Doctor of Education in Educational Management

Purpose

The primary purpose of a Doctor of Education in Educational Management is to prepare learners for the research-based Postgraduate study who will contribute to the development of knowledge in the field of Educational Management, including knowledge about the professional practice at an advanced level. The learner independently or collectively contributes to uplift the standard of educational management in schools and add to the body of knowledge at an advanced level. The qualification serves to consolidate and deepen a Postgraduate learner's research expertise in this specific area of specialisation.

Furthermore, the qualification prepares aspiring educational researchers, policymakers, leaders and education reformers to provide solutions on educational challenges confronting society. Learners develop research knowledge, skills, capabilities, and disposition needed to collaborate with other academics and members of the public in the advancement of new visions in dynamic educational, social and political contexts.

Qualifying learners will be able to deal with specific issues in education - both systematically and creatively. The qualification affords learners to have scientific knowledge that contributes to policy development, new theories and strengthening of practice interventions. The qualification will engage learners in capacity training to advance their skill in research. Also, the qualification will have a positive impact on the learners. Learners will develop analytical skills; write research, dissertation and reports which will increase employment opportunities.

Rationale

The Doctor of Education Degree in Educational Management comprises a significant research component and could be attained by completing a single research project, culminating in the production and acceptance of a thesis/dissertation. Learners deal with complex issues in education - both systematically and creatively. The qualification will address the needs of the entire country and the Southern African Development Community (SADC) region. Also, the qualification will address the need for more postgraduate learners to do research, which is currently a challenge in South Africa.

Learners will be equipped in Educational Management scholarship to promote specialisation of services needed to local, provincial and national or regional rural service users. The learners will have the opportunity to expand their knowledge to deal with issues of educational management in schools through research.

Qualifying learners will have the ability to make sound judgments, using the data and information at their disposal, and be able to communicate their conclusions to specialist and non-specialist audiences. The learners will also have the ability to demonstrate self-direction and originality in analysing and solving problems, act autonomously in planning and implementing tasks at a professional level and continue to advance their knowledge, understanding, and skills in the field of Educational Management.

Recognition of Prior Learning (RPL)

In line with university policy, Recognition of Prior Learning will be extended to deserving, experienced learners. They can demonstrate evidence that despite not having all the entry requirements, they have concrete evidence in the form of a compiled portfolio that they can cope with the qualification expectations if enrolled. The institution's registry will verify the evidence of prior learning provided by the learners.

Entry Requirements

The minimum entry requirement for this qualification is

• Master of Education in Educational Management, Level 9.

The qualification consists of a compulsory research proposal and a thesis at NQF Level 10 totalling 360 Credits.

• Thesis, 360 Credits.

1. Conduct independent research and competence in scholarly exposition.
2. Present information clearly, cohesively and in a scholarly style.
3. Show an understanding of current theories of the discipline.
4. Contribute to the body of knowledge through research activities.

Associated Assessment Criteria for Exit Level Outcome 1

• Demonstrates ability to prepare for research.
• Explains convincingly why the research is relevant.
• Formulates the research problem, aim, questions, hypotheses (where applicable).
• Demonstrates how and why paradigms, research designs and methodology are relevant to the study.

Associated Assessment Criteria for Exit Level Outcome 2

• Provide well-founded interpretations of literature in the area of study, and succinct and accurate syntheses of written material.
• Use specialist and applied knowledge appropriately in an area of educational study or practice.
• Show sensitivity for and understanding of the relative and contextual nature of thought and knowledge.
• Interpret knowledge as a source of meaning and as a guide to reflection, choice and action.
• Grasp the dialectical relationship between theoretical and practical knowledge.
• Demonstrate an awareness of the variety of educational contexts in which knowledge might apply.

Associated Assessment Criteria for Exit Level Outcome 3

• Locate particular studies in a relevant and coherent theoretical framework.
• Demonstrate a high level of competence in Educational Management.
• Understand and contribute to the technical and professional literature in the field of Educational Management.
• Criticise learned procedures in the light of historical trends and practices in this and other countries.

Associated Assessment Criteria for Exit Level Outcome 4

• Address a professional or academic problem with originality and independent thought.
• Discover new facts, principles, and connections to improve educational practice.
• Suggest improvements in educational contexts and thus make a significant contribution to the knowledge of a research problem and share with colleagues in the field of Educational Management.

Integrated Assessment

Assessment is done according to the university examination of a dissertation/thesis rules contained in the university calendar, which includes the following:

• The learner alerts the promoter of the intention to submit six months ahead.
• The promoter approaches the HoD alerting about the intention to submit.
• The student signs a form. The HoD and the Dean should attest.
• The promoter makes a recommendation to the department/HOD, for assessment.
• The School Higher Degrees Committee nominates external examiners, and the School Board endorses.
• The promoter(s) and the external examiners form the examiners' committee for the candidate.
• The committee should finalise the assessment within six weeks.

Approval by the School of Higher Degree Committee, followed by approval from the University Higher Degrees Committee. At least six (6) spiral-bound copies of the dissertation must be submitted to the Chief Examinations Officer through the Head of the Department and the Dean. One copy remains, two copies for supervisors and the external examiners are also sent copies.

The final decision by examiners determines whether the Thesis has passed or no not. No mark is awarded at Doctoral level. Assessment reports are sent to the external examination, and the Dean Reports are sent to the School Higher Degrees Committee, the Dean and University Higher Degrees Committee for consolidation. In summary:

• On the recommendation of the supervisor(s), the School Higher Degrees Committee shall appoint two (2) external examiners.
• The Thesis shall be internally examined by two persons within the university - the supervisor(s) and two external examiners.
• All examiners - internal and external - shall comment on the work in writing, and give a clear breakdown on how they have arrived at the final result.