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: 

Doctor of Philosophy in Public Administration 
SAQA QUAL ID QUALIFICATION TITLE
96476  Doctor of Philosophy in Public Administration 
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  Public Administration 
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-data under construction  EXCO 0324/24  2024-07-01  2027-06-30 
LAST DATE FOR ENROLMENT LAST DATE FOR ACHIEVEMENT
2028-06-30   2031-06-30  

Registered-data under construction

The qualification content is currently being updated for the qualifications with the status “Registered-data under construction” or showing “DETAILS UNDER CONSTRUCTION” to ensure compliance with SAQA’S Policy and Criteria for the registration of qualifications and part-qualifications on the National Qualifications Framework (NQF) (As amended, 2022). These qualifications are re-registered until 30 June 2027 and can legitimately be offered by the institutions to which they are registered.

 

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.  

PURPOSE AND RATIONALE OF THE QUALIFICATION 
The primary purpose of the qualification is to provide DPA graduates who are capable of advancing knowledge in and providing an original contribution to Public Administration.

A second purpose of the qualification is to provide South Africa (and other countries) with leaders in public administration who can design new creative systems based on sound principles.

A third purpose of the qualification is to provide South Africa (and other countries) with intellectual leaders who can demonstrate high levels of self and group reflexivity by adapting to dynamic and changing circumstances and who can take risks from well-defined and verified parameters. 

LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING 
Candidates who register for this qualification can:
  • Reflect critically and independently on existing knowledge regarding public administration in the form of complex, specialized, predominantly written, material.
  • Apply their knowledge of methodology and theory in creative problem solving.
  • Communicate their ideas and provide supporting evidence in a rigorous and creative manner.
  • Communicate the defined area of research within the public sphere comprehensibly, systematically and coherently in the medium of instruction, and show the ability to do advanced research.
  • Display advanced technical knowledge in the area of research.
  • Take responsibility for their own progress.
  • Responsibly pursue independent research.

    Recognition of Prior Learning (RPL):
    This qualification recognises:
  • Formal Prior Learning:
    Students' prior accredited learning at a MPA level or equivalent, in relevant domains which constitute credit-bearing units is recognised. Students' prior accredited learning at Masters level in domains not closely related to the specific DPA programme may be recognised, If significant learning experience from work in a relevant field is demonstrated, and competence in this field is demonstrated in an examination.
  • Non-formal and informal prior experiential learning:
    If the DPA contains also course work, this degree could be awarded in part through RPL. The university is investigating an RPL policy, which will be debated by faculties and Senate. 
    		•

    RECOGNISE PREVIOUS LEARNING? 
    Y 

    EXIT LEVEL OUTCOMES 
    Critical Cross-Field:
    All critical cross-field outcomes will be embedded and assessed appropriately in the qualification. The distance education context has particular challenges, which we try to meet below.

    1. The DPA graduate can identify, analyse, formulate, and solve highly complex and specialized problems in the public sphere, of individual and societal kinds, creatively, autonomously and responsibly with a level of expertise beyond that of the MPA.
    2. The DPA graduate can provide leadership and work effectively with others as a member of a team, group, organization, community, and contribute to the group output in tasks relating to the subject of specialization.
    3. The DPA graduate can manage and organize her or his activities and life responsibly and effectively, including setting research goals and managing the research process effectively.
    4. The DPA graduate can collect, analyse, organize and critically evaluate texts and situations at a highly advanced level in the pursuit of the DPA.
    5. The DPA graduate can communicate effectively and systematically using visual, mathematical and/or language skills in the modes of oral and/or written presentation, using sustained discourse.
    6. The DPA 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 DPA graduate can demonstrate an advanced understanding of the world as a set of related systems by recognising 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 each learner, public life and the social and economic development of the society at large, it is the intention of the DPA Degree to make an individual aware of the importance of the following developmental outcomes:

    1. The DPA graduate can reflect on and explore a variety of strategies to learn more effectively.
    2. The DPA graduate can participate as a responsible citizen or official in the life of local, national and global communities.
    3. The DPA graduate can be culturally sensitive across a range of social contexts.
    4. The DPA 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 DPA graduate can develop entrepreneurial opportunities by drawing on the various knowledge, skills and attitudes acquired in the accomplishment of this qualification.

    Specific:
    A DPA student is actively engaged in becoming a leader in his or her field. 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 primarily in the South African Qualification Authority (SAQA) fields of Culture and Arts 02: Business, Commerce and Management Studies 03, and Human and Social Studies 07, with lesser emphasis on Law, Military Science and Security 08 and Physical, Mathematical, Computer and Life Science 10.

    1. Makes an original and significant contribution to knowledge by applying principles of sound scientific research practice.
    2. Engage in highly advanced critical thinking and creative problem solving within the context of Public Administration and the public sector.
    3. Communicate effectively the contents of the subject and the results of the research.
    4. Display technical accuracy in Public Administration research. 

    ASSOCIATED ASSESSMENT CRITERIA 
    Critical Cross-field:
    Evidence in the form of a thesis or in some cases by means of tasks, portfolios, projects, case studies, examinations, as well as a thesis of limited scope, will show that graduates:
    1.
  • Identify, analyse and solve highly complex, concrete and abstract problems in a variety of routine and non-routine contexts in Public Administration by drawing on their own experience as well as theoretically knowledge within a major discipline or field of study.
  • Use their highly advanced knowledge, experience, expertise and commitment to offer systematic and creative solutions for solving problems at a municipal, provincial, national, international level.
  • Solve highly complex problems by generating effective managerial, administrative and business strategies for dealing with problems relating to promoting sound public administration.
  • Critically evaluate various viewpoints on the subject of specialization and compare them to own views.

    2.
  • Undertake projects and provide evidence of successful interaction with others.
  • Use effective communication skills within the group and in research settings.
  • Lead and manage people effectively in public administration contexts.
  • Are supportive followers and group participants when appropriate.
  • Demonstrate understanding of the dynamics of groups and groupings in the public sector.

    3.
  • Demonstrate the requisite advanced study skills and learning strategies.
  • Systematically and effectively organize their study plans.
  • Use creative and various learning strategies, which suit their personal situations and contexts.
  • Think independently, and offer evidence to support their decisions.
  • Assess their own strengths and weaknesses and develop coping strategies.

    4.
  • Determine community needs through grassroots interaction.
  • Demonstrate highly advanced research skills.
  • Effectively master the use of library and other resources to suit their individual and research needs.
  • Integrate and reconfigure information from a variety of sources.
  • Act highly responsibly as a researcher and scholar (e.g., appropriate referencing, avoiding plagiarism, ethical research etc).
  • Use the conventions of scholarship in Public Administration.
  • Use relevant conventions and guidelines to their academic and personal purposes.
  • Autonomously and critically analyse policies, programmes, projects, theories, structures, experiences, written and oral texts, etc.?Critically engage with the relevant discourse community.
  • Interact with advanced, major and specialized texts (oral and written) through critical listening/ reading and inferencing skills.
  • Produce systematic critical texts, which creatively and effectively integrate information from different sources.
  • Critically reflect on texts from different sources as well as on knowledge and information in a highly advance and autonomous way.

    5.
  • Responsibly use and reconfigure the ideas of others in support of their own (without plagiarism, etc.).
  • Follow the language conventions of written (and/or oral) use in Public Administration.
  • Use appropriate models of organization and presentation as required in the respective disciplines.
  • Use statistics appropriately and responsibly in support of their ideas.
  • Create and use visuals appropriately to support their ideas.
  • Recognise own communication limitations and problems and seek help appropriately.
  • Identify and illustrate subject-specific jargon.
  • Describe, analyse and transform the interpretation of what they come across in appropriate ways.
  • Assist others to speak for themselves.
  • Use language to critically and coherently analyse, evaluate and critique the ideas, plans, policies, programmes, and projects of others.

    6.
  • Use scientific methods of investigation, testing and evaluation.
  • Select technology to suit the needs of the individual or group.
  • Use natural resources in a sustainable way.
  • Show respect for and a responsible attitude towards science and technology.
  • Demonstrate a consideration of the ethics involved in science and technology issues.
  • Show respect and openness towards the psychological, health and physical environment of others.

    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.
  • Demonstrate a comprehensive knowledge of the discipline/field and relate it to their research.

    Developmental:
    1.
  • Engage in sustained, autonomous and critical discourse to convey what they know.
  • Follow academic conventions regarding referencing, the writing of academic essays and regarding research procedure, and avoid plagiarism.
  • Build an interactive and constructive relation with lectures to further their own learning and that of others.
  • Apply what they study in specialised and complex contexts, both personal and public, real and simulated.
  • Display awareness of their own learning preferences and use strategies to suit their needs.
  • Show evidence of highly advanced study and research skills.

    2.
  • Show the ability to lead groups and take the lead in addressing administrative, developmental or managerial issues in the public sector.
  • Coherently apply what they know and study in culturally diverse contexts.
  • Coherently apply what they know and study at different levels, from personal to academic contexts.

    3.
  • Manage diversity and promote equity.
  • Demonstrate academic and practical tolerance of diversity and the opinions and policies of others.
  • Use various skills to draw out the cultural accomplishments, policies, programmes and contexts of others (e.g. elicitation of culturally specialised legislation and policies, use of participatory research techniques, listening skills).
  • Illustrate the value of open-mindedness and tolerance to self and others.

    4.
  • Illustrate the relationship between the competencies acquired in studying towards he DPA and those of the community at large (local and global).
  • Make critical, reflective, systematic and effective connections between theoretical knowledge and practice.
  • Apply the DPA the competencies, which are highly valued in workplaces in the public sector, across the disciplines and sectors of society.
  • Use the competencies required for efficiency in most jobs: imaginative intelligence, emotional maturity, initiative, creative problem solving, effective communication skills, thoughtful accuracy and interpersonal sensitivity.
  • Deal effectively with unknown problems and tasks set them on the job by drawing upon the sills from the DPA (advanced independent critical thinking, creative problem-solving, conflict resolution, variable and complex conceptual analysis, application of major theories, etc).
  • Demonstrate diligence and a work ethic that show responsibility and accountability towards the employer and the client or community.

    5.
  • Create job opportunities in whatever situation they find themselves.
  • Have a realistic view of their own worth and value to contribute to their local community and global society.
  • Communicate that value to others (CV writing skills, oral communication skills, etc).
  • Demonstrate a healthy self-esteem and confidence in their knowledge, skills and attitudes as required to complete the DPA qualification.
  • Deal with various unknown situations with flexibility and adaptability.
  • Build capacity in communities, organisations and individuals.
  • Build and provide leadership and management skills.
  • Create awareness of business opportunities.

    Specific:
    Evidence in the form of a thesis or research project or by means of course work and a thesis, will show that graduates can:

    1.
  • Expand, redefine and reconfigure existing knowledge within the field of Public Administration or inter/multi-disciplinary fields, and can conduct research.
  • Document the problem statement and aims and objectives, the research design or plan, modus operandi, results and conclusions in an academically respectable and acceptable manner.
  • Analyse and synthesize data.
  • Apply theory to practice.
  • Show critical acumen in evaluating sources, specifically primary material.
  • Develop a logical argument.
  • Understand the relevant argument.
  • Show independence and insight.
  • Display expert, innovative and highly specialised knowledge in Public Administration.
  • Show that his/her thesis/research project can withstand international scrutiny.
  • Demonstrate that the whole or part of the thesis/research project is publishable.

    2.
  • Demonstrate a high degree of abstraction when analysing and synthesizing information within an area of research.
  • Attain a high level of philosophical sophistication when reflecting on information within an area of research.
  • Make sound evaluations on the basis of independently generated criteria.
  • Autonomously analyse, synthesize and evaluate information.
  • Design new creative systems based on sound principles.
  • Demonstrate highly advanced understanding of the policy environment of the local, provincial, national and international contexts.
  • Assess the impact of public policy (including legislation) on society.
  • Perform a social-critical role with regard to the public sector.
  • Promote attitudes and values relevant to a just and democratic society.
  • Reflect critically on the ethics pertinent to the public sector.

    3.
  • Present material clearly and systematically.
  • Argue logically in order to support their findings.
  • Use acceptable style and presentation.
  • Provide an advanced critical overview of the material.

    4.
  • Document research with complete accuracy.
  • Use a systematic and consistent approach to technical issues such as the layout of the thesis or other required project.

    Integrated Assessment:
    1. Formative assessment: Learning and assessment are integrated. Formative assessment is a continuous and personal process of interaction between the promoter and the student when the means of assessment is thesis only.
    2. Summative assessment: Students will be evaluated on a thesis only.
    3. Integrated assessment: All assessment will integrate knowledge, skills and attitudes as competencies, applied to the relevant context. 
    		•

    INTERNATIONAL COMPARABILITY 
    UNISA forms part of an internationally recognised 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 
    1. Students may choose to pursue their studies at any level of the National Qualification Framework (NQF) to suit their personal and professional needs including at Postdoctoral level.
    2. The qualification will articulate with those of other tertiary institutions and with other qualifications. For example, recognition will be given to modules completed at other tertiary institutions and the relationship will be reciprocal. 

    MODERATION OPTIONS 
    1. A panel of examiners, both internal and external, are appointed to examine a doctoral thesis. Where possible, international examiners form part of the panel.
    2. At least one external examiner is also appointed to examine a DPA thesis.
    3. In instances where professional or statutory bodies have a say in determining the curriculum, they could be involved in moderation as well. 

    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 outside persons. A system of workplace assessment might be initiated for some learning programmes leading to the DPA. To supervise a doctoral candidate a lecturer needs to have a doctorate and extensive experience. 

    NOTES 
    N/A 

    LEARNING PROGRAMMES RECORDED AGAINST THIS QUALIFICATION: 
    When qualifications are replaced, some (but not all) of their learning programmes are moved to the replacement qualifications. If a learning programme appears to be missing from here, please check the replaced 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. 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.