Doctor of Philosophy in Information Systems

Purpose

Learners with this qualification will improve the prospects of research that produces new knowledge relevant to local, regional and South African problems, which could lead to interventions that could also be applicable to Africa as whole. The qualification is also intended to build capacity and to ensure a high level of quality in academic research in the field of Information Systems and to promote individual and institutional capacity building within the University and the region.

Learners are expected to

• Conceptualise and implement research initiatives and formulation in the specialised field.
• Apply methods and/or research techniques to specialised knowledge and/or theory under study.
• Produce independent research output for examination, scholarly debates and/or publications.

Rationale

A number of factors motivate for the provisioning of this qualification

• Information and Communication Technology (ICT) is one of the main priorities identified by ASGISA and JIPSA, not only in the Eastern Cape Province but for South Africa as a nation. There is, thus, a critical demand for Postgraduate students to advance Research and Innovation initiatives in/through ICT.
• The recent focus on Information and Communication Technology for Development (ICT4D) initiatives for developing and underdeveloped countries, driven by the government, is believed to be a solution towards reducing socio-economic problems. This qualification better equips individuals to be able to contribute new knowledge and innovative solutions to some of the local problems.
• There is currently a strong need for this qualification as there is no other university offering a qualification of this nature in the region.

It is assumed that learners who access this qualification are competent in

• Communication at the requisite level to engage with complex academic language.
• Mathematics at the required NQF Level.
• Conducting independent research using a variety of relevant and current techniques and research methodologies, and participating in and contributing to academic debate in a written and oral form.
• English language proficiency equivalent to NQF Level 9.

Recognition of Prior Learning

Current research competencies that have been acquired by prior learning or through related practical experience will be assessed against the outcomes of appropriate Master's qualification to determine compliance with access requirements. Learners must, at the time of application, provide proof in the form of an academic record or other documentation to substantiate required level of knowledge and expertise. Such competencies may help gain access to this qualification, or advanced placement therein.

Access to Qualification

Learners who wish to enrol for Doctoral study at NQF Level 10 must

• Be in possession of a relevant Master's Degree.
• Demonstrate ability to carry out independent research.
• Demonstrate ability to communicate the results of the research study.

This qualification comprises 360 credits that require a high level of research which culminates in the production of an academically acceptable and original thesis. No credits are given for non-completion or not reaching the necessary standard.

• Conceptualise and implement research initiatives and formulation in the specialised field.
• Apply methods and/or research techniques to specialised knowledge and/or theory under study.
• Produce independent research output in the form of an original thesis for examination, scholarly debates and local and international publication.

Critical Cross-Field Outcomes

The Doctoral graduate is able to

• Identify, analyse, formulate and solve highly complex problems creatively, autonomously and responsibly.
• Effectively lead a team, group, organisation, community and provide leadership.
• Manage and organise the activities of others effectively.
• Collect, analyse organise and critically evaluate information at an advanced and specialised level.
• Communicate effectively using visual, mathematical and/or language skills in a sustained discourse.
• Use science and technology effectively and critically, showing responsibility towards the environment, health and safety of others.
• Demonstrate understanding of the world as a set of related systems by recognising that the problem-solving context does not exist in isolation, but is interrelated through multi-, trans-, and inter-disciplinarity.

The assessment criteria are applicable across all the Exit Level Outcomes in an integrated manner

• Approach problems in a scientific manner and carry out research responsibly and ethically.
• Demonstrate sensitivity for and ability to assimilate cultural and ethical issues.
• Express knowledgeable, well-versed opinions on topical issues forming part of the current debate on practical problems in the specific field or specialisation.
• Apply advanced computer proficiency in problem solving, research methodology and presentation of the findings of an independent scientific research survey.
• Present original research findings/results and recommendations in a thesis that meets the theoretical and technical requirement of a scientific investigation.

Integrated Assessment

Assessment of competence is done through a combination of formative and summative assessment methodologies, tools and procedures, which will not discriminate against learners in an unjust or invalid way. Assessment practices are fair, transparent, valid and reliable.

Learning and assessment should be integrated. In this regard, continuous assessment using formative assessment methods should be used to ensure that learners have the opportunity to give feedback on progress made in the achievement of the learning outcomes.

Summative assessment is assessment of the examination of the completed thesis. Proof must be provided that this is an original contribution.

Both assessment methods should be integrated to assess the learner's ability to integrate the body of knowledge, skills, and expertise displayed with the purpose of the qualification. Learners completing learning and demonstrating competence successfully through assessment are credited with such learning.