Doctor of Commerce

Purpose

This qualification includes specialisations, refer to the "Notes".

The Doctor of Commerce provides learners with research, professional and practical skills that build on prior graduate and Masters-level knowledge and skills, attitude and competence in the economic and related sciences. The qualification also strengthens the academic leadership, further growth and ability to practice within professional or self-defined ethics can be developed. Learners will also gain the necessary confidence and attitude to communicate professionally at the highest level with others in the economic field. Learners will develop the competence required for independently engaging as leaders in endeavours of an economic nature at the global level.

Rationale

Building on the Master's qualification, the Doctor of Commerce qualification is a high-level research-based qualification designed to contribute to the enhancement of knowledge and expertise by researchers rigorously pursuing and honing in on gaps found in the literature and/or the practice of commerce, which is basically an integration of Economics, Accountancy, Business Studies, Management and Business Administration. These learners will pursue the development and application of theoretical frameworks, methods and techniques aimed at solving real-world business and management problems in the fields covered by CESM 04 Business, Economics and Management Sciences. Learners are generally reflective business executives drawn from small, medium and large organisational settings in both the public and private sectors, who wish to advance their careers in management and consulting through high quality applied practice-focused research.

Graduates are in high demand worldwide, as Doctor of Commerce learners engage with basically every aspect of modern society.

The Doctor of Commerce will strengthen the pool of academically top-qualified researchers, entrepreneurs, managers, decision-makers, advisors and professionals active in the economic life of South Africa to ensure that the local leadership base of innovative and value-adding economic and scholarly activity is widened.

Recognition of Prior Learning (RPL)

The Faculty of Business and Economic Sciences has an approved RPL policy based on the institutional RPL policy, by which each RPL applicant will be assessed on an individual basis.

The purpose of RPL

There is a need to recognise and accredit prior learning wherever it may have occurred rather than using the limiting conceptualisation of the past, namely that learning can only take place in formal contexts. By using RPL, higher education institutions can contribute to attempts to redress inequities in the distribution of learning opportunities and to promote lifelong learning through widening access to adult learners. Recognition of Prior Learning (RPL) has become an internationally accepted practice in higher education institutions and aims to increase access to higher education for many people for whom this was previously not possible.

RPL is an access mechanism in which the previous learning and experience of an applicant acquired through formal, non-formal and informal means are systematically evaluated against the learning outcomes and assessment criteria for a prerequisite prior qualification, a different type of higher education qualification or a specific module. The learning that meets the requirements is recognised for purposes of granting the necessary status to be admitted to qualification, to articulate into another type of higher education qualification or to be awarded credit for or be exempted from a module in a qualification. An RPL evaluation may include assessment of knowledge, competencies and skills, on-the-job experience and life experience and should demonstrate an appropriate balance between theory and practical application.

Each RPL applicant will be assessed on an individual basis. First, the applicant approaches the HOD of the relevant academic department regarding the RPL policy and application process. The relevant academic department will screen the learner's request and advise if the RPL process is an option.

Should RPL be considered a viable option, then the applicant will complete the standard RPL application form.

The choice of method will depend on the Exit Level Outcomes and Associated Assessment Criteria against which competence will be assessed. It will be appropriate (fit-for-purpose) and accessible to the assessor as well as the learner with specific accommodations made for applicants with learning difficulties and the language needs of the applicant.

Applicable assessment methods for RPL include

• Relevant summative assessment opportunities, which may be written and oral and performance assessments.
• Standardised assessments.
• Interview.
• Assignments or projects.
• Demonstrations.

An RPL portfolio, which includes assignments that address specific learning outcomes or products (e.g., exhibitions, designs or artefacts).

And

• A combination of the above.

Entry Requirements

The minimum entry requirement for this qualification is

• Master of Commerce, NQF Level 9.

This qualification consists of a compulsory module at NQF Level 10 totalling 360 Credits.

Compulsory Module, Level 10

• Thesis, 360 Credits.

• Demonstrate expertise and critical knowledge at the forefront of a field of study.
• Conceptualise new research initiatives, and contribute to new knowledge creation.
• Contribute to and participate in scholarly debates around theories of knowledge and processes of knowledge production in that field of study.
• Develop new methods, techniques, processes, systems and technologies in creative and innovative ways, appropriate to specialised and complex contexts.
• Apply specialist knowledge and theory in critically reflexive and creative ways to address complex theoretical and practical problems.
• Identify, address and manage ethical issues as they emerge and so advance processes of ethical decision-making, including monitoring and evaluating the consequences of such decisions.
• Make independent judgements about incomplete or inconsistent information or data in an iterative process of analysis and synthesis.
• Develop significant original insights into new, complex and abstract ideas and issues.
• Produce and disseminate substantial independent and publishable work that meets international standards and contributes significantly to the field of study and its associated practice.
• Communicate such to specialist and non-specialist audiences in academic, professional and occupational discourse as applicable.
• Design, sustain and manage complex systems to achieve systemic change.
• Demonstrate intellectual independence and research leadership by managing research development in a particular field or discipline.
• Operate independently, taking full responsibility for his/her work, and as required, lead, oversee and be accountable for the governance of processes and systems.

The following Associated Assessment Criteria will assess the Exit Level Outcomes in an integrated manner

• Apply sophisticated knowledge and research methodologies to solve complex, unfamiliar problems.
• Apply knowledge and theory accurately to new contexts.
• Interrogate existing knowledge boundaries and practices and create responses to problems that expand, redefine existing, or generate new knowledge.
• Make a unique contribution to the discipline and provide research leadership within a field or across disciplines.
• Demonstrate high levels of responsibility, self-reflexivity and adaptability and intellectual independence.
• Challenge complexities and contradictions in the knowledge base.

Integrated Assessment

A supervisor, usually a senior academic employed by the institution, and who is considered a specialist in the field of study, is appointed and undertakes continuous formative assessment until the thesis approaches completion. The formative assessment consists of constant and personal interaction between promoter and learner since the means of assessment is the thesis only. The formative assessment incorporates text reviews, seminar presentations, papers and reports of research plans and designs, among others. In some cases, co-supervisors are appointed where additional specialist inputs are required.

The thesis, a unique document presented in a required format, serves as the medium for integrated assessment. The summative assessment instruments are designed in such a way as to integrate theoretical, foundational, research and reflexive competence as outlined in the Exit Level Outcomes. An external examination panel is appointed for the assessment. At least one member of the panel is an international specialist; the other two members are selected from institutions other than the one where the learner is registered. The thesis must be prepared and presented by internationally accepted methods. Furthermore, learners are also assessed on their ability to defend the thesis orally. Learners are also required to submit a publishable journal article together with the thesis.