Doctor of Philosophy in Education

Purpose

The purpose Doctor of Philosophy in Education is to provide learners with training for an academic career through the medium of an independent, original, and applied basic primary research project completed under supervision. Whilst undertaking the research project, learners will gain first-hand experience of all aspects of the research process. On completion of the PhD, learners will be able to undertake further independent research and contribute to the generation of new knowledge.

The qualification will also provide an opportunity for academic staff who do not hold a PhD to improve their qualifications and offer better-quality education to undergraduate learners.

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

• Demonstrate specialist knowledge and an ability to engage critically with current research in a specialised field of education.
• Demonstrate an advanced understanding of the boundaries, interconnections, value and knowledge creation systems and paradigms of the chosen field of specialisation, and an ability to critically evaluate these, and select an appropriate paradigm for the research project.
• Select, modify where necessary, and apply a research design and research methods, for data collection and/or generation, data analysis through statistical and other relevant qualitative techniques, to address a particular research question in the field of specialisation in education.
• Identify any ethical considerations associated with research in the chosen field of specialisation and propose solutions and or mitigating measures.

Rationale

The introduction of education and training at the doctoral level will allow the university to contribute to the production of the next generation of highly skilled individuals, teaching professionals, and educationists, who will join the workforce as academics, and researchers and contribute to the development of the country.

The institution is currently offering teaching qualifications at bachelor, honours and master's levels and a research-based qualification at doctoral level is the logical next step, providing opportunities to graduates and those from other universities to further professionally develop their teaching careers.

The need to develop high-level skills in education as a discipline is essential to address the current inequality within SA's basic education system. More and better-qualified teachers, with greater critical thinking and problem-solving skills, will enable greater social cohesion; transform teaching practices; and act as change agents within a socially, economically and politically fractured society. Reflective teaching practice, as well as active research on teaching methodologies and assessment, motivate change and innovation.

The institution's mission is to offer high-quality education and training opportunities that foster the "holistic development of learners through teaching and learning, research and scholarship and engagement in collaboration with strategic partners. Offering a PhD in Education is aligned with this, acknowledging that well-developed teachers touch the lives of every one of their learners.

In addition, research is a very powerful tool for a university that wishes to be relevant to its surroundings and engaged with its unique African context. Research and Postgraduate learners assist in the creation of a research culture and act as role models for younger learners; postgraduate learners serve as tutors and provide very important support for undergraduate learning and teaching.

Recognition of Prior Learning (RPL)

RPL will be applied in line with the university policy on the Recognition of Prior Learning and Credit Accumulation and Transfer, a copy of which is uploaded to the Institutional Site.

This policy is aligned with the National Policy and Criteria for the Implementation of Recognition of Prior Learning (Amended March 2019). RPL and CAT will play important roles in promoting lifelong learning and in redressing inequities by providing alternative routes into higher education.

The National Policy and Criteria for the Implementation of Recognition of Prior Learning (Amended March 2019) indicates that there are two types of RPL; RPL for access and RPL for credit. The former is applicable for this doctoral degree. However, RPL for credit cannot be applicable to the proposed PhD since all 360 credits are allocated to the research thesis. The former will be used to provide alternative routes into the programme.

Entry Requirements

The minimum entry requirement for this qualification is

• Master of Education, NQF Level 9.

Or

• Master of Education in Philosophy of Education, NQF Level 9.

This qualification consists of the following compulsory module at NQF Level 10, totalling 360 Credits.

Compulsory Module, Level 10, 360 Credits

• Doctor of Philosophy in Education thesis, 360 Credits.

Exit Level Outcomes

1. Undertake independent original research at an advanced level and report on this to reflect independent thinking, a comprehensive understanding of related theoretical foundations, originality, critical analysis, and advanced insight into the chosen field of education.
2. Demonstrate specialist knowledge and an ability to engage critically with current research in a specialised field of education.
3. Demonstrate an advanced understanding of the boundaries, interconnections, value and knowledge creation systems and paradigms of the chosen field of specialisation, and an ability to critically evaluate these, and select an appropriate paradigm for the research project.
4. Select, modify where necessary, and apply a research design and research methods, for data collection and/or generation, and data analysis through statistical and other relevant qualitative techniques, to address a particular research question in the field of specialisation in education.
5. Identify any ethical considerations associated with research in the chosen field of specialisation and propose solutions and/or mitigating measures.
6. Apply research effectively and critically, showing due consideration to social justice, socio-economic development, and a concern for the health and welfare of others.
7. Manage, collate, critically evaluate and synthesise information from a range of sources as relevant to the field of education.
8. Communicate effectively and efficiently with both professional and lay audiences using appropriate language, academic discourse, and technology.
9. Apply responsible and effective personal organization skills, work independently (taking full responsibility for allocated resources) and incorporate feedback into one's work.

Associated Assessment Criteria

The following Associated Assessment Criteria are assessed in an integrated manner across all the Exit Level Outcomes

• Produce an original project and focused argument(s), coherent, and logical and advance knowledge in the area of specialisation.
• Identify and justify the project question, aims, objectives and scope.
• Draw and evaluate literature review from multiple sources including primary literature, and materials carefully and critically.
• Identify and apply a range of methods, including statistical and qualitative methods.
• Identify and apply ethical issues , and seek approval if necessary.
• Critically review relevant theories and practices to support the development of convincing arguments or positions in the thesis.
• Skillfully integrate results from the research project with the existing knowledge base.
• Illustrate a comprehensive and nuanced understanding of the nature, strengths and limitations of research in the thesis.
• Apply appropriate research methods to address the research question and clearly justify with reference to published work.
• Carefully and correctly apply research methods in the context of the discipline.
• Mitigate any ethical concerns and reference them to an Approval Number where ethical issues exist.
• Critically evaluate information from a wide range of sources and include them in the thesis.
• Communicate results from the research project to both professional and lay audiences using appropriate language and technology.
• Apply appropriate language in the thesis which is presented in the approved style and adheres to the norms for academic scientific writing in the discipline.