SAQA

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SOUTH AFRICAN QUALIFICATIONS AUTHORITY

REGISTERED QUALIFICATION:

Doctor of Business Administration

SAQA QUAL ID	QUALIFICATION TITLE
122451	Doctor of Business Administration
ORIGINATOR
Henley Business School Limited
PRIMARY OR DELEGATED QUALITY ASSURANCE FUNCTIONARY			NQF SUB-FRAMEWORK
CHE - Council on Higher Education			HEQSF - Higher Education Qualifications Sub-framework
QUALIFICATION TYPE	FIELD		SUBFIELD
Doctoral Degree	Field 03 - Business, Commerce and Management Studies		Generic Management
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
Registered		EXCO 0724/24	2024-06-04	2027-06-04
LAST DATE FOR ENROLMENT		LAST DATE FOR ACHIEVEMENT
2028-06-04		2031-06-04

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 purpose of the Doctor of Business Administration qualification is to develop high levels of competence in business administration, academic research, management consulting and personal development. It aims to enhance executive and professional practice through the application of sound theory and rigorous research to real and complex issues in business and management. The qualification seeks to prepare learners for a career where an understanding of the practice and the principles underpinning interdisciplinary research in management or business can greatly enhance performance in business, consultancy or as a practising manager.

The philosophy behind this qualification is based on the potential synergy that exists between business administration, management consultancy, personal competencies (generic and/or teaching) and academic research, as well as the need for an international perspective in the modern business environment. The qualification encourages and expects the Research learner to manage his or her own learning.

Upon completion of the qualification, qualifying learners will be able to:

Demonstrate research independence at an advanced level, through a critical evaluation of existing literature, systematically conceptualising, designing and implementing a project, and contributing to the development of new ideas, techniques, or approaches.

Understanding the current scope of knowledge and potential gaps in the relevant field of study to synthesise new knowledge, processes, and techniques.

Demonstrate ethical reasoning by employing the principles of research integrity and being aware of relevant ethical and professional decision-making considerations.

Demonstrate effective project management of a project as an independent researcher in the relevant discipline, from identifying research questions, planning interim milestones and timescales, and prioritising activities through to timely completion.

Contribute to practice in the domain of the research discipline, at an individual, organisation, industry, policy, or societal level.

Rationale:
The South African National Development Plan (NDP) affirms the critically important role higher education institutions play in developing producers of new knowledge and responsible critiquing of information. The government, as expressed through the NDP, recognises that knowledge production within South Africa (and Africa) must increase, not only to assist with finding new local and global applications for existing knowledge but also to act as a central catalyst informing the enablement of the NDP goals.

Although South Africa's publication output is the highest on the continent, its innovation system is small by international standards. Doctoral graduate numbers are significantly lower in equivalent developing countries. The school feels it can play a significant role in filling this market void. The school's brand and reputation have gained increased acknowledgement and value within the South African market. As such, there's been an increase in demand for further education at a doctoral level, especially from the school's increasing MBA graduate base.

This qualification represents the next step of progression for MBA graduates, and the doctoral degree exposes learners to the academic research skills, management consulting and personal development that will enable them to provide leadership and effectively manage in the workplace and society at large. This will be accomplished through the understanding of the practice and the principles underpinning interdisciplinary research in management or business. In addition, learners will complete a research component focusing on a management or business topic.

LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING

Recognition of Prior Learning (RPL):
RPL provides alternative access and admission to qualifications, as well as advancement within qualifications. RPL will be applied to accommodate applicants who qualify.

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 Business Administration, NQF level 9.
Or

A relevant qualification in the related field, NQF level 9.

RECOGNISE PREVIOUS LEARNING?

QUALIFICATION RULES

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

Compulsory Modules, NQF Level 10, 45 Credits:

Introduction to Academic Research, 15 Credits.

Introduction to Research Design and Methodology, 15 Credits.

Introduction to Quantitative Techniques, 15 Credits.

Introduction to Qualitative Techniques, 15 Credits.

Thesis, 300 Credits.

EXIT LEVEL OUTCOMES

Exit Level Outcomes
1. Demonstrate research independence at an advanced level, through a critical evaluation of existing literature, systematically conceptualising, designing and implementing a project, and contributing to the development of new ideas, techniques, or approaches.
2. Demonstrate an understanding of the current scope of knowledge and potential gaps in the relevant field of study to synthesise new knowledge, processes, and techniques.
3. Demonstrate ethical reasoning by employing the principles of research integrity and being aware of relevant ethical and professional decision-making considerations.
4. Demonstrate effective management of a project as an independent researcher in the relevant discipline, from identifying research questions, planning interim milestones and timescales, and prioritising activities, through to timely completion.
5. Contribute to practice in the domain of the research discipline, at an individual, organisation, industry, policy, or societal level.
6. Demonstrate research impact by relating theory, concepts, and context to evidence in a systematic way.
7. Develop and disseminate specialist knowledge to a range of scholarly and non-scholarly audiences through a variety of techniques.

ASSOCIATED ASSESSMENT CRITERIA

Associated Assessment Criteria for Exit Level Outcomes 1.

Critically review and evaluate literature relating to a research area.

Clearly define and manage the research process to gather required information and data.

Integrate knowledge from the qualification and apply it to develop a substantial piece of work making a distinct and original contribution to knowledge,

Associated Assessment Criteria for Exit Level Outcomes 2.

Examine the relevant research field and identify areas of further study.

Contribute to innovative knowledge, systems, or practices.

Analyse the discipline, conceptual and methodological rigour and relevance to practitioner peer groups as well as an understanding of how the research informs professional practice.

Associated Assessment Criteria for Exit Level Outcomes 3.

Apply ethical research practices and processes.

Develop a professional management system that maintains data integrity.

Reflect on the ethical framework as defined in institutional criteria, procedures and guidelines regarding plagiarism and copyright, confidentiality, ownership, and professionalism.

Identify, address, and manage ethical issues related to the research project with professional integrity.

Associated Assessment Criteria for Exit Level Outcomes 4.

Use appropriate research methodologies to support the completion of the project.

Manage a research project effectively.

Extend the forefront of discipline by developing innovative knowledge and systems through critical problem-solving.

Associated Assessment Criteria for Exit Level Outcomes 5.

Illustrate core competencies and contributions to practice or theory by conveying research findings clearly.

Provide evidence in the form of a written thesis.

Strengthen a foundational knowledge base to promote high-quality research conducted at an individual level.

Associated Assessment Criteria for Exit Level Outcomes 6.

Illustrate competence in qualitative and quantitative data analysis.

Apply appropriate techniques to develop evidence-based conclusions.

Develop knowledge of core research methodologies and techniques.

Associated Assessment Criteria for Exit Level Outcomes 7.

Articulate ideas and concepts clearly and appropriately to scholarly and non-scholarly audiences.

Critically evaluate methodological applications through analysis and engagement,

Present the research findings in a logical, coherent format that aligns with the research questions and research objectives.

INTEGRATED ASSESSMENT
Three phases of assessment will be applied, the preparatory coursework phase, the proposal and thesis development phase, and the final examination.

Phase one of assessment:
In the preparatory coursework phase learners will be assessed through the following:

Formal Outline Interview, which will consist of the learner doing a formal slide presentation to a panel.

Submission of a scoping document for his/her literature review.

Submission of a Thesis Critique.

Submission of Qualitative and Quantitative Techniques assignments.

Phase two of the assessment:
As part of the proposal and thesis development phase, learners will be required to present their research progress at least once a year (from year 2 of studies onwards) at a formal research colloquium. This annual presentation is assessed and forms a part of the progression criteria for advancement through the qualification.

These events help learners develop their presentation skills and allow learners to practise sharing their research with a broad audience, who may not all be experts in the field. Learners are also encouraged to question other presenters and to consider possible links with their area of research. The aim is to provide a nurturing environment where learners feel supported and connected.

Phase three of the assessment:
Following the formal submission of a final thesis, learners will be invited to a viva voce examination, conducted by both an internal and external examiner. The external examiner will be appointed for his or her knowledge in the field of research. One of the learner's supervisors may attend the viva voce examination provided this is agreed upon by both examiners and the qualification coordinator.

All seven learning outcomes for the qualification are met through the successful completion of the thesis examination process.

INTERNATIONAL COMPARABILITY

Country: United Kingdom
Institution name: Glasgow Caledonian University
Duration: Two years
Credits: 180

Entry requirements:

Master of Professional Practice in Business Administration.

Purpose
The Doctor of Business Administration aims to provide middle/senior professionals with an academic framework to question the complex relationships between professional practice, theory, policy, and research. The process will enable the learners to synthesise their professional knowledge in a body of work, most notably their doctoral thesis that will impact positively on their organisation and the profession in terms of practice and theory. Underpinning this aim is a set of objectives. These objectives will enable learners through a rigorous academic programme to become scholarly practitioners capable of appropriate higher-level cognitive skills relevant to the participating organisation's goals and society more broadly, notably the ability to be an independent lifelong learner in a chosen field making an original and valuable contribution to knowledge and practice.

The qualification aims to deepen learners' professional knowledge to more effectively engage and lead within their chosen sector, becoming a research expert.
On completion, learners will be able to demonstrate professional project management skills, including goal setting, prioritising, designing, and executing data acquisition and collation, planning, and organizing written work and effective time management.

Course structure:
Modules:

Ethics, Sustainability and Governance

Introduction to Qualitative Research Methods, compared with Introduction to Qualitative Techniques.

Introduction to Quantitative Research Methods, compared with Introduction to Quantitative Techniques.

Quantitative Data Analysis

Applied Skills in Qualitative Research Methods

Academic Skills & Reflective Practice

Research Design & Management, comparable with Introduction to Research Design and Methodology.

Optional Module: Public Policy Analysis

Strategic Management
Similarities:

The Glasgow Caledonian University (GCU) and the South African (SA) qualifications accept learners who have completed a Master of Business Administration.

The SA qualification aims to develop high levels of competence in business administration, academic research, management consulting and personal development as well as to enhance executive and professional practice through the application of sound theory and rigorous research to real and complex issues in business and management.

The GCU qualification objectives are to enable learners through a rigorous academic programme to become scholarly practitioners capable of appropriate higher-level cognitive skills relevant to the participating organisation's goals and society more broadly, notably the ability to be an independent lifelong learner in a chosen field making an original and valuable contribution to knowledge and practice.

The SA learners will be able to demonstrate effective management of a project as an independent researcher in the relevant discipline, from identifying research questions, planning interim milestones and timescale, and prioritising activities, through to timely completion, upon completion of their learning.

Similarly, the GCU qualification, on completion, learners will be able to demonstrate professional project management skills, including goal setting, prioritising, designing, and executing data acquisition and collation, planning, and organizing written work and effective time management.

Both qualifications share similar modules such as Research Design & Management, Introduction to Quantitative Techniques and Introduction to Qualitative Research Methods.

Differences:

The GCU qualification consists of 180 credits against the SA's 360 credits.

Country: Australia
Institution name: Curtin University
Qualification title: Doctor of Business Administration
Duration: Three years
Credits: 100

Entry requirements:

Master's degree (Research)
Or

Bachelor Honours Degree (first or second class)

Entry requirements:

Master of Business Administration (MBA)
Or
Equivalent master's degree.

Purpose:
The Doctor of Business Administration (DBA) has been designed to develop highly skilled, critical thinking and practical managers who can also read, carry out and apply the results of the research initiatives. It enables learners with extensive business experience to design and concentrate their research on a practical business situation and to be sensitive to research questions and implications that are inescapable in the conduct of business.
Business School provides facilities and benefits for those studying this course by research, including access to suitable computer facilities, office space for on-campus students, financial assistance to attend appropriate intrastate, interstate, or overseas conferences and associated research costs.

Course structure
Modules:

Introduction to Business Research Methods, comparable to Introduction to Research Design and Methodology.

Advanced Qualitative Research Methods, comparable to Introduction to Qualitative Techniques.

Quantitative Techniques in Business Research, comparable to Introduction to Quantitative Techniques.

Similarities:

The Curtin University (CU) and the South African (SA) qualifications accept learners who have completed a master's degree in the relevant field.

The CU qualification aims to enable learners with extensive business experience to design and concentrate their research on a practical business situation and to be sensitive to research questions and implications that are inescapable in the conduct of business.

The SA qualification aims to enhance executive and professional practice through the application of sound theory and rigorous research to real and complex issues in business and management.

Both qualifications share similar modules such as Quantitative Techniques, Qualitative Techniques and Research Design and Methodology.

Differences:

The CU qualification is offered over three years consisting of 100 credits and the SA qualification is offered over two years with 360 credits.

ARTICULATION OPTIONS

Horizontal Articulation:

Doctor of Administration, NQF Level 10.

Doctor of Public Administration, NQF Level 10.

Doctor of Administration in Management, NQF Level 10.

Doctor of Business Management, NQF Level 10.

Doctor of Business Studies, NQF Level 10.

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.

1.	Henley Business School Limited