Doctor of Education in Educational Psychology

Purpose

The purpose of the qualification is to provide education and training for a career in the area of study. The qualification is designed around the development of high-level performance and innovation in a professional context. A defining characteristic of this qualification is that it requires the ability to integrate theory with practice through the application of theoretical knowledge to highly complex problems in a wide range of professional contexts.

Rationale

There is an urgent need in South Africa for the development of a new approach to qualifications on a doctoral level that are designed around the development of high level performance and innovation in a professional context. The qualification is therefore founded on the processes of thoughtful action in which the realities of the complex work in schools and the wider communities in which registered educational psychologists find themselves. The knowledge and the improvement of educational psychological practices and the research rigor of universities are integrated into programme contents. This will enable graduates to play a leading role in educational psychological contexts in South Africa.

The institution accepts Recognition of Prior Learning (RPL) as an integral part of education and academic practice. It is acknowledged that all learning has value and the Faculty of Education will endeavour to assess prior learning and award credit where relevant.

The institution manages RPL according to the RPL policy, which will be applied as follows for purposes of this qualification as set out in the Faculty of Education policy:

• Through RPL a student may gain access, or advanced placement, or recognition of status, on condition that he/she continues his/her studies at the University of Johannesburg (UJ).
• Recognition takes place in terms of requirements and procedures applied by the Faculty of Education.

RPL in the case of a student not complying with the formal entry requirements

• Is conducted after payment of the prescribed fees in accordance with the policy and guidelines of the University.
• Is based on other forms of formal, informal and non-formal learning and experience.
• Is considered only where prior learning corresponds to the required National Qualifications Framework (NQF)-level.
• Takes place where prior learning in terms of applied competencies is relevant to the content and outcomes of the programme.
• Is considered in terms of an assessment procedure that includes a motivated recommendation by an assessment panel to the Dean's Committee of the Faculty of Education.
• Is finally decided upon by the Faculty of Education Dean's Committee.

Entry Requirements

The minimum entry requirement for this qualification is

• Master of Education in Educational Psychology.

This qualification consists of compulsory modules at National Qualifications Framework (NQF) Level 10 totalling 360 Credits.

Compulsory Modules

• Advanced Research Design and Methodologies, 40 Credits.
• Responsive Sustainable Educational Change, 60 Credits.
• Community Educational Psychology, 60 Credits.
• Educational Psychological Research Portfolio,200 Credits.

• Demonstrate a high-level research capability; in depth knowledge and high levels of theoretical understanding in a complex and specialised area or across multiple areas.
• Make a significant an original academic contribution in the discipline, within academic, professional and/or defined ethics.
• Conduct independent self-generated research.

Associated Assessment Criteria for Exit Level Outcomes

• Apply sophisticated knowledge and research methodologies to solve complex, unfamiliar territories.
• Apply knowledge and theory accurately to new contexts.
• Interrogate existing knowledge boundaries and practices and create responses to problems that expand or redefine existing knowledge.
• Unique contribution to the discipline and provide research leadership within a field or across disciplines.
• Demonstrate high levels of responsibility, self-reflexivity and adaptability intellectual independence.
• Challenge complexities and contradictions in the knowledge base.

Integrated Assessment

Assessment across the qualification forms an integral part of the teaching and learning process for this programme. In achieving the learning outcomes, students are required to comply with the minimum assessments set for the level of the qualification, as per the Institution's Assessment Policy. Assessments vary depending on the module and the outcomes of the module, however all modules are formatively and summatively assessed.

The assessment of theoretical modules is usually in the form of assignments, practicals and written tests or examinations. The weighting of the different assessments toward the calculation of the final mark is clearly indicated to students in the learning guide for each module.

Integrated Assessments/case studies also take place through a variety of assignments, for example, those completed in industry or those that assess aggregated knowledge acquired (such as in a capstone module).

Assessment takes place through the theses in which the student is expected to show competency in all outcomes and specifically to present integrated research findings that are interpreted and linked to the existing literature across the entire area of the investigation.

Each student is assigned a supervisor based on their area of specialisation. The National Qualifications Framework (UJ) Policy: Student-supervisor relationship outlines the rights and obligations of doctoral students and supervisors and co-supervisors. It gives a clear and concise outline of the expectations of both parties with the aim of aiding the development and maintenance of a sound and productive relationship between student and supervisor.