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Evaluation methods and grading systems based on traditional assignments and evaluation are increasingly becoming mere simplifiers of academic beurocratic processes. They don’t actually measure what a candidate should understand at the end of each learning process.

The use of traditional modes of assignments and written projects are no longer viewed as a suitable form of evaluation. This is increasingly becoming evident in adult higher education.

The more popular and meaningful alternative being adopted by many international institutions world-wide is the Portfolio method which provides the opportunity for candidates to exhibit their understanding of the subject matter through the presentation of work-based evidences.

These may have actually occurred in a candidate’s work-place or something that the candidate feels he/she can now implement at the work-place.


A portfolio is a careful and purposeful collection of candidate’s work and/or experiences that exhibits the candidate’s efforts, progress and achievements. A portfolio provides a richer picture of candidate’s performance than can be gained from more traditional forms of assessments.

A portfolio should reveal a range of skills and understanding on a wide range of issues. A portfolio is deemed the most suitable form of assessment for the Professional doctoral programme as it:

• Encourages self-directed learning.

• Enlarges the view of what is learned.

• Fosters learning about learning.

• Demonstrates progress toward identified outcomes.

• Provides a way for candidates to value themselves as active learners.

• Offers opportunities for peer-supported growth.


The objective of a portfolio is to provide the opportunity for candidates to:

• Exhibit their understanding of the subject matter.

• Relate the theories and concepts that they have learned to real-life work/business situations.

• Provide evidence of their ability to adapt and adopt what they have acquired from their learning process to real-life business situations.

• Measure the effectiveness of their own life-long learning endeavours.

• Provide evidence of how they are able to view current/past work-place related problems in the light of the new knowledge that they have acquired.

• Enable them to collate their work/life experiences into a meaningful and coherent body of work that will exhibit their understanding and knowledge of work-place related issues. 



Section A: Introduction

  1. Personal – Provides a concise self-description. This must include examples of leadership positions held.
  2. Organisation – Provides a concise introduction to the organisation and the industry in which it operates. The description of the industry must be given from both domestic and international perspectives.

Section B: Personal View on Leadership

  1. Provides an analysis of what is meant by ‘leadership’. This should be discussed from the point of personal experiences, supported by external ideas/concepts.
  2. Choose one (1) current business leader (local/international) and discuss what you have personally learned from the business leadership style of this individual.

Section C: Examples of Leadership Dilemma/Success

In this section the candidate needs to provide examples of his/her own examples of leadership dilemma or success. Candidates may either discuss one ‘incident’ only in detail or a few incidents that have occurred throughout their career as a business leader.

Section D: Synergising New Knowledge Gained With Practical Business Leadership Demands

Throughout the programme, candidates will undoubtedly gain much knowledge and insights on the concept and practise of business leadership.

In this section candidates are required to present their own understanding of how their newly acquired knowledge can be synergised with their own practical leadership examples.

Candidates may also draw from their wide readings, participation in conferences/seminars.  It is critical that candidates exhibit a deep sense of practical knowledge. This practical knowledge may also be derived from other business leaders’ experiences. Where possible candidates must indicate and explain how far their experience is similar or different from other business leaders’ experiences and examples.

Section E: Conclusion

In this section, candidates are to summarise what they have presented in the rest of the portfolio.  More than a repetition of what has already been discussed; the conclusion section should contain an in-depth synthesis of them. No new ideas or opinions should be introduced at this stage.