SAQA

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SOUTH AFRICAN QUALIFICATIONS AUTHORITY

REGISTERED QUALIFICATION:

Doctor of Philosophy in Higher Education Studies

SAQA QUAL ID	QUALIFICATION TITLE
111556	Doctor of Philosophy in Higher Education Studies
ORIGINATOR
University of the Western Cape
PRIMARY OR DELEGATED QUALITY ASSURANCE FUNCTIONARY			NQF SUB-FRAMEWORK
-			HEQSF - Higher Education Qualifications Sub-framework
QUALIFICATION TYPE	FIELD		SUBFIELD
Doctoral Degree	Field 05 - Education, Training and Development		Higher Education and Training
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	2019-09-03	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

Purpose:
The Doctor of Philosophy in Higher Education Studies enables learners to acquire both methodological sophistication and substantive knowledge appropriate to Higher Education. The qualification encourages the study of substantive concerns, methodological approaches, research and communication skills necessary either for employment or for further independent research. It also provides the opportunity for a learner to undertake independent research and advanced study, under the guidance of a supervisor, building on knowledge gained, in a particular subject area. The thesis presented must constitute a substantial contribution to knowledge in the chosen subject and may embody only the original work of the learner.

Rationale:
Globally, there is a growing need for scholarship, research and policy in higher education, research, innovation and policy studies for societal development. There is also a widely held belief that systematic knowledge solutions are needed in those areas of social life where most social problems persist and hinder the progress of society and humanity. In this context, higher education institutions have been in the spotlight and under scrutiny, as the key knowledge institutions of the 21st century. Society demands from higher education knowledge solutions to practical problems of hunger, malnutrition, energy, natural disasters and so forth. Over the centuries, higher education has built a reputation and an identity of the place of generation and dissemination of new knowledge through teaching, research and 'community engagement'. Therefore, higher education lies in the heart of the knowledge society and knowledge solution to societal problems.

LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING

Recognition of Prior Learning (RPL):
Access to the qualification can also be provided in terms of the institution's Recognition of Prior Learning (RPL) policy and its admission criteria. In addition, in the RPL process learners have to undergo a Portfolio Development Course (PDC) to support the learner's admission. The PDC will focus on written submission explaining the reasons for the candidates' interest in in the discipline as an adjunct to their existing professional competencies and indicating the nature of a possible research project.

Entry Requirements:
The minimum entry requirement for this qualification is:

Master of Education, NQF Level 9 or equivalent.

RECOGNISE PREVIOUS LEARNING?

QUALIFICATION RULES

This qualification consists of a compulsory module at Level 10 totalling 360 Credits.

Compulsory Module:

Research Thesis, 306 Credits.

EXIT LEVEL OUTCOMES

1. Apply expert and critical knowledge and the ability to conceptualise new research initiatives or create new knowledge in the broad field of higher education studies with sub-areas of specialisation.
2. Initiating and conducting research in the chosen area of specialisation.
3. Perform critical reading of scientific research papers in the area of specialisation.
4. Identify, address and manage emerging ethical issues, and advance processes of ethical decision making which will include monitoring and evaluation of the consequences of the decisions where appropriate.
5. Demonstrate creativity in the original contribution by developing new methods techniques, processes and systems appropriate to the specific area of specialisation.
6. Produce a dissertation which meets international standards of scholarly and professional writing.

ASSOCIATED ASSESSMENT CRITERIA

Associated Assessment Criteria:
The achievement of these outcomes is assessed in the integrated assessment of the qualification.

Modes of integrated assessment are outlined in integrated assessment.

Final assessment are outlined in integrated assessment.

Integrated Assessment:
The integration of skills learnt in the Doctor of Philosophy (PhD) is assessed by means of a thesis.

Evidence of a high degree of scholarship, competence in scholarly exposition, and ability to select, organise, and apply knowledge must be presented by the candidate in the form of a written thesis. The learner must demonstrate a capacity for independent thought, as well as ability and originality in the application of principles or in the development of a new generalisation under scientific controls. However, in order to be acceptable as a thesis, the professional project must be accompanied by a written discourse demonstrating the nature of the research and including such theories, experiments, and other rational processes as were used in effecting the final result. The final thesis is submitted to at least 3 international assessors.

INTERNATIONAL COMPARABILITY

This qualification is a balanced combination of Intensive research, Doctoral Seminar Series and Publications. The qualification integrates the best practices of the international models while inclining more towards a research based model, with publications. Below is a brief overview of similar international qualifications.

United States of America:
In the USA at institutions such as Boston College, Massachusetts Lynch School of Education and Humanities, University of Virginia and the University of Pennsylvania and the University of North Dakota offer a Doctor of Philosophy in Higher Education. However, the content is a mixed mode, which comprises of coursework and research. These qualifications have several specific programmatic foci that permit learners to specialise in an area of interest. Learners may take up coursework in areas of institutional governance, organisation and administration, learner experiences and policy impact. At these institutions, learners develop a planned programme of study in consultation with their academic advisor.

University of Virginia:
The dissertation is characterised by original research that extends the theoretical and empirical knowledge bases of postsecondary education policy and practice. Coursework for the qualification is compulsory.

University of Pennsylvania Graduate School of Education:
The PhD in Higher Education is highly individualised. At least 12 course units of graduate work are compulsory at the University of Pennsylvania. The qualification requires learners to complete two methods courses and a cognate in another academic discipline. The learners develop a planned programme of study in consultation with their academic advisor.

University of North Dakota:
In addition to core requirements, learners take modules in research methods and electives. Learners study governance, organisation, administration, college student experiences and policy impact.

New Zealand:
However, the University of Canterbury in New Zealand, Deakin University, La Trobe University and Monash Australia offer a Doctor of Philosophy in Education. In these qualifications the learner can select Higher Education as a topic for research.

United Kingdom:
The University of Surrey and Kingston (UK) also offer a full research Doctor of Philosophy in Education, and they may choose a topic from their Departments of Higher Education.

Similar to the Doctor of Philosophy in Higher Education Studies, these learners must to do an independent and sustained investigation into a research problem. They need to undertake a supervised research project that culminates in the submission of a thesis for examination. Upon completion, learners must demonstrate through the thesis that he/she has developed a substantial body of knowledge that constitutes an original contribution to their field.

ARTICULATION OPTIONS

There is no further vertical or horizontal articulation.

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.

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