Other Officers of ACD-SAR
These officers form the operational backbone of ACD-SAR, translating strategic vision into daily execution and ensuring that every doctoral journey is supported by robust systems, inclusive pedagogy, and transformative mentorship.
Administrative Staff
- Provide logistical, clerical, and operational support across all units.
- Ensure smooth functioning of admissions, records, finance, and learner services.
- Serve as the first point of contact for candidates and partners.
Coordinators of Programmes, Units, and Projects
- Drive implementation of specific doctoral programmes, thematic units, and innovation labs.
- Facilitate co-supervision models and stakeholder engagement.
- Monitor progress, impact metrics, and knowledge translation outcomes.
Faculty and Academic Staff
- Deliver blended learning modules, supervise doctoral research, and mentor candidates.
- Co-author publications, policy briefs, and innovation toolkits with candidates.
- Champion ethical scholarship, inclusive pedagogy, and real-world application.
Learning Domains of Our Professional Doctorate Programmes
| Skill Set | Focus |
|---|---|
| Business & Research Skills | Strategic business modules and rigorous research training |
| Creative & Critical Thinking | Literature critique, business intelligence, and autonomous inquiry |
| Transferable Skills | Group-based consultancy, teamwork, and problem-solving |
| Evidential Skills | Independent, work-based thesis with demonstrable impact |
Each domain is designed to foster intellectual agility, ethical reasoning, and applied competence.
Delivery Model
ACD-SAR adopts a flexible, learner-centered delivery model that accommodates the realities of working professionals while maintaining academic rigor:
Blended Learning
Combines residential workshops, virtual seminars, and field-based research engagements.
Co-Supervision
Each candidate is mentored by both academic scholars and industry practitioners to ensure relevance and depth.
Modular Structure
Aligned with:
- Kolb’s Experiential Learning: Learning through reflection and transformation of experience
- Zuber-Skerritt’s Knowledge Creation Cycle: Grounded, systems, and critical theory integration
- Illeris’s Professional Learning Theory: Balancing personal, social, and organizational learning contexts
This model ensures that doctoral candidates not only generate new knowledge but also apply it meaningfully within their professional domains.