Doctor of Business Administration

Purpose

The purpose of the Doctor of Business Administration qualification is to develop high levels of competence in business administration, academic research, management consulting and personal development. It aims to enhance executive and professional practice through the application of sound theory and rigorous research to real and complex issues in business and management. The qualification seeks to prepare learners for a career where an understanding of the practice and the principles underpinning interdisciplinary research in management or business can greatly enhance performance in business, consultancy or as a practising manager.

The philosophy behind this qualification is based on the potential synergy that exists between business administration, management consultancy, personal competencies (generic and/or teaching) and academic research, as well as the need for an international perspective in the modern business environment. The qualification encourages and expects the Research learner to manage his or her own learning.

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

• Demonstrate research independence at an advanced level, through a critical evaluation of existing literature, systematically conceptualising, designing and implementing a project, and contributing to the development of new ideas, techniques, or approaches.
• Understanding the current scope of knowledge and potential gaps in the relevant field of study to synthesise new knowledge, processes, and techniques.
• Demonstrate ethical reasoning by employing the principles of research integrity and being aware of relevant ethical and professional decision-making considerations.
• Demonstrate effective project management of a project as an independent researcher in the relevant discipline, from identifying research questions, planning interim milestones and timescales, and prioritising activities through to timely completion.
• Contribute to practice in the domain of the research discipline, at an individual, organisation, industry, policy, or societal level.

Rationale

The South African National Development Plan (NDP) affirms the critically important role higher education institutions play in developing producers of new knowledge and responsible critiquing of information. The government, as expressed through the NDP, recognises that knowledge production within South Africa (and Africa) must increase, not only to assist with finding new local and global applications for existing knowledge but also to act as a central catalyst informing the enablement of the NDP goals.

Although South Africa's publication output is the highest on the continent, its innovation system is small by international standards. Doctoral graduate numbers are significantly lower in equivalent developing countries. The school feels it can play a significant role in filling this market void. The school's brand and reputation have gained increased acknowledgement and value within the South African market. As such, there's been an increase in demand for further education at a doctoral level, especially from the school's increasing MBA graduate base.

This qualification represents the next step of progression for MBA graduates, and the doctoral degree exposes learners to the academic research skills, management consulting and personal development that will enable them to provide leadership and effectively manage in the workplace and society at large. This will be accomplished through the understanding of the practice and the principles underpinning interdisciplinary research in management or business. In addition, learners will complete a research component focusing on a management or business topic.

Recognition of Prior Learning (RPL)

RPL provides alternative access and admission to qualifications, as well as advancement within qualifications. RPL will be applied to accommodate applicants who qualify.

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.

Entry Requirements

The minimum entry requirement for this qualification is

• Master of Business Administration, 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, NQF Level 10, 45 Credits

• Introduction to Academic Research, 15 Credits.
• Introduction to Research Design and Methodology, 15 Credits.
• Introduction to Quantitative Techniques, 15 Credits.
• Introduction to Qualitative Techniques, 15 Credits.
• Thesis, 300 Credits.

Exit Level Outcomes

1. Demonstrate research independence at an advanced level, through a critical evaluation of existing literature, systematically conceptualising, designing and implementing a project, and contributing to the development of new ideas, techniques, or approaches.
2. Demonstrate an understanding of the current scope of knowledge and potential gaps in the relevant field of study to synthesise new knowledge, processes, and techniques.
3. Demonstrate ethical reasoning by employing the principles of research integrity and being aware of relevant ethical and professional decision-making considerations.
4. Demonstrate effective management of a project as an independent researcher in the relevant discipline, from identifying research questions, planning interim milestones and timescales, and prioritising activities, through to timely completion.
5. Contribute to practice in the domain of the research discipline, at an individual, organisation, industry, policy, or societal level.
6. Demonstrate research impact by relating theory, concepts, and context to evidence in a systematic way.
7. Develop and disseminate specialist knowledge to a range of scholarly and non-scholarly audiences through a variety of techniques.

Associated Assessment Criteria for Exit Level Outcomes 1.

• Critically review and evaluate literature relating to a research area.
• Clearly define and manage the research process to gather required information and data.
• Integrate knowledge from the qualification and apply it to develop a substantial piece of work making a distinct and original contribution to knowledge,

Associated Assessment Criteria for Exit Level Outcomes 2.

• Examine the relevant research field and identify areas of further study.
• Contribute to innovative knowledge, systems, or practices.
• Analyse the discipline, conceptual and methodological rigour and relevance to practitioner peer groups as well as an understanding of how the research informs professional practice.

Associated Assessment Criteria for Exit Level Outcomes 3.

• Apply ethical research practices and processes.
• Develop a professional management system that maintains data integrity.
• Reflect on the ethical framework as defined in institutional criteria, procedures and guidelines regarding plagiarism and copyright, confidentiality, ownership, and professionalism.
• Identify, address, and manage ethical issues related to the research project with professional integrity.

Associated Assessment Criteria for Exit Level Outcomes 4.

• Use appropriate research methodologies to support the completion of the project.
• Manage a research project effectively.
• Extend the forefront of discipline by developing innovative knowledge and systems through critical problem-solving.

Associated Assessment Criteria for Exit Level Outcomes 5.

• Illustrate core competencies and contributions to practice or theory by conveying research findings clearly.
• Provide evidence in the form of a written thesis.
• Strengthen a foundational knowledge base to promote high-quality research conducted at an individual level.

Associated Assessment Criteria for Exit Level Outcomes 6.

• Illustrate competence in qualitative and quantitative data analysis.
• Apply appropriate techniques to develop evidence-based conclusions.
• Develop knowledge of core research methodologies and techniques.

Associated Assessment Criteria for Exit Level Outcomes 7.

• Articulate ideas and concepts clearly and appropriately to scholarly and non-scholarly audiences.
• Critically evaluate methodological applications through analysis and engagement,
• Present the research findings in a logical, coherent format that aligns with the research questions and research objectives.

INTEGRATED ASSESSMENT

Three phases of assessment will be applied, the preparatory coursework phase, the proposal and thesis development phase, and the final examination.

Phase one of assessment

In the preparatory coursework phase learners will be assessed through the following

• Formal Outline Interview, which will consist of the learner doing a formal slide presentation to a panel.
• Submission of a scoping document for his/her literature review.
• Submission of a Thesis Critique.
• Submission of Qualitative and Quantitative Techniques assignments.

Phase two of the assessment

As part of the proposal and thesis development phase, learners will be required to present their research progress at least once a year (from year 2 of studies onwards) at a formal research colloquium. This annual presentation is assessed and forms a part of the progression criteria for advancement through the qualification.

These events help learners develop their presentation skills and allow learners to practise sharing their research with a broad audience, who may not all be experts in the field. Learners are also encouraged to question other presenters and to consider possible links with their area of research. The aim is to provide a nurturing environment where learners feel supported and connected.

Phase three of the assessment

Following the formal submission of a final thesis, learners will be invited to a viva voce examination, conducted by both an internal and external examiner. The external examiner will be appointed for his or her knowledge in the field of research. One of the learner's supervisors may attend the viva voce examination provided this is agreed upon by both examiners and the qualification coordinator.

All seven learning outcomes for the qualification are met through the successful completion of the thesis examination process.