Doctor of Policing

Purpose

The purpose of the Doctor of Policing is to advance knowledge and make an original contribution through independent research within academic and professional contexts in the safety and security environment. The qualification aims to develop learners ' in-depth, advanced discipline-specific skills and applied competence in police science, enabling continued intellectual growth, productive engagement in the criminal justice sector, and meaningful contributions to the safety and security of society.

Candidates are encouraged to undertake research on topics that expand understanding in policing and criminal justice, producing high-level, original contributions to the field. The qualification equips graduates to develop evidence-based policies, evaluate risks and opportunities in the criminal justice environment, and apply legal, ethical, and professional principles to decision-making. Graduates are also prepared to integrate management and leadership theories while conducting independent research to address complex challenges in safety and security.

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

• Demonstrate a systematic understanding of the field of study and mastery of research skills and methods.
• Conceive, design, implement, and adapt a substantial process of research with scholarly integrity.
• Contribute through original research that extends the frontier of knowledge, including work suitable for national or international refereed publication.
• Apply critical analysis, evaluation, and synthesis of new and complex ideas.
• Communicate effectively with peers, the scholarly community, and society about areas of expertise.

The Doctor of Policing provides the skills and expertise necessary to generate new knowledge that supports national priorities, including the objectives of Chapter 12 of the South African National Development Plan (NDP) Vision 2030, which aims to create an environment in which people in South Africa feel safe at home, on the streets, in schools, at work, and in public spaces, free from the fear of crime.

Rationale

The Doctor of Policing is designed to meet the requirements of the Higher Education Qualifications Sub-Framework (HEQSF) and to provide articulation for learners across the broader fields of policing, municipal policing, safety in society, and criminal justice. The Doctor of Policing is intended for professionals who aim to make an original contribution to knowledge through advanced research in the safety and security environment or criminal justice sector.

The primary aim of the Doctor of Policing is to develop candidates' capacity to undertake research at the highest academic level, culminating in the submission, assessment, and acceptance of a thesis that demonstrates originality and scholarly rigour. Coursework is not a requirement for this qualification, as it does not contribute to the credit value, and the defining characteristic of the qualification is the demonstration of advanced research capability at a professional level. Doctoral research must be of a standard suitable for peer review, publication, and dissemination within the broader fields of policing, municipal policing, criminal justice, and public sector management.

Candidates are expected to engage with diverse research methodologies, including qualitative, quantitative, and mixed methods, and to critically analyse research designs, methods, results, and conclusions. At NQF Level 10, learners are encouraged to share their research findings with national and international peers through accredited journals and scholarly forums, thereby contributing to the global body of knowledge in policing and criminal justice.

Graduates of the Doctor of Policing will be equipped to assume leadership roles as research supervisors, senior managers, or top executives within policing organisations, municipal safety departments, and other public or private sector safety and security environments. They will possess advanced knowledge, skills, and professional dispositions necessary to lead initiatives aimed at enhancing safety at local, national, and international levels. The overarching purpose of the qualification is to promote empirical research that strengthens the safety and security of societies globally.

Recognition of Prior Learning (RPL)

The institution has an approved Recognition of Prior Learning (RPL) policy which is applicable to Learners who do not meet the minimum entrance requirements .RPL for a research Doctorate degree is limited access and not to provide exemption or credits towards the qualification.

Entry Requirements

• An appropriate master's degree in the field of Policing, or an equivalent qualification from an accredited South African university, with an average of at least 60%. Holders of any other equivalent South African or international qualification may also be considered.

RULES OF COMBINATION

This qualification comprises compulsory modules at National Qualifications Framework (NQF) Level 10, totalling 360 credits. Learners must complete all the compulsory modules and achieve all the required credits to be awarded the Doctor of Policing.

Compulsory Modules, Level 10, 360 Credits

• Thesis: Policing,9, 360 Credits.

1. Demonstrate a systematic understanding of the field of study and mastery of research skills and methods.
2. Conceive, design, implement, and adapt a substantial process of research with scholarly integrity.
3. Contribute through original research that extends the frontier of knowledge, including work suitable for national or international refereed publication.
4. Apply critical analysis, evaluation, and synthesis of new and complex ideas.
5. Communicate effectively with peers, the scholarly community, and society about areas of expertise.
6. Promote technological, social, or cultural advancement in a knowledge-based society within academic and professional contexts.

Associated Assessment Criteria for Exit Level Outcome 1

• Illustrate expertise and critical knowledge at the forefront of policing and criminal justice.
• Conceptualise new research initiatives and develops original knowledge or practice.
• Apply specialist knowledge and theory to address complex practical and theoretical problems.

Associated Assessment Criteria for Exit Level Outcome 2

• Illustrate knowledge literacy by contributing to scholarly debates and theoretical frameworks in policing and criminal justice.
• Develop and apply new methods, techniques, processes, systems, or technologies in innovative ways.
• Independently manages research processes, ensuring integrity and academic rigor.

Associated Assessment Criteria for Exit Level Outcome 3

• Produce substantial, independent, and publishable research meeting international standards.
• Generate significant new insights, ideas, or solutions in policing, criminal justice, or safety and security.
• Develop communication strategies to disseminate research and defend findings to specialist and non-specialist audiences.

Associated Assessment Criteria for Exit Level Outcome 4

• Analyse incomplete or complex information/data to develop innovative solutions or insights.
• Synthesise theoretical and practical knowledge to address advanced problems in the field.

Associated Assessment Criteria for Exit Level Outcome 5

• Communicate research, strategic initiatives, and policy recommendations clearly and effec-tively.
• Apply the full resources of academic and professional discourse to engage diverse audiences.

Associated Assessment Criteria for Exit Level Outcome 6

Apply understanding of complex systems and the ability to design, sustain, and manage systemic change.

• Illustrate leadership, intellectual independence, and accountability in research and professional practice.
• Identify and manages ethical issues, advancing processes of ethical decision-making and evaluating consequences.

Integrated Assessment

Integrated assessment

Applied competence is understood as the learners 'ability to integrate concepts, ideas and actions in authentic, real-life contexts; the assessment of which is unpacked into assessment of foundational, practical and reflexive competence. A research project will be employed to display applied competence.

Formative assessment implies being supportive to learning, via supervision that is non-judgemental and focused on providing constructive feedback and criticism to the learner, this takes place during the learning process and informs planning of future learning activities.

Summative assessment implies external assessment to be mainly concerned with summing up the learning process and therefore usually takes place at the end of the relevant learning process. A summative panel evaluation of the thesis will be implemented.

Finalised thesis, colloquium with peer evaluation and supported by assessors.