Doctor of Philosophy in Innovation and Development

Purpose

The purpose of the Doctor of Philosophy in Innovation and Development is to develop advanced specialised and interdisciplinary knowledge and skills in innovation to harness solutions to developmental challenges. The qualification is designed to establish applied conceptual, theoretical, and analytical skills, enabling learners to blend and synthesise different disciplinary tools to address problems. Through the thesis and research articles, learners will show evidence of independent and original scientific work in the field.

Qualifying learners will be able to

• Design, develop, propose, and model new approaches to innovation and development that are original, creative, or innovative, and that extend existing knowledge in the discipline.
• Apply in-depth knowledge and high levels of theoretical understanding to a defined research problem.
• Make an original academic contribution in the discipline within the academic, professional and/or defined ethical parameters.
• Conduct and report on independent research using appropriate innovation and development discourses.

Rationale

The qualification is based on the premise that innovation is the main engine driving and steering the development trajectory. The qualification will therefore produce learners who understand the role of innovation and technological change in creating and addressing various development problems in the process of the structural transformation of society. The multi-disciplinary qualification will link professional, industry and policy insights with academic theory in studying innovation.

There is growing recognition of the importance of innovation for the development of countries, including in Africa. However, innovation is commonly related to disruptive and technology-intensive activities that emulate those present in more advanced economies. There is a need for the qualification that enables a better understanding of the complex forms in which innovation takes place in African countries, often combining tech-intensive with low-tech incremental improvements, and how these innovation activities can be promoted and made relevant for the economic and social development of African societies.

The management of technological innovation is one of the most important challenges facing businesses today. Innovation has become the fundamental driver of competitiveness for firms of all sizes in virtually all business sectors and nations.

The qualification will integrate professional, industry and policy insights with academic theory in studying innovation. The qualification will inform policy interventions and produce the next generation of scholars, practitioners and policymakers who will study further and promote innovation relevant to their communities.

Applicants will be drawn from persons in possession of an appropriate Master's degree in a relevant field, including development studies, economics, and broader social science fields. People working in development or related areas in possession of relevant natural science degrees will also be eligible.

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 will be applied to accommodate applicants who qualify. RPL thus provides alternative access and admission to qualifications, as well as advancement within qualifications.

RPL for access

• Learners who do not meet the minimum entrance requirements or the required qualification 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 that demonstrates that they have acquired the relevant knowledge, skills, and competencies through formal, non-formal and/or informal learning to cope with the qualification expectations.

Entry Requirements

The minimum entry requirement for this qualification is

• Master of Management in Technology and Innovation, NQF level 9.

Or

• Master of Business Administration, NQF Level 9.

Or

• Master of Business Leadership, NQF Level 9.

Or

• Master of Development Management, NQF Level 9.

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

Compulsory Module, Level 10, 360 Credits

• Thesis, 360 Credits.

Exit Level Outcomes

1. Demonstrate research capability at the forefront of the discipline.
2. Demonstrate the ability to design, develop, propose, and model new approaches to innovation and development that are original, creative, or innovative, and that extend existing knowledge in the discipline.
3. Apply expertise, critical knowledge, and high levels of theoretical understanding to a defined research problem.
4. Make an original academic contribution in the discipline within the academic, professional and/or defined ethical parameters.
5. Conduct and report on independent research using appropriate innovation and development discourses.

Associated Assessment Criteria for Exit Level Outcome 1

• Conceptualize new research initiatives.
• Identify, address, and manage emerging ethical issues.
• Demonstrate intellectual independence, research leadership, management of research and research development in management.
• Operate independently and take full responsibility for work.
• Design, sustain and manage change within a system or systems independently.

Associated Assessment Criteria for Exit Level Outcome 2

• Critique and synthesize the required methods, procedures, and enquiring techniques relevant to the management of technology, the management of innovation and the management of people domains into innovative product/process solutions.
• Integrate technology, innovation and people concepts within newly defined managerial leadership contexts.
• Develop new methods, techniques, processes, and systems in original, creative, innovative, and sophisticated contexts.
• Apply expertise knowledge and theory in critically thoughtful ways to address complex theoretical problems.
• Implement advanced processes of ethical decision-making.

Associated Assessment Criteria for Exit Level Outcome 3

• Apply current and emerging knowledge and theories to new contexts in the innovative and development context.
• Interrogate, expand, and redefine existing knowledge boundaries and practices and create responses to problems.
• Challenge complexities and contradictions in the knowledge base.

Associated Assessment Criteria for Exit Level Outcome 4.

• Create new knowledge or practice.
• Contribute to scholarly debates around theories of knowledge.
• Contribute to knowledge production in Management.
• Provide a unique contribution to the discipline and research leadership within a field or across disciplines. The thesis provides evidence of unique contribution/s to the discipline.

Associated Assessment Criteria for Exit Level Outcome 5

• Review and synthesise important terms, rules, and concepts against the background of existing management of technology, management of innovation and management of people frameworks.
• Accurately and creatively apply expertise knowledge and research methodologies to solve complex problems in unfamiliar contexts.
• Research leadership within a field of Innovation and Development or across disciplines.
• Demonstrate high levels of responsibility, self-reflexivity, adaptability, and intellectual independence.
• Make independent judgements about managing incomplete or inconsistent information or data in an iterative process of analysis and synthesis.
• Produce substantial, independent, in-depth, and publishable work which meets international standards.

INTEGRATED ASSESSMENT

Assessment is implemented according to the prescribed institution's Higher Degrees and Postgraduate Studies Policy. Integrated assessment is appropriately incorporated to ensure that the purpose of the qualification is achieved. A variety of methods are used in assessments and a variety of tools and activities are utilised to ensure the appropriateness of the assessment to the context in which the learner is working. During integrated assessments, the assessor makes use of a range of formative and summative assessment methods to assess combinations of practical, applied, foundational and reflective competencies.

Formative assessment

Continuous formative assessment is provided through, seminar presentations and learner/supervisor consultations.

Summative assessment

The summative assessment processes are as follows

• Learners submit a thesis after meeting all requirements for submission.
• The thesis is sent to examiners with instructions to examiners and an assessment schedule.
• Examination reports and assessment schedule received from examiners.
• Examination reports and assessment results serve at the Faculty's Postgraduate Assessment Committee.
• Faculty's Postgraduate Assessment Committee notes results or in a case of conflicting reports, advises on alternative options.
• Corrections made to the satisfaction of the supervisor and re-submit with supervisor approval.
• Results serve and are ratified by the Faculty's Higher Degrees Committee.
• Results serve and are noted or approved by the Senate Higher Degrees Committee.