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SAQA 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.
SOUTH AFRICAN QUALIFICATIONS AUTHORITY 
REGISTERED QUALIFICATION: 

Doctor of Business Administration 
SAQA QUAL ID QUALIFICATION TITLE
125456  Doctor of Business Administration 
ORIGINATOR
Durban University of Technology 
PRIMARY OR DELEGATED QUALITY ASSURANCE FUNCTIONARY NQF SUB-FRAMEWORK
CHE - Council on Higher Education  HEQSF - Higher Education Qualifications Sub-framework 
QUALIFICATION TYPE FIELD SUBFIELD
Doctoral Degree  Field 03 - Business, Commerce and Management Studies  Generic Management 
ABET BAND MINIMUM CREDITS PRE-2009 NQF LEVEL NQF LEVEL QUAL CLASS
Undefined  360  Not Applicable  NQF Level 10  Regular-Provider-ELOAC 
REGISTRATION STATUS SAQA DECISION NUMBER REGISTRATION START DATE REGISTRATION END DATE
Registered  EXCO 0638/26  2026-03-10  2029-03-10 
LAST DATE FOR ENROLMENT LAST DATE FOR ACHIEVEMENT
2030-03-10   2033-03-10  

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 
The purpose of the Doctor of business administration is to equip learners with the requisite research and critical thinking skills to enable them to identify and investigate practical real-world issues in their organisations or in a particular industry in a rigorous scientific manner. Secondly, the purpose of the qualification is to enable learners to effectively undertake an empirical study, coherently communicate the findings emanating from their study, propose innovative solutions to address the issues/problems identified, and contribute to knowledge creation.

Put into context, the qualification is designed to equip business leaders to think analytically, critically and creatively so that they are able to optimally address the challenges faced by their organizations/industry in a volatile, uncertain and complex environment. It is also designed to empower business leaders to exploit the opportunities and minimize the threats presented by the Fourth Industrial Revolution, and to prepare themselves and their organisations for the anticipated changes occasioned by the Fifth Industrial Revolution.

Upon completion of the qualification, a qualifying learner will be able to:
  • Demonstrate proficiency in applying advanced research methods and techniques to address complex business challenges.
  • Apply critical thinking techniques to analyse complex strategic business challenges and develop innovative and practical evidence-based solutions.
  • Synthesize knowledge from multiple business disciplines to develop holistic solutions to multifaceted business challenges.
  • Execute independent, original and in-depth research projects that addresses real-world business challenges and contribute to the advancement of knowledge and business practices.
  • Communicate research findings and insights effectively through written reports, presentations, and scholarly publications.

    Rationale:
    The qualification is designed in accordance with South African Qualifications Authority's (SAQA's) mission statement that advocates the development and implementation of qualifications that contribute to the holistic development of learners, while fostering the social and economic development of the nation at large.

    The proposed qualification will contribute to economic development by producing graduates with advanced knowledge and skills that will enable them to drive innovation and growth in their organisations. In addition, the qualification will enhance the ability of business leaders to create scientifically grounded knowledge, contribute to the resolution of real-world organisational problems, and fulfil their self-actualisation needs.

    Offering this qualification will also serve to enhance the institution's reputation as a provider of high-quality business education and research, and this can attract more learners and academic staff and enhance collaborations with other institutions. Moreover, the applied research undertaken by DBA learners can contribute to the institution's knowledge base and promote collaboration between the institution and the business community.

    The 2021 Times Higher Education Young University Rankings ranked the Durban University of Technology in the Top 100 universities in Emerging Economies and second in South Africa and 102nd in the world.

    In the 2022 Times Higher Education World University rankings, The institution was ranked in the Top 500 universities among 1 662 universities in 99 countries, and the top 5 of all South African universities for the second consecutive year.

    In addition, in the 2023 Times Higher Education Sub-Saharan Africa University Rankings, the institution was ranked as one of the Top 13 universities amongst 88 universities from 20 countries in Sub-Saharan Africa. The institution also remains the number one University of Technology in South Africa.

    The above-mentioned rankings have enhanced the institution's image and reputation as an institution of higher learning locally, nationally, regionally and globally, and by offering a high-quality DBA qualification, the institution wishes to enhance its reputation even further. 
    		•

    LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING 
    Learner interested in pursuing the Doctor of business administration are required to complete and forward a RPL application document as well as certified copies of all previous qualifications and a comprehensive Portfolio of Evidence (PoE), describing their work experiences; formal, non-formal and informal learning; professional development and any other relevant achievements to the Centre for Excellence in Learning and Teaching (CELT) .
    Once the RPL coordinator at CELT is satisfied that an RPL application is complete in all respects, the candidate's portfolio is submitted to the Business School for assessment.

    The Business School's RPL assessment panel, which will include academic staff members and industry experts, will evaluate the evidence provided by the candidate to establish to what extent the candidate's prior learning and work experiences align with the rigour and depth expected at the DBA level.
    In this regard, the Business School's RPL committee will thoroughly assess the candidate's portfolio against the exit level outcomes for the MBA qualification, as well as the learning outcomes for each module in the MBA qualification.

    If some exit-level outcomes for the MBA qualification and/or the learning outcomes for some modules in the qualification are not satisfactorily covered by the candidate's prior experiences, he/she will be required to complete a customised assessment to ascertain his/her mastery of those specific areas. Suitably qualified and experienced persons, either from another tertiary institution and/or from the business/corporate sector, will moderate the assessment.

    If a learner passes the assessment, then he/she will be admitted into the DBA qualification.
    In accordance with DUT's RPL policy, a maximum of 10% of the planned learner enrolment for a particular registration period may gain admission into a qualification via the RPL route.

    Entry requirements:
  • Master of Business Administration, NQF level 9.
    Or
  • A relevant qualification in the related field, NQF level 9. 
    		•

    RECOGNISE PREVIOUS LEARNING? 
    Y 

    QUALIFICATION RULES 
    This qualification consists of the following compulsory modules at National Qualifications Framework Level 10 totalling 360 Credits.

    Compulsory Modules, NQF Level 10, 360 Credits:
  • Critical Thinking Skills for Business Leaders, 16 Credits.
  • Advanced Research Methodology, 16 Credits.
  • Research Proposal Development, 16 Credits.
  • Applied Research Project, 312 Credits. 
    		•

    EXIT LEVEL OUTCOMES 
    1. Demonstrate proficiency in applying advanced research methods and techniques to address complex business challenges.
    2. Apply critical thinking techniques to analyse complex strategic business challenges and develop innovative and practical evidence-based solutions.
    3. Synthesise knowledge from multiple business disciplines to develop holistic solutions to multifaceted business challenges.
    4. Execute independent, original and in-depth research projects that address real-world business challenges and contribute to the advancement of knowledge and business practices.
    5. Communicate research findings and insights effectively through written reports, presentations, and scholarly publications. 

    ASSOCIATED ASSESSMENT CRITERIA 
    Associated Assessment Criteria for Exit Level Outcome 1:
  • Develop a deep understanding of various research methodologies, such as qualitative, quantitative, and mixed methods to investigate real-world business issues/challenges.
  • Apply an advanced understanding of experimental, correlational, cross-sectional and longitudinal research designs in the business context.
  • Select an advanced understanding of the various qualitative research designs and an appropriate research design is selected to address a specific business challenge.
  • Appropriate data collection tools are designed to collect data for an empirical study.

    Associated Assessment Criteria for Exit Level Outcome 2:
  • Apply critical thinking tools and techniques to deconstruct and analyse business-related problems.
  • Develop well-structured and evidence-based recommendations to address the challenges identified.
  • Present creative, imaginative and realistic responses to address complex business-related problems.

    Associated Assessment Criteria for Exit Level Outcome 3:
  • Identify and analyse multifaceted business challenges accurately by applying appropriate frameworks and models.
  • Intergrade and apply concepts, theories, and principles from multiple business disciplines to develop comprehensive and holistic solutions to multifaceted business challenges.
  • Evaluate the innovativeness, practicality, and effectiveness of the proposed solutions to select the optimal solution.

    Associated Assessment Criteria for Exit Level Outcome 4:
  • Undertake a critical and comprehensive review of existing literature in the area related and aligned to the topic.
  • An empirical study is conducted within an organisation or a specific industry.
  • Proficiently apply advanced data analysis techniques to gather meaningful in-sights.
    New insights, knowledge, or solutions generated must contribute to the advancement of business theory and/or practice.

    Associated Assessment Criteria for Exit Level Outcome 5:
  • Develop a well-structured and logically organised thesis document that takes into consideration the following components: introduction, literature, review, research, methodology, presentation, analysis and discussion of results, and conclusion and recommendations.
  • Employ appropriate technology, language, structure, and style in writing up a thesis writing up a thesis and a journal article, and in an audio-visual presentation.
  • Coherently present research findings with the support of graphs and tables.

    INTEGRATED ASSESSMENT:
    In accordance with institution's Assessment Policy, assessors will adopt an integrative approach to knowledge that seeks to demonstrate the interconnectedness of knowledge, as reflected in the exit-level outcomes of the qualification.

    Facilitators will use differentiated active learning methodologies, inquiry-based approaches to learning, and ongoing assessments to enhance the key skills of information processing, being personally effective, communicating, critical and creative thinking, and working with others in a group.

    The assessment strategy employed for the qualification will propagate assessment for learning and assessment of learning, characterised by a developmental orientation, in that learners should learn from the assessment tasks and from the feedback provided by the assessors.

    Assessment for learning covers all of the aspects of formative assessment but has a particular focus on the learner having an active role in his/her learning.
    Assessment will involve activities that stimulate learners to think actively and creatively, develop a positive disposition towards investigating, reasoning and problem-solving, reflecting on and evaluating their own thinking and learning via, inter alia, projects, assignments, and case studies. Formative assessments will be used to monitor learner's learning and to provide ongoing feedback that can be used to improve their learning as well as the learning materials.

    An Assessment Plan will be included in each Study Guide. The plan will include a schedule of assessments to be conducted during the study period/semester. It will also stipulate assessment criteria and rubrics, assessment methods, and weighting and timing of assessments. On average, three assessments are planned for the coursework modules to assess combinations of practical, applied, foundational and reflective competencies. The assessments will comprise of individual and/or group presentations and assignments, workplace assessments, projects and case studies. The provisional assessment weightings for the coursework modules are as follows:
  • Assessment 1: 30% (Individual Project/Assignment/Case study).
  • Assessment 2: 20% (individual/Group presentation).
  • Assessment 3: 50% (Group Project/Assignment/case study).

    Assessment rubrics for all assessments will be provided to learners, and feedback on assessments will be provided within two weeks of the assessments. Suitably qualified and experienced external persons will moderate assessments accounting for 50% of the total marks for the "Advanced Research Methodology" module and the "Critical Thinking Skills for Business Leaders" module. Moderation will ensure that the learners are assessed in a consistent, fair and accurate manner, and that assessors are using appropriate assessment methods, at the appropriate level, and are making similar, consistent and academically credible judgments about learners' performance.

    Multiple drafts of the Research Proposal will be assessed by the supervisor until the Research Proposal is finalised for submission to the Departmental Research Committee (DRC) and, subsequently, to the Faculty Research Committee (FRC), for approval.

    Three suitably qualified and experienced external examiners, approved at a Faculty Research Committee (FRC) meeting, will examine the Applied Research Project/thesis. The examiners will be appointed in accordance with DUT's Postgraduate Examination Policies and Procedures (refer to uploaded document. 
    		•

    INTERNATIONAL COMPARABILITY 
    The South African qualification compares favourably with international qualifications, the Zambian and the United Kingdom qualifications.

    Country: United Kingdom.
    Institution name: Aston University (AU).
    Qualification title: Doctor of Business Administration (DBA).
    Duration: Four to Six years.
    Entry requirements:
  • A minimum of five years in senior management.
  • A UK master's degree or international equivalent in business, management, or a related field.

    Purpose/Rationale:
    Learners will gain insights from leading business practitioners across accounting, law, marketing, strategy, economics, finance and entrepreneurship, ensuring your research is backed by real-world expertise.
    The global business environment is constantly changing - be it in terms of technology, regulations or macroeconomic forces. With change comes new and complex challenges that must be skilfully navigated to ensure business prosperity. These challenges call for analytical thought leaders who understand industry needs and can provide solutions in practice.

    Tailor your learning experience: Customise your research project to align with your career goals and industry interests, ensuring your learning delivers maximum professional impact.

    Qualification structure.
    Modules:
  • Research Methodology.
  • Critical Thinking & Strategy.
  • Thesis.

    Similarities:
  • The South African and the Aston University (AU) are both offered over three years with the former on parttime basis and fulltime for the latter.
  • Coursework modules in AU qualification that correspond with the SA developed by DUT: Research Methodology vs Advanced Research Methodology, and Critical Thinking & Strategy vs Critical Thinking Skills for Business Leaders.
  • The SA qualification puts heavy emphasis on applied research project (312 credits), contributing to knowledge creation and practical solutions and the SA qualification's central research project is tailored to the learner's discipline of choice, integrating theory and practice.
  • The SA qualification targets business leaders in South Africa and Sub-Saharan Africa aiming to address organizational/industry challenges, similarly the AU qualification focuses on global executives seeking flexible, online doctoral-level study while continuing professional work.

    Differences:
  • The AU qualification's research proposal development is included in their thesis, unlike the SA qualification's one, where research proposal development is a separate module.

    Country: Zambia.
    Qualification title: Doctor of Business Administration (DBA).
    Entry requirements:
  • Master's degree (or equivalent postgraduate qualification) from a recognized institution.
  • The degree should be in a relevant field such as Business, Management, or a related discipline.

    Purpose/Rationale:
    The Doctor of Business Administration (DBA) qualification is designed for current and emerging leaders who are looking to drive systemic change in their organisation. These leaders include individuals who currently hold or are seeking managerial positions in professional organisations.

    The qualification will enable learners to become efficiently equipped with all the necessary skills and knowledge in order to advance in international organisations and achieve positive results when operating in executive positions.

    Similarities:
  • The SA qualification aims to equip business leaders with advanced research, critical thinking, and problem-solving skills to address organizational/industry challenges in volatile and complex environments.
  • Similarly, the UU qualification is designed for current and emerging leaders seeking to drive systemic change in organizations, equipping them with skills to advance in international organizations and executive positions.
  • Both qualifications carry 360 credits.
  • Both qualifications put strong emphasis on research with the SA qualification's Applied Research Project dominating with (312 credits), ensuring original, in-depth contributions to practice and knowledge and the UU qualification's dissertation being central (240 credits, ~67% of total credits), supported by preparatory modules.
  • Apart from the thesis, which is common to both the qualifications, the UU qualification consists of two coursework modules, namely, Research Methodology, and Current Issues in Management Research, with the SA qualification consisting of three modules, including Critical Thinking Skills for Business Leaders, Advanced Research Methodology, and Research Proposal Development.
  • Both qualifications accept learners who have completed a master's degree in the relevant field.

    Differences:
  • The SA qualification is offered full time structured modules with heavy emphasis on applied research.
  • The UU qualification is offered fully online, flexible learning platform accessible globally. 
    		•

    ARTICULATION OPTIONS 
    This qualification provides opportunities for horizontal, vertical, and diagonal articulation options.

    Horizontal Articulation:
  • Doctor of Administration, NQF Level 10.
  • Doctor of Public Administration, NQF Level 10.

    Diagonal Articulation:
  • Higher Occupational Certificate: Database Administrator, NQF Level 5. 
    		•

    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. Durban University of Technology 


    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.