Doctor of Agriculture

The purpose of the Doctor of Agriculture qualification is to develop advanced scientific research that focuses on knowledge-generation in the intersection of the university, the profession, and the workplace / agricultural value chain (agricultural and agriculture-related contexts).

The qualification will therefore provide for advanced scientific research, education, and training for experienced practitioners in senior and leadership positions in the agricultural industry with an initial qualification in agriculture. It is designed around the development of high-level scientific research and academic leadership performance and innovation in a professional context in the agricultural value chain. This qualification is designed to further the professional scientific experience, competence and knowledge of engagement and leadership of candidates in the agricultural value chain.

Candidates will be required to plan and undertake advanced research project culminating in the submission, assessment and acceptance of a final research report comprising an original thesis or another form or suitable submission. The defining characteristic of this qualification is that, in addition to the demonstration of high-level research and analytical capability, it will test the candidate's ability to integrate theory with practice through the application of theoretical knowledge to develop solutions for highly complex problems in a wide range of agricultural and agriculture related professional contexts.

An important distinguishing aspect of this qualification is therefore to equip candidates with professional agricultural scientific skills at an advanced level and that are able to independently (in leadership capacity) and/or in team context, develop and apply new knowledge, competencies and appropriate scientific communication and leadership skills in developing integrated solutions for the management and/or operation and support of agricultural production units, systems and/or value chain components of varying complexity effectively. Graduates will conceptualize and develop solutions for highly advanced and complex problems in a wide range of agricultural and agriculture related professional contexts.

This qualification addresses the following declared needs and demands in the agricultural sector

• Improving the scientific and managerial and leadership competence of agricultural practitioners in a wide range of agricultural and agriculture related professional contexts to relate advanced scientific and practical information into innovative and successful applications in attending to a variety of problems and solutions in a wide range of agricultural and agriculture related professional contexts.
• To increase the scientific and professional agricultural leadership and managerial competencies among practitioners in a wide range of agricultural and agriculture related professional contexts.
• To improve the ability of agricultural practitioners to effectively and efficiently function and lead in a variety of complex multidisciplinary settings to integrate technical/scientific, economic and advisory disciplines and programmes and to cope with advanced levels of complexity in a wide range of agricultural and agriculture related professional contexts.
• To expand and further develop the career development opportunities for agricultural scientific practitioners to the highest possible academic and professional levels.
• To allow agricultural practitioners in advisory and research positions to improve their professional standing through creating the opportunities to meet the requirements for professional registration in a wide range of agricultural and agriculture related professional fields.

The scientific research capacity development and expanding competence to interrogate the agricultural industry and its associated value chain, the structuring, focus and contents of this qualification (HEQSF level 10 aligned) is also very well suited to address a very important need expressed often regarding the ability of senior scientists and policy makers to effectively deal with the following:

• Spatial and cognitive orientation within the broader agricultural industry and the value chain environment.
• Assimilation of important policy issues, research findings and economic indicators with the existing and observed knowledge of the broader agricultural industry and the value chain environment.
• Integration of advanced industry knowledge, policy and research competencies and the prioritization of the broader agricultural industry and the value chain environment needs to develop and implement effective policies and programmes of activity.

In addition to the stated and intentional development of research capacity and professional skills and conceptual skills associated with this qualification (HEQSF level 10 aligned), this qualification will significantly contribute to capacitate successful doctoral graduates to:

• Further their lifelong learning, practice and career activities within the broader agricultural industry and the associated value chain environment through improved professional scientific and industrial leadership skills and competence.
• Create the essential core of knowledge and competencies to promote the uptake of innovations and promote the role and importance of agriculture as an economic, socio-institutional, and environmentally responsive industry. The importance of interpersonal relations and communication skills (in social, professional, scientific, and strategic conceptual planning settings and processes) to actively pursue and uphold the "triple helix" character of agriculture is duly addressed. The structuring, focus and completion of this Doctor of Agriculture qualification (HEQSF level 10 aligned) qualification will significantly contribute to improving the eminent career furthering employability of agricultural doctoral graduates and actively contribute to improving their career development opportunities.

Successful graduates will also contribute significantly to enhancing growth and competence in an essential grouping of competencies that are essential for furthering lifelong learning, practice and career activities within the agricultural and/or associated industries and through improved personal intellectual growth, gainful economic activity and purposeful contributions to society:

• Spatial and cognitive orientation within the engagement environment
• Assimilation of own knowledge with the existing and observed knowledge of the engagement environment
• Integration of knowledge, competencies and prioritization of engagement needs to develop and implement effective programmes of activity.

In addition, this qualification will significantly contribute to prepare graduates to build and expand on the essential core of knowledge and competencies to promote the uptake of innovation and promote the role and importance of agricultural production as an economic, social, and environmentally responsive industry.

Rationale

This qualification aims to address the shortage of Agricultural Scientists in the country as defined in the National Skills Development Strategy III of the Department of Labour. The increasing complexity and dynamic changes in the agricultural landscape of South Africa, growing policy and economic emphasis on the issues of agricultural restructuring and land reform, job creation, poverty alleviation and food security is largely influenced by the sub-optimal rate of uptake of agricultural scientific innovations and the increasing demands for improved production and efficiency to support the food security process in the country place a high premium on the knowledge and competencies of graduates entering the sector. This dramatically increases the demand for agricultural scientists who cannot only function as agriculturalists but also practitioners who are adequately competent and qualified to practice, communicate and extrapolate their science effectively to an increasingly demanding farmer community and larger agricultural value chain at diverse levels of functional complexity and economic activity.

The growing demand for knowledgeable practitioners in the commercial agricultural environment (mainly due to increasing international and local competition and the impact of globalization) has also prompted various commodity groups and stakeholders occupying various niches in the agricultural value chain to improve their minimum requirements for competencies. The growing emphasis on the issues of job creation, poverty alleviation and food security increase the demand for professional agricultural practitioners providing leadership and advanced skills to engage with and manage the increased complexity of the agricultural landscape in South Africa. The need for the development and implementation of suitable policies and economic emphasis is increasingly influenced by the general acceptance and realization that the rate of innovation exceeds the rate of uptake of agricultural scientific innovations. In the South African context this has important economic, social, and political implications.

In addition, the demands on the knowledge, skills, and competencies of professionals in the sector are increasing exponentially. There is therefore a dramatic increase in the demand for agricultural scientists and professionals who cannot only function as agriculturalists but also as sufficiently skilled and qualified practitioners who can effectively engage with the problems, challenges and demands of the sector in the broader economic environment and communicate their science effectively to an increasingly demanding farmer community at diverse levels of functional complexity and economic activity.

This qualification uses a well-developed integrated structure of learning domains to effectively engage with this conceptual-contextual spectrum of competence to represent the distinctive knowledge-base, skills-base and application of these competencies, without being excessively complex. The demand for a doctoral qualification specifically tailored to meet industry needs and thus providing competent and skilful professional practitioners and managers to engage in this changing agricultural environment, is growing significantly (FAO, 1997; Department of Agriculture, 2005; IFPRI, 2014; DAFF, 2015). The established and accentuated policies by the National and Provincial Departments of Agriculture indicating that the generally accepted minimum qualification required for accessing a career in agricultural advisory servicing in the public service (by far the most important employer) support this notion` (Norms and Standards for Extension and Advisory Services in Agriculture, 2005).

The growing demand for knowledgeable and highly qualified practitioners in furthering the growth of the economic value of the agricultural environment mainly due to increasing international and local competition and the impact of globalization has also prompted the demand for highly qualified and skilled agriculturalists to offer support to various commodity groups and stakeholders occupying various niches in the agricultural value chain in the region, the country, and the broader continent. The stakeholder engagements consisted of a broader individual and peer-based communication process initially to assess the availability and attractiveness of a Doctor of Agriculture qualification in Southern Africa. The main stakeholders considered were the wine and table grape (WineTech and VinPro), fruit (HortGro), crop production (GrainSA) and selective regionally relevant livestock industries (MeatSA and the National Wool Growers' Association) and public and private research, extension and advisory and regulatory services tasked with the provision of advisory support services to the agricultural sector with its divergent industries. The increasing demand for highly skilled practitioners with value chain perspectives to growing their industries has strongly suggested the need for such a qualification. This includes the need from traditionally trained scientists wishing to develop their academic careers with a broader and more professionally focused scientific engagement with their respective industries. This process of stakeholder engagements is still ongoing and initial indications are that the qualification is addressing an important perceived shortcoming, need and opportunity in the agricultural industry at strategic, operational and managerial levels in the broader regional, national and international contexts.

This qualification will consolidate the professional and academic proficiency of its graduates through increased knowledge, conceptual and practical skills, motivation, and competence to:

• Demonstrate sufficient expertise and critical knowledge in agricultural theory and practice with an ability to independently conceptualise new research initiatives and create new knowledge and/or practice in their professional agricultural environment.
• Participate and competently contribute to scholarly debates around theories of knowledge and processes of knowledge production in his/her area of agricultural study or practice.
• Develop new methods, techniques, processes, systems, or technologies in original, creative, and innovative ways appropriate to specialised and complex agricultural and agriculture related contexts.
• Apply specialist knowledge and theory in critically reflexive, creative, and novel ways to address complex practical and theoretical problems in specialised and complex agricultural and agriculture related contexts.
• Identify, address, and manage emerging ethical issues, and to advance processes of ethical decision-making, including monitoring and evaluation of the consequences of these decisions in specialised and complex agricultural and agriculture related contexts.
• Make independent judgements about managing incomplete or inconsistent information or data sets and systems in an iterative process of analysis and synthesis, for the development of significant original insights into new complex and abstract ideas, information, or issues in specialised and complex agricultural and agriculture related contexts.
• Produce substantial, independent, in-depth, and publishable work which meets international standards is new or innovative by peers and makes a significant contribution to specialised and complex agricultural and agriculture related contexts.
• Develop a communication strategy to disseminate and defend research, strategic and policy initiatives and their implementation to specialist and non-specialist audiences using the full resources of an academic and professional or occupational discourse in specialised and complex agricultural and agriculture related contexts.
• Apply theoretical underpinnings in the management of complex systems to achieve systemic change and independently design, sustain and manage change within a system or systems in specialised and complex agricultural and agriculture related contexts.
• Professionally function independently and take full responsibility for his or her work, and where appropriate to lead, oversee and be held ultimately accountable for the overall governance of processes and systems in specialised and complex agricultural and agriculture related contexts.

Agriculture as economic environment is growing as very prominent field of service provision and engagement in the quest for economic growth and job creation both in the commercialised sector as well as the developing agricultural sector. It therefore creates a direct benefit to current experienced and senior practitioners to improve their professional scientific leadership competence and competitiveness in the labour market whilst providing a high-quality contribution to this critical sector. This qualification provides a very powerful platform for structuring advanced teaching and learning programmes in the Department of Agriculture. It also offers the opportunity to be a very powerful catalyst for providing increasingly relevant and demand driven applied engagement and research programmes whilst building a strong body of evidence and support to senior and experienced agricultural leaders and professional practitioners.

A very important benefit is the contribution of this qualification to the advancement of the transformation agenda through offering more candidates the opportunity to excel professionally with a broader and more advanced understanding of the practical and theoretical concepts and processes, innovation challenges and needs and entrepreneurial opportunities experienced in the agricultural sector and its associated value chain. This is an important benefit in furthering the objective of creating a national cadre of senior and experienced agricultural scientists. It could significantly contribute to the expanding of the body of knowledge, advanced expertise and conceptual leadership in the agricultural value chain and is in line with the University of Technology.

Some of the more attractive qualities/aspects of this HEQSF aligned level 10 Doctor of Agriculture qualification seem to be the:

• Possibilities for creating a more competent work force at senior professional and managerial levels.
• Development of more advanced scientific research and functional operational capacity at senior and executive levels in the agricultural industry (to improve the leadership and conceptual capacity for building scientific research and practitioner development programmes) and its associated value chain.
• Developing, improving and establishing advanced agricultural scientific and professional leadership and management competence and capacity.
• Possibilities for increased scientific and academic collaboration between the CPUT, different agricultural service providers and industrial sectors, the focused improvement of the competencies and competitiveness (employability) of graduates of the CPUT and the increased presence and engagement of the Department of Agriculture at senior professional strategic and operational levels in the agricultural industry locally and in the broader regional, national and international contexts.

Recognition of Prior Learning (RPL)

This qualification may be achieved in part or in whole through the Recognition of Prior Learning, which includes formal, informal, and non-formal learning and work experience. The Recognition of Prior Learning (RPL) assessment process involves the identification, mediation, assessment and acknowledgement of knowledge and skills obtained through informal and non-formal learning. RPL is applied in terms of policy and criteria of the institution. The necessary documentary evidence will have to be provided and a formal RPL process will be followed. The institution will apply in this qualification the RPL for both access and credits in line with the National Policy and Criteria for the Implementation of RPL (Amended in March 2019).

RPL for Access

Learners who do not meet the minimum entry requirements of the required qualification may be considered for RPL. There are two options:

• Advanced Standing, in which case the minimum entry requirements are waived by the admitting institution based on evidence of prior learning, work experience or any other relevant circumstances that may apply to an individual learner. No portfolio is required.

OR

• Applicants may provide evidence in the form of a portfolio that demonstrates that the applicant has acquired sufficient relevant knowledge, skills, and competencies to be able to reasonably meet the expectations for learning demanded by the qualification for which they are seeking access.
• In instances where RPL is applied for the purposes of access, no credits will be awarded for any previous learning. However, the candidate may choose the option of being assessed for credit.

RPL for credits

Learners who do meet the necessary entry requirements for admission to a qualification may be awarded some or all the credits towards the qualification. There are two possibilities:

• Learners may apply for RPL to be exempted a module or some modules by providing sufficient evidence in the form of a portfolio that demonstrates that a level of competency, equivalent to the learning outcomes of the module or modules, has been achieved. Credits will be awarded for such modules.

OR

• Learners may apply for RPL to be awarded all the credits required for the qualification. Sufficient evidence must be provided that demonstrates a level of competency equivalent to all the learning outcomes of the qualification.

Entry Requirements

The minimum entry requirement for this qualification is

• Master of Agriculture, NQF Level 9.

or

• Masters' degree in a cognate field of study, NQF Level 9.

This qualification consists of the following compulsory and/or elective modules at National Qualifications Framework Level 10 totalling 360 Credits.

Compulsory Modules, Level 10, 360 Credits

• Research and Thesis, 360 Credits.

1. Develop a research proposal for a doctoral qualification oriented towards the field of Agriculture.
2. Plan and manage the doctoral research project (process).
3. Compile a comprehensive review of scholarly literature pertinent to the study.
4. Design and apply appropriate research methods for data collection, analysis, and interpretation of a complex research problem.
5. Draw valid, insightful conclusions and communicate research results in both a scholarly and professional manner.
6. Conduct research in an ethical and professional manner taking full responsibility for own actions.
7. Engage with complex theoretical and/or applied problems at the forefront of Agriculture and closely related disciplines.

Associated Assessment Criteria for Exit Level Outcome 1

• Identify a substantial research topic that addresses a complex problem oriented towards the field of Agriculture and evaluate its suitability for a doctoral study using criteria appropriate to the field, such as scope, relevance, significance, originality, complexity, feasibility, ethics, etc., in consultation with supervisor(s)
• Independently formulate a clear and concise problem statement and associated research questions that demonstrate expertise and critical knowledge in an area at the forefront of Agriculture and closely related disciplines that are aimed at technological, social, economic or cultural advancement.
• Compile and defend a full, coherent research proposal following ethical, institutional, faculty and professional (where relevant) criteria, procedures, and guidelines, demonstrating proficiency in a range of highly specialised skills and discourses appropriate to the study, and the ability to apply specialist knowledge and theory to address complex practical or theoretical problems in critically reflexive, creative and/or innovative ways

Associated Assessment Criteria for Exit Level Outcome 2

• Working independently and taking full responsibility for own work, plan, manage and execute a substantial research project at the forefront of a field of knowledge/practice, leveraging resources for the task (e.g. funding; infrastructure; academic, technical and administrative staff and/or assistants, etc.) and within the timeframes stipulated for the qualification
• Conceptualise, design, implement and adapt the research initiative as required, drawing on specialist knowledge and expertise in the execution of the project
• Consult and engage critically with supervisor(s), integrating feedback judiciously in the execution of the research project

Associated Assessment Criteria for Exit Level Outcome 3

• Draw selectively and critically on the published work of leading scholars in the field of specialised study and/or discipline, from different perspectives, showing an ability to analyse and synthesise complex ideas in conveying coherent and original arguments and insights.
• Demonstrate systematic mastery, familiarity with the discourses and nuanced understanding of the range of current research (theoretical and applied) and critical debates related to the topic under study in the literature review.
• Use prescribed referencing techniques expertly for in-text and bibliographic referencing.

Associated Assessment Criteria for Exit Level Outcome 4

• Conceptualise a rigorous and robust methodological design, incorporating a selected range of data collection and analysis methods appropriate to the study, and critically evaluate the design with reference to current methodological theory
• Develop a systematic theoretical/conceptual framework from a critical analysis of existing theoretical perspectives in the specialised field/discipline, for analysing and interpreting the data
• Present, analyse and make coherent judgements about data, including independent judgements about incomplete or inconsistent data, following an iterative process of analysis and synthesis in developing significant, original insights into a complex research problem.

Associated Assessment Criteria for Exit Level Outcome 5

• Derive insightful conclusions that are rigorously substantiated by relevant data and scholarly argument and that make an original contribution to the advancement of specialised knowledge in the field of Agriculture
• Make recommendations for solutions to the problem, where appropriate, and for further, related research arising from the investigation.
• Produce the research findings in written form as a substantial, in-depth, and publishable work, aspects of which meet national or international standards of peer review.
• Communicate the research outputs to both specialist and non-specialist audiences, using the full resources of an academic or professional discourse, emphasising the significant contribution of the study to the advancement of knowledge in the field of Agricultural practice.

Associated Assessment Criteria for Exit Level Outcome 6

• Take cognisance of the ethical framework as defined in institutional criteria, procedures and guidelines regarding plagiarism and copyright, confidentiality, ownership, and professionalism and identify, address and manage ethical issues related to the research project with professional integrity, including ideas and issues emerging during the research process, and monitor, evaluate and take full responsibility for the consequences of these decisions where appropriate
• Critically contribute to the development of ethical standards in research, generally or in relation to a particular field of practice

Associated Assessment Criteria for Exit Level Outcome 7

• Demonstrate an advanced range of specialised skills and the ability to apply specialised knowledge and theory in critically reflexive and creative ways, to advance knowledge or address complex problems within the particular field of practice related to the research study.