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SOUTH AFRICAN QUALIFICATIONS AUTHORITY 
REGISTERED QUALIFICATION: 

Doctor of Philosophy in Commerce 
SAQA QUAL ID QUALIFICATION TITLE
125159  Doctor of Philosophy in Commerce 
ORIGINATOR
The Independent Institute of Education (Pty) Ltd 
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  Finance, Economics and Accounting 
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 0836/25  2025-11-13  2028-11-13 
LAST DATE FOR ENROLMENT LAST DATE FOR ACHIEVEMENT
2029-11-13   2032-11-13  

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 purpose of the Doctor of Philosophy in Commerce is to provides learners with the opportunity to develop highly specialised competencies in their chosen academic and professional context to make an original contribution to their chosen discipline in the field of commerce. As a generic, this qualification is suited to learners from various disciplines within the broader field of commerce, as well as for learners who are interested in interdisciplinary and transdisciplinary is to act as a pathway for master's graduates in commerce seeking to transition into doctoral level research and scholarship. studies.

This qualification also aims to empower learners to contribute significantly to the advancement of knowledge within their chosen field by conducting independent research at the highest academic level. This qualification requires learners to produce a doctoral thesis that showcases specialised knowledge, advanced research capabilities, and original insights that meet international standards. Emphasising the importance of addressing pressing issues in a rapidly evolving knowledge economy, learners are expected to conduct research that is not only original and worthy of peer-reviewed publication, but also offers innovative solutions to local, national, and global challenges.

Learners are tasked with demonstrating an advanced understanding of the epistemological process of translating research findings into meaningful contributions that address contemporary issues. To achieve this, they will develop essential research, communication, and critical thinking skills, enabling them to select and apply appropriate methodologies to approach research problems and answer questions effectively.

Furthermore, this qualification develops independence in learners, requiring them to defend their findings rigorously while demonstrating adherence to the highest ethical standards in their research practices. Ultimately, the qualification equips learners with the capabilities to make original, impactful contributions to their field and society at large, guided by a commitment to scholarly excellence and ethical conduct.

Upon completion of the qualification, a qualifying learner will be able to:
  • Articulate a relevant, well-supported, evidence-based argument that advances knowledge in the field of Commerce by making a substantial and original contribution to inclusive and ethical economic growth and sustainable development.
  • Conduct comprehensive and original research independently, making a distinct and significant contribution to the field of Commerce, through the selection and justification of appropriate methodologies and meticulously analysing and interpreting primary data.
  • Communicate theoretical frameworks and research findings through various mediums such as scholarly writing, oral presentations, and academic discourse, ensuring clarity, coherence, and relevance to the intended audience.
  • Uphold ethical standards in research and scholarly inquiry, showcasing integrity, honesty, and respect for intellectual property rights while maintaining professionalism and academic rigour.

    Rationale:
    This qualification addresses the national demand for doctoral qualifications in South Africa. There is a drive by the Department of Science and Innovation to collectively produce 100 Doctoral qualifications per million people in South Africa (Khuluvhe & Netshifhefhe, 2023). This translates to graduating approximately 5800 Doctoral graduates per year, which is significantly more than the 3552 who graduated in 2020 (Khuluvhe & Netshifhefhe, 2023). This number has not increased significantly, with 3574 learners graduating with Doctoral degrees in 2021, according to the latest available data from the Department of Higher Education and Training and the HEMIS database. The National Development Plan 2030 echoes this objective and further states that an increase is required in the percentage of qualified staff with doctoral degrees in higher education (National Planning Commission, 2012).

    Furthermore, the Department of Home Affairs gazetted the critical skills list that includes university lecturer - senior lecturer and above' (Critical Skills List, 2023; De Wet, 2022; Magubane, 2022) as a critical need that would also be filled by an increased number of people with Doctoral qualifications. Further benefits of offering Doctoral studies are that Doctoral graduates contribute to the production of new knowledge, which is crucial for the development of South Africa, particularly in terms of economic development. Doctoral research often addresses complex societal challenges.

    In addition to enhancing graduates' employability to satisfy a national imperative, this qualification benefits learners by providing them with the opportunity to develop high-level research skills and specialised knowledge to make an original and significant contribution to their chosen field.

    Through the development and acceptance of a thesis that meets the most advanced academic standards that could merit publication as either a monograph, or a series of journal articles, graduates will have demonstrated the knowledge and skills needed to pursue an academic career in their chosen field.

    Graduates of this qualification will have demonstrated mastery of a range of transferable skills at the most advanced level, including self-directed learning and accountability, critical and creative thinking, solving complex problems, versatile communication, academic writing, research and information literacy skills, and the application of ethical standards. Graduates will therefore be equipped to pursue careers not only in academia, but also in industry. 
    		•

    LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING 
    The institution subscribes to the principles as outlined in the Policies on the Recognition of Prior Learning, Credit Accumulation and Transfer, and Assessment in higher education (CHE, 2016) and National Policy and Criteria for the Implementation of Recognition of Prior Learning (SAQA; 2013, amended 2019) and (DHET 31 March 2016, Gazette no 381) for the implementation of Recognition of Prior Learning (RPL). RPL at the institution is guided by the Qualification Completion, Credit Accumulation and Transfer, Articulation and Recognition of Prior Learning and Policy (IIE010).

    The RPL Process:
  • The RPL process is administered through the Learner Information Management System (SIMS).
  • The process of RPL, including an admission decision (RPL approval for registration), needs to be completed before the learner can participate in a qualification and therefore the time taken to process an application needs to be taken into consideration before it is started. It may take up to 21 working days to complete the process once the complete PoE has been submitted; however, the whole process from application to registration may take up to 3 months.
  • A fee may be charged for the RPL application and review process.
  • There is a robust process of quality assurance in place for RPL.

    The RPL Procedure:
  • Candidates applying for RPL do so under the guidance of the site-designated member of staff (responsible person). Once the responsible person is made aware of a potential applicant, they will work with the designated responsible academic to compile the criteria (see below).
  • The candidate is provided with the documentation describing the process and an indication of what the RPL fee (where applicable) will be for the assessment.
  • The responsible person provides the candidate with:
  • the criteria for the assessment, including the rubrics to be used.
  • exit level outcomes of the qualification for which recognition is being sought, the module level outcomes and the level descriptors for qualifications at that level (an indication of knowledge and competence levels that would normally have been demonstrated through a qualification at that level) and/ or registered unit standards.
  • any additional statements of learning that need to be met; and
  • details of any examination or other assessment that needs to be undertaken.
  • Candidates are informed of when the last date for submission of the Portfolio of Evidence (PoE) is. Recommendations are made to Senate for a decision, however, if there is not a Senate meeting close enough to the registration date the Head of Faculty may evaluate the recommendation of the Assessment Committee but may then not be part of the committee or consider any appeals.
  • A conversation may be held with the responsible academic or another designated academic to guide the candidate in preparing the Portfolio of Evidence (PoE), should they decide to proceed. This include discussing the kind of evidence that the candidate has.
  • If the candidate wishes to proceed, they will complete the application form, compile the PoE, and pay the associated fee. Only once the fee has been received will the PoE be assessed.
  • RPL for access concerns admission. Consequently, candidates can only register for the qualification once their RPL application has been approved. Sites are not permitted to accept candidates into qualifications until the RPL process is complete. This means that successful RPL candidates may have to wait until the next academic cycle to commence the qualification.
  • Upon completion of the assessment, the Office of the Registrar (OoR) releases either an RPL Approved Outcome letter or RPL Declined Outcome Letter. At this stage, sites of delivery may only register a learner for a qualification via RPL if they were issued with the RPL Approved Outcome letter.

    RPL Assessment and Appeal Procedure:
    RPL for this qualification is only for admission and learners need to evidence, inter alia, research competence at an advanced level.

    The candidate interested in RPL initiates the process by contacting the Office of the Registrar, who will then assist the prospective candidate with their RPL application. Initially, the candidate will undergo a preliminary evaluation to ensure eligibility for applying for RPL for access.

    Following this, a meeting is scheduled between the prospective candidate and an academic advisor or the designated qualification coordinator responsible for overseeing the doctoral qualification, who will assist the learners in completing a portfolio of evidence.

    If deemed eligible, the candidate prepares a comprehensive portfolio of evidence that includes evidence of prior learning. This portfolio must demonstrate the knowledge, skills, and experience acquired through previous education (e.g., certified copies of academic transcripts of formal previously completed accredited qualifications and certificates for informal learning), publications, research projects completed, and any other relevant documentation that showcases their expertise and achievements that are aligned with the NQF 9 level descriptors.

    The offices of the Head of Postgraduate Studies, Head of Faculty, and Dean or Deputy Dean of Research and Postgraduate Studies review RPL applications for this qualification.
    An RPL review panel comprising two evaluators, usually faculty members with expertise in the candidate's field, is then established.

    This panel evaluates the submitted portfolio of evidence and determines the extent to which the prior learning aligns with the level descriptors and requirements of the doctoral qualification. The candidate is further required to participate in an interview or defence, allowing them to elaborate on their prior learning experiences and answer questions posed by the review panel.

    This step provides an opportunity for a more in-depth assessment of the candidate's research experience and readiness for doctoral studies.

    Based on the outcome of the assessment of the portfolio of evidence and any additional interactions, the review panel makes a recommendation regarding whether RPL for access should be granted, and the recommendation is submitted to Senate for approval. The final outcome is communicated to the candidate in writing. If the recognition of prior learning is successful, the candidate is formally admitted or enrolled into the Proposal Development for Doctoral Studies Short Learning Qualification. Once admitted, the candidate receives ongoing academic support to ensure a seamless transition into the doctoral qualification. This support includes, inter alia, guidance from an academic supervisor, access to resources, capacity development workshops, and integration into the academic community.

    It is important to note that, given the small projected enrolment numbers, candidates are likely to only gain access to the Doctor of Philosophy via RPL from the fourth year of offering this qualification.

    Entry Requirements:
  • Master of Commerce, NQF Level 9.
    Or
  • Master of Commerce in Business Administration, NQF Level 9.
    Or
  • Master of Commerce in Business Management, NQF Level 9.
    Or
  • Master of Commerce in Strategic Brand Leadership, NQF Level 9.
    Or
  • Master of Arts in Creative Brand Leadership, NQF Level 9.
    Or
  • Master of Management, NQF Level 9.
    Or
  • Master of Marketing, NQF Level 9.
    Or
  • Master of Business Management Sciences, NQF Level 9. 
    		•

    RECOGNISE PREVIOUS LEARNING? 
    Y 

    QUALIFICATION RULES 
    This qualification consists of the following compulsory modules at NQF Level 10 totalling 360 Credits.

    Doctoral Thesis, Commerce, 360 Credits.

    A thesis in one of the following specialisations:
  • Accounting and Accounting Management
  • Brand Management and Leadership
  • Business Administration
  • Business Management
  • Change Management
  • Commercial Law
  • Corporate Governance, Sustainability, Philanthropy
  • Finance, Banking
  • Development Finance
  • Digital Business and E-Commerce
  • Economics and Econometrics
  • Entrepreneurship
  • Financial Management
  • Human Resource Management
  • ICT Management
  • Innovation Management
  • International Business, Global Trade
  • Knowledge Management
  • Marketing Management
  • Operations Management
  • Organisational Behaviour
  • Project Management
  • Public Administration and Management
  • Risk Management
  • Service Management
  • Strategic Management
  • Supply Chain Management, Value Chain Management, Logistics
  • Taxation
  • Tourism and Hospitality Management 
    		•

    EXIT LEVEL OUTCOMES 
    1. Articulate a relevant, well-supported, evidence-based argument that advances knowledge in the field of Commerce by making a substantial and original contribution to inclusive and ethical economic growth and sustainable development.
    2. Conduct comprehensive and original research independently, making a distinct and significant contribution to the field of Commerce, through the selection and justification of appropriate methodologies and meticulously analysing and interpreting primary data.
    3. Communicate theoretical frameworks and research findings through various mediums such as scholarly writing, oral presentations, and academic discourse, ensuring clarity, coherence, and relevance to the intended audience.
    4. Uphold ethical standards in research and scholarly inquiry, showcasing integrity, honesty, and respect for intellectual property rights while maintaining professionalism and academic rigour. 

    ASSOCIATED ASSESSMENT CRITERIA 
    Associated Assessment Criteria for Exit Level Outcome 1:
  • Illustrate a comprehensive understanding and critical evaluation of relevant theoretical frameworks, seminal sources, and current debates within Commerce and related disciplines to articulate a relevant, well-supported, evidence-based argument.
  • Critically analyse and synthesise diverse perspectives and approaches to address issues of economic inclusivity and ethics.
  • Develop original and innovative solutions to complex problems in Commerce, focusing on sustainability and long-term inclusive and ethical economic development.
  • Communicate complex ideas and arguments clearly and effectively to academic and non-academic audiences, adhering to high standards of academic writing and ethical scholarship.

    Associated Assessment Criteria for Exit Level Outcome 2:
  • Identify and articulate a relevant and distinct research problem within the field of Commerce.
  • Apply knowledge of research paradigms to underpin and guide methodological choices.
  • Justify the selection of appropriate research methodologies to address the identified research problem with a thorough understanding of their theoretical underpinnings and practical applications.
  • Design and implement a research plan, including the collection and analysis of primary data.
  • Utilise advanced data analysis methods to interpret data, ensuring the reliability and validity and/or trustworthiness of the findings.
  • Communicate substantiated conclusions and recommendations that reflect a deep understanding of the research context and contribute to the advancement of knowledge in Commerce.

    Associated Assessment Criteria for Exit Level Outcome 3:
  • Produce scholarly writing that effectively integrates theoretical frameworks and research findings with clear, coherent, and concise language.
  • Deliver oral presentations that clearly articulate complex theoretical concepts and research results to both specialised and general audiences.
  • Engage in academic discourse, demonstrating the ability to defend research findings and theoretical perspectives with logical and evidence-based arguments.
  • Utilise appropriate visual aids and digital tools to enhance the communication of research findings and theoretical constructs.
  • Adapt communication content to suit different academic and professional contexts, ensuring relevance and accessibility for diverse audiences.

    Associated Assessment Criteria for Exit Level Outcome 4:
  • Adhere to ethical guidelines and standards throughout the research process, ensuring integrity and honesty in data collection and analysis.
  • Critically evaluating sources, methodologies, and findings, adhering to the highest standards of scholarly excellence.
  • Submit an article based on the thesis to an accredited, peer-reviewed journal that demonstrates the highest standards of rigour in research methodology, analysis, and interpretation.

    INTEGRATED ASSESSMENT
    The institution's Assessment Strategy and Policy provide very detailed principle-led guidance on assessment policies and procedures and assessment types. All assessments are informed by a learner-centred approach used in conjunction with a constructivist learning and teaching philosophy, as outlined in the Teaching and Learning Strategy which allows for personalised learning journeys, irrespective of the mode of provisioning.

    The Teaching and Learning strategy:
    All assessments adhere to the institutions Teaching and Learning Strategy as they are an integral part of the realisation of that strategy.

    The integrity of assessment practices, the reliability of their interpretation, and the sound utilisation of these interpretations in decisions regarding learner performance are paramount.
    Assessment processes, methods, and formats are considered valid when they effectively evaluate the intended outcomes specified for each assessment, module, and qualification.
    The planned and explicitly stated coherence between the learning outcomes, learning content, teaching practices, and assessment in a module and in a qualification is visible in curriculum and assessment planning.

    All assessments are directly related to the outcomes of the module and the qualification concerned as well as to the module's National Qualifications Framework (NQF) Level.

    Comprehensive assessment information is available to learners and includes information about the assessment criteria, requirements, performance standards, scheduling, and the responsibilities of learners, lecturers/online lecturers, and the sites of delivery.

    Learners know what is expected of them and all stakeholders. Potential employers will know what an individual who holds a particular qualification has achieved.

    Learners are responsible to complete both formative and summative assessments, where applicable.

    Assessments are integrated and include a variety of tasks, products, outputs, or competencies, these are used to gather evidence and measure learners' performance equitability against transparent assessment criteria and outcomes.

    The design and administration of assessment are inclusive (culture, language, race, and gender etc.) and any biases are avoided. Learners with specific learning challenges are accommodated, where possible.

    Assessment should demonstrate reliability by consistently producing comparable results over time when evaluating specific learners on identical knowledge and skills through diverse assessment methods.

    There is consistency in marking, irrespective of the number of markers in the same module, and consistency within and across each discipline and Faculty when assessing learner performance.

    Assessments are internally and externally moderated, depending on the assessment type, and the module in which the assessment is offered. All assessments in exit level modules are externally moderated.

    The assessment strategy for the Doctor of Philosophy in Commerce is meticulously designed to be multifaceted, ensuring a comprehensive evaluation of the learner's academic and research capabilities. It aims to evaluate whether high standards of excellence were upheld, the contributions made to the advancement of knowledge, and the potential impactful contributions to the field of study. The assessment strategy ensures the rigour and quality of the doctoral qualification while providing meaningful feedback to learners.

    Below is an overview of the key components of the assessment strategy for the doctoral qualification:

    Research Proposal:
    Candidates must submit a research proposal outlining their intended doctoral research to the Higher Degrees Committee for approval. This forms part of the selection process for formal entry into this qualification. The research proposal document is also formally assessed for feasibility, clarity, and scholarly merit. Feedback received from relevant stakeholders helps candidates to refine their research focus and intended research approach as they proceed with their research.

    Proposal Defence:
    Candidates must verbally defend their proposed research to a defence panel of the Higher Degrees Committee. This forms part of the selection process for formal entry into this qualification. Feedback received from the defence panel, peers, and other relevant stakeholders from industry and/or the community where relevant, helps candidates to refine their research focus and intended research approach as they proceed with their research.

    Critical Readers of Research Proposal:
    Three independent critical readers (two subject matter experts and one methodology expert) provide constructive formative feedback on the research proposal prior to the proposal defence. This formative feedback needs to be incorporated into the proposal under guidance from the supervisor before the final proposal is submitted to the Higher Degrees Committee for final approval.

    Ethical Clearance on proposed research:
    Candidates must submit an ethical clearance application to The IIE Research Ethics Committee, accompanied by their research proposal. Feedback from the ethics committee serves as a crucial form of assessment for doctoral learners, offering detailed insights into the ethical considerations of their research proposals. This feedback ensures that the proposed research adheres to ethical standards, protects participant rights, and maintains integrity. By addressing the committee's suggestions and concerns, learners can refine their proposals to meet the highest ethical standards, ultimately strengthening the overall quality and credibility of their research.

    Rubrics:
    Rubrics are provided for each key component that needs to be assessed, specifying the criteria and performance levels expected. These rubrics guide both learners and examiners in understanding the standards of excellence required.

    Examiner's Report:
    The examiner's report includes specific criteria for evaluating the learner's research contributions and academic discourse mastery. This report ensures that assessment across examiners is consistent, transparent, and aligned with the qualification's intended outcomes.

    Formative Assessments:
    Ongoing assessment, including supervisor feedback on work-in-progress, the research proposal defence, and presentations at seminars, provide continuous feedback and opportunities for improvement. Learners are required to present their work-in-progress and preliminary findings at these seminars, and the seminars are also used to ensure that the required graduate attributes are developed.

    Summative Assessment:
    The final doctoral thesis is evaluated by three external examiners who comprehensively assess the learner's research capabilities, insights, and contributions to the field. Learners are further required to defend their final thesis in a viva voce, which is a crucial component of the assessment strategy. Learners present their research findings, methodologies, and contributions to a panel of experts. The defence panel assesses the depth of the learner's understanding, the validity of their research, and their ability to defend their methodological choices and findings.

    Peer Feedback:
    Involving peers in seminar presentations develops a collaborative academic environment and provides diverse perspectives and feedback on the learner's work-in-progress.

    Feedback Mechanisms:
    Supervisor feedback and structured feedback sessions are incorporated to help learners understand their strengths and areas for improvement, facilitating their academic and professional growth through mentorship. Learners are required to meet regularly with their supervisors and progress is tracked against the Memorandum of Understanding between the learner and supervisor.

    External Examiners:
    At doctoral level, three external examiners are used to assess the learner's final thesis independently, of which one must be an international external examiner. The inclusion of external examiners guarantees an impartial and objective evaluation of the learner's work, thereby enhancing the credibility and integrity of the assessment process. This practice also ensures that the learner's work meets rigorous international standards.

    Progress Reports:
    Bi-annual progress reports are submitted by both the supervisor and learner for review by the qualification coordinator to monitor the learner's development and ensure they are on track to meet the deadlines agreed upon within the Memorandum of Understanding.

    There are regular checkpoints throughout the qualification to monitor learners' progress, and by integrating these components, the assessment strategy not only maintains the rigour and quality of the doctoral qualification but also supports the learners in achieving their full potential through constructive feedback and formative guidance. Supervisors, committees, peers, and external examiners therefore contribute to the development of PhD learners by offering insights, recommendations, and encouragement. Assessments also include a consideration of the ethical dimensions of the research conducted. Learners are expected to adhere to the highest ethical standards and demonstrate integrity in their research practices. Upon meeting all qualification requirements, the learner is awarded the doctoral degree. 
    		•

    INTERNATIONAL COMPARABILITY 
    This qualification was compared with the qualifications from the following countries.

    Country: Australia
    Institution name: University of South Australia
    Qualification title: Doctor of Philosophy (PhD)
    Duration: Four years

    Entry requirements:
    n/a

    Rationale/Purpose
    The University of South Australia's (UniSA) highest academic qualification, allowing students to independently conduct original research to generate new knowledge, understandings, or insights within their chosen field, culminating in the submission and assessment of a thesis. Admission typically requires a relevant master's degree and a strong research proposal. The qualification involves original research and a thesis, with optional coursework for value-add, and is a pathway to becoming a research leader.

    Similarities:
  • The University of South Australia (UniSA) qualification and the South African (SA) qualification offers a general PHD in Philosophy to which prospective learners apply with a specific topic, much like the SA qualification.
  • Although learners are not required to apply with a specific topic, the UniSA qualification is structured very similarly to the SA qualification in that learners are required to undertake independent research, under supervision, culminating in the development of a thesis that contributes original knowledge to their chosen field.
  • Both qualification's aim is to develop graduates with advanced critical thinking, research, and communication skills, as well as sound ethical awareness.
  • The UniSA allows learners four years to complete a PhD full-time, but this time includes the development of the research proposal. Four years is just under the maximum time to complete the SA qualification as a part-time learner; however, the proposal is developed in an SLP before learners register for the qualification. Overall, the structure and outcomes of the UniSA qualification and the SA qualification are aligned.

    Differences:
  • Unlike the SA 's qualification the USA qualification admits learners with an honours degree, although a master's degree is preferable. The qualification only accept learners with master's degree.

    Country: New Zealand
    Institution name: University of Auckland
    Qualification title: Doctor of Philosophy (PhD)
    Duration: Three to Four years
    Credits: 120

    Entry requirements:
    n/a

    Purpose/Rationale
    The University of Auckland PhD is a globally recognised postgraduate research degree, available in over 100 different subjects. Learners will undertake independent and original research, supervised by academic experts and research leaders.

    Learners will have opportunities to expand and develop their personal, professional and academic skills. Learners will present their work at local and international conferences and are encouraged to network and collaborate with a wide range of experts in their research field.

    Similarities:
  • The University of Auckland (UA) offers a general Doctor of Philosophy (PhD) similar to the South African (SA) qualification that involves learners undertaking independent, original research that advances knowledge in a chosen field.
  • Similar to the SA's qualification structure, the UA qualification learners will develop a proposal in the year prior to formal registration for the PhD, after which they have three to four years to submit a final thesis. In addition, both qualifications provide learners with the opportunity to exercise and develop advanced research and communication skills, and to develop highly specialised knowledge and competence in a chosen field.
  • Similar to the SA qualification, the UA qualification's learners are expected to defend their thesis through a viva voce at various stages throughout their research project.

    Differences:
  • The UA learners can gain entry into the studies with an honours degree, although a master's degree is preferable. Admission to SA's qualification is only possible for master's degree.

    Country: China
    Institution name: University of Hong Kong
    Qualification title Doctor of Philosophy (PhD)
    Duration: Three to Four years

    Entry requirements:
    n/a

    Purpose/Rationale
    The PhD degree is a highly recognised advanced research postgraduate programme and is available in all faculties and schools/departments. The PhD programme is intellectually demanding, requiring strong analytical skills, critical thinking ability, and language proficiency for undertaking independent research to produce original ideas with significant impact. It aims to cultivate competent researchers who would like to develop their career in research, academia, and other professional areas.

    Similarities:
  • The University of Hong Kong (UHK) offers a general Doctor of Philosophy (PhD) with which South African (SA) qualification compares favourably.
  • The UHK qualification requires learners to complete a supervised research project at an advanced level, culminating in the submission of a thesis. This is the same structure as the SA qualification.
  • Both qualifications aim to develop learners' critical thinking, research, and communication skills and provide them with the opportunity to exercise and develop highly specialised knowledge in their chosen field.
  • The SA's qualification is conceptually aligned with that of the UHK qualification, particularly regarding the purpose, outcomes, and structure of the thesis component.

    Differences:
  • The UHK may require learners to complete an additional coursework component when learners enter the PhD without a master's degree. The coursework is required to develop any gaps in discipline-specific and research-related competence needed to undertake work at a PhD level. The SA qualification does not allow for this as learners must possess a master's degree and so sufficient competencies related to knowledge, discipline-related skills, and research skills are assumed to already be in place.

    Conclusion:
    Generic Doctor of Philosophy qualifications are widely attested both nationally and internationally. Institutions in many countries make use of a single, centrally operated Doctor of Philosophy qualification that services a wide range of disciplines and areas of specialisation. 
    		•

    ARTICULATION OPTIONS 
    This qualification allows possibilities for both vertical and horizontal articulation.

    Horizontal Articulation:
  • Doctor of Commerce, NQF Level 10.
  • Doctor of Philosophy in Commerce, NQF Level 10.
  • Doctor of Philosophy in Commerce and Administration, NQF Level 10.
  • Doctor of Commerce in Marketing, NQF Level 10.
  • Doctor of Philosophy in Commerce and Administration, NQF Level 10.

    There are no qualifications registered at NQF Level 10 at the Occupational Qualifications Subframework.

    Vertical Articulation:
    There is no vertical articulation for this qualification since NQF Level 10 is the last level on the National Qualifications Framework.

    Diagonal Articulation
    Occupational Certificate: Organisational Risk Manager, NQF Level 8. 
    		•

    MODERATION OPTIONS 
    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. The Independent Institute of Education (Pty) Ltd 


    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.