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SOUTH AFRICAN QUALIFICATIONS AUTHORITY 
REGISTERED QUALIFICATION: 

Doctor of Philosophy 
SAQA QUAL ID QUALIFICATION TITLE
125697  Doctor of Philosophy 
ORIGINATOR
Walter Sisulu 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
Doctoral Degree  Field 03 - Business, Commerce and Management Studies  Finance, Economics and Accounting 
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 0639/26  2026-04-16  2029-04-16 
LAST DATE FOR ENROLMENT LAST DATE FOR ACHIEVEMENT
2030-04-16   2033-04-16  

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 Philosophy qualification is an academic qualification aimed at equipping learners with the skills and competencies necessary to make a significant and original academic contribution at the frontiers in the specialised discipline/field of this qualification. The qualification also aims to produce learners with critical thinking and advanced problem-solving skills that can be applied appropriately to legal, social, cultural, governance, management, linguistic, psychological, aesthetic, political, and economic concerns towards solving regional and national problems.

Upon completion of this qualification, qualifying learners will be able to:
  • Develop a comprehensive research proposal.
  • Critically evaluate and synthesize existing literature and theories relevant to the field of study.
  • Apply theoretical/conceptual knowledge to practical situations and contemporary issues in the chosen area of specialization.
  • Communicate complex ideas and research findings effectively to diverse audiences.

    Rationale:
    The Eastern Cape region, where the institution is located, has historically faced challenges related to educational access, economic development, and social transformation. The establishment of this qualification is not just a response to these challenges, but a crucial step towards addressing them. The region's role in national development further underscores the urgency and significance of this initiative. By equipping professionals with advanced skills, the qualification will contribute to knowledge creation, policymaking, and social transformation in South Africa.

    Due to transformation challenges and developmental needs that are apparent in democratic South Africa, the present Eastern Cape region and various societies in the entire country require individuals who have undergone both theoretical research and practical learning in the dynamic core business of commerce, public administration, law, human development, social and cultural issues, to undo and to reshape the present state of underdevelopment in the area. Importantly, the institution is situated in an underdeveloped part of South Africa, surrounded by communities that need improved human development. Scientific enquiry into commercial, governance, developmental, legal, social, and cultural matters is not only part of the University's vision and mission but also on the shoulders of relevant constituencies (teaching, research, and community engagement) within the University's core business structures.

    In responding to the unique social and economic needs of the society, the qualification aligns with the National Development Plan (NDP), sustainable development goals as adopted by the United Nations and Agenda 2063 of the African Union, in achieving social justice, equity, gender equality, and community empowerment.

    The establishment of this qualification is prompted by the lack of such an offering in key faculties within the institution, identified through consultation with stakeholders, including alumni, advisory boards, and relevant professional bodies and organisations affiliated with the qualification we offer. The support and need were unanimously shared, and all were advocating for the development of skills such as research, critical thinking, and problem-solving that this qualification will hone.

    Establishing this qualification will align with the institution's strategic plan and the Department of Higher Education and Training's mandate to upskill university lecturers. The need for advanced skills in, commerce, business, governance, policy development, and implementation inform the qualification design. It will provide the much-needed expertise across the fields of commerce, business, law, humanities, arts, public administration, and social sciences that are lacking. The qualification will stabilise the Master's and Undergraduate degrees, which the faculties are currently running.

    The qualification will afford a clear and ready opportunity for upward articulation for master's graduates. It will also enrich the quality and mix of the learner population in the faculties where full-time PhD candidates inspire undergraduates. The qualification will lead to skills retention and the development of a new critical mass of relevant skills for the development of the Eastern Cape Province and the country in general. It will also enhance skills development and retention among institutional staff and postgraduate learners.

    This qualification is research-focused and designed to cater to a wide range of persons in the research, private, public, and development spheres. It will provide a platform for learners who aspire to polish their skills to remain relevant in the world of research and the ever-changing nature of private and public workplaces. The qualification will thus target academics, professionals, policymakers, researchers, and individuals aiming to transition into careers in academia.

    The qualification is tailored to a diverse spectrum of learners, encompassing primarily local learners from the province, South Africa, SADC and the whole world. The learners will be sourced from the institution throughputs and from other universities in Eastern Cape, South Africa and Africa and other parts of the world. The qualification will cultivate the environment of a multicultural generation of ideas that shape the world and forge a better future.

    Establishing this qualification will enable candidates to have advanced knowledge in the specialist areas they select and in social and cultural matters and practices that seek to address society's needs at different levels. This will be a critical step in advancing the cross-cutting fields, enhancing professional expertise, and driving multi/inter-disciplinary research, innovation, practice, and policy development. 
    		•

    LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING 
    Recognition of Prior Learning (RPL):
    Recognition of Prior Learning (RPL) may be used to demonstrate competence for admission to this qualification in line with the university's RPL policy. The total number of learners admitted through RPL will be limited to 10% as per the CHE policy requirements.

    The institution has an RPL Policy which is aligned with the National Policy and Criteria for the Implementation of RPL. The faculties that house the PhD qualification RPL process are guided by the institution's RPL Policy. learners may apply to be assessed through RPL to gain access to this qualification. Recognition will only take place where prior learning corresponds to the required admission requirements into this qualification and in terms of applied competencies relevant to the content and outcomes of the qualification.

    RPL for Access:
    A formal RPL process will be implemented for the applicants to access this qualification. Access to this qualification is determined by clear entry requirements as indicated above. Any applicant who wants to enter this qualification through RPL is expected to provide a portfolio of evidence (PoE) of prior learning. The applicant will draft a written application and submit this application with the PoE to the applicable faculty department. Applicants will also be advised to seek the assistance at the Directorate for Learning and Teaching (DLT) and other learner support units to complete the application.

    Once complete, the submitted RPL application will go through the necessary internal processes from Faculty Board, through the relevant senate subcommittees for final senate approval.

    Entry Requirements:
  • Master of Arts, NQF Level 9.
    Or
  • Master of Commerce, NQF Level 9.
    Or
  • Master of Accountancy, NQF Level 9.
    Or
  • Master of Taxation, NQF Level 9.
    Or
  • Master of Laws, NQF Level 9.
    Or
  • Master of Social Work, NQF Level 9.
    Or
  • Master of Public Administration, NQF Level 9. 
    		•

    RECOGNISE PREVIOUS LEARNING? 
    Y 

    QUALIFICATION RULES 
    This qualification is made up of compulsory Knowledge, Practical Skill and Work Experience Modules:

    Compulsory Module, Level 10, 360 Credits.
  • The Thesis, 360 Credits. 
    		•

    EXIT LEVEL OUTCOMES 
    1 Develop a comprehensive research proposal.
    2 Critically evaluate and synthesize existing literature and theories relevant to the field of study.
    3 Apply theoretical or conceptual knowledge to practical situations and contemporary issues in the chosen area of specialization.
    4 Communicate complex ideas and research findings effectively to diverse audiences.
    5 Expertly manage ethical issues by identifying emerging ethical issues and demonstrate ethical conduct in research and practice, emphasizing social justice, equity and the advancement of processes to support ethical decision making.
    6 Work collaboratively across disciplines to address complex societal challenges.
    7 Contribute to the advancement of knowledge and influence policy development in relevant sectors.
    8 Formulate a publishable thesis that adheres to the global criteria of academic and professional writing. 

    ASSOCIATED ASSESSMENT CRITERIA 
    Associated Assessment Criteria for Exit Level Outcome 1:
    ELO 1: Develop a comprehensive research proposal.
  • Develop a concept note mapping a novel research idea.
  • Develop a comprehensive research proposal and identify a significant research problem.
  • Apply and analyse appropriate research methodologies and techniques to gather data.

    Associated Assessment Criteria for Exit Level Outcome 2:
    ELO 2: Critically evaluate and synthesize existing literature and theories relevant to the field of study.
  • Synthesise and evaluate seminal works and current debates in the discipline.
  • Analyse and critique scholarly articles, theories, and frameworks in the discipline.
  • Identify and discuss a research gap in scholarly literature.

    Associated Assessment Criteria for Exit Level Outcome 3:
    ELO 3: Apply theoretical/conceptual knowledge to practical situations and contemporary issues in the chosen area of specialisation.
  • Integrate findings from various sources to construct a coherent argument.
  • Propose innovative solutions to real-world problems based on research findings.
  • Apply appropriate conceptual frameworks to the research problem.
  • Illustrate the application of theoretical frameworks in developing policies or practices.

    Associated Assessment Criteria for Exit Level Outcome 4:
    ELO 4: Communicate complex ideas and research findings effectively to diverse audiences.
  • Present research findings in oral formats that are clear, coherent, and academically rigorous.
  • Communicate research findings in written formats that are clear, coherent, and academically rigorous.
  • Engage in constructive discussions and critiques within academic and professional contexts.

    Associated Assessment Criteria for Exit Level Outcome 5:
    ELO 5: Expertly manage ethical issues by identifying emerging ethical issues and demonstrate ethical conduct in research and practice, emphasizing social justice, equity, and the advancement of processes to support ethical decision making.
  • Identify and address current and emerging ethical dilemmas related to research and their implications for society.
  • Advocate for practices that promote social justice and equity in professional settings.
  • Apply relevant ethical principles in the research study.

    Associated Assessment Criteria for Exit Level Outcome 6:
    ELO 6: Work collaboratively across disciplines to address complex societal challenges.
  • Participate in interdisciplinary projects requiring knowledge integration from various fields.
  • Engage with stakeholders from diverse backgrounds to achieve common goals.
  • Engage with relevant community groups to address complex societal challenges.

    Associated Assessment Criteria for Exit Level Outcome 7:
    ELO 7: Contribute to the advancement of knowledge and influence policy development in relevant sectors.
  • Publish research findings in recognised academic journals.
  • Engage with policymakers and practitioners to translate research into actionable policies.
  • Impact further research and knowledge within the university and communities.
  • Inform practice and provide associated interventions.

    Associated Assessment Criteria for Exit Level Outcome 8:
    ELO 8: Formulate a publishable thesis that adheres to the global criteria of academic and professional writing.
  • Conceptualise and frame research problems in innovative ways, drawing on relevant theories and methods.
  • Exhibit conceptual and methodological competence.
  • Make informed judgments and recommendations on complex educational issues based on research evidence.
  • Execute and complete a publishable thesis that adheres to the globally accepted criteria of academic and professional writing.

    Integrated Assessment:
    The qualification is 100% research-based and will be finally assessed via the external examination of the completed research report in thesis format.

    The (Formative Component) internal build-up to this final report is as follows:
    The formative assessment requires the learners to submit progress reports to their supervisor(s) in accordance with the university's postgraduate policy. These reports typically describe progress made, challenges encountered, plans for the next research stage, and other matters. Learners will also be expected to present their work at seminars or colloquia. This will allow them to receive feedback from peers and staff. Within the first year of study, learners will be expected to present their research proposal to a panel of faculty members. This assessment will ensure the research is feasible and the learner has a clear plan.

    Summative Assessment:
    Assessment of the qualification thesis shall be rigorous, fair, consistent, and equitable in compliance with the institution's assessment policy and national imperatives. The core assessment for this qualification will be the submission of a doctoral thesis. The thesis will be examined by three external expert examiners, including at least one international expert in the field. 
    		•

    INTERNATIONAL COMPARABILITY 
    This qualification was compared to the following international qualifications:

    This qualification compares favourably with similar international qualifications. The qualification was compared to the University of Ghana's PhD, the University of Nairobi's PhD, and Oxford University's PHD.

    Country: Ghana.
    Institution: University of Ghana.
    Qualification Title: Doctor of Philosophy.
    Duration: 3-4 Years Full-time.
    Structure: Full-time and Part-time.

    Entry Criteria:
  • Relevant master's degree with a strong academic record.

    The qualification Content and Structure:
    Coursework and Thesis.

    Similarities:
    The qualifications are similar in entry requirements, NQF level, overall outcomes (ELO's) and purpose.

    Differences:
    There are a few differences between the two qualifications:
  • One difference is the duration between the 2 years at the South African (SA) qualification for Full-time studies and the 3-4 years for full-time studies in Ghana.
  • The University of Ghana PhD qualification also includes examinable coursework, whereas the SA qualification only consists of a thesis.

    Country: Kenya.
    Institution: University of Nairobi.
    Qualification Title: Doctor of Philosophy.
    Duration: 3-4 Years Full-time.
    Structure: Full-time and Part-time.

    Entry Criteria:
    Relevant Master's Degree with a strong academic record.

    Purpose/rationale:
    Doctoral studies provide an opportunity for candidates with an outstanding academic background to engage in an advanced study in a specialized field of research. Candidates are expected to have intellectual curiosity, self-discipline and a high level of motivation to carry out research. The the qualification provides for a wide variety of specializations in management. To prepare Doctor of Philosophy (Ph.D.) candidates for advanced research, teaching and writing skills in their chosen area of specialization, candidates shall be required to take supporting coursework comprising six course units and lasting at least two semesters.

    Qualification Content and Structure:
    Coursework and Thesis.

    Similarities:
    The qualifications are similar in entry requirements, NQF level, overall outcomes (ELO's) and purpose.

    Differences:
    The content of the University of Nairobi PH includes examinable coursework, which is not included in the WSU PhD. The University of Nairobi PhD has a slightly longer duration of between 3 and 4 years and contains examinable coursework in addition to the thesis. The WSU PhD only has an examinable thesis.

    Country: England.
    Institution: Oxford University.
    Qualification Title: Doctor of Philosophy.
    Duration: 3-4 Years Full time.
    Structure: Full-time and Part-time.

    Entry Criteria: Relevant master's degree with a strong academic record and a detailed proposal.
    The qualification Content and Structure: Coursework (Non-Examined) and Thesis.

    Purpose/rationale:
    The primary aim of the faculty's DPhil in Philosophy is to prepare you for an academic career in philosophy.

    As a DPhil learner, you will research, summarise, present, and defend an argument with some of the best scholars in their subject, under the direction of one or more experienced researchers, and you will extend your skills and experiences.

    Assessment:
    You will initially be enrolled as a Probationary Research Learner (PRS), unless you have previously completed the BPhil course at Oxford (see below). Normally in the third term after enrolment onto the DPhil as a PRS learner, you are required to complete a transfer of status from PRS to full DPhil learner status. Two appointed examiners will interview you on:
  • Your thesis outline, which explains the intended line of argument or contribution to the subject.
  • A piece of written work in the area and philosophical style of the proposed thesis, which is typically, though not necessarily, a draft chapter of the thesis.

    Qualification outcomes:
  • Analyse and clarify an abstract question, grasp and critically compare different approaches to answering it, and develop an approach of your own.
  • Interpret difficult historical texts produced within a historical context.
  • Construct extensive pieces of writing that provide a clear overview of a subject and a sustained independent argument about it, presented in a lucid, objective, and scholarly manner.
  • Demonstrate excellent oral presentation.

    Similarities:
  • Both qualifications share some similarities in entry requirements and NQF level.
  • Both qualifications share comparable qualification outcomes, purpose, and structure.

    Differences:
    The main differences are in the duration of the two qualifications. 3 to 4 years for Oxford compared to 2 years for South Africa. The Oxford PHD also includes a non-examinable coursework module focusing on research training and essential research skills development. 
    		•

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

    Horizontal Articulation:
  • Doctor of Philosophy in Social Work, NQF Level 10.
  • The qualification's design does not facilitate horizontal articulation into the OQSF, as it is a specifically designed higher education qualification at NQF Level 10.

    Vertical Articulation:
  • A PhD is the highest academic level attainable in formal studies and as such does not have formal vertical articulation opportunities. Graduates will however be able to enter into Postdoctoral training opportunities.

    Diagonal Articulation:
  • The qualification's design does not facilitate diagonal articulation into the OQSF, as it is a specifically designed higher education qualification at NQF Level 10. 
    		•

    MODERATION OPTIONS 
    N/A. 

    CRITERIA FOR THE REGISTRATION OF ASSESSORS 
    N/A. 

    NOTES 
    Fields and Subfields:
    The Doctor of Philosophy is a generic qualification; therefore it applies to various fields and Sub-fields, the following fields and subfields are also applicable to this qualification:

    Fields:
  • Communication Studies and Language.
  • Human and Social Sciences.
  • Law, Military Science and Security.
  • Services.

    Sub-Fields:
  • Generic Management.
  • Marketing.
  • Purchasing.
  • Procurement.
  • Office Administration.
  • Public Administration.
  • Project Management.
  • Public Relations.
  • Information Studies.
  • Language.
  • Literature.
  • Environmental Relations.
  • General Science.
  • Industrial and Organisational Governance and Human Resource Development
  • People/Human Centred Development.
  • Public, Policy, Politics and Democratic Citizenship.
  • Religious and Ethical Foundations of Society.
  • Rural and Agrarian Studies.
  • Urban and Regional Studies.
  • Safety in Society.
  • Justice in Society.
  • Sovereignty of the State.
  • Transport, Operations and Logistics. 
    		•

    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. Walter Sisulu University 


    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.