Doctor of Administration

The primary purpose of the qualification is to provide DAdmin graduates who are capable of advancing knowledge in and providing an original contribution to a major discipline or specialized field of study.

A second purpose of the qualification is to provide South Africa (and other countries) with leaders in the various disciplines who can design new creative systems based on sound principles.

A third purpose of the qualification is to provide South Africa (and other countries) with intellectual leaders who can demonstrate high levels of self and group reflexivity by adapting to dynamic and changing circumstances and who can take risks from well-defined and verified parameters.

Candidates who register for this qualification can

• reflect critically and independently on existing knowledge in the public sphere in the form of complex, specialized, predominantly written, material;
• apply their knowledge of methodology and theory in creative problem solving, often within an interdisciplinary context;
• communicate their ideas and provide supporting evidence in a rigorous and creative manner.
• communicate the defined area of research within the public sphere comprehensibly, systematically and coherently in the medium of instruction, and show the ability to do basic research;
• display advanced technical knowledge in the area of research;
• take responsibility for their own progress;
• responsibly pursue independent research.

Recognition of prior learning

This qualification recognises

• formal prior learning

Students' prior accredited learning at a MAdmin level or equivalent, in relevant domains which constitute credit-bearing units is recognised. Students' prior accredited learning at Masters level in domains not closely related to the specific DAdmin programme may be recognised, if significant learning experience from work in a relevant field is demonstrated, and competence in this field is demonstrated in an examination.

• non-formal and informal prior experiential learning

If the DAdmin contains also course work, this degree could be awarded in part through RPL. The university is investigating an RPL policy which will be debated by faculties and Senate.

Critical cross-field outcomes

All critical cross-field outcomes will be embedded and assessed appropriately in the qualification. The distance education context has particular challenges, which we try to meet below.

1. The DAdmin graduate can identify, analyse, formulate, and solve highly complex and specialized problems of living and in the public sphere, of individual and societal kinds, creatively, autonomously and responsibly with a level of expertise beyond that of the MAdmin.
2. The DAdmin graduate can provide leadership and work effectively with others as a member of a team, group, organization, community, and contribute to the group output in tasks relating to the subject of specialization.
3. The DAdmin graduate can manage and organize her or his activities and life responsibly and effectively, including setting research goals and managing the research process effectively.
4. The DAdmin graduate can collect, analyse, organize and critically evaluate texts (written or living) at a highly advanced level in the pursuit of the DAdmin.
5. The DAdmin graduate can communicate effectively and systematically using visual, mathematical and/ or language skills in the modes of oral and/ or written presentation, using sustained discourse.
6. The DAdmin graduate can use science and technology effectively and critically, showing responsibility towards the environment and health and well being of others, in community, national and global contexts.
7. The DAdmin graduate can demonstrate an advanced understanding of the world as a set of related systems by recognising that problem-solving contexts do not exist in isolation, and by acknowledging their responsibilities to those in the local and broader community.

Developmental

In order to contribute to the full personal development of each learner, public life and social and economic development of the society at large, it is the intention of the DAdmin degree to make an individual aware of the importance of the following developmental outcomes:

1. The DAdmin graduate can reflect on and explore a variety of strategies to learn more effectively
2. The DAdmin graduate can participate as a responsible citizen or official in the life of local, national and global communities.
3. The DAdmin graduate can be culturally sensitive across a range of social contexts
4. The DAdmin graduate can explore education and career opportunities by drawing on the various knowledge, skills and attitudes acquired in the accomplishment of this qualification.
5. The DAdmin graduate can develop entrepreneurial opportunities by drawing on the various knowledge, skills and attitudes acquired in the accomplishment of this qualification (see all Critical Outcomes, plus 4 above).

Specific

A DAdmin student is actively engaged in becoming a leader in his or her field. As such she or he develops and holds certain values and integrates knowledge and skills to achieve her or his purposes. The specific outcomes know how knowledge, skills and values are integrated in the qualification primarily in the SAQA fields of Culture and Arts (02): Business, Commerce and Management Studies (03) and Human and Social Studies 07, with lesser emphasis on Law, Military Science and Security (08) and Physical, Mathematical, Computer and Life Science (10).

1. Make an original and significant contribution to knowledge by applying principles of sound research practice.
2. Engage in highly advanced critical thinking and creative problem solving within a focussed research context.
3. Communicate effectively the contents of the discipline and the results of the research.
4. Display technical accuracy in an area of research or within an interdisciplinary context.

Critical Cross-field

Evidence in the form of a thesis or in some cases by means of tasks, portfolios, projects, case studies examinations, as well as a thesis of limited scope, will show that graduates:

1.

• Identify, analyse and solve highly complex, concrete and abstract problems in a variety of routine and non-routine contexts in the sphere of administration or the subject of specialization by drawing on their own experience as well as theoretically knowledge within a major discipline or field of study.
• Use their highly advanced knowledge, experience, expertise and commitment to offer systematic and creative solutions for solving problems at a community, municipal, provincial, national, international level.
• Solve highly complex problems by generating effective managerial, administrative and business strategies for dealing with problems relating to poverty and promoting sound public administration.
• Critically evaluate various viewpoints on the subject of specialization and compare them to own views.

2.

• Undertake projects and provide evidence of successful interaction with others.
• Use effective communication skills within the group and in research settings.
• Lead and manage people effectively.
• Are supportive followers and group participants when appropriate?
• Demonstrate understanding of the dynamics of groups and groupings in the public or nongovernmental sector.

3.

• Demonstrate the requisite advanced study skills and learning strategies.
• Systematically and effectively organize their study plans.
• Use creative and various learning strategies, which suit their personal situations and contexts.
• Think independently, and offer evidence to support their decisions.
• Assess their own strengths and weaknesses and develop coping strategies.

4.

• Determine community needs through grassroots interaction.
• Demonstrate highly advanced research skills.
• Effectively master the use of library and other resources to suit their individual and research needs.
• Integrate and reconfigure information from a variety of sources.
• Act highly responsibly as a researcher and scholar (e.g., appropriate referencing, avoiding plagiarism, ethical research etc).
• Use the conventions of scholarship in the disciplines under study.
• Use relevant conventions and guidelines to their academic and personal purposes.
• Autonomously and critically analyse policies, programmes, projects, theories, structures, experiences, written and oral texts, etc.
• Critically engage with the relevant discourse community.
• Interact with advanced, major and specialized texts (oral and written) through critical listening/ reading and inferencing skills.
• Produce systematic critical texts, which creatively and effectively integrate information from different sources.
• Critically reflects on texts from different sources as well as on knowledge and information in a highly advance and autonomous way.

5.

• Responsibly use and reconfigure the ideas of others in support of their own (without plagiarism, etc.).
• Follow the language conventions of written (and/or oral) use in the respective disciplines.
• Use appropriate models of organization and presentation as required in the respective disciplines.
• Use statistics appropriately and responsibly in support of their ideas.
• Create and use visuals appropriately to support their ideas.
• Recognise own communication limitations and problems and seek help appropriately.
• Identify and illustrate subject-specific jargon.
• Describe, analyse and transform the interpretation of what they come across in appropriate ways.
• Assist others to speak for themselves.
• Use language to critically and coherently analyse, evaluate and critique the ideas, plans, policies, programmes, and projects of others.

6.

• Use scientific methods of investigation, testing and evaluation.
• Select technology to suit the needs of the individual or group.
• Use natural resources in a sustainable way.
• Show respect for and a responsible attitude towards science and technology.
• Demonstrate a consideration of the ethics involved in science and technology issues.
• Show respect and openness towards the psychological, health and physical environment of others.

7.

• Demonstrate and theoretically integrate their prior knowledge and experience, as it is relevant to their learning programme.
• Connect the abstract knowledge of theory to the reality of their individual contexts.
• Draw upon their prior knowledge (personal and abstract) and personal experience as appropriate when investigating and analysing the world around them.
• Look beyond and across traditional disciplinary boundaries for possible solutions.
• Follow an integrated approach to learning, studying and other practices.
• Demonstrate comprehensive understanding of the discipline/field and relate it to own research.

Developmental

1.

• Engage in sustained, autonomous and critical discourse to convey what they know
• Follow academic conventions regarding referencing, the writing of academic essays and regarding research procedure, and avoid plagiarism.
• Build an interactive and constructive relation with lecturers to further their own learning and that of others.
• Apply what they study in specialized and complex contexts, both personal and public, real and simulated.
• Display awareness of their own learning preferences and use strategies to suit their needs.
• Show evidence of highly advanced study and research skills.

2.

• Promote tolerance of diversity and others' opinions.
• Lead groups and take the lead in addressing administrative, developmental or managerial issues in the public or nongovernmental sectors.
• Coherently apply what they know and study in culturally diverse contexts.
• Coherently apply what they know and study at different levels, from personal to academic contexts.

3.

• Value and manage cultural diversity and promote equity.
• Demonstrate critical awareness of own culture and background.
• Demonstrate academic and practical tolerance of diversity and the opinions and policies of others.
• Use various skills to draw out the cultural accomplishments, policies, programmes and contexts of others (e.g., elicitation of culturally specialized literature, use of participatory research techniques, listening skills.).
• Illustrate the value of open-mindedness and tolerance to self and others.

4.

• Illustrate the relationship between the competencies acquired in studying towards the DAdmin and those of the community at large (local and global).
• Make critical, reflective, systematic and effective connections between theoretical knowledge and practice.
• Apply the DAdmin the competencies, which are highly valued in workplaces in the public or nongovernmental sector, across the disciplines and sectors of society.
• Use the competencies required for efficiency in most jobs: imaginative intelligence, emotional maturity, initiative, creative problem solving, effective communication skills, thoughtful accuracy and interpersonal sensitivity.
• Deal effectively with unknown problems and tasks set them on the job by drawing upon the skills from the DAdmin (advanced independent critical thinking, creative problem-solving, conflict resolution, variable and complex conceptual analysis, application of major theories, etc.).
• Demonstrate diligence and a work ethic that shows responsibility and accountability towards the employer and the client or community.

5.

• Create job opportunities in whatever situation they find themselves.
• Have a realistic view of their own worth and value to contribute to their local community and global society.
• Communicate that value to others (CV writing skills, oral communication skills, etc.).
• Demonstrate a healthy self-esteem and confidence in their knowledge, skills and attitudes as required to complete the DAdmin qualification.
• Deal with various unknown situations with flexibility and adaptability.
• Fight poverty.
• Build capacity in communities, organisations and individuals.
• Build and provide leadership and managements skills.
• Create awareness of business opportunities.

Specific

Evidence in the form of a thesis or research project or by means of course work and a thesis, graduates will show that graduates:

1.

• Expand, redefine and reconfigure existing knowledge within the broader context of the field or inter/multi-disciplinary fields conduct research in a major discipline or within an inter-disciplinary context.
• Document the problem statement and aims and objectives, the research design or plan, modus operandi, results and conclusions in an academically respectable and acceptable manner.
• Analyse and synthesize data.
• Apply theory to practice.
• Show critical acumen in evaluating sources, specifically primary material.
• Develop a logical argument.
• Demonstrate an understanding of the relevant argument.
• Show independence and insight.
• Display expert, innovative and highly specialised knowledge in the area of research or within an interdisciplinary context.
• Show that their theses/research projects can withstand international scrutiny.
• Demonstrate that the whole or parts of the thesis/research project is publishable.

2.

• Demonstrate a high degree of abstraction when analysing and synthesizing information within an area of research.
• Attain a high level of philosophical sophistication when reflecting on information within an area of research.
• Make sound evaluations on the basis of independently generated criteria.
• Autonomously analyse, synthesize and evaluate information.
• Design new creative systems based on sound principles.
• Demonstrate highly advanced understanding of the policy environment of the local, provincial, national and international contexts.
• Assess the impact of public sphere policy (including legislation) on society.
• Perform a social-critical role in society (including public life).
• Demonstrate sensitivity to attitudes and values relevant to a just and democratic society.
• Reflect critically on the ethics pertinent to the subject of specialization.

3.

• Present material clearly and systematically.
• Argue logically in order to support their findings.
• Use acceptable style and presentation.
• Provide an advanced critical overview of the material.

4.

• Document research with complete accuracy.
• Use a systematic and consistent approach to technical issues such as the layout of the thesis or other required project.

Integrated assessment

1. Formative assessment: Learning and assessment are integrated. Formative assessment is a continuous and personal process of interaction between the promoter and the student when the means of assessment is thesis only.
2. Summative assessment: Students will be evaluated on a thesis only.
3. Integrated assessment: All assessment will integrate knowledge, skills and attitudes as competencies, applied to the relevant context.