Doctor of Agriculture

Purpose

The purpose of the Doctor of Agriculture is to train learners at an advanced level in the field of Agriculture to assume positions of leadership in research, teaching, and service in the industry, business, and government. Furthermore, the qualification will provide the learner with in-depth research training that fosters the development of independent research skills. These skills include the capacity to formulate a significant problem, to develop mastery of appropriate conceptual and methodological skills, and to relate the research topic to a broader framework of knowledge relevant to agriculture.

The primary purpose of the qualification is to undertake research at the most advanced academic levels culminating in the submission, assessment, and acceptance of a thesis. The defining characteristic of this qualification is that learner is required to demonstrate a high level of research capability and to make a significant and original academic contribution at the frontiers of a discipline or field. The qualification may be earned through pure discipline-based or multidisciplinary research or applied research.

Upon completion of this qualification, qualifying learners will be able to

• 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.
• Demonstrate the ability of intellectual independence, research leadership and management of research and research development in the agriculture discipline.
• Apply specialised knowledge and theory in critically reflexive and creative ways, to advance knowledge or address complex problems within the field of practice related to the research study
• Derive insightful conclusions that are rigorously substantiated by relevant data and scholarly argument and that make an original contribution to the advancement.
• Communicate effectively using visual, mathematical and/or language skills in the modes of oral and/or written persuasion.
• Demonstrate an understanding and awareness of the world as a set of related systems by recognising that problem-solving contexts do not exist in isolation.

Rationale

The New Partnership for Africa's Development (NEPAD), a comprehensive Africa Agriculture Development Programme, identified agriculture as one of the major areas for growth in South Africa and is seen as an area that can help reduce poverty in South Africa (National Skills Development Strategy draft document NSDS 2005- '09). Agriculture is identified by National Research Foundation as one of the key areas for sustainable livelihoods. The expansion of innovative activities throughout the South African economy requires considerable expansion of university research to provide the necessary research-capable human resources at all levels of qualifications (Organisation for Economic Co-operation and Development [OECD] report, 2016).

The National Development Plan has set a target of 6000 doctoral learners per annum by 2030. Currently, the South African university system produces just over 3000 doctoral graduates per annum. Agriculture contributes 3% to the Gross Domestic Product of South Africa. Despite this, however, agriculture is vital to South Africa's economic well-being as it provides more than 600 000 formal employment (Willemse, 2018).

The qualification supports the vital skills needed by the Agricultural industry and is part of science, technology, engineering, and maths (STEM) as well as future-oriented skills. The Private sector, Government organisations and semi-government organisations face the challenge of qualifying learners with complex problem-solving skills, critical thinking, good judgement, and decision-making.

Qualifying learners may be employed as Senior Agricultural Scientists, managers, consultants and lecturers in various fields, education, extension, and management in public and private enterprises and apply their knowledge in agricultural production management, research initiatives and community services; in solving problems together with the local communities, as part of the poverty reduction, stimulating the economy and household food security initiatives.

Recognition of Prior Learning (RPL)

The institution has an approved Recognition of Prior Learning (RPL) policy which is applicable with regard to equivalent qualifications for admission into the qualification. RPL will be applied to accommodate applicants who qualify. RPL thus provides alternative access and admission to qualifications, as well as advancement within qualifications. RPL may be applied for access, credits from modules and credits for or towards the qualification.

RPL for access

• Learners who do not meet the minimum entrance requirements or the required qualification that is at the same NQF level as the qualification required for admission may be considered for admission through RPL.
• To be considered for admission in the qualification based on RPL, applicants should provide evidence in the form of a portfolio that demonstrates that they have acquired the relevant knowledge, skills, and competencies through formal, non-formal and/or informal learning to cope with the qualification expectations should they be allowed entrance into the qualification.

Entry Requirements

The minimum entry requirement for this qualification is

• Master of Agriculture, NQF Level 9.

Or

• Master of Science in Agriculture, NQF Level 9.

Or

• Master of Sustainable Agriculture, NQF Level 9.

Or

• Master of Agriculture in Agricultural Management, NQF Level 9.

Or

• A relevant qualification in the related field, NQF Level 9.

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

Compulsory Modules, level 10, 360 Credits.

• Research and Thesis, 360 Credits.

1. Demonstrate expertise and critical knowledge in Agriculture and related disciplines that are aimed at technological, social, economic, or cultural advancement.
2. Demonstrate the ability of intellectual independence, research leadership and management of research and research development in the agriculture discipline.
3. Apply specialised knowledge and theory in critically reflexive and creative ways, to advance knowledge or address complex problems within the field of practice related to the research study.
4. Derive insightful conclusions that are rigorously substantiated by relevant data and scholarly arguments and that make an original contribution to the advancement.
5. Communicate effectively using visual, mathematical and/or language skills in the modes of oral and/or written persuasion.
6. Demonstrate an understanding and awareness of the world as a set of related systems by recognising that problem-solving contexts do not exist in isolation.

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.
• Formulate a clear and concise problem statement and associated research questions independently.
• Identify and solve problems in which responses display that a responsible decision using critical and creative thinking has been made.

Associated Assessment Criteria for Exit Level Outcome 2

• Work effectively with others as a member of a team, group, organisation, or community.
• Apply academic leadership, increasing independence, creativity, and innovation.

Associated Assessment Criteria for Exit Level Outcome 3

• Apply an advanced range of specialised skills
• Organise and manage oneself and one's activities responsibly and effectively.
• Conduct research ethically and professionally.
• Apply appropriate research methodology.

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.
• 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.
• Collect, analyse, organise and critically evaluate information.
• 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.

Associated Assessment Criteria for Exit Level Outcome 5

• Apply highly advanced scientific communication skills in research.
• Write a thesis that is linguistically correct and of a technically and scientifically acceptable standard.
• Write a thesis that shows that the learner can express him/herself.
• Apply authoritative knowledge of the latest technology and techniques.
• Communicate the research outputs to both specialist and non-specialist audiences, using the full resources of 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

• Reflect on and explore a variety of strategies to learn more effectively.
• Participate as responsible citizens in the life of local, national, and global communities.
• Use science and technology effectively and critically, showing responsibility towards others.
• Explore education and career opportunities and develop entrepreneurial opportunities.

INTEGRATED ASSESSMENT

Formative assessment

It is aimed at determining the learner's progress towards attaining the stipulated outcomes. Learners must first submit a research proposal that must be successfully defended at a meeting of the Faculty Research and Innovation Committee (FRIC). After the proposal has been approved, the learner is allowed to conduct the research under the supervision of a senior academic supervisor. The supervisor assesses continuously in the form of assignments and oral presentations while the thesis is being written. The supervisor must submit progress reports about the learner until the thesis has been completed.

Formative assessments are performed monthly via the monitoring procedures in which the following issues are discussed

• Objectives for the period under review.
• Learner's self-assessment of the learning experience.
• Supervisor's assessment of the learning experience.
• Progress with a research project.
• Head of Department's comments.
• Learner's activity plan for the next month.
• Matters to carry forward.
• New activities planned.

Summative assessment

Summative assessment is conducted where the learner's ability to use and apply specific methodological skills is evaluated in his/her critical review of current literature in the subject area and the formulation and execution of a research project. The learner is required to report on it and generate an integrated thesis of research findings.

Examination of the thesis is finally done by at least two external examiners and internally by the supervisor(s), all experts in the field of specialisation.

A learner must produce a research article for submission to a peer-reviewed scientific journal, as well as a conference paper to be read at a scientific conference.

It is finally required of the learner to defend his/her thesis in a research forum. The learner is expected to make a presentation which includes:

• The context in which the study was undertaken.
• The methodological setup according to which the study was undertaken.
• The results, conclusions, and recommendations.