Business Management 1: Course Introduction
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Questions and Answers

According to the course outline, what core skill does Business Management 1 aim to equip students with for coordinating business functions?

  • Advanced statistical analysis
  • Effective coordination of business functions
  • Software development (correct)
  • Financial accounting

A module listed as 'Core' generally indicates what about its content in relation to the broader qualification?

  • It is only relevant to students pursuing advanced topics.
  • It focuses on specialized skills necessary in other fields.
  • It forms an essential component of the qualification's fundamental knowledge base.
  • It is optional and can be chosen based on student preference (correct)

What is the primary purpose of the 'Proposed Study Programme' outlined in Annexure B?

  • To assist students in planning their studies according to a specific academic workload model.
  • To detail the grading criteria for all assessments in the module (correct)
  • To list all the textbooks required for the Business Management 1 course
  • To provide a strict schedule that all students must follow without deviation

Which statement best describes Quality Councils' (QCs) primary function within the South African NQF?

<p>Lobbying for funding for higher education institutions (C)</p> Signup and view all the answers

According to the NQF objectives, what is the intended impact of facilitating access to, and mobility within, education and training?

<p>To create employment equity reports (C)</p> Signup and view all the answers

A student operating at NQF Level 6 would most likely demonstrate which capability?

<p>An informed understanding of the core areas of one or more fields. (B)</p> Signup and view all the answers

The ability to critically review information gathering, data synthesis, and evaluation processes would fall under which NQF descriptor?

<p>Producing and Communicating Information (D)</p> Signup and view all the answers

A university graduate being able to challenge the ethical implications of decisions within their organization most closely aligns with demonstrating competency in:

<p>Management of Learning (B)</p> Signup and view all the answers

Complete the following sentence. Boston's learning philosophy views learning by learning should be...

<p>structured around educator-led lectures (C)</p> Signup and view all the answers

A teaching approach at Boston that supports students to think critically and creatively would be considered part of:

<p>Distance learning constraints (B)</p> Signup and view all the answers

An assessment strategy involving a final exam, a capstone project, and a research essay corresponds with which assessment strategy?

<p>Assessment Strategy 3 (AS3) (D)</p> Signup and view all the answers

The greatest advantage for distance-learning using multiple-choice questions is their:

<p>ease of grading and quick turnaround time. (C)</p> Signup and view all the answers

The primary goal of formative assessments is to:

<p>determine the final grade of a student (B)</p> Signup and view all the answers

A student seeking to improve their performance in a particular area benefits most from

<p>keeping detailed records of self-assessment exercises for reflection. (C)</p> Signup and view all the answers

In the distance-learning environment, what form of assessments are considered open-book?

<p>formative assessments. (A)</p> Signup and view all the answers

What primary types of support could a student expect to find at a Boston Support Centre?

<p>Mental health counseling by trained psychologists. (B)</p> Signup and view all the answers

What is the best way for the student to ensure there academic questions?

<p>Contact the selected support center. (D)</p> Signup and view all the answers

The first thing a student should ensure when seeking to engage an Educator is to:

<p>confirm that the query hasn't been answered on the school's ColCampus (C)</p> Signup and view all the answers

Within what time frame can a student expect to hear back from their Educator?

<p>can not expect direct contact (B)</p> Signup and view all the answers

What does it mean to call a module, an 'examined module'?

<p>Module includes graded formative and summative assessments (C)</p> Signup and view all the answers

When submitting assignments, if a student uploads it on the wrong page, that student is:

<p>potentially at no penalty (D)</p> Signup and view all the answers

When summative assessments are invigilated, that means that:

<p>they are submitted online (D)</p> Signup and view all the answers

A student ensures a pass to an assignment by ensuring...

<p>completing and submitting all assessment components. (A)</p> Signup and view all the answers

Plagiarism is regarded as...

<p>no big deal (A)</p> Signup and view all the answers

Copyleaks is used to detect...

<p>submission upload errors (B)</p> Signup and view all the answers

What is the current similarity percentage you should receive on your Copyleaks test?

<p>about 50% similarities (B)</p> Signup and view all the answers

For a Copyleaks report on the SA2, if 30% similarity is exceeded, what happens?

<p>the student must resubmit the assignment (B)</p> Signup and view all the answers

Within Boston's administrative structure, who should a student contact to discuss issues related to registrations or timetables?

<p>Student wellness (B)</p> Signup and view all the answers

A student who does not abide by instructions and uploads an incorrect PDF document in Boston's application system will:

<p>receive a penalty deduction (C)</p> Signup and view all the answers

An explanation of action verbs required for completing assessments is found under which annexure?

<p>Annexure C (D)</p> Signup and view all the answers

If intending to be promoted with distinction, what module average is required?

<p>fifty percent (50%) (C)</p> Signup and view all the answers

A student must take into account that an educator and/or faculty may provide services on which days?

<p>Monday to Friday (C)</p> Signup and view all the answers

To get the most information for Boston's databases, students and staff can contact:

<p>Regional and support center (B)</p> Signup and view all the answers

Textbook and electronic learning references can be found:

<p>through AI tutor's data (C)</p> Signup and view all the answers

How is the Copyleaks Report relevant to FA1?

<p>there are no marks deducted for this module. (D)</p> Signup and view all the answers

If multiple files due for submission at Boston, one must ensure:

<p>all file types are MS compatible (C)</p> Signup and view all the answers

What are normal hours of operation at Boston for email, telephone, and property access?

<p>24/7 (B)</p> Signup and view all the answers

Refer to the HE Academic Calendar. Which of the following activity is listed as occurring on March 27th at 23:59?

<p>studies Commence (C)</p> Signup and view all the answers

Where can students who do not meet requirements for promotion seek assistance?

<p>participate in supplementary summative assessment. (B)</p> Signup and view all the answers

Why should students keep in mind that all educators are human?

<p>well-presented typed answer will make it easier and more accessible for educators (B)</p> Signup and view all the answers

Flashcards

Course Outline

A detailed document assisting navigating a specific module.

Student Responsibility

Adult learners, self-motivated, and fully responsible for their learning.

Purpose of Business Management 1

To introduce business principles, functions, corporate social and environmental sustainability.

Module Structure

Registered by SAQA, part of HEQSF, and structured by module name, learning type, course level, credits, and notional hours.

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Notional Hours

Time it takes the average student to achieve course learning outcomes.

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Proposed Study Programme

A detailed plan in the Course Outline to assist study planning.

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South African Qualifications Authority (SAQA)

A juristic person overseeing the NQF, coordinating with Quality Councils, and regulating professional bodies.

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Quality Councils (QCs)

Sector-based structures assuring the quality of qualifications.

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National Qualifications Framework (NQF)

Education and training framework for assured national qualifications.

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NQF Objectives

An integrated framework for learning achievements, aiding mobility, quality, and social equity.

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Learning Programme Purpose

Ensures a broad education, emphasizing theory, methodology, and professional principles.

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Scope of Knowledge (NQF Level 5)

Informed understanding of the core areas, key terms, concepts and principles.

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Problem Solving (NQF Level 5)

Identifying and solving defined, routine and new problems in a familiar context.

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Ethics/Professional Practice (NQF Level 5)

Demonstrating familiarity ethical codes.

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Accessing Information (NQF Level 5)

Gathering and selecting appropriate information for tasks.

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Communicating Information (NQF Level 5)

Presenting reliable information, respecting intellectual property.

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Context and Systems (NQF Level 5)

Explains relationships in familiar or new contexts.

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Management of Learning (NQF Level 5)

Evaluating performance using appropriate actions.

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Responsibility

Accounting actions and working cooperatively.

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Nature of Learning

Action-oriented, communicative, not transferred but constructed.

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Boston's Teaching Mandates

Encourages critical thinking, relevance, enquiry, opportunity, support, grasping, practical application, and responsibility.

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Assessment Strategy C (ASC)

Quizzes count 50%, final exam 50% towards the overall mark

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Assessment Strategy 1 (AS1)

Four practical assessments each count 25% towards overall.

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Assessment Strategy 2 (AS2)

The formative assessment counts 50%, and the final exam counts 50%.

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Assessment Strategy 3 (AS3)

The formative assessment (40%), final exam (50%), and essay (10%).

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Formative Assessment Aims

To encourage review, enable comprehension monitoring, and reinforce learning outcomes.

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Self-Assessment Guidance

Guides completing self-assessments in prescribed materials, leveraging institution resources.

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Report Writing

Demonstrates knowledge through a written representation that communicates understanding and insight.

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Open-Book Testing

Used to stimulate review, learning objectives, communicate goals and furnish

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Student-Centred Interaction

Students continually ask questions engage reflection with peers effectively.

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Support Centre Essentials

Technology, library, service support for distance learners.

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Support Centre Services

Access career advice and administration support.

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Student Support Monday to Thursdays

Engage educators with academic queries, as indicated in section 5.3.

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Student Wellness

Provides personal assistance resources to students.

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Contacting Educators

Directly contact your allocated faculty member.

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Materials File Recommended

Keep printouts of readings, submissions copies other filing.

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Study Guide Importance

Following a structure, using learning activities self-evaluation.

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Re-viewing Filmed Lectures

Review filming is essential.

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Module Departure Point

The module specific study and textbook provide guidance.

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Study Notes

Course Introduction

  • The Course Outline for Business Management 1 (HBMN100-1) assists students in navigating the module
  • Students are self-motivated adult learners who take responsibility for their learning
  • Educators facilitate learning throughout the module
  • The purpose is introducing students to vital business principles and functions for managing a profitable enterprise
  • The aim is providing students with the knowledge and skills to effectively coordinate business functions with administration
  • The module is part of a learning program registered by the South African Qualifications Authority (SAQA)
  • The level is core and the course level is 5
  • Module credits are 16
  • Notional hours are 160

Overview of SAQA, QCs, and the NQF

  • The South African Qualifications Authority (SAQA) is a juristic person established by the NQF Act 67 of 2008
  • SAQA's role is to oversee the development of the NQF, coordinate Quality Councils, and regulate professional bodies
  • Quality Councils (QCs) are sector-based structures for quality assurance on the NQF
  • UMALUSI is the QC for General and Further Education and Training
  • The Council on Higher Education (CHE) is the QC for Higher Education
  • The Quality Council for Trades and Occupations (QCTO) is the QC for occupations
  • The National Qualifications Framework (NQF) is a comprehensive system for quality assured national qualifications

Critical Outcomes of the Learning Programme

  • Generic, cross-curricular outcomes support all aspects of learning
  • Ensures qualification's purpose is realised with a well-rounded education
  • Enhances knowledge emphasising theory and methodology of disciplines
  • Provides principles and theory as a basis for professional practices

Teaching, Learning, and Assessment

  • Boston is committed to Outcomes-Based Education (OBE)
  • The philosophy helps the appropriate learning, assessment, approach, with methodology that facilitates the execution of assessments
  • Learning is the complex interaction between personal purpose, prior knowledge, and subject enquiry requirements
  • Learning is action-oriented, communicative, constructed but not transferred
  • The methodology involves faculty, information, communication, technology (ICT) resources/equipment and programmes
  • The learning approach helps with access to information, communication and technology (ICT) resources, equipment
  • Involves collaboration, self-evaluation exercises, and outcomes-based learning materials with assessments and feedback

Assessment Strategies and Types

  • Examples of assessment strategies includes quizzes or tests, practical assessments, capstone projects, and reflective essays
  • Assessment Strategy C (ASC) Formative Assessments count total of 50% while Final exams count total of 50%
  • Assessment Strategy 1 (AS1) Formative and Summative Assessments count 25% towards the final grade
  • Assessment Strategy 2 (AS2) Formative assignments count 50% while Final exams count the other 50%
  • Assessment Strategy 3 (AS3) Formative assignments count 40% while Final exams count 50% and essay counts 10%
  • Assessment Strategy 4 (AS4) Formative tests count 40% while Final exams count 50%, essay exam counts the 10%
  • The strategies have three main aims which is to encourage students to review and enable them to monitor their knowledge
  • Encourage students to monitor their study unit's learning outcomes

Student Access to Resources and Support

  • Support Centres grant distance learners access to technology, libraries, and services.
  • Support Centres do not form the program but serve as convenient locations providing access and support
  • Support services include career, study counselling, online applications, and administrative support
  • IT and Communication resources are also available
  • The Head Office Resource Centre provides access to national and international databases.
  • Normal hours of operation for telephonic, email, or premise access is Monday to Thursday
  • Students must engage with educators for academic queries on week days
  • Educators provide semester support, Monday to Thursday, excluding Fridays
  • Important for students to address their needs via email or phone to request an appointment
  • When contacting you, please include which module or the page from the student guide you need assistance with

Completing the Module Successfully

  • Requires access to Training Telematic Management System (TMS) which includes Learning Management System (LMS)
  • Requires a copy of the course outline and copies of the compulsory textbook Requires students to study textbooks thoroughly
  • Requires completion of reading activities
  • The goal is submission of summative assessements, which makes them invigilated
  • Committment to viewing the modules through TMS and LMS is necessary for better performance
  • These requirements are for better study habits

Module Structure and Assessment Details

  • Features formative and summative assessments
  • The academic year has two semesters with 20 week cycles which includes time dedicated to testing the semester marks
  • One formative assignment, with 2 summative assessments with exam and assignment
  • Formative assessments show the position of students in relation to specific learning outcomes.
  • Upload your work through LMS before submitting for marking Be sure to read all instructions for assessment before applying

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Description

An introduction to the Business Management 1 course. It covers vital business principles and functions for managing a profitable enterprise. This module aims to provide students with the knowledge and skills to effectively coordinate business functions with administration.

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