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 THAT HAS PASSED THE END DATE: 

Doctor of Science 
SAQA QUAL ID QUALIFICATION TITLE
3067  Doctor of Science 
ORIGINATOR
University of Durban Westville 
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 10 - Physical, Mathematical, Computer and Life Sciences  Life Sciences 
ABET BAND MINIMUM CREDITS PRE-2009 NQF LEVEL NQF LEVEL QUAL CLASS
Undefined  120  Level 8 and above  NQF Level 10  Regular-Provider-ELOAC 
REGISTRATION STATUS SAQA DECISION NUMBER REGISTRATION START DATE REGISTRATION END DATE
Passed the End Date -
Status was "Reregistered" 		 SAQA 2663/05  2006-07-01  2009-06-30 
LAST DATE FOR ENROLMENT LAST DATE FOR ACHIEVEMENT
2010-06-30   2013-06-30  

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 
To produce scientists who:
  • Have a doctoral qualification of their chosen field in science.
  • Are equipped to with advanced specialist knowledge, skills and values, who are competent for employment, job creation and further advanced research and development work.
  • Have the ability to plan and implement an original research project that leads to the discovery of new knowledge that is recognised internationally and which contributes towards improving the quality of life of South Africans. 
    		•

    LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING 
    Candidates can enter the programme if they have:
  • A PhD. degree or, in exceptional cases, M.Sc. in Computational Science, Mathematical Science, Natural Science, Medical Science or equivalent from recognised tertiary institution and in which the student has a core component in her/his chosen doctoral field. Exceptions only with the special permission of senate; or

    RECOGNITION OF PRIOR LEARNING
    A recognised prior learning assessment which is equivalent to a Ph.D. or, in exceptional cases, M.Sc. and which has empirical science as its focus; or

    Prior experiential work-based or research-based learning in the student's chosen field of science. 
    		•

    RECOGNISE PREVIOUS LEARNING? 
    Y 

    EXIT LEVEL OUTCOMES 
    a) Learning outcomes that learners should be capable of demonstrating on the successful completion of the qualification.

    At the end of this degree, doctoral students will have (content and theory):

    An advanced understanding in their chosen field of science, and an in-depth appreciation of the philosophy behind science, the uncertain nature of reality and the fact that empirical science progresses through the falsification of hypotheses

    An understanding of the nature and purpose of the scientific pursuit of truth, and how this can lead to the upliftment and enriching of societies and to economic development.

    An in depth understanding of scientific research (nature and purpose, relevant literature, research methodology, interpretation and thesis writing) and the capacity to publish their findings

    At the end of this degree, doctoral students will be able to (skills):

    Observe, collect, comprehend, analyse, organise, critically evaluate and interpret scientific data, and present or communicate findings comprehensively and effectively to others in a professional manner.

    Be familiar with and able to use a range of advanced scientific equipment, techniques and methods suitable for their chosen field; they should be able to do this without supervision.
    Have advanced research capacity, intellectual independence and the ability to generate original research in specialist aspects.
    Historically contextualise and analyse the scientific, environment and/or development challenges facing the African continent.
    Identify and solve problems of a complex scientific nature, especially where solutions can contribute to the social and economic upliftment of South Africa.
    At the end of this degree, doctoral students will value (values):
    The body of knowledge which has been painstakingly collected over centuries by scientists and which has helped in our understanding of the earth and its position within the universe.
    The African experience and its influence on the process of reconstruction and development in South Africa.
    The fact that natural resources, if utilised wisely and sustainably, can uplift societies and improve the lives of all South Africans.
    The philosophical premise on which the pursuit of truth is based and its contribution to the building of the knowledge base on which humanity, societies and economics function.
    Their social responsibility, and so will constructively apply their knowledge and skills to enhance both the environment and the quality of life for their compatriots.

    Graduates should appreciate (and not abuse) the dual position they have in life, as both doctors and citizens. They should also demonstrate the ability to provide leadership, and to act as role models and mentors for younger postgraduate students.

    b) Haw critical cross-field outcomes will be integrated into the qualification.
    Skills training is integrated with advanced research projects and stresses personal organisation, time management, responsibility and effectivity in action.

    The empirical scientific method, and philosophical logic on which it is based, engenders critical and objective thinking which teaches students to collect, record, analyse and critically evaluate information in a rational and systematic way.

    Research projects demand written communication skills, illustrations and a knowledge of statistics. Doctoral students present written submissions (e.g. research proposals, progress reports, poster papers, published papers and theses) and oral presentations (e.g. seminars, papers at conferences and workshop presentations). This promotes and teaches effective scientific communication which is accurate and precise.

    Research projects introduce doctoral students to advanced or state-of-the-art scientific equipment and technology relevant to their chosen field of study. The positive and negative consequences of this technology on both society and the environment are stressed, as are the philosophical implications.
    Doctoral students are encouraged to contribute to South African science. This is done via a commitment to relevant cutting edge research, presentation and/or implementation of research findings, participation in scientific societies and activities (whether regional, national or international), community service of a scientific nature, lectures and seminars, and the mentoring of undergraduate and postgraduate students.
    Formulation of project proposals that stipulates deadlines appropriate to the research process and the time available for the degree.
    A research focus that embraces an understanding that the solution to many scientific and environmental problems requires the application and integration of multiple discipline-based skills.
    Collaborate effectively with other researchers involved in similar areas of research and foster productive interactions with fellow workers. Networking is encouraged at all levels as is the ability to use this in effective problem solving.
    If necessary, contribute effectively to the scientific output of a research team.
    Ensure reproducibility of results and adequate statistical assessment to ascertain the validity of experimental results.
    Determine the significance and reliability of research results or laboratory analyses. Generate unique and original work preferably not supported by information or literature available to date.
    Assessment by examination of a two to five year research project thesis.
    The degree is structured in such a way that it will only encourage the personal development of advanced learners (through exploration and reflection), but also benefit social and economic development by producing scientists that are knowledgeable, skilled, innovative, flexible, and value driven.
    Doctoral students, with applied competence (the ability to put into practice their knowledge, skill and values) are better placed to find employment and contribute positively to the social and economic fabric of the country.

    c) Assessment criteria that will be used to determine learner achievement of the stated exit-level outcomes
    A thesis based on a Research Project carries 100% of the mark. However, students may be called on to defend their theses orally. The thesis undergoes rigorous examination by leading national and international experts in the relevant research field. Knowledge, skills, values, performance and competence will be gauged form the examination of this thesis and via promoter reports. Doctoral graduates are expected to publish their results in peer-reviewed publications and/or present their findings at national or international conferences. However, this is not a prerequisite for the awarding of the degree.

    How critical cross-field outcomes will be integrated into the qualification.
    Skills training is integrated with advanced research and stresses personal organisation, time management, responsibility and effectivity in action.
    The empirical scientific method, and philosophical logic on which it is based, engenders critical and objective thinking which teaches students to collect, record, analyse and critically evaluate information in a rational and systematic way.

    Research projects demand written communication skills, illustrations and a knowledge of statistics. Doctoral students present written submissions (e.g. research proposals, progress reports, poster papers, published papers and theses) and oral presentations (e.g. seminars, papers at conferences and workshop presentations). This promotes and teaches effective scientific communication which is accurate and precise.

    Research projects introduce doctoral students to advanced or state-of-the-art scientific equipment and technology relevant to their chosen field of study. The positive and negative consequences of this technology on both society and the environment are stressed, as are the philosophical implications.

    Doctoral students are encouraged to contribute to South African science. This is done via a commitment to relevant cutting edge research, presentation and/or implementation of research findings, participation in scientific societies and activities (whether regional, national or international), community service of a scientific nature, lectures and seminars, and the mentoring of undergraduate and postgraduate students.
    Formulation of project proposals that stipulate deadlines appropriate to the research process and the time available for the degree.
    A research focus that embraces an understanding that the solution to many scientific and environmental problems requires the application and integration of multiple discipline-based skills.
    Collaborate effectively with other researchers involved in similar areas of research and foster productive interactions with fellow workers. Networking is encouraged at all levels as is the ability to use this in effective problem solving.
    If necessary, contribute effectively to the scientific output of a research team.
    Ensure reproducibility of results and adequate statistical assessment to ascertain the validity of experimental results.
    Determine the significance and reliability of research results or laboratory analyses. Generate unique and original work preferably not supported by information or literature available to date
    Assessment by examination of a two to five year research project thesis.
    The degree is structured in such a way that it will not only encourage the personal development of advanced learners (through exploration and reflection), but also benefit social and economic development by producing scientists that are knowledgeable, skilled, innovative, flexible, and value driven. Doctoral students, with applied competence (the ability to put into practice their knowledge, skills and values) are better to find employment and contribute positively to the social and economic fabric of the country. 

    ASSOCIATED ASSESSMENT CRITERIA 
    Assessment criteria that will be used to determine learner achievement of the stated exit-level outcomes
    A thesis based on a Research Project carries 100% of the mark. However, students may be called on to defend their theses orally. The thesis undergoes rigorous examination by leading national and international experts in the relevant research field.
    Knowledge, skills, values, performance and competence will be gauged from the examination of this thesis and via promoter reports. Doctoral graduates are expected to publish their results in peer-reviewed publications and/or present their findings at national or international conferences. However, this is not a prerequisite for the awarding of the degree.

    Integrated assessment

    In this research degree, students must define the field of science in which they wish to work, identify a suitable problem or focus of research, survey and relevant literature, formulate a hypothesis and select appropriate methods and materials to test this premise. Depending on the field of research, may undertake field and laboratory work, and learn to use the equipment and techniques they have selected. During the degree, they must develop an understanding of the difficulties and problems associated with research in the empirical or qualitative sciences, and learn how to overcome these. Students have to come to grips with the uncertain and relative nature of the reality they are trying to measure/study, and integrate the philosophy behind this into their theses. Results are presented in the form of a written thesis (which may also consist of published papers strung together by a common theme) and which represent the student's capacity to undertake ethical, problem solving research that contributes something new to humanity. They must show that they have the capacity to integrate information (both empirical and theoretical) and analytically demonstrate their understanding of their subject. Research investigations must be independent, advanced and original. Explanation of results must be framed against the diversity of literature available. Finally students must be able to communicate their findings to their peers and to the international community.

    Such a research project not only covers aspects relating to knowledge, philosophy, skills and ethics but also integrates them in one process. The thesis undergoes rigorous examination. Where these are appropriate to the student's chosen field of study, candidates must prove that they have met the learning and critical outcomes detailed in Outcomes. 

    ARTICULATION OPTIONS 
    This is a terminal degree and there is no internal vertical articulation, although graduates may go on to complete a Ph.D. If they have not already done so. Co-promotion of research projects with other faculties or universities is possible, as are postdoctoral studies. 

    MODERATION OPTIONS 
    Moderation is carried out by external examiners selected from other national or international universities and /or from industry and professional research organisations. Changes suggested by moderators are incorporated after deliberation. 

    CRITERIA FOR THE REGISTRATION OF ASSESSORS 
    The doctoral thesis is examined by at least two examiners (excluding the promoters) who must be external to the university; one of whom should preferably be from abroad. Promoter and, if applicable, co-promoter must submit written reports. An examination panel acts as arbitrator. The appointment of assessors is recommended by the Faculty Board and approved by Senate. Where necessary, internal and external assessors will be registered with the relevant ETQA body.
    External assessors: Examiners with Ph.D or D.Sc. qualifications from:
    Other universities or tertiary institutions of high national and international standing will examine the thesis. External examiners (who are senior scientists with sound reputations and a solid didactic profile) are identified by the project promoter or a panel of internal assessors with due consideration being given by an independent programme coordinator and the Dean of the Faculty. The choice of assessors must be recommended by the Faculty Board and them ratified by Senex.
    Science related industries and organizations (i.e. stakeholder sectors)

    Promoters Reports
    Academic staff of the University of Durban Westville with PhD or D.Sc. qualifications will promote or co-promote projects registered with faculty of Science and Engineering, and will give written reports on the thesis and student's conduct

    Examination panel
    Comprising the Dean of the faculty, the promoter (and co-promoter if applicable) and two senior academics (preferably from other departments/disciplines) familiar with the subject matter. This panel, in light of all examiners and promoter's reports, make a final recommendation regarding the awarding of the degree. 

    REREGISTRATION HISTORY 
    As per the SAQA Board decision/s at that time, this qualification was Reregistered in 2006. 

    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.