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 Business Leadership 
SAQA QUAL ID QUALIFICATION TITLE
5811  Doctor of Business Leadership 
ORIGINATOR
University of South Africa 
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  240  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 091/21  2021-07-01  2023-06-30 
LAST DATE FOR ENROLMENT LAST DATE FOR ACHIEVEMENT
2024-06-30   2027-06-30  

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 is replaced by: 
Qual ID Qualification Title Pre-2009 NQF Level NQF Level Min Credits Replacement Status
109125  Doctor of Business Leadership  Not Applicable  NQF Level 10  360  Complete 

PURPOSE AND RATIONALE OF THE QUALIFICATION 
The primary purpose of the qualification is to provide DBL graduates with the knowledge, skills and competence to contribute significantly to new knowledge in Business Management and Leadership to provide opportunities for continued personal intellectual growth, gainful economic activity and valuable contributions to society.

A second purpose of the qualification is to provide South Africa (and other countries) with graduates in order to ensure that the leadership base of innovative and knowledge-based economic and scholarly activity is widened.

A third purpose of the qualification is to provide South Africa (and other countries) with people who can understand the constructive role they need to play as intellectual leaders in their society and who are empowered to play that role. 

LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING 
Learning in place is assumed to be at SAQA level 8a.

Graduates who register for this qualification can:
  • Work independently and take responsibility for their own progress.
  • Communicate effectively at a professional level.
  • Apply scientific enquiry and advanced research methods.
  • Solve complex problems by applying advanced processing skills.
  • Select, analyse, synthesize and retrieve new information from a range of sources within unfamiliar contexts.
  • Report and justify complex information systematically in a variety of formats.
  • Demonstrate a mastery of business principles and concepts.
  • Map new knowledge in a critical, meta-cognitive and self-reflective manner.


    Recognition of prior learning:

    This qualification recognizes:
  • Formal prior learning

    Learners in possession of an MBL or MBA from an accredited institution (achieved at SAQA level 8a or equivalent) are allowed to register for learning. If learners are not in possession of a recognized MBL/MBA post-graduate degree, and where there is evidence that some core "body-of-knowledge" in the field of business management has not been completed, learners may be considered for admittance provided they complete the outstanding post-graduate MBL/MBA business management course(s) in order to complete the core "body-of-knowledge".

  • Non-formal and informal prior experiential learning

    No RPL is possible because the qualification is obtained through thesis only. 
    		•

    RECOGNISE PREVIOUS LEARNING? 
    Y 

    QUALIFICATION RULES 
    The DBL comprises a thesis only, and cannot be awarded in part through RPL. Faculties and Senate will debate and decide on the issuing of a doctorate through RPL. 

    EXIT LEVEL OUTCOMES 
    Critical cross-field:

    All critical cross-field outcomes will be embedded appropriately in qualification.

    1. The DBL graduate can identify, analyse, formulate, and solve convergent and divergent leadership and managerial research problems creatively and responsibly.

    2. The DBL graduate can work effectively with others as a member of a team, group, organization, community, or organization and can assume accountability for determining, achieving and evaluating personal and/or group research output in the business, commerce and management fields.

    3. The DBL graduate can manage and organize her or his activities and life responsibly and effectively, including her or his studies and career, based on the contribution to body of knowledge.

    4. The DBL graduate can collect, analyse, organize and critically evaluate information.

    5. The DBL graduate can communicate effectively evidence of new knowledge using visual, mathematical and/or language skills in the modes of oral and/or written presentation, in sustained discourse.

    6. The DBL graduate can 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. The DBL graduate can demonstrate an understanding of the world as a set of related systems by recognizing 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 the graduate and the social and economic development of the society at large, the intention of the DBL programme is to develop graduates that are intellectual leaders with expertise in their field, and the process contributes to the achievement of the following developmental outcomes:

    1. The DBL graduate can reflect on and explore a variety of strategies to learn more effectively.

    2. The DBL graduate can participate as a responsible citizen in the life of local, national and global communities

    3. The DBL graduate can be culturally and aesthetically sensitive across a range of social contexts

    4. The DBL graduate can explore education and career opportunities by drawing on the various knowledge, skills and attitudes acquired in the accomplishment of this qualification

    5. The DBL graduate can develop entrepreneurial opportunities by drawing on the various knowledge, skills and attitudes acquired in the accomplishment of this qualification


    Specific:

    A doctoral student in this field is actively engaged in enhancing her or his leadership qualities by making a significant contribution to new knowledge and becoming an expert in the field of specialisation. (Graduates may specialise in any of the following managerial/leadership directions, for example, strategic management, marketing management, operations management, financial management, information and or technology management, human resources management, international management, etc). As such she or he develops and holds certain values and integrates knowledge and skills to achieve her or his purposes. The specific outcomes show how knowledge, skills and values are integrated in the qualification in the SAQA field of Business, Commerce and Management studies 03.


    1. The DBL graduate can consult, teach and guide research in the field of specialization.

    2. The DBL graduate can lead innovation based on new knowledge in the field of specialization.

    3. The DBL graduate can apply advanced research methodologies to obtain and contribute significantly to new knowledge in the field of specialization. 

    ASSOCIATED ASSESSMENT CRITERIA 
    Critical Cross-field:

    Evidence in the form of a written thesis and at least two individual presentations at DBL colloquia, through intellectual scrutiny and where feasible, expert international external assessment, will show that graduates:

    1.
  • Independently identify and define original research problems that expand or redefine existing knowledge
  • Autonomously apply appropriate and sophisticated knowledge for solving advanced research problems.
  • Manipulate abstract systems models
  • Identify, analyse and solve concrete and abstract problems by drawing upon the theoretical knowledge and experiential base of functional disciplines, as well as own experience base.
  • Identify and propose ways to serve the needs of business and society.
  • Use their knowledge and experience to offer suggestions for solving problems at a community, national, international and global level.

    2.
  • Demonstrate leadership skills, specifically in research.
  • Use people skills (tolerance, empathy, listening skills, leadership, etc.) in-group situations.
  • Take responsibility for the nature, quantity, and quality of output, and responsibility for the achievement of group research output
  • Establish professional research relationships through group work.
  • Promote the appreciation of diversity and the achievement of equity.
  • Undertake projects and provide evidence of successful interaction with others.
  • Use effective communication skills within a group situation.
  • Organize themselves and others into effective working groups.
  • Communicate the evidence of these research group interactions through written and oral reporting.

    3.
  • Make advanced and sophisticated theoretical judgements and evaluations.
  • Think epistemologically, and offer evidence to support research findings and recommendations.
  • Assess their own strengths and weaknesses and develop coping strategies.
  • Have the capacity for advanced independent study.
  • Interact effectively with experts in debate.
  • Take responsibility for determining, achieving evaluating and applying all personal output.
  • Manage a demanding professional and private life with the demands of Doctorate level studies.

    4.
  • Demonstrate advanced research skills.
  • Synthesize information autonomously
  • Assess own and others' work accurately.
  • Create responses to problems that expand existing knowledge
  • Use library and other resources effectively to suit their individual needs.
  • Use library and other resources effectively to suit the needs of the particular areas of research.
  • Integrate information from a variety of sources.
  • Act responsibly as a researcher and scholar (e.g. appropriate referencing, avoiding plagiarism, etc.)
  • Follow the conventions of scholarship in the various disciplines under study.
  • Follow relevant conventions and guidelines to their academic and career purposes.
  • Critically analyse theories, examples, experiences, etc.?
  • Argue appropriately within the relevant discourse community.
  • Independently draw up a reference list relating to a chosen topic of research.

    5.
  • Communicate their ideas and provide supporting evidence in a sustained manner and at a sophisticated level.
  • Identify conclusions and premises in academic arguments.
  • Follow the language conventions of written use in the business and management discipline.
  • Use appropriate models of organization and presentation as required in the business and management discipline.
  • Use statistics and numbers appropriately, accurately and responsibly in support of their ideas.
  • Create and use visuals appropriately to support their ideas.
  • Use professional language to critically analyse, evaluate and critique others' ideas.

    6.
  • Use scientific methods of investigation, testing and evaluation
  • Select appropriate scientific methods to suit the needs of the individual or group.
  • Promote the use of natural resources in a sustainable way.
  • Promote respect for and a responsible attitude towards science and technology.
  • Consider the ethics involved in science and technology issues.
  • Show respect and openness towards the psychological, health and physical environment of others.
  • Promote the use of up-to-date and appropriate technology to achieve business purposes in a variety of contexts.

    7.
  • 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.
  • Follow an integrated approach to learning and studying.
  • Demonstrate a comprehensive understanding of the field / discipline and relate it to their own research.


    Developmental:

    1.
  • (Learning strategies are assumed to be in place at this level.)

    2.
  • Manage diversity to the benefit of the individual, the company and the country.
  • Take risks in-group situations.
  • Apply what they know and study at different levels, from personal to career contexts in academic business and economic environments.
  • Act as leaders in the business community.
  • Demonstrate sensitivity of the possible implications of business strategy on various stakeholders.

    3.
  • Manage cultural diversity within various contexts
  • Manage own culture and background within cultural diverse contexts.
  • Value diversity and others' opinions.
  • Use various skills to draw out the cultural accomplishments and contexts of others (e.g. listening skills, empathy, sympathy, open-mindedness, etc.).

    4.
  • Illustrate the relationship between the knowledge, skills and attitudes acquired in studying towards the DBL and those of the community at large (local and global).
  • Make connections from theoretical knowledge to practical application in the real world.
  • Identify the skills, which are highly valued in the workplace, across the disciplines and sectors of society.
  • Use the skills required for efficiency in most jobs: imaginative Intelligence, emotional maturity, effective communication skills, thoughtful accuracy and interpersonal sensitivity and business acumen.
  • Deal effectively with unknown problems within complex, variable, unpredictable and highly specialized contexts, and tasks set to them on the job, in the real world, by drawing upon the skills from the DBL (critical thinking, problem-solving, conflict resolution, system thinking, entrepreneurial qualities, strategic planning, etc.).
  • Demonstrate a sense of corporate governance principles.
  • Adapt to different organizational cultures.

    5.
  • Have a realistic view of their own worth and value to contribute to their local community and global society.
  • Communicate that value to others in the real world (writing business reports, CV writing skills, communication skills).
  • Demonstrate a healthy self-esteem and confidence in their knowledge, skills and attitudes as required to complete the DBL qualification.
  • Deal with various unknown situations with flexibility and adaptability.
  • Identify and evaluate entrepreneurial opportunities.


    Specific:

    Evidence in the form of a written thesis and at least two individual presentations at DBL colloquia, through intellectual scrutinizing and expert international external assessment, will show that graduates:

    1.
  • Formulate appropriate responses to resolve both concrete and abstract specialized research problems at highly complex and sophisticated levels.
  • Develop appropriate solutions for leadership and management challenges.
  • Manage diversity and promote tolerance within the Southern African context.
  • Display dynamic leadership in organizations.
  • Use appropriate interpersonal communication styles.
  • Motivate themselves and others.
  • Assess the ethical considerations in managerial and/or strategic decisions.
  • Demonstrate sensitivity towards leadership roles in the context of transformation and changing local and international context.

    2.
  • Design new creative systems based on sound theoretical principles.
  • Contribute significantly to the development of policy.
  • Clarify uncertainties and make appropriate assumptions.
  • Prioritise management issues.
  • Develop appropriate strategies, systems and structures to enhance creativity and innovation.
  • Adapt to dynamic and changing circumstances.

    3.
  • Significantly contribute to original knowledge.
  • Analyse and critique the latest research in the area of specialization.
  • Assess the implications of contemporary research on organizational strategy and managerial decisions in a specific context
  • .Evaluate and contextualise the latest research in the area of specialization.
  • Assess and integrate divergent viewpoints in the area of specialization.
  • Present research results in sustained discourse that integrates information from various sources.
  • Integrate theory and research findings appropriately
  • Elaborate sufficiently about the assumptions and context that may impact on the research findings.
  • Use advanced research methodologies for specific research problems.
  • Use language and statistics appropriately.
  • Communicate professionally and appropriately with all levels of people.
  • Argue with sophistication at a high level of abstraction.
  • Draw appropriate and significant conclusions from research.
  • Present an extensive and appropriate bibliography of references from various sources used in research.
  • Use referencing techniques appropriately.


    Integrated assessment:

    Integrated assessment: All assessment will integrate knowledge, skills and attitudes and applied competence

    There is regular and continuous personal interaction between the supervisor and graduate to review and evaluate progress on the Doctoral thesis. Working with the Doctoral student on the thesis entails both formative and summative assessment, since the promoter's continuous input in the writing stage is formative, while the final examination is summative. Two formal colloquia are arranged in which the learner will present progress reports on the Doctoral thesis to a forum of academic faculty and other DBL candidates. 
    		•

    INTERNATIONAL COMPARABILITY 
    Unisa forms part of an internationally recognized 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 
    Completion of a doctoral thesis is the final step on the academic ladder and no further upward articulation is possible although students may choose to pursue their studies at any level of the NQF to suit their personal and professional needs. 

    MODERATION OPTIONS 
    A panel of examiners, both internal and external, is appointed to examine a doctoral thesis. Where feasible, international examiners form part of the panel. 

    CRITERIA FOR THE REGISTRATION OF ASSESSORS 
    Our own staff will be used as assessors in a manner that fits into the quality management system of Unisa and accords with the university's tuition and assessment policies. This will also apply to the appointment of external examiners. In the case of lecturers appointed to promote doctoral candidates, the minimum requirement is that they must also hold a doctorate and have sufficient academic experience. 

    REREGISTRATION HISTORY 
    As per the SAQA Board decision/s at that time, this qualification was Reregistered in 2006; 2009; 2012; 2015. 

    NOTES 
    N/A 

    LEARNING PROGRAMMES RECORDED AGAINST THIS QUALIFICATION: 
    When qualifications are replaced, some of their learning programmes are moved to being recorded against the replacement qualifications. If a learning programme appears to be missing from here, please check the replacement.
     
    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. University of South Africa 


    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.