Doctor of Philosophy in Food Science and Technology

Purpose

The purpose of this academic qualification in Doctor of Food Science and Technology is to produce graduates who will be able to reflect critically on Food Science and Technology theory and its application. Learners will acquire and develop the skills and competencies required to solve problems and contribute to the development of innovative research and technology in the Food Science and Technology specialisation.

Upon completion of the qualification, a qualifying learner will be able to

• Reflect critically on Food Technology Theory and practice and its application at the Doctoral level.

Deal with complex issues both systematically and critically and be able to supervise and evaluate the research of others.

• Handle complex Food Science and Technology related problems, both systematically and creatively, design and critically appraise the research, make sound judgments using data information and communicate their findings clearly to specialist and non-specialist audiences.
• Conduct independent planning and implementation of research projects with a theoretical scientific underpinning, in other words, be able to participate in the advancement of original research in academia and in the food industry.
• Demonstrate problem-solving skills for the food industry and related organisations.
• Deal with complex issues both systematically and critically and be able to supervise and evaluate the research of others.

Rationale

The food industry, which is dynamic, is being faced with diverse problems requiring diverse and advanced solutions. Furthermore, the food industry has advanced greatly, requiring the use of technology and statistical quality control to troubleshoot and solve problems. Therefore, this industry requires graduates who will be able to reflect critically on theory and its application. This Doctor of Food Science and Technology qualification responds to this need and was developed in collaboration with internal and external stakeholders and relevant industry bodies and partners. Bodies. This qualification will enable learners to acquire the knowledge and the skills to identify and solve problems and contribute to the development of innovative research and technology in this field.

In alignment with the priority articulated above, the Doctor of Food Science and Technology qualification serves as a progression pathway for graduates(typical learners) of Master of Food science and Technology or equivalent qualifications with an interest in furthering their studies and research capabilities. This qualification is the highest academic qualification within the discipline and forms the last academic level of the Food Science and Technology pathway.

It is expected that the graduates will be able to build capacity in agro-processing and add value to farm produce. In addition, graduates who have successfully completed the Doctor of Food Science and Technology will be equipped to take up senior management positions in the food industry, such as a Group Production Manager, Group Quality Assurance Manager, Group Research and Development Manager and Regional Manager. They will also be able to find employment in various research based and regulatory institutions.

Recognition of Prior Learning (RPL)

The institution has an approved Recognition of Prior Learning (RPL) policy applicable to equivalent qualifications for admission into the qualification. RPL may be applied to accommodate applicants who qualify. RPL thus provides alternative access and admission to qualifications and advancement within qualifications. RPL may be applied for access, module exemption (credit) or advanced standing.

RPL for access

• Applicants who do not meet the minimum entrance requirements or the required qualifica-tion 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 or other appropriate assessment methods that demon-strates that they have acquired the relevant knowledge, skills, and competencies through formal, non-formal and/or informal learning to cope with the qualification expectations should they be allowed entrance into the qualification.

RPL for exemption of modules

• An applicant may apply for RPL to be exempted for modules that form part of the qualification. For an applicant to be exempted from a module, the applicant needs to provide sufficient evidence in the form of a portfolio or via appropriate assessment methods that demonstrates that competency was achieved for the learning outcomes that are equivalent to the module's learning outcomes.

Entry Requirements

The minimum entry requirement for this qualification is

Master of Technology in Food Technology, Level 9,

Or

Master of Science in Food Science, Level 9,

Or

Master of Food Science and Technology, Level 9.

This qualification comprises a thesis at level 10 to be conducted, totalling 360 credits.

1. Demonstrate advanced knowledge and a systematic understanding of Food Science and Technology as a discipline, including current theories, principles, and debates that inform practice and innovation in the field.
2. Critically apply appropriate research methodologies and scientific techniques to design, plan, and execute original research that contributes new knowledge to Food Science and Technology.
3. Conduct independent inquiry with intellectual autonomy, producing research that meets the standards of peer reviewed publication and contributes to disciplinary or interdisciplinary advancement.
4. Critically evaluate and synthesise scholarly literature, data, and evidence, identifying gaps in knowledge and formulating research questions that address complex food science challenges.
5. Demonstrate high-level problem-solving and decision-making skills in food systems, production, safety, and innovation, using evidence-based approaches and critical thinking.
6. Communicate complex research findings effectively, both orally and in writing, to specialist and non-specialist audiences, adhering to scientific and ethical conventions.
7. Apply professional and ethical research practices, demonstrating an understanding of the broader social, environmental, and economic implications of research in the food sector.
8. Contribute to the development of the discipline and the sector through leadership, mentorship, and participation in academic, policy, or industry related forums.

Associated Assessment Criteria for Exit Level Outcome 1

• Illustrate advanced knowledge and a systematic understanding of Food Science and Technology as a discipline, including current theories, principles, and debates that inform practice and innovation in the field.
• Critically analyse and evaluate foundational and emerging theories in Food Science and Technology.
• Demonstrate an advanced understanding of the scientific, technological, and socio-economic contexts of the discipline.
• Integrate knowledge across sub-disciplines (e.g., food microbiology, processing, chemistry, sensory science) to inform decision-making.
• Engage with contemporary debates and innovations influencing practice in food systems and policy.

Associated Assessment Criteria for Exit Level Outcome 2

• Critically apply appropriate research methodologies and scientific techniques to design, plan, and execute original research that contributes new knowledge to Food Science and Technology.
• Formulate relevant research objectives and hypotheses based on a critical literature review.
• Select and justify the use of advanced research designs, tools, and techniques suited to the study aim.
• Apply experimental or observational methods accurately, adhering to scientific protocols and quality standards.
• Modify and refine methods in response to emerging research challenges, demonstrating methodological rigour.
• Generate and analyse empirical data that contribute original insights to the field.

Associated Assessment Criteria for Exit Level Outcome 3

• Conduct independent inquiry with intellectual autonomy, producing research that meets the standards of peer-reviewed publication and contributes to disciplinary or interdisciplinary advancement.
• Demonstrate initiative and self-direction in managing a sustained research project.
• Make defensible academic and methodological decisions throughout the research process.
• Produce research outputs that meet disciplinary standards of rigour, originality, and academic integrity.
• Prepare a research report or manuscript suitable for submission to a peer-reviewed journal.

Associated Assessment Criteria for Exit Level Outcome 4

• Critically evaluate and synthesise scholarly literature, data, and evidence, identifying gaps in knowledge and formulating research questions that address complex food science challenges.
• Conduct systematic and comprehensive literature searches using appropriate academic databases.
• Critically appraise and compare sources for relevance, methodological quality, and theoretical contribution.
• Identify trends, contradictions, and gaps in the literature to define a unique research niche.
• Construct a coherent conceptual framework that guides the development of research questions.

Associated Assessment Criteria for Exit Level Outcome 5

• Demonstrate high level problem solving and decision-making skills in food systems, production, safety, and innovation, using evidence based approaches and critical thinking.
• Analyse complex and context specific food system problems using interdisciplinary approaches.
• Evaluate alternative solutions based on scientific evidence, feasibility, and ethical implications.
• Make informed decisions in scenarios involving food quality, safety, innovation, and regulation.
• Demonstrate adaptive thinking in response to new information or unanticipated challenges.

Associated Assessment Criteria for Exit Level Outcome 6

• Communicate complex research findings effectively, both orally and in writing, to specialist and non specialist audiences, adhering to scientific and ethical conventions.
• Present scientific arguments and findings in structured, logical, and persuasive formats.
• Produce high-quality academic writing, including research reports, abstracts, and publications.
• Use appropriate visual and verbal communication strategies for varied audiences and platforms.
• Demonstrate ethical citation practices, academic honesty, and clarity in communication.

Associated Assessment Criteria for Exit Level Outcome 7

• Apply professional and ethical research practices, demonstrating an understanding of the broader social, environmental, and economic implications of research in the food sector.
• Identify ethical considerations in human, animal, and environmental research contexts and apply appropriate safeguards.
• Obtain relevant ethical clearance or permissions prior to commencing research.
• Reflect on the social and environmental impact of the research, articulating mitigation strategies.
• Demonstrate accountability, transparency, and professional conduct in all stages of research.

Associated Assessment Criteria for Exit Level Outcome 8

• Contribute to the development of the discipline and the sector through leadership, mentorship, and participation in academic, policy, or industry-related forums.
• Engage actively in departmental or institutional academic activities (seminars, colloquia, workshops).
• Demonstrate leadership in collaborative projects, student mentorship, or peer learning initiatives.
• Contribute to discourse through conference presentations, policy briefs, or industry engagements.
• Reflect on personal and professional growth in relation to the broader development of the discipline.

Integrated Assessment

Formative Assessment

Formative assessment is integrated throughout the research process to support and guide the learner's development.

The ELOs are integrated into all the assessment processes to ensure the assessment and development thereof in an integrated manner. It occurs during key phases, including the formulation and defence of the research proposal, the implementation of experimental design, laboratory trials, data collection, and the ongoing development of the doctoral thesis.

Regular, structured meetings between the supervisor(s) and the learner will be used to provide timely feedback on written submissions, research planning, data analysis, and academic writing. The primary aim of formative assessment is to ensure progressive mastery of critical thinking, research methodology, advanced academic and digital literacy, as well as statistical and qualitative data interpretation skills. This continuous feedback process fosters independ-ent scholarship and strengthens the learner's ability to contribute original research to the field.

Summative Assessment

Summative assessment consists of the final evaluation of the completed doctoral thesis, which brings all the ELOs together and affords the learner the opportunity to demonstrate the attainment and development of all these ELOs in an integrated manner.

The institution appoints three suitably qualified and reputable external examiners, none of whom are affiliated with the institution. At least one of these must be an internationally recognised expert in the relevant field of study. The external examiners independently assess the scientific rigour, originality, coherence, and contribution to knowledge demonstrated in the thesis.

Examiner reports are reviewed by the Faculty Research Committee (FRC) and then forwarded to the Higher Degrees Committee (HDC) for formal approval. The final outcome, including any required revisions, is subject to ratification by Senate. As a condition for graduation, the candidate must provide evidence of at least one article accepted for publication in an accredited peer-reviewed journal, thereby confirming the research meets national and international scholarly standards.