Doctor of Philosophy in Information Technology

The main purpose of the Doctor of Philosophy in Information Technology is to act as a pathway for master's graduates in Information Technology and related fields seeking to transition into doctoral-level research and scholarship. This qualification thus provides learners with the opportunity to develop highly specialised competencies in their chosen academic and professional context in order to make an original contribution to their chosen discipline in the field of Information Technology that is contextually relevant. As a generic qualification in Information Technology, this qualification is suited to learners from various disciplines within the broader field of Information Technology, as well as for learners who are interested in interdisciplinary, multidisciplinary, and transdisciplinary studies.

The qualification aims to empower learners to contribute significantly to the advancement of knowledge within their chosen field by conducting independent research at the highest academic level. This qualification requires learners to produce a doctoral thesis that showcases specialised knowledge, advanced research capabilities, and original insights that meet international standards. This qualification aims to develop advanced research skills and expertise in the design, development, and application of innovative information technology solutions, enabling graduates to make significant contributions to the field and address complex technological challenges in academia, industry, and society.

In addition, this qualification aims to cultivate thought leaders and researchers with a deep understanding of theoretical foundations and practical applications of Information Technology who can design, develop and apply IT solutions that are tailored to, but not limited to, the needs and contexts of Africa and the global South, promoting positive change, digital equity and sustainable development.

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

• Demonstrate an advanced understanding of the epistemological process of translating research findings into meaningful contributions that address contemporary issues related to Information Technology.
• Make original, impactful contributions to their field and society at large, guided by a commitment to scholarly excellence and ethical conduct.
• Develop essential research, communication, and critical thinking skills, enabling them to select and apply appropriate methodologies to approach research problems and answer questions effectively.

Rationale

This qualification addresses the national demand for Doctoral qualifications in South Africa. There is a drive by the Department of Science and Innovation to collectively produce 100 Doctoral qualifications per million people in South Africa (Wingfield, 2019). This translates to graduating approximately 5800 Doctoral graduates per year, which is significantly more than the approximately 3000 who graduated in 2016 (Wingfield, 2019). This number has not increased significantly, with 3300 learners graduating with Doctoral degrees in 2018. The National Development Plan 2030 echoes this objective and further states that an increase is required in the percentage of qualified staff with doctoral degrees in higher education (National Planning Commission, 2012).

Furthermore, the Department of Home Affairs gazetted the critical skills list that includes university lecturer - senior lecturer and above' (Critical Skills List, 2023; De Wet, 2022; Magubane, 2022) as a critical need that would also be filled by an increased number of people with doctoral qualifications. This is underscored in the Department of Higher Education and Training's National List of Occupations in High Demand, which includes university lecturer and faculty head' (South Africa's National List of Occupations in High Demand, 2024) as occupations that are in high demand in South Africa. Further benefits of offering doctoral studies are that doctoral graduates contribute to the production of new knowledge, which is crucial for the development of South Africa, particularly in terms of economic development. Doctoral research also often addresses complex societal challenges.

As such, by offering a generic Doctor of Philosophy (PhD) in Information Technology, The institution will create capacity and opportunities for individuals across a variety of disciplines in the field of Information Technology to pursue Doctoral studies and be a part of effectively addressing this need. In turn, graduates of this qualification will be equipped with the requisite specialised knowledge and skills and advanced research capability to be employable in this regard.

Thus, this qualification, specialising in areas such as Digital Transformation, Human Computer Interaction, and Data Science, is poised to drive innovation and technological advancements, aligning with the National Development Plan 2030's vision of a knowledge-based economy. Through original research in areas such as Ubiquitous and Pervasive Computing, Intelligent and Autonomous Systems, and ICT4D, this qualification will facilitate the development of novel technological solutions to address complex socio-economic challenges, including the digital divide, skills shortages, and inequality. As technological advancements continue to accelerate, this PhD in IT will equip graduates with the expertise to drive technological progress, promote innovation, and create sustainable solutions that support the NDP's objectives of promoting economic growth, and enhancing the country's global competitiveness.

In addition to enhancing graduates' employability to satisfy a national imperative, this qualification also benefits learners by providing them with the opportunity to develop high-level research skills and specialised knowledge to make an original and significant contribution to their chosen field. Through the development and acceptance of a thesis that meets the most advanced academic standards that could merit publication as either a monograph, or a suitable research output, graduates will have demonstrated the knowledge, and skills needed to pursue an academic career in their chosen field.

Graduates of this Doctor of Philosophy in Information Technology will also have demonstrated mastery of a range of transferable skills at the most advanced level, including self-directed learning and accountability, critical and creative thinking, solving complex problems, versatile communication, academic writing, research and information literacy skills, and the application of ethical standards. Graduates will therefore be equipped to pursue careers not only in academia, but also in industry.

Recognition of Prior Learning (RPL)

If a potential candidate does not meet the minimum admission requirements for this qualification previously indicated, they may be admitted through the Recognition of Prior Learning (RPL) process.

The RPL Process

• The RPL process is administered through the Learner Information Management System (SIMS).
• The process of RPL, including an admission decision (RPL approval for registration), needs to be completed before the learner can participate in a qualification and therefore the time taken to process an application needs to be taken into consideration before it is started. It may take up to 21 working days to complete the process once the complete PoE has been submitted; however, the whole process from application to registration may take up to 3 months.
• A fee may be charged for the RPL application and review process.
• There is a robust process of quality assurance in place for RPL.

The RPL Procedure

• Candidates applying for RPL do so under the guidance of the site-designated member of staff (responsible person). Once the responsible person is made aware of a potential applicant, they will work with the designated responsible academic to compile the criteria provided by the institution.
• RPL for access concerns admission. Consequently, candidates can only register for the qualification once their RPL application has been approved. Sites are not permitted to accept candidates into qualifications until the RPL process is complete. This means that successful RPL candidates may have to wait until the next academic cycle to commence the qualification.
• Upon completion of the assessment, the Office of the Registrar (OoR) releases either an RPL Approved Outcome letter or RPL Declined Outcome Letter. At this stage, sites of delivery may only register a learner for a qualification via RPL if they were issued with the RPL Approved Outcome letter.
• RPL for this Doctor of Philosophy in Information Technology is only for admission and learners need to provide with evidence, inter alia, research competence at an advanced level. The candidate interested in RPL initiates the process by contacting the Office of the Registrar, who will then assist the prospective candidate with their RPL application.
• Initially, the candidate will undergo a preliminary evaluation to ensure eligibility for applying for RPL for access. Following this, a meeting is scheduled between the prospective candidate and an academic advisor or the designated qualification coordinator responsible for overseeing the doctoral qualification, who will assist the learners in completing a portfolio of evidence.
• If deemed eligible, the candidate prepares a comprehensive portfolio of evidence that includes evidence of prior learning. This portfolio must demonstrate the knowledge, skills, and experience acquired through previous education (e.g., certified copies of academic transcripts of formal previously completed accredited qualifications and certificates for informal learning), publications, research projects completed, and any other relevant documentation that showcases their expertise and achievements that are aligned with the NQF 9 level descriptors.
• The offices of the Head of Postgraduate Studies, Head of Faculty, and Dean or Deputy Dean of Research and Postgraduate Studies review RPL applications for the Doctor of Philosophy in Information Technology.
• An RPL review panel comprising two evaluators, usually faculty members with expertise in the candidate's field, is then established.

This panel evaluates the submitted portfolio of evidence and determines the extent to which the prior learning aligns with the level descriptors and requirements of the doctoral qualification.

• The candidate is further required to participate in an interview or defence, allowing them to elaborate on their prior learning experiences and answer questions posed by the review panel. This step provides an opportunity for a more in-depth assessment of the candidate's research experience and readiness for doctoral studies.

Based on the outcome of the assessment of the portfolio of evidence and any additional interactions, the review panel makes a recommendation regarding whether RPL for access should be granted, and the recommendation is submitted to Senate for approval. The final outcome is communicated to the candidate in writing. If the recognition of prior learning is successful, the candidate is formally admitted or enrolled into the Proposal Development for Doctoral Studies Short Learning Qualification. Once admitted, the candidate receives ongoing academic support to ensure a seamless transition into the doctoral qualification. This support includes, inter alia, guidance from an academic supervisor, access to resources, capacity development workshops, and integration into the academic community.

It is important to note that, given the small projected enrolment numbers, candidates are likely to only gain access to the Doctor of Philosophy via RPL from the fourth year of offering this qualification.

Entry Requirements

The minimum entry requirement for this qualification is

• Master of Business Administration, NQF Level 9 or equivalent in a cognate field.

Or

• Master of International Business, NQF Level 9.

Or

• Master of Information Technology, NQF Level 9.

Or

• Master of Information Technology, NQF Level 9.

Or

• Master of Information Technology, NQF Level 9.

Or

• Master of Information and Communication Technology, NQF Level 9.

Or

• Learners must have obtained an overall average of at least 65% for their master's degree with evidence of research experience.

This qualification consists of the following compulsory modules at National Qualifications Framework, Level 10 totalling 360 Credits.

Compulsory Modules, NQF Level 10, 360 Credits

Doctoral Thesis: Information Technology, 360 Credits.

The following areas of specialisation may be included in this qualification. This list is not exhaustive

• Digital Transformation
• Human Computer Interaction
• Ubiquitous and Pervasive Computing
• Technology adoption and integration in Education
• Intelligent and Autonomous Systems
• Data Science
• ICT4D

1. Articulate a relevant, well-supported, evidence-based argument that advances.
2. Conduct comprehensive and original research independently, making a distinct and significant contribution to the field of Information Technology, through the selection and justification of appropriate methodologies and meticulously analysing and interpreting data.
3. Communicate relevant theoretical underpinnings and research findings through various.
4. Uphold ethical standards in research and scholarly inquiry, showcasing integrity, honesty, and respect for intellectual property rights while maintaining professionalism and academic rigour.

ELO1: Articulate a relevant, well-supported, evidence-based argument that advances knowledge in the field of Information Technology by making a substantial and original contribution through the development of innovative and contextually relevant solutions, frameworks, models, or methodologies that address complex technological, societal, and real-world challenges.

Associated Assessment Criteria for Exit Level Outcome 1

• Demonstrate a comprehensive understanding and critical evaluation of relevant theoretical frameworks, seminal sources, and current debates within Information Technology and related disciplines to articulate a relevant, well-supported, evidence-based argument.
• Critically analyse and synthesise diverse perspectives and approaches to address complex technological, societal, and real-world challenges.
• Develop and design original, and innovative solutions, frameworks, models, or methodologies to address complex problems in Information Technology.
• Communicate complex ideas and arguments clearly and effectively to academic and non-academic audiences, adhering to high standards of academic writing and ethical scholarship.

ELO2: Conduct comprehensive and original research independently, making a distinct and significant contribution to the field of Information Technology, through the selection and justification of appropriate methodologies and meticulously analysing and interpreting data.

Associated Assessment Criteria for Exit Level Outcome 2

• Independently identify and articulate a relevant and distinct research problem within the field of Information Technology.
• Apply knowledge of research paradigms to underpin and guide methodological choices.
• Justify the selection of appropriate research methodologies to address the identified research problem with a thorough understanding of their theoretical underpinnings and practical applications.
• Design and implement a research plan, including the collection and analysis of data.
• Utilise advanced data analysis methods to interpret data, ensuring the reliability and validity and/or trustworthiness of the findings.
• Communicate substantiated conclusions and recommendations that reflect a deep understanding of the research context and contribute to the advancement of knowledge in Information Technology.

ELO3: Communicate relevant theoretical underpinnings and research findings through various mediums such as scholarly writing, oral presentations, and academic discourse, ensuring clarity, coherence, and relevance to the intended audience.

Associated Assessment Criteria for Exit Level Outcome 3

• Produce clear and coherent scholarly writing that effectively integrates relevant frameworks and/or models and research findings.
• Deliver oral presentations that clearly articulate complex theoretical concepts and research results to both specialised and general audiences.
• Engage in academic discourse to defend research findings and perspectives supported by logical and evidence-based arguments.
• Utilise appropriate visual aids and digital tools to enhance the communication of research findings, concepts, and constructs.
• Adapt communication content to suit different academic and professional contexts, ensuring relevance and accessibility for diverse audiences.

ELO4: Uphold ethical standards in research and scholarly inquiry, showcasing integrity, honesty, and respect for intellectual property rights while maintaining professionalism and academic rigour.

Associated Assessment Criteria for Exit Level Outcome 4

• Illustrate adherence to ethical guidelines and standards throughout the research process, ensuring integrity and honesty in data collection and analysis.
• Ensure academic rigour by critically evaluating sources, methodologies, and findings, adhering to the highest standards of scholarly excellence.
• Submit a research output based on the thesis to an accredited body, which demonstrates the highest standards of rigour in research methodology, analysis, and interpretation.

INTEGRATED ASSESSMENT

Learners registered for this qualification must complete a doctoral thesis that constitutes the full 360 credits of the qualification. This is statutory according to the stipulations of the HEQSF.

Below is an overview of the key components of the assessment strategy for the doctoral qualification

- Research Proposal

learners must submit a research proposal outlining their intended doctoral research to the Higher Degrees Committee for approval. This forms part of the selection process for formal entry into this qualification. The research proposal document is also formally assessed for feasibility, clarity, and scholarly merit. Feedback received from relevant stakeholders helps candidates to refine their research focus and intended research approach as they proceed with their research.

- Proposal Defence

Candidates must verbally defend their proposed research to a defence panel of the Higher Degrees Committee. This forms part of the selection process for formal entry into this qualification. Feedback received from the defence panel, peers, and other relevant stakeholders from industry and/or the community where relevant, helps candidates to refine their research focus and intended research approach as they proceed with their research.

- Critical Readers of Research Proposal

Three independent critical readers (two subject matter experts and one methodology expert) provide constructive formative feedback on the research proposal prior to the proposal defence. This formative feedback needs to be incorporated into the proposal under guidance from the supervisor before the final proposal is submitted to the Higher Degrees Committee for final approval.

- Ethical Clearance on proposed research

Candidates must submit an ethical clearance application to The IIE Research Ethics Committee, accompanied by their research proposal. Feedback from the ethics committee serves as a crucial form of assessment for doctoral learners, offering detailed insights into the ethical considerations of their research proposals. This feedback ensures that the proposed research adheres to ethical standards, protects participant rights, and maintains integrity. By addressing the committee's suggestions and concerns, learners can refine their proposals to meet the highest ethical standards, ultimately strengthening the overall quality and credibility of their research.

- Rubrics

Rubrics are provided for each key component that needs to be assessed, specifying the criteria and performance levels expected. These rubrics guide both learners and examiners in understanding the standards of excellence required.

- Examiner's Report

The examiner's report includes specific criteria for evaluating the learner's research contributions and academic discourse mastery. This report ensures that assessment across examiners is consistent, transparent, and aligned with the qualification's intended outcomes.

- Formative Assessments

Ongoing assessment, including supervisor feedback on work-in-progress, the research proposal defence, and presentations at seminars, provide continuous feedback and opportunities for improvement. Learners are required to present their work-in-progress and preliminary findings at these seminars, and the seminars are also used to ensure that the required graduate attributes are developed.

- Summative Assessment

The final doctoral thesis is evaluated by three external examiners who comprehensively assess the learner's research capabilities, insights, and contributions to the field. Learners are further required to defend their final thesis in a viva voce, which is a crucial component of the assessment strategy. Learners present their research findings, methodologies, and contributions to a panel of experts. The defence panel assesses the depth of the learner's understanding, the validity of their research, and their ability to defend their methodological choices and findings.

- Peer Feedback

Involving peers in seminar presentations fosters a collaborative academic environment and provides diverse perspectives and feedback on the learner's work-in-progress.

- Feedback Mechanisms

Supervisor feedback and structured feedback sessions are incorporated to help learners understand their strengths and areas for improvement, facilitating their academic and professional growth through mentorship. Learners are required to meet regularly with their supervisors and progress is tracked against the Memorandum of Understanding between the learner and supervisor.

- External Examiners

At doctoral level, three external examiners are used to assess the learner's final thesis independently, of which one must be an international external examiner. The inclusion of external examiners guarantees an impartial and objective evaluation of the learner's work, thereby enhancing the credibility and integrity of the assessment process. This practice also ensures that the learner's work meets rigorous international standards.

- Progress Reports

Bi-annual progress reports are submitted by both the supervisor and learner for review by the qualification coordinator to monitor the learner's development and ensure they are on track to meet the deadlines agreed upon within the Memorandum of Understanding.

There are regular checkpoints throughout the qualification to monitor learners' progress, and by integrating these components, the assessment strategy not only maintains the rigour and quality of the doctoral qualification but also supports the learners in achieving their full potential through constructive feedback and formative guidance. Supervisors, committees, peers, and external examiners therefore contribute to the development of PhD learners by offering insights, recommendations, and encouragement. Assessments also include a consideration of the ethical dimensions of the research conducted. Learners are expected to adhere to the highest ethical standards and demonstrate integrity in their research practices. Upon meeting all qualification requirements, the learner is awarded the doctoral degree.