CBE mentors workshop Doctoral and cum laude master’s graduates acknowledgement Managing Risk Affecting the Teaching and Learning Experience in the CBE Key risks impacting the teaching and learning experience and our mitigations include: New staff Toolkit co-designed in the College for new staff and to create a ‘one-stop’ document for reference launched in March 2025. Monitor programmes in departments for excluded students who are allowed back into the system. Revision classes during exam time in an online format for students at risk is a practice adopted by various departments in the CBE, and students could leverage these opportunities due to digital accessibility. Strengthening referral loops to PsyCaD and SRC to improve the voice of students, and in addition leveraging mentors/senior mentors for early alerts. College support for Access to equipment such as calculators in some programmes. A high-communication high-trust principle was incorporated in all training in 2025 and practised by staff and students so that proactiveness becomes a value. Programmes and Staying Relevant The College of Business and Economics (CBE) brings together a rich and purposefully designed mix of qualifications that reflect the academic depth and professional relevance of its schools and departments. Spanning NQF Levels 6 to 10, CBE’s Programme Qualification Mix (PQM) offers students flexible pathways into – and through – higher education, enabling entry at multiple levels and progression towards advanced qualifications. At the undergraduate level, the CBE offers 41 programmes comprising 229 modules. These include four extended diplomas, eleven diplomas, fourteen advanced diplomas (three of which are available in both contact and distance mode), four extended degrees, and 17-degree programmes (one offered in contact and distance mode). The CBE contributes thirteen undergraduate modules to other Faculties, while 30 modules from other Faculties are incorporated into the CBE’s own offerings – a reflection of the College’s collaborative approach to curriculum delivery. Many of these qualifications are closely aligned with the requirements of leading professional bodies, including the South African Institute of Chartered Accountants (SAICA), the Chartered Institute of Management Accountants (CIMA), the South African Council for the Property Valuers Profession (SACPVP), and the Health Professions Council of South Africa (HPCSA). At the postgraduate level, the College provides six postgraduate diplomas (24 modules), 25 Honours programmes (128 modules), 22 coursework master’s programmes (189 modules), 24 research master’s programmes, and 24 doctoral programmes. Maintaining the quality and relevance of this extensive portfolio is an ongoing priority. In 2025, the CBE processed four undergraduate and 31 postgraduate programme amendments, ensuring alignment with evolving national frameworks, professional standards, and best practices in curriculum design. Three programme reviews are currently in progress, with a structured plan in place for the remaining qualifications yet to undergo review. This systematic approach to quality assurance reflects the CBE’s commitment to delivering programmes that are both academically rigorous and responsive to the demands of a changing professional landscape. Work-Integrated Learning (WIL): 2025 Highlights In 2025, Work-Integrated Learning (WIL) expanded significantly across the College of Business and Economics (CBE), marking a decisive shift towards authentic, practicebased learning embedded directly into module design. A total of 9 departments reported structured WIL activity, comprising 29 distinct activities and involving more than 3,500 student participations across undergraduate and postgraduate programmes. These activities spanned case studies, simulations, industryguided briefs, internships, site visits, guest lectures, and projectbased learning, enriching both disciplinary depth and workplace readiness. While most WIL engagements did not require formal Memorandums of Understanding (MoUs) – typical of shortcycle experiential learning – the College has identified priority areas for expanding formal partnerships in 2026 to support consistency, quality assurance, and longterm sustainability. From balance sheets to boardrooms (Accounting) In AST2A01 Accounting Studies 200, 456 secondyear students completed an industryaligned case study supported by KPMG. The WIL experience culminated in a formal presentationbased assessment that mirrored boardlevel communication. Students practised professional judgement, critical analysis, and financial interpretation in a setting that simulated real corporate advisory contexts. Selling, not just studying (SCIIS Marketing Sales Challenge) Over two semesters, 500 students across Personal Selling 1B and Sales Management 3B engaged in a live sales challenge run in partnership with the Direct Selling Association of South Africa. Students operated within real selling environments and submitted workplacealigned employer reports as evidence of learning. This WIL experience significantly strengthened their confidence, professional ethics, communication, and customer engagement capabilities. From kitchen lab to luxury hotels (Hospitality) Across multiple modules in the School of Tourism & Hospitality, 359 students undertook WIL activities including site visits, internships, industry projectbased assignments, and guest lectures. Students interacted with industry partners such as Saxon, City Lodge, One & Only, and Four Seasons, gaining first-hand exposure to service excellence, food and beverage operations, hospitality ethics, and highperformance workplace environments. Tourism pathways into industry (Tourism) Across modules such as Work-Integrated Learning 3 and Tourism and Information Technology, 22 23 College of Business and Economics | Annual Report 2025 College of Business and Economics | Annual Report 2025
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