGATED QUALITY ASSURANCE FUNCTIONARY NQF SUB-FRAMEWORK
CHE - Council on Higher Education  HEQSF - Higher Education Qualifications Sub-framework 
QUALIFICATION TYPE FIELD SUBFIELD
Advanced Diploma  Field 03 - Business, Commerce and Management Studies  Generic Management 
ABET BAND MINIMUM CREDITS PRE-2009 NQF LEVEL NQF LEVEL QUAL CLASS
Undefined  120  Not Applicable  NQF Level 07  Regular-Provider-ELOAC 
REGISTRATION STATUS SAQA DECISION NUMBER REGISTRATION START DATE REGISTRATION END DATE
Registered  EXCO 0633/25  2025-07-10  2028-07-10 
LAST DATE FOR ENROLMENT LAST DATE FOR ACHIEVEMENT
2029-07-10   2032-07-10  

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

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

PURPOSE AND RATIONALE OF THE QUALIFICATION 
Purpose:
The purpose of this qualification is to provide learners with a comprehensive and integrated understanding of the role played by innovation in business. By combining key aspects of innovation practice, entrepreneurship, leadership, and research, the qualification aims to cultivate well-rounded professionals who can drive efficiency, lead with innovation, and make informed decisions in dynamic and competitive business environments.

Through a deep exploration of innovation-driven business efficiency, learners will gain insights into the critical relationship between innovation and operational effectiveness. They will develop the ability to apply data-driven decision-making techniques, analyse people practices, optimise processes, and drive sustainable approaches. This foundation in efficiency will enable learners to identify opportunities for improvement, propose innovative solutions, and enhance overall organisational performance.

Building upon this foundation, the qualification delves into innovation management for entrepreneurial success. Learners will acquire the skills and knowledge necessary to foster innovation and create successful entrepreneurial ventures. They will develop an entrepreneurial mindset and develop the skills to manage stakeholders, design viable business models, navigate the commercialisation processes, and effectively manage intellectual property. This module empowers learners to recognise entrepreneurial opportunities, apply innovative strategies, and drive growth in their own ventures or within existing organisations.

To excel as innovative leaders in competitive markets, learners will explore international business dynamics, innovation models and standards, market evaluation, and industry modernisation. By investigating global trends, assessing market opportunities, and furthering their understanding of the impact of emerging technologies, learners will develop the ability to lead with a strategic mindset, make informed decisions, and drive innovation strategies that create a competitive advantage.

The qualification culminates with an emphasis on innovation practice through a business research project. Here, learners will apply their accumulated knowledge and skills in a practical and meaningful manner. They will engage in research methodologies, data analysis, and the presentation of findings. By conducting in-depth research, learners will refine their critical thinking abilities, propose innovative solutions, and effectively communicate their insights to diverse stakeholders. This component allows learners to showcase their ability to apply innovation in real-world contexts, contributing to the advancement of organisations, entrepreneurial endeavours and society as a whole.

Upon completion of the qualification, a qualifying learner will be able to:
  • Identify and apply suitable data-driven decision-making techniques to optimise business operations and enhance efficiency, leading to improved productivity and cost reduction.
  • Construct and present innovative business models that demonstrate feasibility, market potential, and financial viability, enabling successful entrepreneurial ventures.
  • Examine international business dynamics, evaluate emerging industry trends, and formulate innovation strategies that enhance competitiveness and create a sustainable advantage in the global market.
  • Design and execute a comprehensive business research project, apply appropriate research methodologies, analyse data, and communicate findings effectively, demonstrating research and analytical skills.

    Rationale:
    The rationale for offering this qualification to South African learners lies in the increasing need for innovation-driven business practices in the country's dynamic and competitive markets. South Africa is undergoing significant economic transformation, and businesses are seeking innovative solutions to enhance efficiency, drive growth, and remain globally competitive. By offering a qualification that integrates innovation, entrepreneurship, leadership, and research, we aim to equip South African learners with the necessary skills and knowledge to thrive in this rapidly changing landscape.

    It has been well established that South Africa faces the challenge of optimising business operations to improve efficiency and productivity across most, if not all, economic sectors. By focusing on innovation-driven business efficiency, the qualification addresses the specific needs of organisations in South Africa within the current economic and socio-political milieu. Learners will learn how to leverage data-driven decision-making techniques, analyse operational processes, and identify areas for improvement. This knowledge is crucial in helping businesses reduce costs, streamline operations, and make informed decisions to enhance their overall performance and competitiveness.

    Entrepreneurship plays a vital role in driving economic growth and job creation in South Africa. The qualification's emphasis on innovation management for entrepreneurial success aims to foster an entrepreneurial mindset among learners. By equipping them with the skills to identify and evaluate business opportunities, develop innovative business models, and navigate the challenges of launching and scaling ventures, the institution aims to empower learners to contribute to the country's entrepreneurial ecosystem. This is particularly important in a South African context, where entrepreneurship is seen as the primary means to address social and economic challenges and create sustainable businesses.

    As the business landscape becomes increasingly globalised and interconnected, organisations require leaders who can drive innovation, adapt to emerging technologies, and make strategic decisions in complex and rapidly changing environments. By developing learners' capabilities in innovation leadership for competitive success, the program seeks to equip them with the skills to identify market trends, evaluate innovation models, and lead organisations towards sustainable growth and global competitiveness.

    In support of the points raised previously, the literature emphasises the alignment with national goals and the growing need for qualifications that address the challenges and opportunities presented by the Fourth Industrial Revolution (4IR). As stated in the Government Gazette on 7 June 2019, a task team has been established to navigate the impacts of the current industrial revolution and future epochs. The task team's objective is to identify priority areas and interventions required to advance digital skills and industry absorption. By offering a qualification that focuses on innovation, entrepreneurship, leadership, and research, we directly address the recommendations outlined in the Gazette, contributing to the national agenda of equipping individuals with the necessary skills for the digital era.

    Furthermore, the South African Qualifications Authority (SAQA, 2019) highlights the need to develop qualifications for jobs that do not currently exist due to the rapid technological advancements of the 21st century. The qualification's holistic approach to curriculum development and teaching aligns with this recommendation. It aims to provide learners with the ability and agility to adapt to innovation, meet the challenges of the evolving world of work, and stay ahead in a rapidly changing landscape.

    The qualification's focus on innovation-driven business efficiency, entrepreneurial success, leadership, and research aligns with the imperative for the government, education providers, and industry to develop employees with insights into future trends and the ability to drive strategies that embrace the New World of Work. By incorporating the development of skills required by innovation managers, the qualification meets the demands of the rapidly changing business landscape, supporting industry growth and enhancing South Africa's competitiveness in the global market.

    In conclusion, offering this qualification to South African learners may prove highly valuable in meeting the specific needs of the country's evolving business environment. By focusing on innovation-driven business efficiency, entrepreneurship, and innovation leadership, the qualification will equip learners with the necessary skills, knowledge, and mindset to drive innovation, enhance business efficiency, foster entrepreneurial endeavours, and lead organisations to success. 
    		•

    LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING 
    Recognition of Prior Learning (RPL):

    All Recognition of Prior Learning (RPL) is in alignment with the institution's policy D20: RPL, CAT and Articulation. Although the institution recognises and supports Recognition of Prior Learning (RPL) and its processes, no more than 10% of a cohort is accepted as RPL candidates. RPL is understood at The Institute as -the principles and processes through which the prior knowledge and skills of a person are made visible, mediated and assessed for alternative access and admission, recognition and certification, or further learning and development' (South African Qualifications Authority, 2013).

    Mediation will include a targeted intervention as preparation for the assessment. RPL is granted based on an appropriate assessment against specified outcomes, in keeping with the constitutional imperative and the aforementioned national policies, taking into consideration the necessary preparation and guidance required to undertake such assessments.

    Guidelines are provided to assist in the preparation of the portfolio or critical review essay. Candidates will be provided with the outcomes and associated assessment criteria pertaining to the RPL evaluation as per the required NQF qualification level. Candidates will receive advice and guidance from suitably qualified academic and support staff throughout the preparation of the portfolio/critical review essay.

    Entry Requirements:
    The minimum entry requirement for this qualification is:
  • Advanced Certificate in Business Management, NQF Level 6.
    Or
  • Diploma in Business Management or related fields, NQF Level 6. 
    		•

    RECOGNISE PREVIOUS LEARNING? 
    Y 

    QUALIFICATION RULES 
    This qualification consists of the following compulsory modules at National Qualifications Framework Level 7, totalling 120 Credits.

    Compulsory at NQF Level 7, 120 Credits
  • Innovation-driven Business Efficiency, 30 Credits.
  • Innovation Management for Entrepreneurial Success, 30 Credits.
  • Innovation Leadership for Competitive Success, 30 Credits.
  • Innovation Practice: Business Research Project, 30 Credits. 
    		•

    EXIT LEVEL OUTCOMES 
    1. Identify and apply suitable data-driven decision-making techniques to optimise business operations and enhance efficiency, leading to improved productivity and cost reduction.
    2. Construct and present innovative business models that demonstrate feasibility, market potential, and financial viability, enabling successful entrepreneurial ventures.
    3. Examine international business dynamics, evaluate emerging industry trends, and formulate innovation strategies that enhance competitiveness and create a sustainable advantage in the global market.
    4. Design and execute a comprehensive business research project, apply appropriate research methodologies, analyse data, and communicate findings effectively, demonstrating research and analytical skills. 

    ASSOCIATED ASSESSMENT CRITERIA 
    Associated Assessment Criteria for Exit Level Outcome 1:
  • Identify and assess processes for business improvement using data-driven decision-making techniques.
  • Apply appropriate tools and methods to enhance operational efficiency and productivity.
  • Evaluate the impact of efficiency-enhancing measures on cost reduction and overall business performance are evaluated.
  • Effectively communicate findings and recommendations, demonstrating an understanding of the importance of business efficiency in a competitive market are effectively communicated.

    Associated Assessment Criteria for Exit Level Outcome 2:
  • Develop innovative and feasible business models that address market needs and demonstrate potential for success.
  • Evaluate the viability and scalability of entrepreneurial ventures, taking into account market dynamics and financial considerations.
  • Illustrate effective communication and presentation of business models, showcasing persuasive skills and clarity of vision.
  • Investigate market trends, competitive landscapes, and customer behaviours to inform strategic decision-making in the entrepreneurial context.

    Associated Assessment Criteria for Exit Level Outcome 3:
  • Examine international business dynamics, including market trends, regulatory frameworks, and cultural factors.
  • Formulate innovation strategies that align with business goals and enhance competitive advantage in the global market.
  • Evaluate the impact of innovation initiatives on organisational performance and market positioning.
  • Outline strategies for managing and leading diverse teams, fostering a culture of innovation, collaboration, and continuous improvement.

    Associated Assessment Criteria for Exit Level Outcome 4:
  • Design and execute a comprehensive research project that addresses a specific business problem or opportunity.
  • Apply appropriate research methodologies are applied to collect and analyse relevant data.
  • Research findings are critically evaluated and interpreted, drawing valid conclusions and recommendations.
  • Effectively communicate research outcomes through written reports and oral presentations, demonstrating clarity, structure, and coherence.

    INTEGRATED ASSESSMENT
    The assessment strategy for this qualification is designed to closely align with the institutional assessment strategy, the specified qualification outcomes, and the mode of provisioning to ensure a comprehensive and cohesive approach to assessment.

    The Institute makes use of several learning interventions and activities spread across the duration of a module. Assessment submission often follows closely on learning interventions and, where possible, is embedded in the learning. Learners are further provided with timeous and extensive feedback that they can then use as a guideline to assist them in improving their academic performance. Learners are provided with more comprehensive developmental feedback closer to the assessment submission deadline, and common mistakes that learners make are discussed in one of the tuition sessions and shared with learners in a written format as well. Learners at any stage can also engage with the respective facilitators if needed.

    The assessment strategy for this qualification is in line with the institution's overall assessment strategy, which includes both formative and summative assessments for each module with the formatives counting towards 20% of the final mark and the summative assessment counting towards 80% of the final mark with a minimum of 50% required for the summative mark, as well as the final mark.

    Formative Assessment:
    Formative assessments should be completed before the summative assessment, as the feedback provided is designed to help learners prepare for the summative assessment. Learners are required to complete both a formative and summative assessment in all academic modules as per the institutional learning and teaching strategy. The assessment strategy includes both formative and summative assessments. Formative assessments provide ongoing feedback to learners during the learning process.

    Approach to assessment includes the following multiple assessment methods:
  • written exams
  • assignments
  • projects
  • presentations
  • practical assessments.

    This allows us to accurately measure the attainment of learning outcomes across different domains of learning, catering to the diverse needs and strengths of our learners.

    Summative Assessment:
    Summative assessments, such as:
  • final exams
  • capstone projects in the form of integrated assessments, like the Innovation Practice Business Research Report, measure the overall achievement of learning outcomes at the end of a module or qualification.

    The core modules, such as innovation-driven business efficiency, Innovation Management for Entrepreneurial Success and Innovation Leadership for Competitive Success, each have a formative that counts towards 20% of the final mark and a summative that counts towards 80% of the final mark. Learners must obtain a minimum of 50% for their cumulative mark and 50% for the summative assessment. The formative assessment allows for development towards the summative assessment. We utilise a diverse range of assessment methods, including written exams, assignments, projects, presentations, and practical assessments. This allows us to accurately measure the attainment of learning outcomes across different domains of learning, catering to the diverse needs and strengths of our learners:

    It is also important to note that Work-integrated Learning (WIL) in the form of problem-based learning is not just limited to a stand-alone module within the academic curriculum but rather is interwoven throughout the entire qualification. In addition to the dedicated WIL module, assessments of all other academic modules are designed to encourage learners to identify and address challenges within their unique workplace context. This intentional integration of WIL in the Innovation-driven business efficiency and Innovation Leadership for competitive success modules underscores the qualifications, commitment to practical application, and real-world relevance. For example, learners may be tasked with analysing a real-life business case study from their workplace, identifying operational challenges, and developing innovative strategies to address them.

    By incorporating WIL into assessments across other modules, learners are encouraged to actively apply theoretical knowledge to practical situations and develop problem-solving skills that are directly relevant to their workplace. This approach not only enhances the learning experience but also helps learners develop a deep understanding of the challenges and opportunities within their specific work environment and in entrepreneurial endeavours. 
    		•

    INTERNATIONAL COMPARABILITY 
    Country of origin: United Kingdom
    Institution name: QUALIFI
    Qualification title: Diploma in Business Management, Leadership and Innovation
    Level: UK RQF Level 6
    Duration: 1 year
    Credits: 120

    Entry requirements:
  • Level 5 Qualification
    Purpose/Rationale
    All Qualifi qualifications create learning that advances the thought leadership of organisations, offering conceptual and practical insights that are applicable in the companies of today and tomorrow. Furthermore, the qualification looks to develop the team leaders, managers and leaders of the future through the creation and delivery of learning appropriate for industry.

    The qualification will prepare learners for employment and support a range of roles in the workplace.
    The qualification provides a specialist work-related qualification of study that provides breadth and depth of knowledge and understanding, along with practical skills required across a number of business sectors.

    Exit level outcomes:
  • The ability to read and use appropriate literature with a full and critical understanding
  • The ability to think independently and solve problems
  • Applying subject knowledge and understanding to address familiar and unfamiliar problems
  • Recognising the moral and ethical issues of business practice and research; appreciating the need for ethical standards and professional codes of conduct
    Curriculum structure

    Qualification structure:
    Modules:
  • Leadership in a Changing World
  • Introduction to Contemporary Business Strategy: Sustainable Business Growth
  • Finance for Strategic Decision-makers
  • Leadership in Multicultural Contexts, comparable to Innovation Leadership for Competitive Success.
  • Creating Futures: Sustainable Enterprise and Innovation
  • Sustainable Risk Management

    Similarities:
  • The QUALIFI and the South African (SA) both are offered at Level 6 and consist of 120 credits.
  • Both qualifications' entry is at the same level, with the QUALIFI being RQF level 5, which is equivalent to NQF level 6 required for the SA qualification.
    Assessment:
  • Both qualifications are assessed on a modular (unit) level using both formative and summative assessment.
  • Both qualifications have an integrated assessment component (portfolio of product evidence on the Diploma and Innovation Business Report on the Advanced Diploma)
  • Both qualifications use internal and external moderation processes. Given that all modules on the Advanced Diploma are exit level, the assessment tool and scripts will all be externally moderated.
  • Both qualifications provide a specialist work-related qualification that provides breadth and depth of knowledge and understanding, along with practical skills required across business management, leadership and innovation.
  • Both qualifications ensure learners will have a comprehensive and integrated understanding of the role played by innovation in business.
  • Both qualifications recognise the increasing need for innovation-driven business practices for leaders.
  • Credit allocation for both qualifications is the same at 120 credits.

    Differences:
  • The qualifications have different purposes, with the SA qualification having more of an entrepreneurship angle that is heavily emphasised, but they do overlap in some way.
  • The SA qualification has a research-focused business report that combines application and research.

    Country of origin: Australia
    Institution name: University of the Sunshine Coast
    Qualification title: Diploma in Business Innovation
    Level: AQF Level 6
    Duration: One year
    Credits: 96 credits

    Entry requirements:
  • AQF level 5 qualification

    Purpose/Rationale:
    The Diploma in Business Innovation is designed to help learners develop essential skills for creating and managing innovative business ideas. Throughout the qualification, learners will learn how to understand market needs, identify opportunities, and develop solutions that set them apart. The qualification covers key areas such as entrepreneurship, problem solving, and strategic thinking, giving a solid foundation to build a career or further study in business. It's structured to provide practical knowledge that can be applied in real-world situations, making it ideal if you want to stay current with industry trends and learn how to turn ideas into actionable plans.

    By the end, learners will have the skills to innovate within existing organisations or start a venture. It aims to prepare students who want to work in dynamic environments where adaptability and fresh thinking are key to success.

    Exit level outcomes:
  • Gain hands-on experience by developing an innovative business idea, including market research, developing a 'project pitch', and writing a business plan.
  • Build the skills you'll need to stand out in the business world, including critical thinking, communication and time management.
  • Learn how to use technology to achieve your study and career goals, including working with different technology platforms, managing information and creating an online profile.

    Qualification structure
    Modules:
  • Marketing Essentials.
  • Academic and Professional Skills: Planning for Success.
  • ICT for Academic and Professional Applications.
  • Innovation: Addressing Challenges.
  • Accounting Principles
  • Exploring Business Research
  • Economics for Business
  • Discovering Management
  • Information Systems in Organisations

    Similarities:
  • The University of the Sunshine Coast (USC) and the South African (SA) qualification are both offered over one year.
  • Both qualifications focus on innovation management, Application of innovation systems in a real-world context and Focus on global and local best practices.
  • Both qualifications' primary aim is to develop leaders who can successfully respond to business disruption in the contemporary and future workplace contexts through the utilisation of technologically driven innovation systems.
  • Both qualifications' modules have a similar focus, there is an overlap of themes between the two qualifications, such as Technologies that drive innovation, Business Research, some of the financial aspects and systems in organisations. The overlap is more in the exit level outcomes between the two qualifications.
  • Both qualifications share similar exit level outcomes with common themes expressed throughout technologically aided innovation.

    Differences:
  • The USC qualification is offered at a diploma level with 96 credits, whereas the SA qualification is an advanced diploma with 120 credits.

    Conclusion:
    All three of these qualifications show an overlap in the critical curriculum and outcomes areas and show a good alignment to international best practice. The qualification was also benchmarked against the ISO International Innovation Management Standard - ISO56000 Innovation Management. The Standards have been developed by the ISO Innovation Management Standards Committee (ISO/TC 279), incorporating insights from 47 participating ISO member countries and 19 observing member countries. 
    		•

    ARTICULATION OPTIONS 
    Horizontal Articulation:
  • Bachelor of Commerce in Business Management, NQF Level 7.
  • Advanced Diploma in Management, NQF Level 7.
  • Advanced Diploma in Management Practice, NQF Level 7.
  • Advanced Diploma in Management, NQF Level 7.
  • Advanced Diploma in Brand Innovation, NQF Level 7.
  • Advanced Diploma in Business Analysis, NQF Level 7.

    Vertical Articulation:
  • Postgraduate Diploma in Business Leadership, NQF Level 8.
  • Postgraduate Diploma in Innovation, NQF Level 8.
  • Postgraduate Diploma in Digital Business, NQF Level 8.
  • Postgraduate Diploma in Business Administration, NQF Level 8.
  • Postgraduate Diploma in Business Management, NQF Level 8.
  • Postgraduate Diploma in Management in Entrepreneurship, NQF Level 8.

    Diagonal Articulation
  • Advanced Occupational Diploma: Business Banker, NQF Level 7. 
    		•

    MODERATION OPTIONS 
    N/A 

    CRITERIA FOR THE REGISTRATION OF ASSESSORS 
    N/A 

    NOTES 
    N/A 

    LEARNING PROGRAMMES RECORDED AGAINST THIS QUALIFICATION: 
     
    NONE 


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


    All qualifications and part qualifications registered on the National Qualifications Framework are public property. Thus the only payment that can be made for them is for service and reproduction. It is illegal to sell this material for profit. If the material is reproduced or quoted, the South African Qualifications Authority (SAQA) should be acknowledged as the source.