Master of Arts in Speech Pathology

Purpose

The Master of Arts in Speech Language Pathology qualification will provide the learners with the skills to define, design and deliver an academically rigorous piece of research, based on an understanding of contextual factors and how the research is situated in context and further appreciate the practical implications and constraints of the area under investigation.

Learners will show evidence of critical and detailed knowledge with an in-depth understanding of their chosen subject area. They will demonstrate emerging understanding of the relationship between theoretical concepts learnt at undergraduate level, theoretical frameworks experienced over their period of clinical practice, and the application of these theories and frameworks to specific conditions, situations and populations.

The purpose of this qualification is to produce a qualified learner that is capable of

• Sophisticated and resourceful thinking.
• Complex problem solving and application skills.
• Demonstrating an advanced critical awareness and competent practice in Speech Pathology and related disciplines.
• Designing and conducting appropriate research.
• Knowledge building, leadership and decision-making at managerial, policy-making and consultation levels in the professional context.

Rationale

This qualification seeks to produce post-qualified learners who can contribute to the economy and social well-being of South Africa by conducting appropriate research into the educational, social and vocational consequences of communication disorders as well as the effective prevention and treatment of such disorders.

Learners will further demonstrate an understanding of the complexities and uncertainties of selecting and applying appropriate research procedures and techniques to answer a research question and the ability to modify and tailor these when necessary to ensure an ethical research process, skills that align well with further studies at PhD level.

The qualification will enhance the career of the post-qualified learner by preparing him/her for an academic and/or clinical leadership position and/or further doctoral study.

Recognition of Prior Learning

The institution has an approved Recognition of Prior Learning (RPL) policy which is applicable with regards to equivalent qualifications for admission into the qualification. RPL will be applied to accommodate applicants who qualify. RPL thus provides alternative access and admission to qualifications, as well as advancement within qualifications. RPL may be applied for access, credits from modules and credits for or towards the qualification.

RPL for access

• Learners who do not meet the minimum entrance requirements or the required qualification that is at the same NQF level as the qualification required for admission may be considered for admission through RPL.
• To be considered for admission in the qualification based on RPL, applicants should provide evidence in the form of a portfolio that demonstrates that they have acquired the relevant knowledge, skills, and competencies through formal, non-formal and/or informal learning to cope with the qualification expectations should they be allowed entrance into the qualification.

RPL for exemption of modules

• Learners may apply for RPL to be exempted for modules that form part of the qualification. For a learner to be exempted from a module, the learner needs to provide sufficient evidence in the form of a portfolio that demonstrates that competency was achieved for the learning outcomes that are equivalent to the learning outcomes of the module.

RPL for credit

• Learners may also apply for RPL for credit for or towards the qualification, in which they must provide evidence in the form of a portfolio that demonstrates prior learning through formal, non-formal and/or informal learning to obtain credits towards the qualification.
• Credit shall be appropriate to the context in which it is awarded and accepted.

Entry Requirements

The minimum entry requirement for this qualification is

• Bachelor of Speech-Language Pathology, NQF Level 8.

This qualification consists of the following compulsory and elective modules at National Qualifications Framework Level 9 totalling 180 Credits.

Compulsory Modules, Level 9, 120 Credits

• Research Methodology, 30 Credits.
• Research Report, 90 credits.

Elective Modules, Level 9, 60 Credits (Select two modules)

• Adult Language Pathology, 30 Credits.
• Advances in Speech Pathology, 30 Credits.
• Child Language Disorders, 30 Credits.
• Clinical Ethics and Professional Issues, 30 Credits.
• Communication Disorders in Bilingual Populations, 30 credits.
• Deafness Studies, 30 Credits.
• Dysphagia, 30 Credits.
• Early Intervention, 30 Credits.
• Stuttering, 30 Credits.

1. Access and process information using a range of technologies
2. Communicate and produce research findings necessary for academic assignments, research reports and practice research.
3. Demonstrate critical analytic competence and problem solving.
4. Demonstrate research competence.
5. Show competence to manage him/herself.
6. Demonstrate social competence.
7. Show ecosystemic competence.
8. Show disciplinary and/or professional competence (can substitute field of enquiry for discipline).

The Associated Assessment Criteria may be applied in an integrated manner across all the Exit Level Outcomes

• Demonstrate sophisticated selection and search strategies for appropriate databases and information resources.
• Process and critically evaluate different kinds of data and texts.
• Synthesise data within the contextual and conceptual framework of generic and specialised language therapy.
• Use appropriate conventions and representational technologies to sustain cogent arguments.
• Present ideas and theories effectively from generic and specialised speech-language pathology specific information.
• Translate information into situation-specific language.
• Develop and critically examine innovative approaches and conceptual tools with which to analyse practice.
• Facilitate critical debate about the possibilities and constraints of advanced practice in the changing South African context.
• Critically evaluate limitations of different theoretical models about practice, wisdom and contextual realities and suggest alternatives.
• Demonstrate an ability to apply theory to practice.
• Design, execute and write-up a scholarly dissertation that contributes to the advancement of knowledge.
• Show competence in reflective practice research.
• Show enthusiasm for being a purposeful, self-directed, resourceful scholar, practitioner and researcher.
• Demonstrate a capacity to become a mentor in developing professional knowledge, skills and values in others.
• Demonstrate a capacity to balance and manage a range of commitments and life tasks.
• Develop educational projects using various strategies, materials and personnel.
• Recognise the limits of professional competence.
• Demonstrate independence, initiative, creativity, purposefulness and leadership in professional relationships.
• Work in multi-disciplinary, multi-sectoral and multi-dimensional teams.
• Show advanced ability to plan, execute and evaluate.
• Demonstrate professional practice and research within an ecosystemic paradigm.
• Display sensitivity to environmental and cultural factors.
• Apply advanced concepts, methods, theories and analytical processes to situations across a broad range of contexts.
• Master methods of scholarly research as they apply to the research report and the profession.
• Educate the relevant authorities on the specific contribution of the profession toward individual, group, organisational and community development.

INTEGRATED ASSESSMENT

The dissertation and research report are forms of integrated assessment.

The assessment for this module will be formative and summative. Formative assessment is undertaken on a continuous basis, incorporating seminar presentations and papers, coursework assignments and tasks, as well as reports on research plans. The final assessment practices include criteria pertaining to all the outcomes for the degree to ensure that these outcomes are integrated with one another. Learners are expected to apply the knowledge, skills and values from the disciplines they have studied to issues and problems in speech pathology

In order to promote, monitor and measure student learning throughout a course, no single assessment may count for more than 40% of the final mark unless there are special circumstances, in which case the permission of the Dean is required.