Doctor of Philosophy

The purpose of the qualification is for the learner to make an original, significant contribution to knowledge in a chosen field through research work (which is usually supervised) which combines specialised knowledge, skills and research mastery to produce a thesis. The chosen field of study includes sub-disciplines of Arts, the Built Environment, Commerce, Education, Engineering, Health Science, Law, Management and Science. The benefit to the career of the graduate and to the country is that (s)he has made, and is capable of making, original contributions to knowledge through research in the chosen field, with cognisance of the impact of the work on society, and can expose his/her work to international criticism.

Learning achieved by meeting the outcomes of a qualification of the University listed below (under Formally Accredited Learning) is assumed to be in place.

Formally Accredited Learning

The typical applicant has a Masters degree of the University, typically in the field of study to be pursued at PhD level, or other University-approved qualification - consult the application information for the year of study for which application is being made.

Recognition of Prior Learning

Applicants who fall outside of the normal admissions process who can demonstrate to the satisfaction of the University that they have a qualification or experiential- or work based learning which has taken the learner to an equivalent level of a qualification specified above (under Formally Accredited Learning), may be considered for admission and/or for the recognition of prior accredited and/or prior experiential learning. Applicants who, after such assessment, are deemed to have sufficient potential but are in need of further academic development, may be required to broaden their curriculum to include preliminary programmes prior to admission or parallel programmes after admission.

1. The qualifying learner is capable of independent and original research.
2. The qualifying learner possesses highly specialised, authoritative knowledge and is competent to apply that knowledge to the solution of problems.
3. The qualifying learner is self-directed and self-critical.

Critical Cross-field Outcomes

a) "Identifying and solving problems in which responses display that responsible decisions using critical and creative thinking have been made" - see Exit Level Outcomes (ELO) 1, 2 & 3.

b) "Working with others as a member of a team, group, organisation, community" - see ELO 2.

c) "Organising and managing oneself and one's activities responsibly and effectively" - see ELO 1, 2 & 3.

d) "Collecting, analysing, organising and critically evaluating information" - see ELO 1, 2 & 3.

e) "Communicating effectively using visual, mathematical and/or language skills in the modes of oral and/or written persuasion" - see ELO 1 & 3.

f) "Using science and technology effectively and critically, showing responsibility towards the environment and health of others" - see ELO 1, 2 & 3.

g) "Demonstrating an understanding of the world as a set of related systems by recognising that problem-solving contexts does not exist in isolation" - see ELO 1, 2 & 3.

h) "Contributing to the full personal development of each learner and the social and economic development of society at large, by making it the underlying intention of any programme of learning to make an individual aware of the importance of:

• (i) "Reflecting on and exploring a variety of strategies to learn more effectively" - see ELO 1 & 3.
• (ii) "Participating as responsible citizens in the life of local, national and global communities" - see ELO 2 & 3; note also that learners act in accordance with the code of conduct of the University and, where relevant, that of the professional discipline being studied.
• (iii) "Being culturally and aesthetically sensitive across a range of social contexts" - see ELO 3.
• (iv) "Exploring education and career opportunities" - see ELO 1, 2 & 3.
• (v) "Developing entrepreneurial opportunities" - see ELO 2 & 3.

1. The qualifying learner completes a thesis by

• identifying and formulating a research problem
• performing a critical and relevant literature survey
• executing, critically reviewing and iterating research using appropriate methodologies and techniques
• assessing the significance of research findings, making the case for original contribution and placing the work in the context of the discipline and wider issues where relevant
• producing the thesis or compilation of publishable work in acceptable structure, style and language.

1. The qualifying learner demonstrates highly specialised, authoritative knowledge, and application and development of that expert knowledge, in a specialised field, which could include:

• an expert understanding of the content of the chosen topic of study, with understanding of the context, i.e. of the world as a set of related systems
• the ability to work, independently or in a team, to select, apply, evaluate and/or develop the most appropriate approach to the solution of problems, recognising wide-ranging factors which could include financial, environmental, social, cultural, health and technological aspects.

3. The qualifying learner demonstrates awareness of the need to be able to

• independently plan, co-ordinate and review research work, usually under supervision
• show initiative, and to manage himself/herself in an effective and responsible manner
• be culturally and aesthetically sensitive
• communicate in appropriate media
• practise lifelong learning.

Integrated Assessment

The thesis serves as the medium for integrated assessment. Formative assessment is undertaken on a continuous basis, incorporating seminar presentations, papers and reports of research plans and designs. The assessment instruments are designed to integrate practical, foundational and reflexive competence. Furthermore in order to qualify, the learner must demonstrate the specialised knowledge acquired.