SAQA All qualifications and part qualifications registered on the National Qualifications Framework are public property. Thus the only payment that can be made for them is for service and reproduction. It is illegal to sell this material for profit. If the material is reproduced or quoted, the South African Qualifications Authority (SAQA) should be acknowledged as the source.
SOUTH AFRICAN QUALIFICATIONS AUTHORITY 
REGISTERED QUALIFICATION: 

Doctor of Philosophy in Languages, Linguistics and Literature 
SAQA QUAL ID QUALIFICATION TITLE
103744  Doctor of Philosophy in Languages, Linguistics and Literature 
ORIGINATOR
University of South Africa 
PRIMARY OR DELEGATED QUALITY ASSURANCE FUNCTIONARY NQF SUB-FRAMEWORK
-   HEQSF - Higher Education Qualifications Sub-framework 
QUALIFICATION TYPE FIELD SUBFIELD
Doctoral Degree  Field 04 - Communication Studies and Language  Language 
ABET BAND MINIMUM CREDITS PRE-2009 NQF LEVEL NQF LEVEL QUAL CLASS
Undefined  360  Not Applicable  NQF Level 10  Regular-Provider-ELOAC 
REGISTRATION STATUS SAQA DECISION NUMBER REGISTRATION START DATE REGISTRATION END DATE
Reregistered  EXCO 0821/24  2021-07-01  2027-06-30 
LAST DATE FOR ENROLMENT LAST DATE FOR ACHIEVEMENT
2028-06-30   2031-06-30  

In all of the tables in this document, both the pre-2009 NQF Level and the NQF Level is shown. In the text (purpose statements, qualification rules, etc), any references to NQF Levels are to the pre-2009 levels unless specifically stated otherwise.  

This qualification does not replace any other qualification and is not replaced by any other qualification. 

PURPOSE AND RATIONALE OF THE QUALIFICATION 
The primary purpose of the qualification is to create leading practitioners who are capable of advancing knowledge in and providing an original contribution to a particular discipline or specialised field of study or within an interdisciplinary framework.

A second purpose of the qualification is to provide South Africa (and other countries) with leaders who can identify original problems that can expand or redefine existing knowledge and design new creative systems based on sound principles.

A third purpose of the qualification is to provide South Africa (and other countries) with intellectual leaders who can demonstrate high levels of self and group reflexivity by adapting to dynamic and changing circumstances, and creatively challenge existing configurations of knowledge. 

LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING 
Recognition of prior learning (RPL):
This qualification recognises:
  • Formal prior learning.
  • A Doctoral Degree, which comprises a thesis, only cannot be awarded in part through RPL. Faculties and Senate will debate and decide on the issuing of a doctorate through RPL.
  • Students' prior accredited learning at tertiary level in relevant domains, which constitute credit-bearing units, is recognised.

    Entry Requirements:
  • Master of Arts (MA) Degree or equivalent, Level 9. 
    		•

    RECOGNISE PREVIOUS LEARNING? 
    Y 

    QUALIFICATION RULES 
    Research project. 

    EXIT LEVEL OUTCOMES 
    Critical cross-field:
    All critical cross-field outcomes will be embedded appropriately in the qualification. They will be assessed within the context of the programmes. The distance education context presents particular challenges, which we try to meet below:
    1. Identify, analyse, formulate, and solve highly complex problems of living, of individual and societal kinds, creatively, autonomously and innovatively with a level of expertise beyond that of the Master of Arts (MA).
    2. Effectively lead a team, group, organisation, community, and direct group output in tasks growing out of the fields traditionally considered as the humanities.
    3. Manage and organise the activities of others responsibly and effectively.
    4. Collect, analyse, organise and critically evaluate information at a highly advanced and highly specialised level.
    5. Communicate effectively using visual, mathematical and/or language skills in the modes of oral and/or written presentation, in sustained discourse.
    6. Use science and technology effectively and critically, showing responsibility towards the environment and health and well-being of others, in community, national and global contexts.
    7. Demonstrate an understanding of the world as a set of related systems by recognising that problem-solving contexts do not exist in isolation, and by acknowledging their responsibilities to those in the local and broader community.

    Developmental:
    In order to contribute to the full personal development of graduates and the social and economic development of society at large, it must be the intention underlying any programme of learning to make individuals aware of the importance of the following developmental outcomes:
    1. Doctor of Literature and Philosophy (D Litt et Phil) graduates can produce a variety of strategies to learn more effectively.
    2. D Litt et Phil graduates can play a leading role as responsible citizens in the life of local, national and global communities.
    3. D Litt et Phil graduates can promote cultural and aesthetic sensitivity across a range of social contexts.
    4. D Litt et Phil graduates can use the educational and career opportunities acquired in the accomplishment of this qualification.
    5. D Litt et Phil graduates can develop entrepreneurial opportunities by drawing on the various knowledge, skills and attitudes acquired in the accomplishment of this qualification.

    Specific:
    D Litt et Phil students are actively engaged in becoming leaders in their fields. As such they develop certain values and integrate knowledge and skills to achieve their purposes. The specific outcomes show how knowledge, skills and values are integrated in the qualification variously in the South African Qualifications Authority (SAQA) fields of Culture and Arts (02), Communication Studies and Language (including literature) (04), Human and Social Studies (07), Law, Military Science and Security (08) and Health Science and Social Services (09).

    1. Make an original and significant contribution to knowledge in their specific area of research.
    2. Engage in highly advanced critical thinking and creative problem solving within a focussed research context.
    3. Apply principles of sound research practice in collecting, organising and critically evaluating information.
    4. Communicate effectively the contents of the discipline and the results of the research.
    5. Display technical accuracy in an area of research or within an interdisciplinary context. 

    ASSOCIATED ASSESSMENT CRITERIA 
    Critical Cross-field:
    Evidence will show that graduates can:
    1.
  • Identify, analyse and solve complex and highly advanced abstract problems by drawing on their own experience as well as theoretical knowledge within a major discipline or field of study.
  • Use their knowledge and expertise to resolve problems that expand or reconfigure existing knowledge.
  • Contribute to solving problems in a specific research area in a unique way.

    2.
  • Show evidence of 'people skills' (tolerance, empathy, listening skills, etc.) in group situations.
  • Demonstrate respect for the opinion of others through (written and/or oral) reporting without bias.
  • Demonstrate tolerance of diversity through (written and/or oral) reporting without bias.
  • Direct projects and successfully interact with others.
  • Effectively lead the group.
  • Organise others into effective working groups.
  • Communicate the evidence of these group interactions through (written and/or oral) reporting.

    3.
  • Demonstrate the requisite theoretical skills and learning strategies at an advanced level.
  • Organise their study plans and engage in effective time management.
  • Evolve strategies best suited to their own and others' situations and contexts.
  • Think independently and offer sustained theoretical evidence to support their decisions.
  • Assess their own strengths and weaknesses and develop organisational strategies.

    4.
  • Critically analyse and generate evaluation and synthesis of information and concepts at an abstract level.
  • Suggest complex and advanced arguments within a major research area.

    5.
  • Generate ideas at a complex level as well as use the ideas of others in support of their own (without plagiarism, etc.).
  • Evaluate conclusions and premises in their own research.
  • Use language competently in written (and/or oral) conventions relevant to the discipline.

    6.
  • Use scientific methods of investigation, testing and evaluation.
  • Select technology to suit the needs of the individual or group.
  • Use natural resources in a sustainable way.
  • Show respect for and a responsible attitude towards science and technology.
  • Demonstrate a consideration of the ethics involved in science and technology issues.
  • Show respect and openness towards the psychological, health and physical environment of others.

    7.
  • Demonstrate their prior knowledge and experience as it is relevant to their discipline or field of study.
  • Connect the abstract knowledge of theory to the reality of their individual contexts.
  • Draw upon their prior knowledge (personal and abstract) and personal experience as appropriate when investigating and analysing the world around them.
  • Look beyond and across traditional disciplinary boundaries for possible solutions.
  • Demonstrate comprehensive knowledge of a research discipline or study area and relate it to own research.

    Developmental:
    1.
  • Learning strategies are assumed to be in place at this level.

    2.
  • Manage diversity and promote tolerance and equity.
  • Lead groups.
  • Apply what they know and study in culturally diverse contexts.
  • Apply what they know and study at different levels, from personal to academic contexts.
  • Use the knowledge, skills and attitudes acquired in studying towards the Doctor of Literature and Philosophy (D Litt et Phil) in the service of the community at large (local and global).

    3.
  • Show awareness of cultural diversity.
  • Demonstrate tolerance of diversity and the opinions of others.
  • Use various skills to draw out the cultural accomplishments of others (e.g., listening skills, empathy, sympathy open-mindedness, etc.).

    4.
  • Practically apply their knowledge in the real world.
  • Identify the D Litt et Phil skills which are highly valued in the workplace within the relevant discipline.
  • Use the skills required for efficiency in most jobs: imaginative intelligence, emotional maturity, effective communication skills, thoughtful accuracy and interpersonal sensitivity.
  • Deal effectively with unknown problems and tasks set them on the job by drawing upon the skills from the D Litt et Phil (critical thinking, problem-solving, conflict resolution, etc.).
  • Demonstrate a work ethic that shows responsibility and accountability towards the employer and the client or community.

    5.
  • Create job opportunities in whatever situation they find themselves.
  • Have a realistic view of their own worth to contribute to their local community and global society.
  • Communicate that value to others.
  • Demonstrate a healthy self-esteem and confidence in their knowledge, skills and attitudes as required to complete the DLitt et Phil qualification.
  • Deal with various unknown situations with flexibility and adaptability.

    Specific:
    1.
  • Expand, redefine and reconfigure existing knowledge within the broader context of the field or inter/multi-disciplinary fields.
  • Show that their theses/research projects can be recognised as original contributions by experts in the field.
  • Produce a thesis which is publishable entirely or in part.

    2.
  • Achieve a high degree of abstraction when analysing and synthesising information within an area of research.
  • Attain a high level of epistemological sophistication when reflecting on information within an area of research.
  • Make sound evaluations on the basis of independently generated criteria.
  • Autonomously analyse, synthesise and evaluate information.
  • Design new creative systems based on sound principles.

    3.
  • Document problem statements and aims and objectives, research designs or plans, modus operandi, results and conclusions in an academically respectable and acceptable manner.
  • Analyse data.
  • Apply theory to practice.
  • Show critical acumen in evaluating sources, specifically primary material.
  • Develop a logical argument.
  • Display expert, innovative and highly specialised knowledge in the area of research or within an interdisciplinary context.

    4.
  • Present material clearly and systematically.
  • Argue logically in order to support their findings.
  • Use acceptable style and presentation.
  • Provide an advanced critical overview of the material.

    5.
  • Document research with accuracy.
  • Use a systematic and consistent approach to technical issues such as the layout of the dissertation or other required project.


    Integrated Assessment:
    1. Formative Assessment: Formative Assessment consists of constant and personal interaction between promoters and students when the means of assessment is the thesis only.
    2. Summative Assessment: The Doctoral thesis is the product to be evaluated.
    3. Integrated assessment: All assessment will integrate knowledge, skills and attitudes and applied competencies. 
    		•

    INTERNATIONAL COMPARABILITY 
    University of South Africa (Unisa) forms part of an internationally recognised accreditation system whereby university qualifications are evaluated against international comparators and accredited accordingly; for example, Unisa's qualifications are accredited in the International Handbook of Universities and in the Commonwealth Universities' Yearbook. 

    ARTICULATION OPTIONS 
    Postdoctoral studies. 

    MODERATION OPTIONS 
    N/A 

    CRITERIA FOR THE REGISTRATION OF ASSESSORS 
    N/A 

    NOTES 
    N/A 

    LEARNING PROGRAMMES RECORDED AGAINST THIS QUALIFICATION: 
     
    NONE 


    PROVIDERS CURRENTLY ACCREDITED TO OFFER THIS QUALIFICATION: 
    This information shows the current accreditations (i.e. those not past their accreditation end dates), and is the most complete record available to SAQA as of today. Some Primary or Delegated Quality Assurance Functionaries have a lag in their recording systems for provider accreditation, in turn leading to a lag in notifying SAQA of all the providers that they have accredited to offer qualifications and unit standards, as well as any extensions to accreditation end dates. The relevant Primary or Delegated Quality Assurance Functionary should be notified if a record appears to be missing from here.
     
    NONE 


    All qualifications and part qualifications registered on the National Qualifications Framework are public property. Thus the only payment that can be made for them is for service and reproduction. It is illegal to sell this material for profit. If the material is reproduced or quoted, the South African Qualifications Authority (SAQA) should be acknowledged as the source.